A Reviewon the Theoryofcontinued Fractions
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Black Hills State University
Black Hills State University MATH 341 Concepts addressed: Mathematics Number sense and numeration: meaning and use of numbers; the standard algorithms of the four basic operations; appropriate computation strategies and reasonableness of results; methods of mathematical investigation; number patterns; place value; equivalence; factors and multiples; ratio, proportion, percent; representations; calculator strategies; and number lines Students will be able to demonstrate proficiency in utilizing the traditional algorithms for the four basic operations and to analyze non-traditional student-generated algorithms to perform these calculations. Students will be able to use non-decimal bases and a variety of numeration systems, such as Mayan, Roman, etc, to perform routine calculations. Students will be able to identify prime and composite numbers, compute the prime factorization of a composite number, determine whether a given number is prime or composite, and classify the counting numbers from 1 to 200 into prime or composite using the Sieve of Eratosthenes. A prime number is a number with exactly two factors. For example, 13 is a prime number because its only factors are 1 and itself. A composite number has more than two factors. For example, the number 6 is composite because its factors are 1,2,3, and 6. To determine if a larger number is prime, try all prime numbers less than the square root of the number. If any of those primes divide the original number, then the number is prime; otherwise, the number is composite. The number 1 is neither prime nor composite. It is not prime because it does not have two factors. It is not composite because, otherwise, it would nullify the Fundamental Theorem of Arithmetic, which states that every composite number has a unique prime factorization. -
The Diophantine Equation X 2 + C = Y N : a Brief Overview
Revista Colombiana de Matem¶aticas Volumen 40 (2006), p¶aginas31{37 The Diophantine equation x 2 + c = y n : a brief overview Fadwa S. Abu Muriefah Girls College Of Education, Saudi Arabia Yann Bugeaud Universit¶eLouis Pasteur, France Abstract. We give a survey on recent results on the Diophantine equation x2 + c = yn. Key words and phrases. Diophantine equations, Baker's method. 2000 Mathematics Subject Classi¯cation. Primary: 11D61. Resumen. Nosotros hacemos una revisi¶onacerca de resultados recientes sobre la ecuaci¶onDiof¶antica x2 + c = yn. 1. Who was Diophantus? The expression `Diophantine equation' comes from Diophantus of Alexandria (about A.D. 250), one of the greatest mathematicians of the Greek civilization. He was the ¯rst writer who initiated a systematic study of the solutions of equations in integers. He wrote three works, the most important of them being `Arithmetic', which is related to the theory of numbers as distinct from computation, and covers much that is now included in Algebra. Diophantus introduced a better algebraic symbolism than had been known before his time. Also in this book we ¯nd the ¯rst systematic use of mathematical notation, although the signs employed are of the nature of abbreviations for words rather than algebraic symbols in contemporary mathematics. Special symbols are introduced to present frequently occurring concepts such as the unknown up 31 32 F. S. ABU M. & Y. BUGEAUD to its sixth power. He stands out in the history of science as one of the great unexplained geniuses. A Diophantine equation or indeterminate equation is one which is to be solved in integral values of the unknowns. -
Saxon Course 1 Reteachings Lessons 21-30
Name Reteaching 21 Math Course 1, Lesson 21 • Divisibility Last-Digit Tests Inspect the last digit of the number. A number is divisible by . 2 if the last digit is even. 5 if the last digit is 0 or 5. 10 if the last digit is 0. Sum-of-Digits Tests Add the digits of the number and inspect the total. A number is divisible by . 3 if the sum of the digits is divisible by 3. 9 if the sum of the digits is divisible by 9. Practice: 1. Which of these numbers is divisible by 2? A. 2612 B. 1541 C. 4263 2. Which of these numbers is divisible by 5? A. 1399 B. 1395 C. 1392 3. Which of these numbers is divisible by 3? A. 3456 B. 5678 C. 9124 4. Which of these numbers is divisible by 9? A. 6754 B. 8124 C. 7938 Saxon Math Course 1 © Harcourt Achieve Inc. and Stephen Hake. All rights reserved. 23 Name Reteaching 22 Math Course 1, Lesson 22 • “Equal Groups” Word Problems with Fractions What number is __3 of 12? 4 Example: 1. Divide the total by the denominator (bottom number). 12 ÷ 4 = 3 __1 of 12 is 3. 4 2. Multiply your answer by the numerator (top number). 3 × 3 = 9 So, __3 of 12 is 9. 4 Practice: 1. If __1 of the 18 eggs were cracked, how many were not cracked? 3 2. What number is __2 of 15? 3 3. What number is __3 of 72? 8 4. How much is __5 of two dozen? 6 5. -
