#precalculus with limits

[cosaslearned]

This was beautifully presented and answered many questions I had, not to mention added to a framework that will allow me to work through future material.

[beardedmrbean]

Amid parent, student, and teacher concerns about myriad issues at Philadelphia’s High School for Creative and Performing Arts, one pressing concern looms as the school year ends:

What about the fake grades?

Multiple parents and teachers with knowledge of the situation told The Inquirer that some math classes this school year went months with no instruction but that students got grades that were seemingly plucked out of thin air — an 89 for one marking period, an 80 for another.

Between the affected math classes and a freshman physical education class in a similar situation for months, nearly 300 students — about 280 students — were affected, more than 40% of the student body.

When some students and families raised concerns, they were given various answers — the grades wouldn’t count, or they could be removed, but not until the end of the year. They were told that this person could fix it, no, that person, or that the grades couldn’t be changed. Some students received incompletes for a physical education class that had no teacher, but students in algebra and precalculus class got made-up grades instead of incompletes, despite having no instruction for months.

All of the dozen people interviewed declined to be named publicly. Since The Inquirer first reported last month on CAPA’s turmoil, those suspected of speaking out have faced reprisal.

But those interviewed detailed a complicated, troubling picture of the situation at the historically well-regarded magnet school — some students languishing without teaching or assignments, haphazard policies, appeals to officials about incorrect information on kids’ records with no recourse, concerns about knowledge gaps, and fallout for untrue grade-point averages on college applications.

“Everything is completely messed up,” one teacher said.

Monique Braxton, a spokesperson for the district, said the district was aware of the parents’ and students’ concerns “in a limited number of math classes.”

Braxton said that grades have been “confirmed and entered into the grading system, which parents may access and review to ensure that students are being graded on the work that has been completed.”

District leaders “have met with the administrators and families at CAPA to resolve the issue,” Braxton said. “We always appreciate the opportunity to engage with our families to make sure students’ experiences are positive.”

Some parents, students, and teachers who spoke to The Inquirer say some grade records have been corrected, but only after appealing to the district; others say their issues still have not been resolved.

A missing teacher, and the fallout

Amid a national educator shortage, the school year began with CAPA down a math teacher. The Philadelphia School District’s teacher vacancy rate has improved slightly year over year, with 96.7% of teaching jobs filled as of this April. But that still means that about 300 classrooms had no permanent teacher.

Some of those empty posts were staffed by long-term substitutes, but students in schools across the district said that while some long-term subs teach, others do nothing.

The first long-term substitute who filled the algebra and precalculus vacancy at CAPA had prior math experience and taught, giving assignments and grades, but left after the first quarter.

No teaching happened in the second quarter, according to multiple students, teachers, and parents; there were various substitutes, but no lessons.

“Math class became a free period,” said one parent. “Someone came in and told them that they should watch math videos. Some kids just wandered around.”

“There was literally no instruction whatsoever,” a second parent said. “There was a teacher, a substitute teacher that took attendance, and that was all that would happen. The kids would just sit there and talk, or leave the classroom to go to another teacher’s classroom.”

In some classes, no videos were even assigned.

The school’s principal, Alonzo Fulton, determined that students in the affected math classes would all get grades of 89 that quarter.

“The number was truly out of thin air, there was no explanation,” said one teacher.

Some students and families began complaining, the teacher said.

“I wrote a letter saying, ‘Where is this grade from?’” said the first parent. Her child “has been telling us it’s a free period, they’re not learning. We’ve been asking questions, not getting answers.”

A third parent said she talked to Fulton about the grade.

“He had said that grade is not going to count towards the final grade, don’t worry about it — Term Two didn’t count because there was no instruction,” the second parent said.

Families who complained generally had students who would typically have earned grades higher than 89, said the teacher.

“They were saying, ‘Why did we get this grade when we didn’t even do any work? This is going to destroy my GPA,’” said the teacher.

Varying answers

Administrators told families that the second-quarter 89s would not count but said there was no way to remove them, many said. Internally, administrators said whatever students earned in the third marking period would duplicate as both second and third marking period scores.

But that plan didn’t work; there was no teacher for part of the third marking period, and when a teacher was hired, he had no computer, access to curriculum, or ability to formally record attendance for weeks.

When it came time to record third-quarter grades, students were given a grade based on the single quiz they had been given, though only some pupils took the quiz. The quiz grades were calculated by the teacher as a ratio — 28 out of 30, for instance. Administrators took that quiz grade and translated it to either a 70, 80, 90, or 100.

Four students got third-quarter grades higher than their quiz scores, 36 stayed the same, and 120 grades dropped, according to someone familiar with the matter. District officials were notified, but there was no response.

Eventually, school officials added a more seasoned math teacher to the algebra classes to help with instruction, and work has been assigned in recent weeks.

But this has mostly been a lost year, one student in one of the algebra classes said.

“I haven’t learned anything, and I had to take the Keystones,” the student said of the statewide exams in 11th grade that are a graduation requirement. “I didn’t know really anything on it.”

But students in precalculus still aren’t getting adequate instruction, according to multiple sources; their teacher is not equipped to teach that class, and there is no one else assigned to help.

