Notes on Continued Fractions and Recurrence Sequences A
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Continued Fractions: Introduction and Applications
PROCEEDINGS OF THE ROMAN NUMBER THEORY ASSOCIATION Volume 2, Number 1, March 2017, pages 61-81 Michel Waldschmidt Continued Fractions: Introduction and Applications written by Carlo Sanna The continued fraction expansion of a real number x is a very efficient process for finding the best rational approximations of x. Moreover, continued fractions are a very versatile tool for solving problems related with movements involving two different periods. This situation occurs both in theoretical questions of number theory, complex analysis, dy- namical systems... as well as in more practical questions related with calendars, gears, music... We will see some of these applications. 1 The algorithm of continued fractions Given a real number x, there exist an unique integer bxc, called the integral part of x, and an unique real fxg 2 [0; 1[, called the fractional part of x, such that x = bxc + fxg: If x is not an integer, then fxg , 0 and setting x1 := 1=fxg we have 1 x = bxc + : x1 61 Again, if x1 is not an integer, then fx1g , 0 and setting x2 := 1=fx1g we get 1 x = bxc + : 1 bx1c + x2 This process stops if for some i it occurs fxi g = 0, otherwise it continues forever. Writing a0 := bxc and ai = bxic for i ≥ 1, we obtain the so- called continued fraction expansion of x: 1 x = a + ; 0 1 a + 1 1 a2 + : : a3 + : which from now on we will write with the more succinct notation x = [a0; a1; a2; a3;:::]: The integers a0; a1;::: are called partial quotients of the continued fraction of x, while the rational numbers pk := [a0; a1; a2;:::; ak] qk are called convergents. -
Unit 6: Multiply & Divide Fractions Key Words to Know
Unit 6: Multiply & Divide Fractions Learning Targets: LT 1: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b) LT 2: Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g. by using visual fraction models or equations to represent the problem. LT 3: Apply and extend previous understanding of multiplication to multiply a fraction or whole number by a fraction. LT 4: Interpret the product (a/b) q ÷ b. LT 5: Use a visual fraction model. Conversation Starters: Key Words § How are fractions like division problems? (for to Know example: If 9 people want to shar a 50-lb *Fraction sack of rice equally by *Numerator weight, how many pounds *Denominator of rice should each *Mixed number *Improper fraction person get?) *Product § 3 pizzas at 10 slices each *Equation need to be divided by 14 *Division friends. How many pieces would each friend receive? § How can a model help us make sense of a problem? Fractions as Division Students will interpret a fraction as division of the numerator by the { denominator. } What does a fraction as division look like? How can I support this Important Steps strategy at home? - Frac&ons are another way to Practice show division. https://www.khanacademy.org/math/cc- - Fractions are equal size pieces of a fifth-grade-math/cc-5th-fractions-topic/ whole. tcc-5th-fractions-as-division/v/fractions- - The numerator becomes the as-division dividend and the denominator becomes the divisor. Quotient as a Fraction Students will solve real world problems by dividing whole numbers that have a quotient resulting in a fraction. -
Background Document for Revisions to Fine Fraction Ratios Used for AP-42 Fugitive Dust Emission Factors
Background Document for Revisions to Fine Fraction Ratios Used for AP-42 Fugitive Dust Emission Factors Prepared by Midwest Research Institute (Chatten Cowherd, MRI Project Leader) For Western Governors’ Association Western Regional Air Partnership (WRAP) 1515 Cleveland Place, Suite 200 Denver, Colorado 80202 Attn: Richard Halvey MRI Project No. 110397 February 1, 2006 Finalized November 1, 2006 Responses to Comments Received on Proposed AP-42 Revisions Commenter Source Comment Response and Date Category John Hayden, Unpaved NSSGA- This comment reference a test report prepared National Stone, Roads sponsored tests by Air Control Techniques for the National Sand and Gravel (report dated Oct. Stone, Sand & Gravel Association, dated Association 15, 2004) at October 4, 2004. The report gives the results of (NSSGA); June California tests to determine unpaved road emissions 14, 2006 aggregate factors for controlled (wet suppression only) producing plants haul roads at two aggregate processing plants. support the A variation of the plume profiling method using proposed fine TEOM continuous monitors with PM-2.5 and fractions. PM-10 inlets was employed. Tests with road surface moisture content below 1.5 percent were considered to be uncontrolled. Based on the example PM-10 concentration profiles presented in the report, the maximum roadside PM-10 dust concentrations in the subject study were in the range of 300 micrograms per cubic meter. This is an order of magnitude lower than the concentrations typically found in other unpaved road emission factor studies. For the range of plume concentrations measured in the NSSGA-sponsored test program, an average fine fraction (PM-2.5/PM- 10 ratio) of 0.15 was reported. -
Solve by Rewriting the Expression in Fraction Form. After Solving, Rewrite the Complete Number Sentence in Decimal Form
