The First 50 Million Prime Numbers
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Stage 1: the Number Sequence
1 stage 1: the number sequence Big Idea: Quantity Quantity is the big idea that describes amounts, or sizes. It is a fundamental idea that refers to quantitative properties; the size of things (magnitude), and the number of things (multitude). Why is Quantity Important? Quantity means that numbers represent amounts. If students do not possess an understanding of Quantity, their knowledge of foundational mathematics will be undermined. Understanding Quantity helps students develop number conceptualization. In or- der for children to understand quantity, they need foundational experiences with counting, identifying numbers, sequencing, and comparing. Counting, and using numerals to quantify collections, form the developmental progression of experiences in Stage 1. Children who understand number concepts know that numbers are used to describe quantities and relationships’ between quantities. For example, the sequence of numbers is determined by each number’s magnitude, a concept that not all children understand. Without this underpinning of understanding, a child may perform rote responses, which will not stand the test of further, rigorous application. The developmental progression of experiences in Stage 1 help students actively grow a strong number knowledge base. Stage 1 Learning Progression Concept Standard Example Description Children complete short sequences of visual displays of quantities beginning with 1. Subsequently, the sequence shows gaps which the students need to fill in. The sequencing 1.1: Sequencing K.CC.2 1, 2, 3, 4, ? tasks ask students to show that they have quantity and number names in order of magnitude and to associate quantities with numerals. 1.2: Identifying Find the Students see the visual tool with a numeral beneath it. -
Mathematical
2-12 JULY 2011 MATHEMATICAL HOST AND VENUE for Students Jacobs University Scientific Committee Étienne Ghys (École Normale The summer school is based on the park-like campus of Supérieure de Lyon, France), chair Jacobs University, with lecture halls, library, small group study rooms, cafeterias, and recreation facilities within Frances Kirwan (University of Oxford, UK) easy walking distance. Dierk Schleicher (Jacobs University, Germany) Alexei Sossinsky (Moscow University, Russia) Jacobs University is an international, highly selective, Sergei Tabachnikov (Penn State University, USA) residential campus university in the historic Hanseatic Anatoliy Vershik (St. Petersburg State University, Russia) city of Bremen. It features an attractive math program Wendelin Werner (Université Paris-Sud, France) with personal attention to students and their individual interests. Jean-Christophe Yoccoz (Collège de France) Don Zagier (Max Planck-Institute Bonn, Germany; › Home to approximately 1,200 students from over Collège de France) 100 different countries Günter M. Ziegler (Freie Universität Berlin, Germany) › English language university › Committed to excellence in higher education Organizing Committee › Has a special program with fellowships for the most Anke Allner (Universität Hamburg, Germany) talented students in mathematics from all countries Martin Andler (Université Versailles-Saint-Quentin, › Venue of the 50th International Mathematical Olympiad France) (IMO) 2009 Victor Kleptsyn (Université de Rennes, France) Marcel Oliver (Jacobs University, Germany) For more information about the mathematics program Stephanie Schiemann (Freie Universität Berlin, Germany) at Jacobs University, please visit: Dierk Schleicher (Jacobs University, Germany) math.jacobs-university.de Sergei Tabachnikov (Penn State University, USA) at Jacobs University, Bremen The School is an initiative in the framework of the European Campus of Excellence (ECE). -
Using Concrete Scales: a Practical Framework for Effective Visual Depiction of Complex Measures Fanny Chevalier, Romain Vuillemot, Guia Gali
Using Concrete Scales: A Practical Framework for Effective Visual Depiction of Complex Measures Fanny Chevalier, Romain Vuillemot, Guia Gali To cite this version: Fanny Chevalier, Romain Vuillemot, Guia Gali. Using Concrete Scales: A Practical Framework for Effective Visual Depiction of Complex Measures. IEEE Transactions on Visualization and Computer Graphics, Institute of Electrical and Electronics Engineers, 2013, 19 (12), pp.2426-2435. 10.1109/TVCG.2013.210. hal-00851733v1 HAL Id: hal-00851733 https://hal.inria.fr/hal-00851733v1 Submitted on 8 Jan 2014 (v1), last revised 8 Jan 2014 (v2) HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Using Concrete Scales: A Practical Framework for Effective Visual Depiction of Complex Measures Fanny Chevalier, Romain Vuillemot, and Guia Gali a b c Fig. 1. Illustrates popular representations of complex measures: (a) US Debt (Oto Godfrey, Demonocracy.info, 2011) explains the gravity of a 115 trillion dollar debt by progressively stacking 100 dollar bills next to familiar objects like an average-sized human, sports fields, or iconic New York city buildings [15] (b) Sugar stacks (adapted from SugarStacks.com) compares caloric counts contained in various foods and drinks using sugar cubes [32] and (c) How much water is on Earth? (Jack Cook, Woods Hole Oceanographic Institution and Howard Perlman, USGS, 2010) shows the volume of oceans and rivers as spheres whose sizes can be compared to that of Earth [38]. -
