Ground and Explanation in Mathematics
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Math/CS 467 (Lesieutre) Homework 2 September 9, 2020 Submission
Math/CS 467 (Lesieutre) Homework 2 September 9, 2020 Submission instructions: Upload your solutions, minus the code, to Gradescope, like you did last week. Email your code to me as an attachment at [email protected], including the string HW2 in the subject line so I can filter them. Problem 1. Both prime numbers and perfect squares get more and more uncommon among larger and larger numbers. But just how uncommon are they? a) Roughly how many perfect squares are there less than or equal to N? p 2 For a positivep integer k, notice that k is less than N if and only if k ≤ N. So there are about N possibilities for k. b) Are there likely to be more prime numbers or perfect squares less than 10100? Give an estimate of the number of each. p There are about 1010 = 1050 perfect squares. According to the prime number theorem, there are about 10100 10100 π(10100) ≈ = = 1098 · log 10 = 2:3 · 1098: log(10100) 100 log 10 That’s a lot more primes than squares. (Note that the “log” in the prime number theorem is the natural log. If you use log10, you won’t get the right answer.) Problem 2. Compute g = gcd(1661; 231). Find integers a and b so that 1661a + 231b = g. (You can do this by hand or on the computer; either submit the code or show your work.) We do this using the Euclidean algorithm. At each step, we keep track of how to write ri as a combination of a and b. -
Second Grade C CCSS M Math Vo Ocabular Ry Word D List
Second Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only—students do not need to learn them. Add To combine; put together two or more quantities. Addend Any number being added a.m. The half of the day from midnight to midday Analog clock Clock with hands: a clock that shows the time by means of hands on a dial Angle is formed by two rays with a common enndpoint (called the vertex) Array an orderly arrangement in rows and columns used in multiplication and division to show how multiplication can be shown as repeated addition and division can be shown as fair shares. *Associative Property of Addition When three or more numbers are added, the sum is the same regardless of the grouping of the addends. For example (2 + 3) + 4 = 2 + (3 + 4) Attribute A characteristic of an object such as color, shape, size, etc Bar graph A graph drawn using rectangular barrs to show how large each value is Bar Model a visual model used to solve word problems in the place of guess and check. Example: *Cardinality-- In mathematics, the cardinality of a set is a measure of the "number of elements of the set". For example, the set A = {2, 4, 6} contains 3 elements, and therefore A has a cardinality of 3. Category A collection of things sharing a common attribute Cent The smallest money value in many countries. 100 cents equals one dollar in the US. Centimeter A measure of length. There are 100 centimeters in a meter Circle A figure with no sides and no vertices. -
6Th Online Learning #2 MATH Subject: Mathematics State: Ohio
6th Online Learning #2 MATH Subject: Mathematics State: Ohio Student Name: Teacher Name: School Name: 1 Yari was doing the long division problem shown below. When she finishes, her teacher tells her she made a mistake. Find Yari's mistake. Explain it to her using at least 2 complete sentences. Then, re-do the long division problem correctly. 2 Use the computation shown below to find the products. Explain how you found your answers. (a) 189 × 16 (b) 80 × 16 (c) 9 × 16 3 Solve. 34,992 ÷ 81 = ? 4 The total amount of money collected by a store for sweatshirt sales was $10,000. Each sweatshirt sold for $40. What was the total number of sweatshirts sold by the store? (A) 100 (B) 220 (C) 250 (D) 400 5 Justin divided 403 by a number and got a quotient of 26 with a remainder of 13. What was the number Justin divided by? (A) 13 (B) 14 (C) 15 (D) 16 6 What is the quotient of 13,632 ÷ 48? (A) 262 R36 (B) 272 (C) 284 (D) 325 R32 7 What is the result when 75,069 is divided by 45? 8 What is the value of 63,106 ÷ 72? Write your answer below. 9 Divide. 21,900 ÷ 25 Write the exact quotient below. 10 The manager of a bookstore ordered 480 copies of a book. The manager paid a total of $7,440 for the books. The books arrived at the store in 5 cartons. Each carton contained the same number of books. A worker unpacked books at a rate of 48 books every 2 minutes. -
