Math Textbooks

California Learning Resource Network
This textbook and Internet resource provides introductory information, concept or skill development in Mathematics for grade 9, 10, 11, and 12 students who are at grade level in a single student situation. Brief Description CK-12’s Trigonometry delivers a directed course of study in the mathematics of triangles, right triangle relationships, and the functions which describe those relationships, for the high school student. It builds on the trigonometry of right triangles, circular functions, and the intricacies of trigonometric identities, through inverse functions and the solution of trigonometric equations, culminating in vectors, polar equations, and complex numbers. This digital textbook was reviewed for its alignment with the content standards only; California’s Social Content Review criteria were not applied. A correlation document is available. Email to a friend. Add to your Reminders.

Online texts
Professor Jim Herod and I have written Multivariable Calculus ,a book which we and a few others have used here at Georgia Tech for two years. We have also proposed that this be the first calculus course in the curriculum here, but that is another story.... Although it is still in print, Calculus,by Gilbert Strang is made available through MIT's OpenCourseWare electronic publishing initiative.

Math & Science

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PHYS771 Lecture 9: Quantum Scott Aaronson There are two ways to teach quantum mechanics. The first way -- which for most physicists today is still the only way -- follows the historical order in which the ideas were discovered. So, you start with classical mechanics and electrodynamics, solving lots of grueling differential equations at every step. Then you learn about the "blackbody paradox" and various strange experimental results, and the great crisis these things posed for physics. Today, in the quantum information age, the fact that all the physicists had to learn quantum this way seems increasingly humorous. As a direct result of this "QWERTY" approach to explaining quantum mechanics - which you can see reflected in almost every popular book and article, down to the present -- the subject acquired an undeserved reputation for being hard. So, what is quantum mechanics? Ray Laflamme: That's very much a computer-science point of view. Scott: Yes, it is. A Less Than 0% Chance (p1,.... . ?
PHYS771 Lecture 9: Quantum

Interactive Processes

I admit to knowing very little about how school finances work. Some schools have hundreds of iPads, others have leaking roofs. It's all a mystery to me. Why enrichment? A couple of years ago I accompanied a group of twenty Year 12 students to a day of Maths in Action lectures. Education is all about making students more knowledgeable, so we should share mathematics in all its glory - not just the content of the exam syllabus. There are loads of brilliant places for mathematical school trips. In-School Speakers A while ago I asked Twitter about maths speakers and I was very grateful to receive dozens of useful replies. Matt Parker (@standupmaths) runs Think Maths, a group of fantastic speakers who visit schools to perform maths talks and workshops for all ages and abilities. James Grime (@jamesgrime) travels extensively giving public talks all over the world. Bletchley Park (@BletchleyParkGB) offers 'Enigma Outreach' in which they bring a genuine, working Enigma machine to your school.
Resourceaholic: Enrichment

Background The Head of PE (Nic Christo) asked me if we could do some cross-curricular work in maths lessons that linked to the upcoming sports day. To keep the buzz of sports day going, Nic wanted English, Maths and Science to do some sort of project. So year 8 scientists looked at the energy expended by athletes in different disciplines, while year 9 English lessons did some post-sports-day reporting. For my year 7s I chose to take the data and turn it into an infographic. The video to the right is a photo montage of the morning, which despite being beaten in the staff vs students 4x100m relay, was the best sports day I’ve ever been part of: so slickly organised that we finished early; students who were competitive and sportsmanlike; a nail-biting close to the year 7 competition (finally decided on a tug of war); and an oddball member of the public who insisted on running round the track while we were competing on it! Infographics HW 1Infographics HW 2 Lesson 1 Infographics Flipchart
Sports Day Infographic | Mr Reddy Maths Blog

History Where to Buy Rules Links Introduction Hounds and Jackals, also known as 'Dogs and Jackals', the 'game of 58 holes' and the 'Palm Tree game', is a game first played in Ancient Egypt around the 9th-12th dynasties. The earliest board yet found was unearthed at Thebes dated to roughly 2100 BC and is one of the best preserved, featuring a palm tree and standing on four short legs. Importantly, it is also complete with 10 pieces in the form of five hound pieces and five jackal pieces heads. More than 40 boards boards (or fragments of them) have been found, many of them outside Egypt - primarily in Mesopotamia from around 1850 BC through to the Asyrian period (1200-612 BC) , and in Palestine dated to the late Bronze Age (1550-1200 BC). The game is one of several games played by the Ancient Egyptians, most of them apparently race games. Layout of the Palm Tree Game Boards normally have holes 10, 15, 20, 25 highlighted as special, in addition to hole 30, the finishing hole. Binary Dice Rules
Hounds and Jackals - Online Guide

Games by Grade and Unit Below are a number of resources for parents to further supplement lessons with online games to play at home. The links below may provide students with an opportunity for practice. These websites are not connected to CEMSE or to Everyday Mathematics and our posting them does not constitute an endorsement. Kindergarten Grade 1 Unit 3 Patterns and Counting Unit 7 Geometry/Attributes Unit 9 Place Value/Fractions Grade 2 Unit 1 Numbers and Routines Unit 2 Addition Subtraction Facts Unit 3 Place Value, Time & Money Unit 4 Addition Subtraction Unit 6 Whole Number Operations Unit 7 Patterns and rules Unit 10 Place Value and Decimals Unit 11 Whole Number Operation Grade 3 Unit 4 Multiplication & Division Unit 7 Multiplication/ Division Unit 9 Multiplication/ Division Grade 4 Unit 1 Name/Construct Geometric Figures Unit 3 Multiplication and Division Unit 10 Reflection & Symmetry Grade 5 Unit 2 Estimation and Computation Unit 3 Geometry Explorations Unit 5 Fraction, Decimal & Percent
Everyday Mathematics

