Jumat, 04 Mei 2012

Learn Number, Learn Math


Reflection For thevideomathtutor.com
By Luis Anthony Ast

Basic Mathematics 4
PROPERTIES OF NUMBERS
There are so many ways to introduce mathematics. An example is by video tutorial. By this media, students can learn Mathematics easily. Here is the reflection I made from the video that I got in my English course several last weeks. Enjoy, please :D
The Reflexive Property of Equality
A number is equal to itself.
Example:         
If given a number A, then it means that A=A
Then another example is 2=2, 3=3 and soon.

The Symmetric Property of Equality
if one value is equal to another, then that second value is the same as the first.
Example:
1.      If given A=B, so we can move each number in opposite side become B=A,
2.      Then when we do an algebraic equation then we find the equation is 3=X. it doesn’t matter. But  in the final answer we can write X=3. Cause on the symmetric property, if we change to another side it will be the same.

The Transitive Property of Equality
If one value is equal to a second, and the second happens to be the same as a third, then we can conclude the first value must also equal the third number.
Example:
1.      If given A=B and B=C, so we can conclude that A=C.



The Substitution of Property
If one value is equal to another, then the second value can be used in place of the first in any algebraic expression dealing with the first value.
Example:
1.      If given A=B, the we subtract each side to equal values, for example C,
Then A-C=B-C

The Addictive Property of Equality
We can ad equal values to both sides of an equation without changing the validity of the equation.
Example:
1.      If A=B
Then A+C=B+C
Or the other type  C+A=C+B

The Cancellation Low
Example:
1.      The original form is A+B,
Then add each side by C, A+C=B+C
If we want to cancel the last addition, we can use this cancellation low.
Become: A+C-C=B+C-C

The Multiplication Property of Equality
We can multiply equal values to both sides of an equation without changing the validity of equation.
Example:
1.      If given A=B, then we multiply each side to C, so it will always have an equal result. AC=BC.
2.      Then, the form above also have the same result with the form CA=CB.

The Cancellation of Multiplication
Example:
1.      The original form is A=B
Then multiply each side by C, AC=BC
If we want to cancel the last multiplication, we can use this cancellation low.
Become: AC/C=BC/C è A=B

Zero Factor Property
If two values that are being multiplied together equal zero, then one of the values, or both of them must equal zero.
Example:
1.      Let AB=0
From that, we can expect that it is possible that A=0 or B=0 or both A and B are 0.

The Law of Trichotomy
For any two values, only one of the following can be true about these values:
-          They are equals (A=B)
-          The first has a smaller value than the second (A<B)
-          The first has a larger value than the second (A>B)
Example:
Given number A and B,
So the possibility is :
a.       A=B
b.      A>B
c.       A<B
The Transitive Property of Inequalities
If one value is smaller than a second, and the second is less than a third then we can conclude the first value is smaller than the third.
Example:
Given A<B and B<C,
So it means that A<C

Property of Absolute Value
Example:              
1.      |A|≥0, it means that |-A|=|A|
2.      |AB|=|A||B|
3.      |A/B|=|A|/|B|, B≠0

CLOSURE
The Closure Property of Addition
When you add real number to other real number, the sum also real number. Addition is a ‘closed’ operation.
Example:
A+B= a real number

The Closure Property of Multiplication
When you multiply real number to other real number, the sum also real number. Multiplication  is a ‘closed’ operation.
Example:
AB= a real number
COMMUTATIVE
The Commutative Property of Addition
It doesn’t matter the order in which numbers are added together. 
If given A+B, we can switch into another side become B+A

The Commutative Property of Multiplication
it doesn’t matter the order in which number are multiplied together.
If given form AB, it will be the same with BA.

ASSOCIATIVE
The Associative Property of Addition
When we wish to add three or more numbers, it doesn’t matter how we group them together for adding purposes. The parentheses can be placed as we wish.
For example, for adding A+B+C we can modified parentheses into (A+B)+CèA+(B+C). the result will be same.

The Associative Property of Multiplication
When we wish to multiply three or more numbers, it doesn’t matter how we group them together for adding purposes. The parentheses can be placed as we wish.
For example, for multiplying  A,B, and C we can modified parentheses into (AB)CèA(BC).



IDENTITY
The Identity Property of Addition
There exist a special number, called the ‘addictive identity’. When added to any other number, then that other number will still ‘keep its identity’ and remain the same.
if given number A, then add to 0, so the result is the number A itself. Symbolically we can write A+0=A.
or we can also change the form into 0+A=A. And the result will be same.