13A. Lists of Numbers
13A. Lists of Numbers Topics: Lists of numbers List Methods: Void vs Fruitful Methods Setting up Lists A Function that returns a list We Have Seen Lists Before Recall that the rgb encoding of a color involves a triplet of numbers: MyColor = [.3,.4,.5] DrawDisk(0,0,1,FillColor = MyColor) MyColor is a list. A list of numbers is a way of assembling a sequence of numbers. Terminology x = [3.0, 5.0, -1.0, 0.0, 3.14] How we talk about what is in a list: 5.0 is an item in the list x. 5.0 is an entry in the list x. 5.0 is an element in the list x. 5.0 is a value in the list x. Get used to the synonyms. A List Has a Length The following would assign the value of 5 to the variable n: x = [3.0, 5.0, -1.0, 0.0, 3.14] n = len(x) The Entries in a List are Accessed Using Subscripts The following would assign the value of -1.0 to the variable a: x = [3.0, 5.0, -1.0, 0.0, 3.14] a = x[2] A List Can Be Sliced This: x = [10,40,50,30,20] y = x[1:3] z = x[:3] w = x[3:] Is same as: x = [10,40,50,30,20] y = [40,50] z = [10,40,50] w = [30,20] Lists are Similar to Strings s: ‘x’ ‘L’ ‘1’ ‘?’ ‘a’ ‘C’ x: 3 5 2 7 0 4 A string is a sequence of characters. -
Whole Numbers
03_WNCP_Gr4_U02.qxd.qxd 3/19/07 12:04 PM Page 32 U N I T Whole Numbers Learning Goals • recognize and read numbers from 1 to 10 000 • read and write numbers in standard form, expanded form, and written form • compare and order numbers • use diagrams to show relationships • estimate sums and differences • add and subtract 3-digit and 4-digit numbers mentally • use personal strategies to add and subtract • pose and solve problems 32 03_WNCP_Gr4_U02.qxd.qxd 3/19/07 12:04 PM Page 33 Key Words expanded form The elephant is the world’s largest animal. There are two kinds of elephants. standard form The African elephant can be found in most parts of Africa. Venn diagram The Asian elephant can be found in Southeast Asia. Carroll diagram African elephants are larger and heavier than their Asian cousins. The mass of a typical adult African female elephant is about 3600 kg. The mass of a typical male is about 5500 kg. The mass of a typical adult Asian female elephant is about 2720 kg. The mass of a typical male is about 4990 kg. •How could you find how much greater the mass of the African female elephant is than the Asian female elephant? •Kandula,a male Asian elephant,had a mass of about 145 kg at birth. Estimate how much mass he will gain from birth to adulthood. •The largest elephant on record was an African male with an estimated mass of about 10 000 kg. About how much greater was the mass of this elephant than the typical African male elephant? 33 03_WNCP_Gr4_U02.qxd.qxd 3/19/07 12:04 PM Page 34 LESSON Whole Numbers to 10 000 The largest marching band ever assembled had 4526 members. -
Measure Theory and Probability
Measure theory and probability Alexander Grigoryan University of Bielefeld Lecture Notes, October 2007 - February 2008 Contents 1 Construction of measures 3 1.1Introductionandexamples........................... 3 1.2 σ-additive measures ............................... 5 1.3 An example of using probability theory . .................. 7 1.4Extensionofmeasurefromsemi-ringtoaring................ 8 1.5 Extension of measure to a σ-algebra...................... 11 1.5.1 σ-rings and σ-algebras......................... 11 1.5.2 Outermeasure............................. 13 1.5.3 Symmetric difference.......................... 14 1.5.4 Measurable sets . ............................ 16 1.6 σ-finitemeasures................................ 20 1.7Nullsets..................................... 23 1.8 Lebesgue measure in Rn ............................ 25 1.8.1 Productmeasure............................ 25 1.8.2 Construction of measure in Rn. .................... 26 1.9 Probability spaces ................................ 28 1.10 Independence . ................................. 29 2 Integration 38 2.1 Measurable functions.............................. 38 2.2Sequencesofmeasurablefunctions....................... 42 2.3 The Lebesgue integral for finitemeasures................... 47 2.3.1 Simplefunctions............................ 47 2.3.2 Positivemeasurablefunctions..................... 49 2.3.3 Integrablefunctions........................... 52 2.4Integrationoversubsets............................ 56 2.5 The Lebesgue integral for σ-finitemeasure................. -