Screen reader users: click here for plain HTML MoreEven more from Google Sign in Satellite Traffic Photos Terrain Bicycling Exit Edit in Google Map MakerReport a problem Map data ©2015 Google - 200 m 1000 ft Australia Not your current location? Google Maps - ©2015 Google - Terms of Use - Privacy To see all the details that are visible on the screen, use the "Print" link next to the map. Is something missing? Edit Google Maps. Edit Ignore
Google Maps Springvale

World Population: Past, Present, and Future (move and expand the bar at the bottom of the chart to navigate through time) The chart above illustrates how world population has changed throughout history. View the full tabulated data. At the dawn of agriculture, about 8000 B.C., the population of the world was approximately 5 million. Over the 8,000-year period up to 1 A.D. it grew to 200 million (some estimate 300 million or even 600, suggesting how imprecise population estimates of early historical periods can be), with a growth rate of under 0.05% per year. A tremendous change occurred with the industrial revolution: whereas it had taken all of human history until around 1800 for world population to reach one billion, the second billion was achieved in only 130 years (1930), the third billion in less than 30 years (1959), the fourth billion in 15 years (1974), and the fifth billion in only 13 years (1987). Wonder how big was the world's population when you were born? Growth Rate Jews
World Population Clock: 7.5 Billion People (2017)

math research

A few weeks ago I (Jo Boaler) was working in my Stanford office when the silence of the room was interrupted by a phone call. A mother called me to report that her 5-year-old daughter had come home from school crying because her teacher had not allowed her to count on her fingers. This is not an isolated event—schools across the country regularly ban finger use in classrooms or communicate to students that they are babyish. This is despite a compelling and rather surprising branch of neuroscience that shows the importance of an area of our brain that “sees” fingers, well beyond the time and age that people use their fingers to count. In a study published last year, the researchers Ilaria Berteletti and James R. Booth analyzed a specific region of our brain that is dedicated to the perception and representation of fingers known as the somatosensory finger area. Give the students colored dots on their fingers and ask them to touch the corresponding piano keys:
Math Teachers Should Encourage Their Students to Count Using Their Fingers in Class

Have you ever said or thought any of the following? “They just add all the numbers! It doesn’t matter what the problem says.” Then you might be interested in trying out numberless word problems with your students. In essence, numberless word problems are designed to provide scaffolding that allows students the opportunity to develop a better understanding of the underlying structure of word problems. Get started by reading my initial post introducing numberless word problems. Problem Banks My latest endeavor is creating small banks of numberless word problems related to each of the CGI problem types. Addition and Subtraction Problem Types Multiplication and Division Problem Types Other Pumpkin-Themed Problems – Designed for grades 3-5Trick or Treat – Halloween-themed problem ideal for grades 4-5Three Problems – Each ends with a sample list of questions that could be asked about the situation. Blog Post Collection Would you like to hear how other educators have used numberless word problems?
Numberless Word Problems | Teaching to the Beat of a Different Drummer

More Lessons Learned from Research, Volume 1
Edited by Edward A. Silver and Patricia Ann Kenney Bridging the Gap between Research and Practice in Today’s Mathematics Classroom What we discover in research should influence how we teach in our classrooms. To help teachers even more, these articles have been chosen for their relevance to the eight Standards for Mathematical Practice in the Common Core State Standards. The chapters cover a wide range of topics, approaches, and settings, including— a case study of a third-grade teacher who sought to create a math-talk learning community in an urban classroom;an examination of middle school students’ problem-solving behaviors from a reading comprehension perspective;a meta-analysis of the effects of calculator use in K–12 classrooms;an exploration of the strategies that high school geometry students employ when using a dynamic software program; andan analysis of a professional development initiative designed to help teachers select and implement cognitively challenging tasks.

Math Activities

Math Mindsets

Inspiring Students to Math Success and a Growth Mindset

The Myth of 'I'm Bad at Math' - Miles Kimball & Noah Smith
“I’m just not a math person.” We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. Is math ability genetic? How do we know this? Different kids with different levels of preparation come into a math class. Thus, people’s belief that math ability can’t change becomes a self-fulfilling prophecy. The idea that math ability is mostly genetic is one dark facet of a larger fallacy that intelligence is mostly genetic. A body of research on conceptions of ability has shown two orientations toward ability. The “entity orientation” that says “You are smart or not, end of story,” leads to bad outcomes—a result that has been confirmed by many other studies. You have a certain amount of intelligence, and you really can’t do much to change it. They found that students who agreed that “You can always greatly change how intelligent you are” got higher grades. The results? So why do we focus on math? 1.

1. MEN ARE BETTER IN MATH THAN WOMEN. Research has failed to show any difference between men and women in mathematical ability. Men are reluctant to admit they have problems so they express difficulty with math by saying, "I could do it if I tried." 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Twelve Math Myths | College of Rural & Community Development

Can you solve the control room riddle? - Dennis Shasha
Much of this educator’s work concerns a mixture of logic with educated guesses. This educator teaches a class called Heuristic Problem Solving in which students face puzzles every week and write computer programs to solve them. Some of those students have turned those puzzles into two or more people computer games. A few of those games even include an Artificially Intelligent opponent. Please visit the doctor ecco site to create an account and try the games. Like paper and pencil challenges? Love this riddle? Love the challenge of puzzles and riddles? Can you solve the locker riddle?

The LEMMA series

Extension Maths

A level maths teaching resources | Underground Mathematics

The Myth of 'I'm Bad at Math' - Miles Kimball & Noah Smith

Inspiring Students to Math Success and a Growth Mindset

Math Resources

Maths- How to Videos

How to Improve Math

Science and Math

Great Math Sites

IGCSE Math

Learning Maths

Math Sites