Arithmetic Properties of the Herglotz Function
ARITHMETIC PROPERTIES OF THE HERGLOTZ FUNCTION DANYLO RADCHENKO AND DON ZAGIER Abstract. In this paper we study two functions F (x) and J(x), originally found by Herglotz in 1923 and later rediscovered and used by one of the authors in connection with the Kronecker limit formula for real quadratic fields. We discuss many interesting properties of these func- tions, including special values at rational or quadratic irrational arguments as rational linear combinations of dilogarithms and products of logarithms, functional equations coming from Hecke operators, and connections with Stark's conjecture. We also discuss connections with 1-cocycles for the modular group PSL(2; Z). Contents 1. Introduction 1 2. Elementary properties 2 3. Functional equations related to Hecke operators 4 4. Special values at positive rationals 8 5. Kronecker limit formula for real quadratic fields 10 6. Special values at quadratic units 11 7. Cohomological aspects 15 References 18 1. Introduction Consider the function Z 1 log(1 + tx) (1) J(x) = dt ; 0 1 + t defined for x > 0. Some years ago, Henri Cohen 1 showed one of the authors the identity p p π2 log2(2) log(2) log(1 + 2) J(1 + 2) = − + + : 24 2 2 In this note we will give many more similar identities, like p π2 log2(2) p J(4 + 17) = − + + log(2) log(4 + 17) 6 2 arXiv:2012.15805v1 [math.NT] 31 Dec 2020 and p 2 11π2 3 log2(2) 5 + 1 J = + − 2 log2 : 5 240 4 2 We will also investigate the connection to several other topics, such as the Kronecker limit formula for real quadratic fields, Hecke operators, Stark's conjecture, and cohomology of the modular group PSL2(Z). -
The Bloch-Wigner-Ramakrishnan Polylogarithm Function
Math. Ann. 286, 613424 (1990) Springer-Verlag 1990 The Bloch-Wigner-Ramakrishnan polylogarithm function Don Zagier Max-Planck-Insfitut fiir Mathematik, Gottfried-Claren-Strasse 26, D-5300 Bonn 3, Federal Republic of Germany To Hans Grauert The polylogarithm function co ~n appears in many parts of mathematics and has an extensive literature [2]. It can be analytically extended to the cut plane ~\[1, ~) by defining Lira(x) inductively as x [ Li m_ l(z)z-tdz but then has a discontinuity as x crosses the cut. However, for 0 m = 2 the modified function O(x) = ~(Liz(x)) + arg(1 -- x) loglxl extends (real-) analytically to the entire complex plane except for the points x=0 and x= 1 where it is continuous but not analytic. This modified dilogarithm function, introduced by Wigner and Bloch [1], has many beautiful properties. In particular, its values at algebraic argument suffice to express in closed form the volumes of arbitrary hyperbolic 3-manifolds and the values at s= 2 of the Dedekind zeta functions of arbitrary number fields (cf. [6] and the expository article [7]). It is therefore natural to ask for similar real-analytic and single-valued modification of the higher polylogarithm functions Li,. Such a function Dm was constructed, and shown to satisfy a functional equation relating D=(x-t) and D~(x), by Ramakrishnan E3]. His construction, which involved monodromy arguments for certain nilpotent subgroups of GLm(C), is completely explicit, but he does not actually give a formula for Dm in terms of the polylogarithm. In this note we write down such a formula and give a direct proof of the one-valuedness and functional equation. -
Unit Name: Powers and Multiples of 10
Dear Parents, We will begin our next unit of study in math soon. The information below will serve as an overview of the unit as you work to support your child at home. If you have any questions, please feel free to contact me. I appreciate your on-going support. Sincerely, Your Child’s Teacher Unit Name: Powers and Multiples of 10 Common Core State Standards: 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Essential Vocabulary: place value decimal number powers of 10 expanded form Unit Overview: Students extend their understanding of the base-ten system by looking at the relationship among place values. Students are required to reason about the magnitude of numbers. Students should realize that the tens place is ten times as much as the ones place, and the ones place is 1/10th the size of the tens place. New at Grade 5 is the use of whole number exponents to represent powers of 10. Students should understand why multiplying by a power of 10 shifts the digits of a whole number that many places to the left. -
