Infinite Continued Fractions
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The Role of the Interval Domain in Modern Exact Real Airthmetic
The Role of the Interval Domain in Modern Exact Real Airthmetic Andrej Bauer Iztok Kavkler Faculty of Mathematics and Physics University of Ljubljana, Slovenia Domains VIII & Computability over Continuous Data Types Novosibirsk, September 2007 Teaching theoreticians a lesson Recently I have been told by an anonymous referee that “Theoreticians do not like to be taught lessons.” and by a friend that “You should stop competing with programmers.” In defiance of this advice, I shall talk about the lessons I learned, as a theoretician, in programming exact real arithmetic. The spectrum of real number computation slow fast Formally verified, Cauchy sequences iRRAM extracted from streams of signed digits RealLib proofs floating point Moebius transformtions continued fractions Mathematica "theoretical" "practical" I Common features: I Reals are represented by successive approximations. I Approximations may be computed to any desired accuracy. I State of the art, as far as speed is concerned: I iRRAM by Norbert Muller,¨ I RealLib by Branimir Lambov. What makes iRRAM and ReaLib fast? I Reals are represented by sequences of dyadic intervals (endpoints are rationals of the form m/2k). I The approximating sequences need not be nested chains of intervals. I No guarantee on speed of converge, but arbitrarily fast convergence is possible. I Previous approximations are not stored and not reused when the next approximation is computed. I Each next approximation roughly doubles the amount of work done. The theory behind iRRAM and RealLib I Theoretical models used to design iRRAM and RealLib: I Type Two Effectivity I a version of Real RAM machines I Type I representations I The authors explicitly reject domain theory as a suitable computational model. -
Division by Fractions 6.1.1 - 6.1.4
DIVISION BY FRACTIONS 6.1.1 - 6.1.4 Division by fractions introduces three methods to help students understand how dividing by fractions works. In general, think of division for a problem like 8..,.. 2 as, "In 8, how many groups of 2 are there?" Similarly, ½ + ¼ means, "In ½ , how many fourths are there?" For more information, see the Math Notes boxes in Lessons 7.2 .2 and 7 .2 .4 of the Core Connections, Course 1 text. For additional examples and practice, see the Core Connections, Course 1 Checkpoint 8B materials. The first two examples show how to divide fractions using a diagram. Example 1 Use the rectangular model to divide: ½ + ¼ . Step 1: Using the rectangle, we first divide it into 2 equal pieces. Each piece represents ½. Shade ½ of it. - Step 2: Then divide the original rectangle into four equal pieces. Each section represents ¼ . In the shaded section, ½ , there are 2 fourths. 2 Step 3: Write the equation. Example 2 In ¾ , how many ½ s are there? In ¾ there is one full ½ 2 2 I shaded and half of another Thatis,¾+½=? one (that is half of one half). ]_ ..,_ .l 1 .l So. 4 . 2 = 2 Start with ¾ . 3 4 (one and one-half halves) Parent Guide with Extra Practice © 2011, 2013 CPM Educational Program. All rights reserved. 49 Problems Use the rectangular model to divide. .l ...:... J_ 1 ...:... .l 1. ..,_ l 1 . 1 3 . 6 2. 3. 4. 1 4 . 2 5. 2 3 . 9 Answers l. 8 2. 2 3. 4 one thirds rm I I halves - ~I sixths fourths fourths ~I 11 ~'.¿;¡~:;¿~ ffk] 8 sixths 2 three fourths 4. -
Chapter 2. Multiplication and Division of Whole Numbers in the Last Chapter You Saw That Addition and Subtraction Were Inverse Mathematical Operations
Chapter 2. Multiplication and Division of Whole Numbers In the last chapter you saw that addition and subtraction were inverse mathematical operations. For example, a pay raise of 50 cents an hour is the opposite of a 50 cents an hour pay cut. When you have completed this chapter, you’ll understand that multiplication and division are also inverse math- ematical operations. 2.1 Multiplication with Whole Numbers The Multiplication Table Learning the multiplication table shown below is a basic skill that must be mastered. Do you have to memorize this table? Yes! Can’t you just use a calculator? No! You must know this table by heart to be able to multiply numbers, to do division, and to do algebra. To be blunt, until you memorize this entire table, you won’t be able to progress further than this page. MULTIPLICATION TABLE ϫ 012 345 67 89101112 0 000 000LEARNING 00 000 00 1 012 345 67 89101112 2 024 681012Copy14 16 18 20 22 24 3 036 9121518212427303336 4 0481216 20 24 28 32 36 40 44 48 5051015202530354045505560 6061218243036424854606672Distribute 7071421283542495663707784 8081624324048566472808896 90918273HAWKESReview645546372819099108 10 0 10 20 30 40 50 60 70 80 90 100 110 120 ©11 0 11 22 33 44NOT 55 66 77 88 99 110 121 132 12 0 12 24 36 48 60 72 84 96 108 120 132 144 Do Let’s get a couple of things out of the way. First, any number times 0 is 0. When we multiply two numbers, we call our answer the product of those two numbers. -
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. -
Fast Integer Division – a Differentiated Offering from C2000 Product Family