Arithmetic Sequences, Diophantine Equations and the Number of the Beast Bryan Dawson Union University
Arithmetic Sequences, Diophantine Equations and the Number of the Beast Bryan Dawson Union University Here is wisdom. Let him who has understanding calculate the number of the beast, for it is the number of a man: His number is 666. -Revelation 13:18 (NKJV) "Let him who has understanding calculate ... ;" can anything be more enticing to a mathe matician? The immediate question, though, is how do we calculate-and there are no instructions. But more to the point, just who might 666 be? We can find anything on the internet, so certainly someone tells us. A quick search reveals the answer: according to the "Gates of Hell" website (Natalie, 1998), 666 refers to ... Bill Gates ill! In the calculation offered by the website, each letter in the name is replaced by its ASCII character code: B I L L G A T E S I I I 66 73 76 76 71 65 84 69 83 1 1 1 = 666 (Notice, however, that an exception is made for the suffix III, where the value of the suffix is given as 3.) The big question is this: how legitimate is the calculation? To answer this question, we need to know several things: • Can this same type of calculation be performed on other names? • What mathematics is behind such calculations? • Have other types of calculations been used to propose a candidate for 666? • What type of calculation did John have in mind? Calculations To answer the first two questions, we need to understand the ASCII character code. The ASCII character code replaces characters with numbers in order to have a numeric way of storing all characters. -
RATIO and PERCENT Grade Level: Fifth Grade Written By: Susan Pope, Bean Elementary, Lubbock, TX Length of Unit: Two/Three Weeks
RATIO AND PERCENT Grade Level: Fifth Grade Written by: Susan Pope, Bean Elementary, Lubbock, TX Length of Unit: Two/Three Weeks I. ABSTRACT A. This unit introduces the relationships in ratios and percentages as found in the Fifth Grade section of the Core Knowledge Sequence. This study will include the relationship between percentages to fractions and decimals. Finally, this study will include finding averages and compiling data into various graphs. II. OVERVIEW A. Concept Objectives for this unit: 1. Students will understand and apply basic and advanced properties of the concept of ratios and percents. 2. Students will understand the general nature and uses of mathematics. B. Content from the Core Knowledge Sequence: 1. Ratio and Percent a. Ratio (p. 123) • determine and express simple ratios, • use ratio to create a simple scale drawing. • Ratio and rate: solve problems on speed as a ratio, using formula S = D/T (or D = R x T). b. Percent (p. 123) • recognize the percent sign (%) and understand percent as “per hundred” • express equivalences between fractions, decimals, and percents, and know common equivalences: 1/10 = 10% ¼ = 25% ½ = 50% ¾ = 75% find the given percent of a number. C. Skill Objectives 1. Mathematics a. Compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators b. Use models to relate decimals to fractions that name tenths, hundredths, and thousandths c. Use fractions to describe the results of an experiment d. Use experimental results to make predictions e. Use table of related number pairs to make predictions f. Graph a given set of data using an appropriate graphical representation such as a picture or line g. -
Survey of Modern Mathematical Topics Inspired by History of Mathematics
Survey of Modern Mathematical Topics inspired by History of Mathematics Paul L. Bailey Department of Mathematics, Southern Arkansas University E-mail address: [email protected] Date: January 21, 2009 i Contents Preface vii Chapter I. Bases 1 1. Introduction 1 2. Integer Expansion Algorithm 2 3. Radix Expansion Algorithm 3 4. Rational Expansion Property 4 5. Regular Numbers 5 6. Problems 6 Chapter II. Constructibility 7 1. Construction with Straight-Edge and Compass 7 2. Construction of Points in a Plane 7 3. Standard Constructions 8 4. Transference of Distance 9 5. The Three Greek Problems 9 6. Construction of Squares 9 7. Construction of Angles 10 8. Construction of Points in Space 10 9. Construction of Real Numbers 11 10. Hippocrates Quadrature of the Lune 14 11. Construction of Regular Polygons 16 12. Problems 18 Chapter III. The Golden Section 19 1. The Golden Section 19 2. Recreational Appearances of the Golden Ratio 20 3. Construction of the Golden Section 21 4. The Golden Rectangle 21 5. The Golden Triangle 22 6. Construction of a Regular Pentagon 23 7. The Golden Pentagram 24 8. Incommensurability 25 9. Regular Solids 26 10. Construction of the Regular Solids 27 11. Problems 29 Chapter IV. The Euclidean Algorithm 31 1. Induction and the Well-Ordering Principle 31 2. Division Algorithm 32 iii iv CONTENTS 3. Euclidean Algorithm 33 4. Fundamental Theorem of Arithmetic 35 5. Infinitude of Primes 36 6. Problems 36 Chapter V. Archimedes on Circles and Spheres 37 1. Precursors of Archimedes 37 2. Results from Euclid 38 3. Measurement of a Circle 39 4. -