The Identity Property of Multiplication
There exist a special number, called the ‘multiplication identity’. When multiplied  to any other number, then that other number will still ‘keep its identity’ and remain the same.
For example if we have number A, then we multiplied to 1, so the result is number A itself. Symbolically we can write A.1=A
or we can also change the form into 1.A=A. And the result will be same.
From identity, we can conclude that:
-          0 is a unique  number  in addition
-          1 is a unique number in multiplication

INVERSE
The Inverse Property of Addition
For every real number, there exists another real number that is called its opposite, such that, when  added together, we will get the addictive identity (the number zero).
For example the number is A. if we add A with the opposite number of A, that’s –A, so the result will be 0. Symbolically we can say A+(-A)=0
Or we can change the form into (-A)+A=0, and the result will be same.
The Inverse Property of Multiplication
for every real number, expect zero, there is another real number that is called its multiplication inverse, or reciprocal, such that, when multiplied together, we will get the multiplicative identity (the number one).
Example:          A.1/A=1
1/A.A=1

DISTRIBUTION
Distributive Law of Multiplication Over Addition
Multiplying a number by a sum of numbers is the same as multiplying each number in the sum individually, then adding up our product.
Formula:
If given A(B+C), how to solve it? We can distribute it. A goes to times by B, then A also goes to times by C. or symbolically we can say in the form  A(B+C)=AB+AC.
Or for another form we can write into (A+B)C=AC+BC. It doesn’t matter because the result will be same.
Example:
1.      If given 5(7+3), using distributive law, determine the result.
Solution:
5(7+3) =5(10)
=50,
Or
            5(7+3) =5(7)+5(3)
                        =35+15
                        =50

The Distributive Law of Multiplication Over Subtraction
Formula:
A(B-C)=AB-AC. That formula means if we have A(B-C), we can distribute it, A times B subtract A times C.

The General Distributive Property
In general distributive property, we have the general formula:
a(b1+b2+b3+…+bn)     =          a b1+a b2+a b3+…+a bn
for example:
2(1+3+5+7)     =          2.1+2.3+2.5+2.7
                        =          2+6+10+14
                        =          32

The Negation Distributive Property
If you negate (or find the opposite) of a sum, just ‘change the signs’ of whatever is inside the parenthesis.
Formula:
-(A+B)=(-A)+(-B)= -A-B





QUIZ
1.      Find the inverse of the number bellow
a.       -5   = 5
b.      2/3 = -2/3
c.       -1   = 1
d.      0    = 0

2.      Do this question using the property above
a.       –u+u          = 0
b.      8x7                        = 7x8
c.       5(w-y)        = 5.w-5.y
d.      -3+(6+2)    =(-3+6)+2
e.       Z                = Z
f.        a≤/b, a≠b, therefore a˃b
g.       m(1/m)       = 1
h.       since root of 3 and e are real number, so if root of 3 subtract e, the result will be a real number.
i.         The form 2+x2 have the same result with the form x2+2.
j.        (Z+7)+2=z+(7+2)
k.      (y)(1)         = y
l.         If x=y and y=5, so the value of x=5
m.     2+0                                    = 2
n.       –(x+2)                    = -x-2
o.      (ab)c                      = a(bc)
p.      [2+(x-1)]y              = 2y+(x-1)y
q.      (1/x2+4)( x2+4)       = 1
r.        (x+y)+z                  = z+( x+y)
s.       (1) (1)                    = 1
t.        5+w+(-w)              = 5
u.       (2a)(bc)                  = 2(ab)c
v.       |-2/3|                      = |-2|/|3|           = 2/3
w.     1.(y-z)                    = y-z
x.       X+5                                   = 5+x
y.       pq                          = qp
z.       2y+8                      = 8+2y
aa.   2-ab                       = ab-2
bb.  3+(w+z)                 = (3+w)+z
cc.   -2(x+3)                  = (-2.x)+(-2.3)=-2x-6
dd.  –(2y-9)                  = -2y+9

Video As The Media For Studying Math


Try to Understand Math trough Video 



NOTATION FOR DERIVATIVE

Before we learn about the notation for derivative, there is a question, what is derivative? Derivative can be told as the slope of tangent at point. Then, when we take a look at the formula derivative  can be said as the change of y over the change of x . Then, derivative can be symbolize as fI(x) or yI or dy/dx.
We can symbolize the formula: fI(x)= yI= dy/dx= change in y’s/change in x’s
Then, when we want to find the slope of   two points we can use this formula:
fI(x)      =change in y’s/change in x’s
=y2-y1/x2-x1
=rise/run

Another way to get derivative, we can use limit function. For looking for fI(x), we take limit h approach to 0 for f(x+h)-f(x)/h. in this case, h is the amount interval.
  