Application Report SPRACN6–July 2019 Fast Integer Division – A Differentiated Offering From C2000™ Product Family Prasanth Viswanathan Pillai, Himanshu Chaudhary, Aravindhan Karuppiah, Alex Tessarolo ABSTRACT This application report provides an overview of the different division and modulo (remainder) functions and its associated properties. Later, the document describes how the different division functions can be implemented using the C28x ISA and intrinsics supported by the compiler. Contents 1 Introduction ................................................................................................................... 2 2 Different Division Functions ................................................................................................ 2 3 Intrinsic Support Through TI C2000 Compiler ........................................................................... 4 4 Cycle Count................................................................................................................... 6 5 Summary...................................................................................................................... 6 6 References ................................................................................................................... 6 List of Figures 1 Truncated Division Function................................................................................................ 2 2 Floored Division Function................................................................................................... 3 3 Euclidean -
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). -
Multiplication and Divisions
Third Grade Math nd 2 Grading Period Power Objectives: Academic Vocabulary: multiplication array Represent and solve problems involving multiplication and divisor commutative division. (P.O. #1) property Understand properties of multiplication and the distributive property relationship between multiplication and divisions. estimation division factor column (P.O. #2) Multiply and divide with 100. (P.O. #3) repeated addition multiple Solve problems involving the four operations, and identify associative property quotient and explain the patterns in arithmetic. (P.O. #4) rounding row product equation Multiplication and Division Enduring Understandings: Essential Questions: Mathematical operations are used in solving problems In what ways can operations affect numbers? in which a new value is produced from one or more How can different strategies be helpful when solving a values. problem? Algebraic thinking involves choosing, combining, and How does knowing and using algorithms help us to be applying effective strategies for answering questions. Numbers enable us to use the four operations to efficient problem solvers? combine and separate quantities. How are multiplication and addition alike? See below for additional enduring understandings. How are subtraction and division related? See below for additional essential questions. Enduring Understandings: Multiplication is repeated addition, related to division, and can be used to solve story problems. For a given set of numbers, there are relationships that -
AUTHOR Multiplication and Division. Mathematics-Methods
DOCUMENT RESUME ED 221 338 SE 035 008, AUTHOR ,LeBlanc, John F.; And Others TITLE Multiplication and Division. Mathematics-Methods 12rogram Unipt. INSTITUTION Indiana ,Univ., Bloomington. Mathematics Education !Development Center. , SPONS AGENCY ,National Science Foundation, Washington, D.C. REPORT NO :ISBN-0-201-14610-x PUB DATE 76 . GRANT. NSF-GY-9293 i 153p.; For related documents, see SE 035 006-018. NOTE . ,. EDRS PRICE 'MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS iAlgorithms; College Mathematics; *Division; Elementary Education; *Elementary School Mathematics; 'Elementary School Teachers; Higher Education; 'Instructional1 Materials; Learning Activities; :*Mathematics Instruction; *Multiplication; *Preservice Teacher Education; Problem Solving; :Supplementary Reading Materials; Textbooks; ;Undergraduate Study; Workbooks IDENTIFIERS i*Mathematics Methods Program ABSTRACT This unit is 1 of 12 developed for the university classroom portign_of the Mathematics-Methods Program(MMP), created by the Indiana pniversity Mathematics EducationDevelopment Center (MEDC) as an innovative program for the mathematics training of prospective elenientary school teachers (PSTs). Each unit iswritten in an activity format that involves the PST in doing mathematicswith an eye towardaiplication of that mathematics in the elementary school. This do ument is one of four units that are devoted tothe basic number wo k in the elementary school. In addition to an introduction to the unit, the text has sections on the conceptual development of nultiplication -
Understanding the Concept of Division
Understanding the Concept of Division ________________ An Honors thesis presented to the faculty of the Department of Mathematics East Tennessee State University In partial fulfillment of the requirements for the Honors-in-Discipline Program for a Bachelor of Science in Mathematics ________________ By Leanna Horton May, 2007 ________________ George Poole, Ph.D. Advisor approval: ___________________________ ABSTRACT Understanding the Concept of Division by Leanna Horton The purpose of this study was to assess how well elementary students and mathematics educators understand the concept of division. Participants included 210 fourth and fifth grade students, 17 elementary math teachers, and seven collegiate level math faculty. The problems were designed to assess whether or not participants understood when a solution would include a remainder and if they could accurately explain their responses, including giving appropriate units to all numbers in their solution. The responses given by all participants and the methods used by the elementary students were analyzed. The results indicate that a significant number of the student participants had difficulties giving complete, accurate explanations to some of the problems. The results also indicate that both the elementary students and teachers had difficulties understanding when a solution will include a remainder and when it will include a fraction. The analysis of the methods used indicated that the use of long division or pictures produced the most accurate solutions. 2 CONTENTS Page ABSTRACT………………………………………………………………………… 2 LIST OF TABLES………………………………………………………………….. 6 LIST OF FIGURES………………………………………………………………… 7 1 Introduction…………………………………………………………………. 8 Purpose……………………………………………………………… 8 Literature Review…………………………………………………… 9 Teachers..…………………………………………………….. 9 Students…………………………………………………….. 10 Math and Gender……………………………………………. 13 Word Problems……………………………………………………… 14 Number of Variables……………………………………….. 15 Types of Variables…………………………………………. -