Solving Elliptic Diophantine Equations: the General Cubic Case
ACTA ARITHMETICA LXXXVII.4 (1999) Solving elliptic diophantine equations: the general cubic case by Roelof J. Stroeker (Rotterdam) and Benjamin M. M. de Weger (Krimpen aan den IJssel) Introduction. In recent years the explicit computation of integer points on special models of elliptic curves received quite a bit of attention, and many papers were published on the subject (see for instance [ST94], [GPZ94], [Sm94], [St95], [Tz96], [BST97], [SdW97], [ST97]). The overall picture before 1994 was that of a field with many individual results but lacking a comprehensive approach to effectively settling the el- liptic equation problem in some generality. But after S. David obtained an explicit lower bound for linear forms in elliptic logarithms (cf. [D95]), the elliptic logarithm method, independently developed in [ST94] and [GPZ94] and based upon David’s result, provided a more generally applicable ap- proach for solving elliptic equations. First Weierstraß equations were tack- led (see [ST94], [Sm94], [St95], [BST97]), then in [Tz96] Tzanakis considered quartic models and in [SdW97] the authors gave an example of an unusual cubic non-Weierstraß model. In the present paper we shall treat the general case of a cubic diophantine equation in two variables, representing an elliptic curve over Q. We are thus interested in the diophantine equation (1) f(u, v) = 0 in rational integers u, v, where f Q[x,y] is of degree 3. Moreover, we require (1) to represent an elliptic curve∈ E, that is, a curve of genus 1 with at least one rational point (u0, v0). 1991 Mathematics Subject Classification: 11D25, 11G05, 11Y50, 12D10. -
Random Denominators and the Analysis of Ratio Data
Environmental and Ecological Statistics 11, 55-71, 2004 Corrected version of manuscript, prepared by the authors. Random denominators and the analysis of ratio data MARTIN LIERMANN,1* ASHLEY STEEL, 1 MICHAEL ROSING2 and PETER GUTTORP3 1Watershed Program, NW Fisheries Science Center, 2725 Montlake Blvd. East, Seattle, WA 98112 E-mail: [email protected] 2Greenland Institute of Natural Resources 3National Research Center for Statistics and the Environment, Box 354323, University of Washington, Seattle, WA 98195 Ratio data, observations in which one random value is divided by another random value, present unique analytical challenges. The best statistical technique varies depending on the unit on which the inference is based. We present three environmental case studies where ratios are used to compare two groups, and we provide three parametric models from which to simulate ratio data. The models describe situations in which (1) the numerator variance and mean are proportional to the denominator, (2) the numerator mean is proportional to the denominator but its variance is proportional to a quadratic function of the denominator and (3) the numerator and denominator are independent. We compared standard approaches for drawing inference about differences between two distributions of ratios: t-tests, t-tests with transformations, permutation tests, the Wilcoxon rank test, and ANCOVA-based tests. Comparisons between tests were based both on achieving the specified alpha-level and on statistical power. The tests performed comparably with a few notable exceptions. We developed simple guidelines for choosing a test based on the unit of inference and relationship between the numerator and denominator. Keywords: ANCOVA, catch per-unit effort, fish density, indices, per-capita, per-unit, randomization tests, t-tests, waste composition 1352-8505 © 2004 Kluwer Academic Publishers 1. -
7-1 RATIONALS - Ratio & Proportion MATH 210 F8
7-1 RATIONALS - Ratio & Proportion MATH 210 F8 If quantity "a" of item x and "b" of item y are related (so there is some reason to compare the numbers), we say the RATIO of x to y is "a to b", written "a:b" or a/b. Ex 1 If a classroom of 21 students has 3 computers for student use, we say the ratio of students to computers is . We also say the ratio of computers to students is 3:21. The ratio, being defined as a fraction, may be reduced. In this case, we can also say there is a 1:7 ratio of computers to students (or a 7:1 ratio of students to computers). We might also say "there is one computer per seven students" . Ex 2 We express gasoline consumption by a car as a ratio: If w e traveled 372 miles since the last fill-up, and needed 12 gallons to fill the tank, we'd say we're getting mpg (miles per gallon— mi/gal). We also express speed as a ratio— distance traveled to time elapsed... Caution: Saying “ the ratio of x to y is a:b” does not mean that x constitutes a/b of the whole; in fact x constitutes a/(a+ b) of the whole of x and y together. For instance if the ratio of boys to girls in a certain class is 2:3, boys do not comprise 2/3 of the class, but rather ! A PROPORTION is an equality of tw o ratios. E.x 3 If our car travels 500 miles on 15 gallons of gas, how many gallons are needed to travel 1200 miles? We believe the fuel consumption we have experienced is the most likely predictor of fuel use on the trip. -