GRADE 4 | MODULE 6 | TOPIC D | LESSONS 12–14 KEY CONCEPT OVERVIEW In Lessons 12 through 14, students add decimals by converting decimal numbers to fraction form before adding and then converting the sum back to a decimal number. (See Sample Problem.) It is important to note that, in these lessons, students do NOT learn to add decimals by lining up the decimal points. You can expect to see homework that asks your child to do the following: ▪ Express tenths and hundredths as hundredths (e.g., 3 tenths + 4 hundredths = 34 hundredths). ▪ Add tenths and hundredths by converting tenths to hundredths before finding the sum. ▪ Add mixed numbers with units of ones, tenths, and hundredths. ▪ Solve word problems requiring the addition of numbers written in decimal form, converting to fraction form before solving. SAMPLE PROBLEM (From Lesson 13) Solve by rewriting the expression in fraction form. After solving, rewrite the complete number sentence in decimal form. 5.9 + 4.94 9 94 90 94 184 84 59..++=4945=++=4 =+5 +=4 ==9 = 10 10 100 100 100 100 100 5.9 + 4.94 = 10.84 Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org. For more resources, visit » Eureka.support GRADE 4 | MODULE 6 | TOPIC D | LESSONS 12–14 HOW YOU CAN HELP AT HOME ▪ Although it may be tempting to show your child how to add numbers in decimal form by lining up the decimals, it will be more helpful to support the current lesson of adding decimals by converting to fractions. -
Fractions: Teacher's Manual
Fractions: Teacher’s Manual A Guide to Teaching and Learning Fractions in Irish Primary Schools This manual has been designed by members of the Professional Development Service for Teachers. Its sole purpose is to enhance teaching and learning in Irish primary schools and will be mediated to practising teachers in the professional development setting. Thereafter it will be available as a free downloadable resource on www.pdst.ie for use in the classroom. This resource is strictly the intellectual property of PDST and it is not intended that it be made commercially available through publishers. All ideas, suggestions and activities remain the intellectual property of the authors (all ideas and activities that were sourced elsewhere and are not those of the authors are acknowledged throughout the manual). It is not permitted to use this manual for any purpose other than as a resource to enhance teaching and learning. Any queries related to its usage should be sent in writing to: Professional Development Service for Teachers, 14, Joyce Way, Park West Business Park, Nangor Road, Dublin 12. 2 Contents Aim of the Guide Page 4 Resources Page 4 Differentiation Page 5 Linkage Page 5 Instructional Framework Page 9 Fractions: Background Knowledge for Teachers Page 12 Fundamental Facts about Fractions Possible Pupil Misconceptions involving Fractions Teaching Notes Learning Trajectory for Fractions Page 21 Teaching and Learning Experiences Level A Page 30 Level B Page 40 Level C Page 54 Level D Page 65 Level E Page 86 Reference List Page 91 Appendices Page 92 3 Aim of the Guide The aim of this resource is to assist teachers in teaching the strand unit of Fractions (1st to 6th class). -
Almost Periodic Sequences and Functions with Given Values
ARCHIVUM MATHEMATICUM (BRNO) Tomus 47 (2011), 1–16 ALMOST PERIODIC SEQUENCES AND FUNCTIONS WITH GIVEN VALUES Michal Veselý Abstract. We present a method for constructing almost periodic sequences and functions with values in a metric space. Applying this method, we find almost periodic sequences and functions with prescribed values. Especially, for any totally bounded countable set X in a metric space, it is proved the existence of an almost periodic sequence {ψk}k∈Z such that {ψk; k ∈ Z} = X and ψk = ψk+lq(k), l ∈ Z for all k and some q(k) ∈ N which depends on k. 1. Introduction The aim of this paper is to construct almost periodic sequences and functions which attain values in a metric space. More precisely, our aim is to find almost periodic sequences and functions whose ranges contain or consist of arbitrarily given subsets of the metric space satisfying certain conditions. We are motivated by the paper [3] where a similar problem is investigated for real-valued sequences. In that paper, using an explicit construction, it is shown that, for any bounded countable set of real numbers, there exists an almost periodic sequence whose range is this set and which attains each value in this set periodically. We will extend this result to sequences attaining values in any metric space. Concerning almost periodic sequences with indices k ∈ N (or asymptotically almost periodic sequences), we refer to [4] where it is proved that, for any precompact sequence {xk}k∈N in a metric space X , there exists a permutation P of the set of positive integers such that the sequence {xP (k)}k∈N is almost periodic. -
Operations with Fractions, Decimals and Percent Chapter 1: Introduction to Algebra