Oberwolfach Jahresbericht Annual Report 2008 Herausgeber / Published By
titelbild_2008:Layout 1 26.01.2009 20:19 Seite 1 Oberwolfach Jahresbericht Annual Report 2008 Herausgeber / Published by Mathematisches Forschungsinstitut Oberwolfach Direktor Gert-Martin Greuel Gesellschafter Gesellschaft für Mathematische Forschung e.V. Adresse Mathematisches Forschungsinstitut Oberwolfach gGmbH Schwarzwaldstr. 9-11 D-77709 Oberwolfach-Walke Germany Kontakt http://www.mfo.de [email protected] Tel: +49 (0)7834 979 0 Fax: +49 (0)7834 979 38 Das Mathematische Forschungsinstitut Oberwolfach ist Mitglied der Leibniz-Gemeinschaft. © Mathematisches Forschungsinstitut Oberwolfach gGmbH (2009) JAHRESBERICHT 2008 / ANNUAL REPORT 2008 INHALTSVERZEICHNIS / TABLE OF CONTENTS Vorwort des Direktors / Director’s Foreword ......................................................................... 6 1. Besondere Beiträge / Special contributions 1.1 Das Jahr der Mathematik 2008 / The year of mathematics 2008 ................................... 10 1.1.1 IMAGINARY - Mit den Augen der Mathematik / Through the Eyes of Mathematics .......... 10 1.1.2 Besuch / Visit: Bundesministerin Dr. Annette Schavan ............................................... 17 1.1.3 Besuche / Visits: Dr. Klaus Kinkel und Dr. Dietrich Birk .............................................. 18 1.2 Oberwolfach Preis / Oberwolfach Prize ....................................................................... 19 1.3 Oberwolfach Vorlesung 2008 .................................................................................... 27 1.4 Nachrufe .............................................................................................................. -
Common Units Facilitator Instructions
Common Units Facilitator Instructions Activities Overview Skill: Estimating and verifying the size of Participants discuss, read, and practice using one or more units commonly-used units, and developing personal of measurement found in environmental science. Includes a fact or familiar analogies to describe those units. sheet, and facilitator guide for each of the following units: Time: 10 minutes (without activity) 20-30 minutes (with activity) • Order of magnitude • Metric prefixes (like kilo-, mega-, milli-, micro-) [fact sheet only] Preparation 3 • Cubic meters (m ) Choose which units will be covered. • Liters (L), milliliters (mL), and deciliters (dL) • Kilograms (kg), grams (g), milligrams (mg), and micrograms (µg) Review the Fact Sheet and Facilitator Supplement for each unit chosen. • Acres and Hectares • Tons and Tonnes If doing an activity, note any extra materials • Watts (W), kilowatts (kW), megawatt (MW), kilowatt-hours needed. (kWh), megawatt-hours (mWh), and million-megawatt-hours Materials Needed (MMWh) [fact sheet only] • Parts per million (ppm) and parts per billion (ppb) Fact Sheets (1 per participant per unit) Facilitator Supplement (1 per facilitator per unit) When to Use Them Any additional materials needed for the activity Before (or along with) a reading of technical documents or reports that refer to any of these units. Choose only the unit or units related to your community; don’t use all the fact sheets. You can use the fact sheets by themselves as handouts to supple- ment a meeting or other activity. For a better understanding and practice using the units, you can also frame each fact sheet with the questions and/or activities on the corresponding facilitator supplement. -
Order-Of-Magnitude Physics: Understanding the World with Dimensional Analysis, Educated Guesswork, and White Lies Peter Goldreic
Order-of-Magnitude Physics: Understanding the World with Dimensional Analysis, Educated Guesswork, and White Lies Peter Goldreich, California Institute of Technology Sanjoy Mahajan, University of Cambridge Sterl Phinney, California Institute of Technology Draft of 1 August 1999 c 1999 Send comments to [email protected] ii Contents 1 Wetting Your Feet 1 1.1 Warmup problems 1 1.2 Scaling analyses 13 1.3 What you have learned 21 2 Dimensional Analysis 23 2.1 Newton’s law 23 2.2 Pendula 27 2.3 Drag in fluids 31 2.4 What you have learned 41 3 Materials I 43 3.1 Sizes 43 3.2 Energies 51 3.3 Elastic properties 53 3.4 Application to white dwarfs 58 3.5 What you have learned 62 4 Materials II 63 4.1 Thermal expansion 63 4.2 Phase changes 65 4.3 Specific heat 73 4.4 Thermal diffusivity of liquids and solids 77 4.5 Diffusivity and viscosity of gases 79 4.6 Thermal conductivity 80 4.7 What you have learned 83 5 Waves 85 5.1 Dispersion relations 85 5.2 Deep water 88 5.3 Shallow water 106 5.4 Combining deep- and shallow-water gravity waves 108 5.5 Combining deep- and shallow-water ripples 108 5.6 Combining all the analyses 109 5.7 What we did 109 Bibliography 110 1 1 Wetting Your Feet Most technical education emphasizes exact answers. If you are a physicist, you solve for the energy levels of the hydrogen atom to six decimal places. If you are a chemist, you measure reaction rates and concentrations to two or three decimal places. -