            Example:
1.      Given f(x)=4x2-8x+3. Find f1(2)!
Solution:
To find fI(x), first we substitute x=2 in 4x2-8x+3, then we substitute x=(2+h) in 4x2-8x+3.
F(2)=3
F(2+h)=4h2+8h+3
Then:
fI(x)= lim h->0  f(x+h)-f(x)/h
      = lim h->0 3/4h2+8h+3
      =8



ANGLE
Angle is constructed by two ray and one vertex. One ray is called initial side, then another side is called terminal side. Angle can be divided into three kinds.
There are:
1.      Acute angle. Acute angle is angle that the measure less then 90 degrees.
2.      Right angle. Right angle is the angle that the measure is 90 degrees.
3.      Obtuse angle. Obtuse angle is angle that the measure is more than 90 degrees.





TRIGONOMETRY
Before we learn about trigonometry, of course about the basic of trigonometry, do you know what is trigonometry? Trigonometry comes from two words. There are triangle and measure. In the basic of trigonometry, it is possible for us to find sin, cos, tan, etc. How can we find the value of sin, cos, tan, quickly and easily? There are some alternate way to find the value of sin, cos, tan, quickly and easily.
Let:
S=side opposite hypotenuse
O=over
H=hypotenuse
C=adjustion
T=segment front of angle
Then using a right triangle,
Sin = SOH
Cos = CAH
Tan = TOA





 INTEGER
What is integer? Integer is whole numbers but not fraction number.
Integers are included :
1.      Positive numbers, for example 1 2 3 4 5. . .n
2.      Negative numbers, for example -1 -2 -3 -4 -5. . .-n
3.      Zero number
Then, how about the name of each number on each position in any integer?
For example if we have number 5431, so how to grouped each number?
In this case:
1 = unit place
3 = tens place
4 = hundreds place
5 = thousand place



 FACTORING POLYNOMIAL
One way how to get the factor of polynomial is divide the polynomial with the factor given.
For more understand this topic, it is better for us to take one example.
1.      If we have polynomial x3-7x-6, then one factor of that polynomial is 3, so what are the other factors?
Solution:
Because one of the factors of x3-7x-6 is 3, we can divide x3-7x-6  with x-3, since 3 is the factor of x3-7x-6. From that operation we will get result x2+3x+2. Then from x2+3x+2, we can change that form into x+2 and x+1. For x+2, it means x=-2, then from x+1 it means that x=-1.
Finally we can conclude that the factors of x3-7x-6 are 3,-2, and -1.



 SOLVING WORD PROBLEMS

Sometimes, so hard for solving Mathematics in word problems. It is because for solving word problems need more understanding. Without more understanding, so hard for getting the solution. However, we must know how to solve word problem because of in our life, problems are always represented by words. So, it is very necessary for us to understand word problems.
            In this case, we have a key how to solve word problem easily. Well, let call it BUCK key. What is BUCK? Let check it out:
B= Box the question. It means that you have to know what the question is first.
U= Underline the info. It means that you must underline every info given in the question.
C= Circle the vocab. Sometimes there is a key word that we have to understand.
K= Knock out information you don’t need. It means that better for you to knock out information that you don’t need for solving the problem.

There are some example for solving word problems:
1.      How much money should Maria bring to buy a pair of shoes, if the original price is $80.00 and there is a discount 20%. This sale will last one week.
Solution:
First step we must box the question, and the question is how much money should Maria bring to buy a pair of shoes.
Then, the next step is underline the info given. In this question, the info are the original price is $80.00 and discount 20%.
The third step is circle the vocab. On question above, the vocab is original and discount.
Then the fourth step is knock out information you don’t need. In this problem, we knock out sentence ‘This sale will last one week’.
>original price $80.00
>discount 20% = 20% x 80.00 = 16.00
>new price = 80.00-16.00 = 64.00
So, we can conclude that Maria should pay $64.00.

2.      A college student plan to spend $420 on books for one semester. He also plans to spend $20 per week on pizza. The fall semester in 18 week long. How much will he need for books and pizza?
Solution:
First step we must box the question, and the question is how much will he need for books and pizza?
The second step is underline the info given. In this question, the info are :
>$420 for books in one semester.
>$20 for pizza in 18 weeks (one semester)
The third step is circle the vocab. On question above, the vocab is spend.
Then the fourth step is knock out information you don’t need. In this problem, there is no sentence that have to knock out.
Calculating :
>books: $420
>pizza: $20 x 18 = $360
>books+pizza = 420+360= 780
So, from that calculation we can conclude that he need $780.00 for books and pizza.