The lack of precalculus instruction is particularly worrisome, some parents said.

“These are 11th and 12th graders who are taking the SAT, who are preparing for college, and this is a critical time for them; some of them want to take calculus next year, and they’re not going to be able to do that,” said the second parent.

A fourth parent, whose child is in one of the algebra classes, said she was not pleased at first but trusted school officials to do the right thing.

“I thought, they’re on it, they’ll get it figured out. But it kept going and going. And now I’m really worried. What do you do — hire a tutor for after school? But I don’t need tutoring. I need someone to teach my kid from scratch, and that’s expensive. It’s really concerning to be at the end of the year and realize this never got worked out,” said the algebra parent.

Families said they were told that their children should not re-take the math class because it would look bad on transcripts. Some were told that summer courses or outside classes were a possibility.

Others were told that next year’s math classes would be restructured to incorporate missed concepts.

It’s still not clear what will happen with the incorrect grades that remain. Parents and students say they have been told that they will be fixed by the last day of school, Friday.

“But that implies that they received instruction and assignments most of the year, which is unfortunately not the case,” the third parent said. “That’s fraud.”

The third parent said she has had plenty of back and forth with the administration about her child’s grades, to no avail. Everyone interviewed said the messages they have received have been inconsistent and sometimes contradictory.

“There’s been ongoing problems at CAPA; it’s so much worse than I thought,” the third parent said.

That parent said Fulton explained the second-quarter grade to her this way: “He said, ‘for Term Two, if that grade helps your student, we’ll keep it. If it doesn’t help, it will go away.’ But that’s actually fraudulent.”

(In 2013, a CAPA principal was removed from the school after allegedly giving out fake grades.)

Math classes aren’t the only ones that have had no teacher. Ninth graders have had a series of subs for physical education and health. They were given incompletes for the second quarter that turned into 50s — the lowest grade the district can assign, because it does not give zeroes. Some of those 50s have disappeared, but some remain.

[megumi-fm]

18 day habit tracker

since the year started, days are passing by and sure I'm doing alright and getting stuff done but lately it just. feels like I'm whiling away a lot of my time which which I could spend learning or doing a lot of things that I've kept shelved for years. I want to make better use of my days and I want to understand how to kind of... develop the intrinsic motivation to improve my productivity. additionally, I also need to do things to take better care of my help given the harsh weather and my ankle (im)mobility.

so I've decided to spend the next 18days trying to be more conscious of how I'm spending my time and also trying to push myself little by little. in this eighteen days I want to figure out what my limits are (vs what I think my limits are) and I also want to understand how to stay consistent and maintain the momentum I need to keep going. eighteen seems like a small enough number to start with; from some surface web scouring it seems like 18days is the minimum number of time it takes to develop a habit. and coincidentally enough it's my birthday in exactly 18days so it seems like a good place to start

to track

🥛 water intake ⏰ hours of sleep +sleep and wake times 📵 phone usage 🍉 fruit intake +the kind of food I'm eating in gen 📖 reading

---

personal goals

🧮 relearning math my relationship with mathematics has been quite messy since junior college and it has only worsened through the past four years of engineering(with the introduction of multivariate calculus and Laplace transforms and whatnot)... it feels kind of late and embarrassing to start now but I really want to understand math better and enjoy doing it and now is a good time to face my fear/discomfort and start over at the very basics. I'm gonna start with precalculus and linear algebra

💃 dancing I used to dance all the time as a kid and then... i don't know what happened... as a lover of kpop choreographies it's heartbreaking to realize I haven't learnt nearly as many dances as I'd have liked to. The year started off pretty strong but then my ankle got in the way and... yeah... I want to get back into dancing both as a means to improve my mobility and as a means of exercise, and also because I enjoy dancing in gen... and four to five days seems like good enough time to learn a single dance so i hope to learn the choreography of atleast 3-4 dances in these 18days

✏ art I have wanted to learn drawing for years now but for some reason I just never seem to get around to it (the 'some reason' being my impatience and inability to accept that I'm actually a beginner) but yknow what. if I'm anyway going to feel bad about how poor I am at drawing, I might as well do it while drawing poorly instead of trying to avoid it. I've decided to use this youtube playlist as my starting point

🍳 cooking for someone who is planning to live abroad and live alone I can't cook to save my life, but putting that aside, the main reason I want to cook is that a lot of my favourite regional cuisine is centered towards dishes for the winter and I want to learn to make tasty + nutritional food suitable for this summer heat without resorting to consuming excessively sugared juices and soda in copious amounts

---

yeah. day1 starts today. I hope it works out. my weekly tracker and my work tracker will also be updated in parallel

[existinglimits]

Limits & Indeterminate Forms (Part 2)

Let's explore an indeterminate form: ∞ / ∞

It helps to compare f(x) = 2x, g(x) = 5x, and h(x) = e^x.  These are all increasing (growing) functions. For all these functions, the limit as x approaches infinity is ∞.

Now, what happens if we take the limit as x approaches infinity of different ratios of these functions?