A Family of Sequences Generating Smith Numbers
1 2 Journal of Integer Sequences, Vol. 16 (2013), 3 Article 13.4.6 47 6 23 11 A Family of Sequences Generating Smith Numbers Amin Witno Department of Basic Sciences Philadelphia University 19392 Jordan [email protected] Abstract Infinitely many Smith numbers can be constructed using sequences which involve repunits. We provide an alternate method of construction by introducing a generaliza- tion of repunits, resulting in new Smith numbers whose decimal digits are composed of zeros and nines. 1 Introduction We work with natural numbers in their decimal representation. Let S(N) denote the “digital sum” (the sum of the base-10 digits) of the number N and let Sp(N) denote the sum of all the digital sums of the prime factors of N, counting multiplicity. For instance, S(2013) = 2+0+1+3 = 6 and, since 2013 = 3 × 11 × 61, we have Sp(2013) = 3+1+1+6+1 = 12. The quantity Sp(N) does not seem to have a name in the literature, so let us just call Sp(N) the p-digit sum of N. The natural number N is called a Smith number when N is composite and S(N)= Sp(N). For example, since 22 = 2 × 11, we have both S(22) = 4 and Sp(22) = 4. Hence, 22 is a Smith number—thus named by Wilansky [4] in 1982. Several different ways of constructing Smith numbers are already known. (See our 2010 article [5], for instance, which contains a brief historical account on the subject as well as a list of references. -
The History of the Primality of One—A Selection of Sources
THE HISTORY OF THE PRIMALITY OF ONE|A SELECTION OF SOURCES ANGELA REDDICK, YENG XIONG, AND CHRIS K. CALDWELLy This document, in an altered and updated form, is available online: https:// cs.uwaterloo.ca/journals/JIS/VOL15/Caldwell2/cald6.html. Please use that document instead. The table below is a selection of sources which address the question \is the number one a prime number?" Whether or not one is prime is simply a matter of definition, but definitions follow use, context and tradition. Modern usage dictates that the number one be called a unit and not a prime. We choose sources which made the author's view clear. This is often difficult because of language and typographical barriers (which, when possible, we tried to reproduce for the primary sources below so that the reader could better understand the context). It is also difficult because few addressed the question explicitly. For example, Gauss does not even define prime in his pivotal Disquisitiones Arithmeticae [45], but his statement of the fundamental theorem of arithmetic makes his stand clear. Some (see, for example, V. A. Lebesgue and G. H. Hardy below) seemed ambivalent (or allowed it to depend on the context?)1 The first column, titled `prime,' is yes when the author defined one to be prime. This is just a raw list of sources; for an evaluation of the history see our articles [17] and [110]. Any date before 1200 is an approximation. We would be glad to hear of significant additions or corrections to this list. Date: May 17, 2016. 2010 Mathematics Subject Classification. -
Basic Math Quick Reference Ebook
This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference eBOOK Click on The math facts listed in this eBook are explained with Contents or Examples, Notes, Tips, & Illustrations Index in the in the left Basic Math Quick Reference Handbook. panel ISBN: 978-0-615-27390-7 to locate a topic. Peter J. Mitas Quick Reference Handbooks Facts from the Basic Math Quick Reference Handbook Contents Click a CHAPTER TITLE to jump to a page in the Contents: Whole Numbers Probability and Statistics Fractions Geometry and Measurement Decimal Numbers Positive and Negative Numbers Universal Number Concepts Algebra Ratios, Proportions, and Percents … then click a LINE IN THE CONTENTS to jump to a topic. Whole Numbers 7 Natural Numbers and Whole Numbers ............................ 7 Digits and Numerals ........................................................ 7 Place Value Notation ....................................................... 7 Rounding a Whole Number ............................................. 8 Operations and Operators ............................................... 8 Adding Whole Numbers................................................... 9 Subtracting Whole Numbers .......................................... 10 Multiplying Whole Numbers ........................................... 11 Dividing Whole Numbers ............................................... 12 Divisibility Rules ............................................................ 13 Multiples of a Whole Number .......................................