Section 1.8: Operations with Fractions, Decimals and Percent Chapter 1: Introduction to Algebra Multiply decimals Step 1. Determine the sign of the product. Step 2. Write in vertical format, lining up the numbers on the right. Multiply the numbers as if they were whole numbers, temporarily ignoring the decimal points. Step 3. Place the decimal point. The number of decimal places in the product is the sum of the number of decimal places in the factors. Step 4. Write the product with the appropriate sign. For Example: Section 1.8: Operations with Fractions, Decimals and Percent Chapter 1: Introduction to Algebra Multiplication by powers of 10 Section 1.8: Operations with Fractions, Decimals and Percent Chapter 1: Introduction to Algebra Divide decimals Step 1. Determine the sign of the quotient. Step 2. Make the divisor a whole number by “moving” the decimal point all the way to the right. “Move” the decimal point in the dividend the same number of places—adding zeros as needed. Step 3. Divide. Place the decimal point in the quotient above the decimal point in the dividend. Step 4. Write the quotient with the appropriate sign. Remember these terms for division: For Example: Section 1.8: Operations with Fractions, Decimals and Percent Chapter 1: Introduction to Algebra A percent is a ratio whose denominator is 100. Percent means per hundred. We use the percent symbol, %, to show percent. Since a percent is a ratio, it can easily be expressed as a fraction. Convert percent to decimal Convert decimal to percent Section 1.8: Operations with Fractions, Decimals and Percent Chapter 1: Introduction to Algebra Convert decimal to a fraction Convert fraction to a decimal • Convert the fraction to a long division problem and perform the division. -
Period of the Continued Fraction of N
√ Period of the Continued Fraction of n Marius Beceanu February 5, 2003 Abstract This paper seeks to recapitulate the known facts√ about the length of the period of the continued fraction expansion of n as a function of n and to make a few (possibly) original contributions. I have√ established a result concerning the average period length for k < n < k + 1, where k is an integer, and, following numerical experiments, tried to formulate the best possible bounds for this average length and for the √maximum length√ of the period of the continued fraction expansion of n, with b nc = k. Many results used in the course of this paper are borrowed from [1] and [2]. 1 Preliminaries Here are some basic definitions and results that will prove useful throughout the paper. They can also be probably found in any number theory intro- ductory course, but I decided to include them for the sake of completeness. Definition 1.1 The integer part of x, or bxc, is the unique number k ∈ Z with the property that k ≤ x < k + 1. Definition 1.2 The continued fraction expansion of a real number x is the sequence of integers (an)n∈N obtained by the recurrence relation 1 x0 = x, an = bxcn, xn+1 = , for n ∈ N. xn − an Let us also construct the sequences P0 = a0,Q0 = 1, P1 = a0a1 + 1,Q1 = a1, 1 √ 2 Period of the Continued Fraction of n and in general Pn = Pn−1an + Pn−2,Qn = Qn−1an + Qn−2, for n ≥ 2. It is obvious that, since an are positive, Pn and Qn are strictly increasing for n ≥ 1 and both are greater or equal to Fn (the n-th Fibonacci number). -
Discrete Signals and Their Frequency Analysis
Discrete signals and their frequency analysis. Valentina Hubeika, Jan Cernock´yˇ DCGM FIT BUT Brno, {ihubeika,cernocky}@fit.vutbr.cz • recapitulation – fundamentals on discrete signals. • periodic and harmonic sequences • discrete signal processing • convolution • Fourier transform with discrete time • Discrete Fourier Transform 1 Sampled signal ⇒ discrete signal During sampling we consider only values of the signal at sampling period multiplies T : x(nT ), nT = ... − 2T, −T, 0,T, 2T, 3T,... For a discrete signal, we forget about real time and simply count the samples. Discrete time becomes : x[n], n = ... − 2, −1, 0, 1, 2, 3,... Thus we often call discrete signals just sequences. 2 Important discrete signals Unit step and unit impulse: 1 for n ≥ 0 1 for n =0 σ[n]= δ[n]= 0 elsewhere 0 elsewhere 3 Periodic discrete signals their behaviour repeats after N samples, the smallest possible N is denoted as N1 and is called fundamental period. Harmonic discrete signals (harmonic sequences) x[n]= C1 cos(ω1n + φ1) (1) • C1 is a positive constant – magnitude. • ω1 is a spositive constant – normalized angular frequency. As n is just a number, the unit of ω1 is [rad]. Note, that in the previous lecture we denoted with the same simbol an angular frequency of continuous signals. Although in the last lecture we used ′ symbol ω1 for discrete time, we will not do it any longer. You will recognize continuous time frequency if there is real time associated with it (for instance cos(ω1t)). If you see discrete time n (for instance cos(ω1n)) you should know we are talking about normalized angular frequency. -
Quantile® Resource Overview