M.EE.4.NF.1-2 Subject: Mathematics Number and Operations—Fractions (NF) Grade: 4
Mini-Map for M.EE.4.NF.1-2 Subject: Mathematics Number and Operations—Fractions (NF) Grade: 4 Learning Outcome DLM Essential Element Grade-Level Standard M.EE.4.NF.1-2 Identify models of one half (1/2) and one fourth M.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (1/4). (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. M.4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Linkage Level Descriptions Initial Precursor Distal Precursor Proximal Precursor Target Successor Communicate Divide familiar shapes, Divide familiar shapes, Identify the model that Identify the area model understanding of such as circles, such as circles, squares, represents one half or that is divided into "separateness" by triangles, squares, and/or rectangles, into one fourth of a familiar halves or fourths. recognizing objects that and/or rectangles, into two or more equal shape or object. are not joined together. two or more distinct parts. Communicate parts. These parts may understanding of or may not be equal. -
The Development of Mathematical Logic from Russell to Tarski: 1900–1935
The Development of Mathematical Logic from Russell to Tarski: 1900–1935 Paolo Mancosu Richard Zach Calixto Badesa The Development of Mathematical Logic from Russell to Tarski: 1900–1935 Paolo Mancosu (University of California, Berkeley) Richard Zach (University of Calgary) Calixto Badesa (Universitat de Barcelona) Final Draft—May 2004 To appear in: Leila Haaparanta, ed., The Development of Modern Logic. New York and Oxford: Oxford University Press, 2004 Contents Contents i Introduction 1 1 Itinerary I: Metatheoretical Properties of Axiomatic Systems 3 1.1 Introduction . 3 1.2 Peano’s school on the logical structure of theories . 4 1.3 Hilbert on axiomatization . 8 1.4 Completeness and categoricity in the work of Veblen and Huntington . 10 1.5 Truth in a structure . 12 2 Itinerary II: Bertrand Russell’s Mathematical Logic 15 2.1 From the Paris congress to the Principles of Mathematics 1900–1903 . 15 2.2 Russell and Poincar´e on predicativity . 19 2.3 On Denoting . 21 2.4 Russell’s ramified type theory . 22 2.5 The logic of Principia ......................... 25 2.6 Further developments . 26 3 Itinerary III: Zermelo’s Axiomatization of Set Theory and Re- lated Foundational Issues 29 3.1 The debate on the axiom of choice . 29 3.2 Zermelo’s axiomatization of set theory . 32 3.3 The discussion on the notion of “definit” . 35 3.4 Metatheoretical studies of Zermelo’s axiomatization . 38 4 Itinerary IV: The Theory of Relatives and Lowenheim’s¨ Theorem 41 4.1 Theory of relatives and model theory . 41 4.2 The logic of relatives . -
Plato on the Foundations of Modern Theorem Provers
The Mathematics Enthusiast Volume 13 Number 3 Number 3 Article 8 8-2016 Plato on the foundations of Modern Theorem Provers Ines Hipolito Follow this and additional works at: https://scholarworks.umt.edu/tme Part of the Mathematics Commons Let us know how access to this document benefits ou.y Recommended Citation Hipolito, Ines (2016) "Plato on the foundations of Modern Theorem Provers," The Mathematics Enthusiast: Vol. 13 : No. 3 , Article 8. Available at: https://scholarworks.umt.edu/tme/vol13/iss3/8 This Article is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. TME, vol. 13, no.3, p.303 Plato on the foundations of Modern Theorem Provers Inês Hipolito1 Nova University of Lisbon Abstract: Is it possible to achieve such a proof that is independent of both acts and dispositions of the human mind? Plato is one of the great contributors to the foundations of mathematics. He discussed, 2400 years ago, the importance of clear and precise definitions as fundamental entities in mathematics, independent of the human mind. In the seventh book of his masterpiece, The Republic, Plato states “arithmetic has a very great and elevating effect, compelling the soul to reason about abstract number, and rebelling against the introduction of visible or tangible objects into the argument” (525c). In the light of this thought, I will discuss the status of mathematical entities in the twentieth first century, an era when it is already possible to demonstrate theorems and construct formal axiomatic derivations of remarkable complexity with artificial intelligent agents the modern theorem provers. -
Instructional Routines for Mathematic Intervention-Modules 1-23