3.      A first number plus twice a second number is 23. Twice the first number plus the second number is 31. Find for each number!
Solution:
From the problem above, let :
The first number=x
The second number=y
Then, we translate the information above into symbol in Mathematics.
>x+2y=23…(i)
>2x+y=31…(ii)
Then we multiply equation (i)  by 2, and equation (ii) by 1.
Then we get :
>2x+4y=46…(i)
>2x+y=31…(ii)
After that, we subtract equation (i)  to equation (ii).
We get 3y=15 so y=5
If y=5 so we can get x=13
From that, we get y=5 and x=13.

4.      The sum of two numbers is 16. The first number plus 2 more than  times the second number equals to 18. Find each number!
Solution:
From the problem above, let :
The first number=x
The second number=y
Then, we translate the information above into symbol in Mathematics.
>x+y=16…(i)
>x+(3y+2)=18…(ii)
On second equation we can simplify into x+3y=16…(iii)
Then we subtract equation (i) and (iii).
So we get that y=0 and x=16.



 PROPERTIES OF LOG
In the properties of log, there is a basic formula that we have to know and understand.
If we have logbx=y it means that by=x.
For more understand let go to the example.
1.      Log10100=x, determine the value of x.
Solution:
Let see on the basic formula above, so we will get:
10x=100
X=2
So, the value of x is 2.


2.      Log2x=3, determine the value of x.
Solution:
Let see on the basic formula above, so we will get:
23=x
X=8
So, the value of x is 8.

3.      Log7(1/49)=x, determine the value of x.
Solution:
Let see on the basic formula above, so we will get:
7x=1/49
7x=1/72
7x=7-2
X=-2
So we can conclude that the value of x is -2.


Then,we also have the formulas:
Logb(M.N)      =          logb M+logb N            (i)
Logb(M/N)      =          logb M-logb N             (ii)
Logb(Xn)         =          n.logbX                        (iii)

For more understand that formulas, let go to the example:
1.      Log3[x2(y+1)/z3], simplify  using formulas above!
Solution:
=Log3 [x2(y+1)]-log3 z3, using  (ii)
= Log3 x2+ Log3(y+1)- log3 z3, using (i)
=2 Log3 x+ Log3(y+1)-3 log3 z, using (iii)



 TERMINOLOGI
Function is an algebra statement
For example:
1.      Y=2x
To find the value of y, we must know the value of x first. If the value of x is 5, so y is 10. It can be said that without x, you can’t get y.
                        Function can be grouped into two, there are:
1.      Equation
Example: 1+3=4
2.      Inequalities 
Example: 8>5

Function can be notate f(x) or y. f(x) means that that is the function of x.
For example: f(x)=y=3x+4 (standart form)

Math is Fun Through Songs


 Enjoy Your Math through Songs

When there is a word Mathematics, what do you think? Ya, Mathematics. Actually, this word is very familiar in the whole word. But, now there are a lot of people hate Mathematics. They get their mindset that Mathematics is difficult. Mathematics is so hard to understand, and etc. Why do they have that mindset? It is may be because during they get that subject in school, the teacher didn’t give an interesting way to teach about Mathematics. So, it is possible for students to judge that Mathematics is horror. Then, the question is how to change that mindset? How to introduce students that Mathematics is fun?
Well, at my class with Mr.Marsigit on March 19th, 2012, I have a new way how to introduce Mathematics. Of course with a fun way. Yes, we can introduce Mathematics by music or songs. As we know that music or songs mostly are related to children’s world and something fun, while Mathematics is related to something afraid and annoying. Almost all of students feel like they have nightmare when they have Mathematics class.
So it is important for Mathematics teacher to create something fun that can make students love Mathematics. One example is by songs. By the songs we made that contain the material about Mathematics, it can deliver the material to students easily. Then for making the students like the song, teacher can use or adopt a famous song, then change the lyric using Mathematical lyric. There is an example, one song from Bruno Mars-The Lazy Song that have been adapt into Mathematical song.
Let check it out guys:

