Product Review: Math Tutor DVD

I received two DVDs from Math Tutor, Young Minds: Numbers and Counting and The Basic Math Word Problem Tutor. Let me tell you a little about each.

The Young Minds video is a montage of beautiful scenes set to classical music. It teaches counting by using pictures that represent each number, 1-10. There are bonus features that include puzzles and games.

What We Thought
Because the intended audience is preschoolers, this DVD was not age-appropriate for any member of our household. However, I thought it was beautifully done and enjoyed watching it. This is a DVD that I would have watched over and over again with my boys when they were little, particularly during those times that we needed a quiet, sit-down moment. I give Young Minds two thumbs up.

The Basic Math Word Problem Tutor is approximately 8 hours in length and covers 15 different "types" of word problems- addition, subtraction, multiplication, and division, for example. Each session teaches students how to dissect the word problem. They are instructed to consider the question being asked and key words contained within. They are also given strategies for solving each type of problem.

What We Thought
Okay, you need to know that the Olive Plants family loves math. Solving word problems is something we would do for fun. So… unfortunately I cannot say that this DVD "worked for us". There were no a-ha moments.

However,! the methods the tutor uses are excellent. He breaks everything down into manageable chunks and gives his students an effective way to approach each problem. If you and yours are not math geeks like us, this DVD could be very helpful. I give it two perpendicular bisectors and a piece of pi!

The Young Minds DVD sells for $24.99, and The Basic Math Word Problems Tutor sells for $26.99. You can purchase them here.

I received both DVDs mentioned in this review for free. I have received no other compensation and have provided my honest opinion.

You can read more MathTutor reviews at the TOS Homeschool Crew blog.

solve math word problem

Why Do We Study Quadratic Equation?

In maths class, we are hammered with expressions after expressions of quadratic equations. We are taught how to solve for its roots. We are taught all the necessary methods or mathematical techniques to handle quadratic equations.

But after all these, what is the purpose?

This is the question many students of maths studies ask.

Do we need this "quadratic" knowledge in working life?

See the diagrams and photos below. They will enlighten you.



The communication dish is parabolic in shape. Parabolic is the equivalent to quadratic mathematically. Engineers need to understand quadratic equation to! design this beautiful profile.

This wok is designed using quadratic expression. With this, food can be fried to our liking!

Without quadratic equation, who knows how a wok would look like.

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Here you see that eye-glass lens are constructed wit! h curves matching that of the quadratic equation.

L! ight is thus controlled to give good image to our eyes.

Quadratic equations to the rescue, right?

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Other examples are:

1) Distance travelled given by the quadratic equation s = ut + (1/2) a t²

2) Electrical characteristics of a MOSFET (Transistor device)
i = k [(Vg - Vt)VD - (1/2)Vd²]

So now do you still wonder why you study quadratic equations?

Maths do have a purpose in our daily life. Rest assure that you are studying maths for a good cause.

:-)

quadratic equations calculator

ECO 509 - Spring Quarter 2008

Next quarter (Spring 2008) I'll be taking ECO 509 - Business Conditions Analysis (aka Macroeconomics) with Professor Jaejoon Woo (Wed night section).

You can find the blog for ECO 509 at http://eco509.blogspot.com.

prediction interval calculator

My letter to the prime minister - have you written yours?

Subject: Censorship
Comment:
Dear Prime Minister,

I remain concerned about the government's plans to introduce further
censorship of the internet, and about the issues of censorship and freedom of
expression more generally. In particular, I remain angry about the highly
unhelpful response by the former prime minister to the attacks on Bill
Henson, and on the arts community in general, only two years ago.

In my view, there is no issue more important than the long-term protection
and extension of liberal freedoms. There has been far too much retreat from
strict application of the Millian harm principle and the principle of freedom
of speech and expression. This has affected many areas of government policy
under Prime Ministers Howard and Rudd. The current proposals to censor the
internet are of particular concern, given the endless possibility to use the
proposed mechanisms to censor expression that goes far beyond what is claimed
to be the main target: i.e., child pornography.

If child pornography is operating at a level that is causing genuine anxiety
within the government - and this is not just a matter of moral panic - then
more funding should be devoted to ordinary law enforcement to attack the
problem. However, the concept of child pornography must be kept within fairly
narrow limits, so that it can never attach to legitimate artistic images,
such as those created by Henson or the image of Olympia Papapetrou that was
used on the cover of a 2008 issue of Arts Monthly. In any event, it is likely
that child pornography is not spread mainly via publicly-accessible websites,
and that internet censorship will have little effect on it. If so, the
government's current proposals are a dangerous waste of resources.

We need to be confident that whatever steps are taken by the new government
will enhance, rather than further reduce, freedom of speech and expression.
If any measures are introduced, they must be protected from scope creep.
Restrictions on speech relating to such issues as euthanasia must be
liberalised, not hardened up. Importantly, Senator Conroy must stop attacking
free speech advocates as friends of pedophiles - this repeated slur has
caused enormous ill-will towards the government, to the extent where many of
us have lost all confidence in Senator Conroy and hope that he will be
removed from his current portfolio. That is obviously not possible during the
election period, but the signals from both him and yourself during the coming
weeks will be watched closely.

