Absolute Value Absolute Value The concept of absolute value has many uses, but you probably won't see anything interesting for a few more classes yet. There is a technical definition for absolute value, but you could easily never need it. For now, you should view the absolute value of a number as its distance from zero. Let's look at the number line: The absolute value of x, denoted "| x |" (and which is read as "the absolute value of x"), is the distance of x from zero. Warning: The absolute-value notation is bars, not parentheses or brackets. It is important to note that the absolute value bars do NOT work in the same way as do parentheses. Simplify –| –3 |. Given –| –3 |, I first handle the absolute value part, taking the positive and converting the absolute value bars to parentheses: Now I can take the negative through the parentheses: As this illustrates, if you take the negative of an absolute value, you will get a negative number for your answer. Here are some more sample simplifications:
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Cyberchase Come play again later! Come play again tomorrow! Algebra The word "algebra" is a distortion of the Arabic title of a treatise by al-Khwārizmī about algebraic methods. In modern usage, algebra has several meanings. One use of the word "algebra" is the abstract study of number systems and operations within them, including such advanced topics as groups, rings, invariant theory, and cohomology. This is the meaning mathematicians associate with the word "algebra." The word "algebra" can also refer to the "school algebra" generally taught in American middle and high schools. Finally, the word is used in a third way, not as a subject area but as a particular type of algebraic structure. over a field with a multiplication. and must satisfy An algebra is sometimes implicitly assumed to be associative or to possess a multiplicative identity. Examples of algebras include the algebra of real numbers, vectors and matrices, tensors, complex numbers, and quaternions.
Math Playground - Online Math Games that Give your Brain a Workout MISTM - Maine's Impact Study of Technology in Mathematics Maine's Impact Study of Technology in Mathematics (MISTM) was a federally funded collaboration among the Maine Learning Technology Initiative (MLTI) through the Maine Department of Education (DOE), Maine Education Policy Research Institute (MEPRI) and Education Development Center (EDC) in Newton, MA designed to examine the influence of a technology-infused professional development program for 7th and 8th grade mathematics teachers on the mathematics achievement of rural middle school students in technology-rich classrooms. The core goal of the professional development program was to enable grade 7 and 8 teachers and their students in low-performing rural schools to take full advantage of universal laptop availability to enhance mathematics teaching and learning and improve student achievement in mathematics. The primary standards and indicators that were targeted in the intervention were from Cluster 1 and 3 of the Maine Learning Results. These were:
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