Quantile® Resource Overview Resource Title: Finding the Least Common Denominator Quantile Skill • Compare and order fractions using renaming and Concept: strategies (QSC155) • Find multiples, common multiples, and the least common multiple numbers; explain. (QSC221) Quantile Measure: 710 Q Excerpted from: The Math Learning Center PO Box 12929, Salem, Oregon 97309-0929 www.mathlearningcenter.org ©Math Learning Center For access to other free resources, visit www.Quantiles.com. The Quantile® Framework for Mathematics, developed by educational measurement and research organization MetaMetrics®, comprises more than 500 Quantile Skills and Concepts taught from kindergarten through high school. The Quantile Framework depicts the developmental nature of mathematics and the connections between mathematics content. By matching a student's Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs reinforcement in supporting concepts first, or whether enrichment would be appropriate. For more information and to use free Quantile utilities, visit www.Quantiles.com. 1000 Park Forty Plaza Drive, Suite 120, Durham, North Carolina 27713 METAMETRICS®, the METAMETRICS® logo and tagline, QUANTILE®, QUANTILE FRAMEWORK® and the QUANTILE® logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The names of other companies and products mentioned herein may be the trademarks of their respective owners. set a6 numbers & Operations: Fraction Concepts Blackline Use anytime after Set A6, Activity 2. Run a class set. name date set a6 H Independent Worksheet 2 independent Worksheet Finding the least Common denominator 2 4 Which is greater, 3 or 5 ? Exactly how much difference is there between these two fractions? If you want to compare, add, or subtract two fractions, it is easier if you rewrite them so they both have the same denominator. -
Arxiv:1904.09040V2 [Math.NT]
PERIODICITIES FOR TAYLOR COEFFICIENTS OF HALF-INTEGRAL WEIGHT MODULAR FORMS PAVEL GUERZHOY, MICHAEL H. MERTENS, AND LARRY ROLEN Abstract. Congruences of Fourier coefficients of modular forms have long been an object of central study. By comparison, the arithmetic of other expansions of modular forms, in particular Taylor expansions around points in the upper-half plane, has been much less studied. Recently, Romik made a conjecture about the periodicity of coefficients around τ0 = i of the classical Jacobi theta function θ3. Here, we generalize the phenomenon observed by Romik to a broader class of modular forms of half-integral weight and, in particular, prove the conjecture. 1. Introduction Fourier coefficients of modular forms are well-known to encode many interesting quantities, such as the number of points on elliptic curves over finite fields, partition numbers, divisor sums, and many more. Thanks to these connections, the arithmetic of modular form Fourier coefficients has long enjoyed a broad study, and remains a very active field today. However, Fourier expansions are just one sort of canonical expansion of modular forms. Petersson also defined [17] the so-called hyperbolic and elliptic expansions, which instead of being associated to a cusp of the modular curve, are associated to a pair of real quadratic numbers or a point in the upper half-plane, respectively. A beautiful exposition on these different expansions and some of their more recent connections can be found in [8]. In particular, there Imamoglu and O’Sullivan point out that Poincar´eseries with respect to hyperbolic expansions include the important examples of Katok [11] and Zagier [26], which are the functions which Kohnen later used [15] to construct the holomorphic kernel for the Shimura/Shintani lift. -
Teaching Fractions for Understanding: Addressing Interrelated Concepts
Getenet & Callingham Teaching Fractions for Understanding: Addressing Interrelated Concepts Seyum Getenet Rosemary Callingham University of Southern Queensland University of Tasmania <[email protected]> <[email protected]> The concept of fractions is perceived as one of the most difficult areas in school mathematics to learn and teach. The most frequently mentioned factors contributing to the complexity is fractions having five interrelated constructs: part-whole, ratio, operator, quotient, and measure. In this study, we used this framework to investigate the practices in a New Zealand Year 7 classroom. Video recordings and transcribed audio-recordings were analysed through the lenses of the five integrated concepts of fraction. The findings showed that students often initiated unexpected uses of fractions as quotient and as operator, drawing on part-whole understanding when solving fraction problems. Fractions are notoriously difficult for students to learn and present ongoing pedagogical challenges to mathematics teachers (e.g., Behr, Lesh, Post, & Silver, 1983; Siemon et al., 2015). They are crucial, however, to students’ future understanding of concepts such as proportional reasoning that are necessary not only for deeper mathematical understanding but also to support daily activities. These difficulties are often observed across all levels of education beginning from early primary years (e.g., Charalambous & Pitta-Pantazi, 2006; Empson & Levi, 2011; Gupta & Wilkerson, 2015). Different reasons have been identified for these difficulties, particularly in primary school. For example, fraction understanding is underpinned by larger mathematics cognitive processes including proportional reasoning and spatial reasoning (Moss & Case, 1999). In relation to having different notions of fractions, Hackenberg and Lee (2015) showed that limited understanding of particular aspects of the different meanings of fractions affects the ability of students to generalise and to work with fraction concepts.