Today I don’t feel like doing anything
I just wanna focus on Math
Domain and Range and rate of change
It all makes me go insane
Today I don’t feel like doing anything
Now let’s sketch graphs
Try to figure out how to represent relation
Ordered pairs and table are destination
Learn about this function notation
I’ll be graphing linear function
And interpreting relations
Did you know that y=mx+b?
Si in my Math class, I’ll get good grades
Oh yes, I know, I know
I said it cause I know
Today I don’t feel like doing anything
Domain and Range and rate of change
It all makes me go insane
Today I don’t feel like doing anything
Now let’s sketch graphs
Tomorrow I’ll wake up
And do some more graphing
Gonna ace my test and stop all that slacking
And I’m gonna walk around
And show all my friends
I bet all my old man will be so proud of me
Don’t worry pops, I’ll keep doing great
Oh yes I aced it cause I can
Today I don’t feel like doing anything
Domain and Range and rate of change
It all makes me go insane
Today I don’t feel like doing anything
Now let’s sketch graphs
Oh I know all definitions
And I know what a function is
One element of the domain goes with the range
There are different types of variable
The dependent and independent
The relationship between two sets of things
Today I don’t feel like doing anything
Domain and Range and rate of change
It all makes me go insane
Today I don’t feel like doing anything
Now let’s sketch graphs


Then, the other example songs is about what Mathematics is.
Let check it out:

That’s Mathematics! By Tom Lether
Counting sheep, when you’re trying to sleep
Being fair, when there’s something to share
Being neat, when you’re folding a sheet
That’s Mathematics
When a ball, bounces off of a wall
When you cook, from recipe book
When you know, how much money you owe
That’s mathematics
How much gold can you hold in an elephant’s ear ?
When its noon on the moon, then what time is it here?
If you could count for a year …
Would you get infinity? Or somewhere in that vicinity
When you choose, how much postage to use
When you know, what’s the chance it will snow?
When you bet, and you end up in debt
Oh try as you may, you just can’t get away from Mathematics
Andrew Wyles, Gently Smiles, Does his thing and voila!
QED we agree and we all shout “hurrah”
As the confirms what Fermat, Jotted down in the margin , which could’ve used some enlarging
Tap your feet; keep in time to a beat
Of a song, while you’re singing along
Harmonies, with the rest of the guys
Yes try as you may, you just can’t get away
From Mathematics!


Another example is a song about Mean, Median, and Mode.

MEAN MEDIAN AND MODE
Mean median and Mode
How do you find the mean?
Add up the numbers in the data sheet
Divide the total by the number of items
The answer is the mean or average
Mean median and mode how do you find the median ?
Arrange the numbers in order, from the lowest
To the highest value
The middle number is the value of median
Odd number of items
The average of two middle numbers is the median
For an even number of items
Mean median and mode
Mean median and mode
How do you find the mode?
Just find the number that repeats most often
And the number is the mode
If you find no number that repeats most often
Then there is no mode
Mean median and mode
Mean median and mode
Mean median and mode



Then,
POSITION OF TWO LINES
The position of two lines
We can find four positions
First is intersection
This is the easiest one
Those lines have one common point
Its like you cross your two sticks drum
Or you cross hands behind

The second is superimpose
Do you know their characters?
More than one common point at those line
Just like you clap your hands
The third its called parallel
If those lines don’t have common point
Its like floor-tile and ceiling
They will never meet at one point

The last one we call it skew
S, K, E, and W
Those line are not parallel
But never meet at one point
Do you know why its happen?
Because they lies in different plane
That’s all about our topic today
Its easy to understand.


The last song in this case is:

WHAT YOU KNOW ABOUT MATH
What you know about math
What you know about math
What you know about math
Hey, don’t you know I represent math league when I add shorty subtract
Freshman backpack where I holding all my work at
What you know about math
What you know about math
What you know about math
I know all about math
Answer’s 44 it’s realy easy cus it’s sig figs
You got 45 your answer high you rounded too big
What you know about math
What you know about math
What you know about math
I know all about math
TI-80 silver edition know I’m singing dog
Extra memory on the back to do my natural log
You know we multiply while memorizing pi
Take limits to the sky be sure to simplify
Graphing utility it’s trigonometry 100 our math B
Don’t you cheat off me
Distance is rate times time
The sign graph ain’t no line
Exponential decline
But your score cant  beat mine
We’re memorizing rate for our math league states
Against the math league greats
Not getting many dates
I got to find a mate but girls just play hate and always make me wait
Cant even integrate
don’t you know I represent math league when I add shorty subtract
Freshman backpack where I holding all my work at
What you know about math
What you know about math
What you know about math
I know all about math


All the songs above can be taken on youtube. Well, there so many way how to teach Mathematics that easy to be understood. And it is time for us as the next Mathematics teacher to improve our ability, creativity so that we can make all of the students love Mathematics. Keep Fighting. Cheers :D