Measurement & Transformations
Chapter 3 Measurement & Transformations 3.1 Measurement Scales: Traditional Classifica- tion Statisticians call an attribute on which observations differ a variable. The type of unit on which a variable is measured is called a scale.Traditionally,statisticians talk of four types of measurement scales: (1) nominal,(2)ordinal,(3)interval, and (4) ratio. 3.1.1 Nominal Scales The word nominal is derived from nomen,theLatinwordforname.Nominal scales merely name differences and are used most often for qualitative variables in which observations are classified into discrete groups. The key attribute for anominalscaleisthatthereisnoinherentquantitativedifferenceamongthe categories. Sex, religion, and race are three classic nominal scales used in the behavioral sciences. Taxonomic categories (rodent, primate, canine) are nomi- nal scales in biology. Variables on a nominal scale are often called categorical variables. For the neuroscientist, the best criterion for determining whether a variable is on a nominal scale is the “plotting” criteria. If you plot a bar chart of, say, means for the groups and order the groups in any way possible without making the graph “stupid,” then the variable is nominal or categorical. For example, were the variable strains of mice, then the order of the means is not material. Hence, “strain” is nominal or categorical. On the other hand, if the groups were 0 mgs, 10mgs, and 15 mgs of active drug, then having a bar chart with 15 mgs first, then 0 mgs, and finally 10 mgs is stupid. Here “milligrams of drug” is not anominalorcategoricalvariable. 1 CHAPTER 3. MEASUREMENT & TRANSFORMATIONS 2 3.1.2 Ordinal Scales Ordinal scales rank-order observations. -
Diophantine Equations 1 Exponential Diophantine Equations
Number Theory Misha Lavrov Diophantine equations Western PA ARML Practice October 4, 2015 1 Exponential Diophantine equations Diophantine equations are just equations we solve with the constraint that all variables must be integers. These are generally really hard to solve (for example, the famous Fermat's Last Theorem is an example of a Diophantine equation). Today, we will begin by focusing on a special kind of Diophantine equation: exponential Diophantine equations. Here's an example. Example 1. Solve 5x − 8y = 1 for integers x and y. These can still get really hard, but there's a special technique that solves them most of the time. That technique is to take the equation modulo m. In this example, if 5x − 8y = 1, then in particular 5x − 8y ≡ 1 (mod 21). But what do the powers of 5 and 8 look like modulo 21? We have: • 5x ≡ 1; 5; 4; 20; 16; 17; 1; 5; 4;::: , repeating every 6 steps. • 8y ≡ 1; 8; 1; 8;::: , repeating every 2 steps. So there are only 12 possibilities for 5x − 8y when working modulo 21. We can check them all, and we notice that 1 − 1; 1 − 8; 5 − 1; 5 − 8;:::; 17 − 1; 17 − 8 are not ever equal to 1. So the equation has no solutions. Okay, but there's a magic step here: how did we pick 21? Example 2. Solve 5x − 8y = 1 for integers x and y, but in a way that's not magic. There are several rules to follow for picking the modulus m. The first is one we've already broken: Rule 1: Choose m to be a prime or a power of a prime. -
Proportions: a Ratio Is the Quotient of Two Numbers. for Example, 2 3 Is A
Proportions: 2 A ratio is the quotient of two numbers. For example, is a ratio of 2 and 3. 3 An equality of two ratios is a proportion. For example, 3 15 = is a proportion. 7 45 If two sets of numbers (none of which is 0) are in a proportion, then we say that the numbers are proportional. a c Example, if = , then a and b are proportional to c and d. b d a c Remember from algebra that, if = , then ad = bc. b d The following proportions are equivalent: a c = b d a b = c d b d = a c c d = a b Theorem: Three or more parallel lines divide trasversals into proportion. l a c m b d n In the picture above, lines l, m, and n are parallel to each other. This means that they divide the two transversals into proportion. In other words, a c = b d a b = c d b d = a c c d = a b Theorem: In any triangle, a line that is paralle to one of the sides divides the other two sides in a proportion. E a c F G b d A B In picture above, FG is parallel to AB, so it divides the other two sides of 4AEB, EA and EB into proportions. In particular, a c = b d b d = a c a b = c d c d = a b Theorem: The bisector of an angle in a triangle divides the opposite side into segments that are proportional to the adjacent side.