Interpreting Multiplication and Division
CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Interpreting Multiplication and Division Mathematics Assessment Resource Service University of Nottingham & UC Berkeley For more details, visit: http://map.mathshell.org © 2015 MARS, Shell Center, University of Nottingham May be reproduced, unmodified, for non-commercial purposes under the Creative Commons license detailed at http://creativecommons.org/licenses/by-nc-nd/3.0/ - all other rights reserved Interpreting Multiplication and Division MATHEMATICAL GOALS This lesson unit is designed to help students to interpret the meaning of multiplication and division. Many students have a very limited understanding of these operations and only recognise them in terms of ‘times’ and ‘share’. They find it hard to give any meaning to calculations that involve non- integers. This is one reason why they have difficulty when choosing the correct operation to perform when solving word problems. COMMON CORE STATE STANDARDS This lesson relates to the following Standards for Mathematical Content in the Common Core State Standards for Mathematics: 6.NS: Apply and extend previous understandings of multiplication and division to divide fractions by fractions. This lesson also relates to the following Standards for Mathematical Practice in the Common Core State Standards for Mathematics, with a particular emphasis on Practices 1, 2, 3, 5, and 6: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. INTRODUCTION The unit is structured in the following way: • Before the lesson, students work individually on a task designed to reveal their current levels of understanding. -
POLYNOMIAL CONTINUED FRACTIONS 1. Introduction A
POLYNOMIAL CONTINUED FRACTIONS D. BOWMAN AND J. MC LAUGHLIN Abstract. Continued fractions whose elements are polynomial se- quences have been carefully studied mostly in the cases where the degree of the numerator polynomial is less than or equal to two and the degree of the denominator polynomial is less than or equal to one. Here we study cases of higher degree for both numerator and denominator poly- nomials, with particular attention given to cases in which the degrees are equal. We extend work of Ramanujan on continued fractions with rational limits and also consider cases where the limits are irrational. 1. Introduction 1 A polynomial continued fraction is a continued fraction Kn=1an=bn where an and bn are polynomials in n. Most well known continued fractions are of this type. For example the first continued fractions giving values for ¼ (due to Lord Brouncker, first published in [10]) and e ([3]) are of this type: 4 1 (2n ¡ 1)2 (1.1) = 1 + K ; ¼ n=1 2 1 (1.2) e = 2 + 1 n : 1 + K n=1 n + 1 Here we use the standard notations N an a1 K := n=1 bn a2 b1 + a3 b2 + aN b3 + ::: + bN a a a a = 1 2 3 ::: N : b1+ b2+ b3+ bN We write AN =BN for the above finite continued fraction written as a rational 1 function of the variables a1; :::; aN ; b1; :::; bN . By Kn=1an=bn we mean the limit of the sequence fAn=Bng as n goes to infinity, if the limit exists. The first systematic treatment of this type of continued fraction seems to be in Perron [7] where degrees through two for an and degree one for bn are 1991 Mathematics Subject Classification. -
Solve 87 ÷ 5 by Using an Area Model. Use Long Division and the Distributive Property to Record Your Work. Lessons 14 Through 21
GRADE 4 | MODULE 3 | TOPIC E | LESSONS 14–21 KEY CONCEPT OVERVIEW Lessons 14 through 21 focus on division. Students develop an understanding of remainders. They use different methods to solve division problems. You can expect to see homework that asks your child to do the following: ▪ Use the RDW process to solve word problems involving remainders. ▪ Show division by using place value disks, arrays, area models, and long division. ▪ Check division answers by using multiplication and addition. SAMPLE PROBLEM (From Lesson 21) Solve 87 ÷ 5 by using an area model. Use long division and the distributive property to record your work. ()40 ÷+54()05÷+()55÷ =+88+1 =17 ()51×+72= 87 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 3 | TOPIC E | LESSONS 14–21 HOW YOU CAN HELP AT HOME ▪ Provide your child with many opportunities to interpret remainders. For example, give scenarios such as the following: Arielle wants to buy juice boxes for her classmates. The juice boxes come in packages of 6. If there are 19 students in Arielle’s class, how many packages of juice boxes will she need to buy? (4) Will there be any juice boxes left? (Yes) How many? (5) ▪ Play a game of Remainder or No Remainder with your child. 1. Say a division expression like 11 ÷ 5. 2. Prompt your child to respond with “Remainder!” or “No remainder!” 3. Continue with a sequence such as 9 ÷ 3 (No remainder!), 10 ÷ 3 (Remainder!), 25 ÷ 3 (Remainder!), 24 ÷ 3 (No remainder!), and 37 ÷ 5 (Remainder!).