I hope that you will continue to give serious consideration to these matters
as 21 August approaches. Frankly, I am not eager to vote for the Opposition,
and will likely give my first preference to a minor party. Exactly how I vote
will, however, depend heavily on the responses of the major parties to free
speech issues. I need to know that these issues are taken seriously and that
I can look forward to further extension of our liberal freedoms, not to a
retreat into the mentality of censorship.

Yours sincerely,

Russell Blackford

prime expression

Mcat & being physci, neurosci

The great part about being a physiological science major and neuroscience minor is that you dont have to freak out about the following topics on the mcat bio section:

Eukaryotic cells

Enzymes

Nerve cells/neural tissue

Muscle cells/contractile mechanisms & processes

Other specialized cell types

Endocrine system: hormones & their action mechanisms

Nervous system: structure, function, sensory reception & processing

Circulatory system

Lymphatic system

Immune system: innate & adaptive systems

Digestive & excretory systems

Muscle system: function, structure, nervous control

Skeletal system

Respiratory system: structure, function, breathing mechanisms

Skin system: thermo, osmo regulation, structure, function

Reproductive system

embryogenesis

And a bunch of other things

mcat question of the day

How to Graphing Inequalities in the Coordinate Plane.

Objective:

• Graph inequalities in a xy coordinate graph.
  

Assumptions:!

• Ability to graph a line using the slope-intercept form (y = mx + b)

Concepts:

• The shaded area of a graph represents all of the coordinates that will work in a given equation.
  
• A solid edge of the shaded area means that the e! dge is part of the solutions to the equation.
• A dashed edge of the shaded area means that the edge of the graph is not part of the solutions.
  

Directions:

Graph the equation

Step 1: Draw the graph just as you would y = x . This equations in slope intercept form would look like this . The 0 means that you will go through the origin, place a point there. Now use the slope to draw the rest of t! he line. From the origin go up one and to the right one and pl! ace anot her point. Repeat until you have several points.

Now draw a solid line because the equation to be graphed is greater than or equal to. Your graph should now look like this:

Step 2: Next shade everywhere above the line because the equation states that the y values are greater than or equal to the line for any given x value.

Now check your answer by inserting a couple of points from the shaded area and non-shaded area.

Shaded

Does the point ( 1, 2) work in the equation? yes

Does the point ( -1, 0) work in the equation? yes

Non-shaded

Does the point ( 1, 0) work in the equation? no

Does the point ( 2, 1) work in the e! quation? no

Lets try another one.

Graph graph y > 2x + 3

Remember the steps: plot some points, draw the line (solid if equal to, dashed if greater than or less than), shade above with greater than, shade below with less than.

The line will cross the y axis as 3 then go up 2 and over 1 for the slope. Start by placing a point at 3 on the y axis. Next use the slope to place 2 more dots, then make a dashed line through the dots.

The equation uses the greater than inequality so it should be shaded above the line.

Now that we have the common ones out of the way lets look at the ones that may trip you up such as the ones with only one variable like y > 2 and x < -3.

Graph y > 2

Remember that is just a horizontal line. This is just a horizontal line that is shaded above the line and dashed because it is not equal to the line it is only greater than the line.

Graph x < -3

Remember that is just a vertical line. This is just a vertical line that is shaded to the left of the line and dashed because it is not equal to the line it is only less than the line. The x values on the left are less than the line.

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Things to remember when graphing inequalities:

≥ Solid line and shaded above the line.

≤ Solid line and shaded below the line

> Dashed line and shaded above the line

y > # Horizontal line and shaded above the line

y < # Horizontal! line an d shaded below the line

x > # Vertical line and shaded on the right side of the line

x < # Vertical line and shaded on the left side of the line.

line graph generator

Kinds of set

1. Finite set – countable
Example: Sets A, B, C, D are finite sets

2. Infinite set – uncountable
Example: Set E is an infinite set

3. Empty or null set – has no element
Example: A = { }

4. Equal set – set A and set B are equal set if the elements of set A is exactly the element of set B.
Example:
A = {set of an even counting number of one digit} = {2,4,6,8}
B = {set of an integral multiples of two having one digit = {2,4,6,8}

5. Equivalent set – two sets are equivalent if there exists a one-to-one correspondence between elements of the two sets.
Example:
A = {1, 2, 3, 4,5} - x coordinate
B = {6, 7, 8, 9, 10} – y coordinate

then &! #8220;A” is equivalent to B. We can construct the relation of set A and set B.

{ (1,6}, (2,7), (3,8), (4,4), (5,10) }

6. Subset – set whose elements are members of the given set A = {1,2,3,4,5,8}, B = {2,4,8}

7. Universal Set – totality of the given set with consideration. The set from which we select elements to form A given set is called universal.
Example:
Set A = {1, 2, 3, 4, 5, 8} is a universal set
Set B = {2, 4, 8} is a subset of set A

8. Disjoint Set – sets that has no common element ; if two sets have no element in common, the sets are called disjoint sets.

kind of sets