INCLUSION IN TEXAS Instructional Routines for Mathematics Intervention The purpose of these mathematics instructional routines is to provide educators with materials to use when providing intervention to students who experience difficulty with mathematics. The routines address content included in the grades 2-8 Texas Essential Knowledge and Skills (TEKS). There are 23 modules that include routines and examples – each focused on different mathematical content. Each of the 23 modules include vocabulary cards and problem sets to use during instruction. These materials are intended to be implemented explicitly with the aim of improving mathematics outcomes for students. Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non- profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. For more information, please contact [email protected]. Instructional Routines for Mathematics Intervention MODULE 15 Division of Rational Numbers Module 15: Division of Rational Numbers Mathematics Routines A. Important Vocabulary with Definitions Term Definition algorithm A procedure or description of steps that can be used to solve a problem. computation The action used to solve a problem. decimal A number based on powers of ten. denominator The term in a fraction that tells the number of equal parts in a whole. -
4.7 Recursive-Explicit-Formula Notes
11/6/17 4.7 Arithmetic Sequences (Recursive & Explicit Formulas) Arithmetic sequences • are linear functions that have a domain of positive consecutive integers in which the difference between any two consecutive terms is equal. • is a list of terms separated by a common difference, (the number added to each consecutive term in an arithmetic sequence.) • can be represented by formulas, either explicit or recursive, and those formulas can be used to find a certain term of the sequence. 1 11/6/17 Recursive Formula The following slides will answer these questions: • What does recursive mean? • What is the math formula? • How do you write the formula given a situation? • How do you use the formula? Definition of Recursive • relating to a procedure that can repeat itself indefinitely • repeated application of a rule 2 11/6/17 Recursive Formula A formula where each term is based on the term before it. Formula: A(n) = A(n-1) + d, A(1) = ? For each list of numbers below, determine the next three numbers in the list. 1, 2, 3, 4, 5, _______, ________, ________ 7, 9, 11, 13, 15, _______, _______, _______ 10, 7, 4, 1, -2, _______, _______, _______ 2, 4, 7, 11, 16, _______, _______, _______ 1, -1, 2, -2, 3, -3, _______, _______, _______ 3 11/6/17 For each list of numbers below, determine the next three numbers in the list. 1, 2, 3, 4, 5, 6, 7, 8 7, 9, 11, 13, 15, _______, _______, _______ 10, 7, 4, 1, -2, _______, _______, _______ 2, 4, 7, 11, 16, _______, _______, _______ 1, -1, 2, -2, 3, -3, _______, _______, _______ For each list of numbers below, determine the next three numbers in the list. -
8Ratio and Percentages
8 Ratio and percentages 1 Ratio A ratio is a comparison of two numbers. We generally separate the two numbers in the ratio with a colon (:) or as a fraction. Suppose we want to write the ratio of 8 and 12. We can write this as 8:12 or as 8/12, and we say the ratio is eight to twelve . Examples: Janet has a bag with 4 pens, 3 sweets, 7 books, and 2 sandwiches. 1. What is the ratio of books to pens? Expressed as a fraction, the answer would be 7/4. Two other ways of writing the ratio are 7 to 4, and 7:4. 2. What is the ratio of sweets to the total number of items in the bag? There are 3 candies, and 4 + 3 + 7 + 2 = 16 items total. The answer can be expressed as 3/16, 3 to 16, or 3:16. 2 Comparing Ratios To compare ratios, write them as fractions. The ratios are equal if they are equal when written as fractions. We can find ratios equivalent to other ratios by multiplying/ dividing both sides by the same number. Example: Are the ratios 2 to 7 and 4:14 equal? The ratios are equal because 2/7 = 4/14. The process of finding the simplest form of a ratio is the same as the process of finding the simplest form of a fraction. 1 : 3.5 or 2 : 7 could be given as more simple forms of the ratio 4 : 14. 1 I.E.S. “Andrés de Vandelvira” Sección Europea Mathematics Exercise 1 Simplify the following ratios: 3:6 25:50 40:100 9:21 11:121 For some purposes the best is to reduce the numbers to the form 1 : n or n : 1 by dividing both numbers by either the left hand side or the right-hand side number.