Lim_{x-->∞} (2x/5x) --> ∞/∞

Lim_{x-->∞} (5x/2x) --> ∞/∞

Lim_{x-->∞} (2x/e^x) --> ∞/∞

Lim_{x-->∞} (e^x/2x) --> ∞/∞

If we don’t do anymore work, then we get ∞/∞, but what does that mean? Especially since they are not all growing at the same rate, so they are approaching infinity at different rates.

∞/∞ is indeterminate, so we need to do more work. For some ratios (like 2x/5x and 5x/2x), you can do some simple or fancy algebra.

Algebra of the simple variety:

Algebra of the fancy variety:

For other ratios (like 2x/e^x), you’ll need to do something else.

If the numerator is approaching infinity faster, the function is sometimes called “top-heavy”.

If the denominator is approaching infinity faster, the function is sometimes called “bottom-heavy”.

If the numerator and denominator approach infinity at the same rate, the function is sometimes called “balanced”.

In most precalculus classes, it suffices to say that a ratio is top-heavy, bottom-heavy, or balanced. In most calculus courses, you’ll need to do something to show (if not prove) this. So, you’ll need some way to compare the rates of change so that you can determine whether the function in the numerator or the function in the denominator is approaching ∞ faster.

If you’ve taken calculus, what gives us the rate of change of a function?

(I'm making sure you think for a moment.)

For a function y = f(x), the rate of change of that function is given by its derivative: dy/dx = f'(x). So, you can take the derivative of the numerator and denominator separately to compare their rates of change. This is the idea behind L'Hôpital's rule, which is worthy of its own post.   

Questions to ponder:

Why doesn’t ∞/∞ = 1?

Are there any values that ∞/∞ couldn’t be equal to? Why or why not?

Related posts:

Part 1: ∞ - ∞

Rambling about infinity

[wielsonf]

why qualitative research matters to teaching (mathematics)

the pioneer cohort of ed.d. and ph.d. educ at ateneo gbseald with dr. ma. assunta "achoot" cuyegkeng / screengrabs from markkie aribon and lavi subang of ed.d.

-----

i told the internet about why i am where i am now in a previous post. now, i am ready to share what invaluable knowledge i've got from one of my courses so far.

during my undergrad and graduate studies, just pen and paper is mostly sufficient to create new ideas, problems, and solutions, and do research in math, but that's not the only concern i have with life and work.

for the past half a decade or so, peers and i saw a decline in the perceived quality of students in calculus at the university of the philippines los banos. what was supposed to be tackled in senior high school, like algebra, trigonometry, and precalculus especially for those from stem track, wasn't adequately done so. when introduced to fundamental calculus concepts, they do understand the notion of limit, how lines and derivatives intertwine and entangle, and why area is an integral, but when it comes to crafting solutions and answering problems, this inadequacy becomes apparent.

in turn, it becomes necessary for us to ask why this is the case? how do teachers influence their students' calculus learning and what are they doing to adapt? has existing policies done us (dis)service in the philippine (math) education? and, why is everybody and nobody at fault here?

just thinking about possible solutions is not enough. we need to get our hands dirty, wreck some established norms, and possibly hurt some feelings in the process. qualitative research, i learned, has some of the answers.

as i mentioned in a previous post,

for this course, i posed this question: how do teachers facilitate collegiate calculus learning through creative interventions?

in an attempt to answer this question, i had to look back at what is happening and what research tells us about calculus learning.

for one, most mathematics learning theories are based on existing ones from classical learning theories, like constructivism, positivism, and behaviorism. since the start of the 21st century, one of the main motivations of mathematics education research is rationalizing a theory for mathematics in consideration of its unique nature as a subject matter.

next comes becoming aware of challenges and factors in teaching and learning calculus, how do teachers intervene, and how important their role is.

as of yet, i think the question can't be answered by a simple survey, answered using a likert scale. we have to go on the ground and diligently ask calculus teachers and instructors in college the existing literature still resonate with the challenges they face and what they do about them in order to help their students. the quality of administration and prestige of the institutions they serve affect their students, but in reality, educators are at the frontline facing the students and implementing interventions as they go along day by day. their experience is a vital part of understanding the problem.

we should break down such a complex question into easily digestible and directly answerable ones that help us understand sac (structures-agency-culture): ask where the teachers come from, what kind of pool do they dive in to teach calculus, what restrictions they are put in, what the students are like, what they do to help the children [sic], and in what way do their interventions affect the students.

with the pisa results just released, now more than ever, we need to act as fast as we can to implement changes from the ground up.

why are we, everyone at school, so miserable in one way or another? this, i can definitely say, is my magnum opus.

i will die on this hill.

[etextbookpdf]

Precalculus with Limits (5th Edition) – PDF

Precalculus with Limits (5th Edition) – PDF Prepare yourself to excel in precalculus with Larson’s PRECALCULUS WITH LIMITS, 5th Edition (PDF). This exceptional textbook goes beyond mere clear explanations and real-life examples – it also offers continuous review to ensure your triumph. Crafted by a renowned author acclaimed for their accessible style, this new and updated Fifth Edition covers all…

[vitutors]

Why Study Pre-Calculus? Understanding Its Importance in Higher Math and Beyond

Pre-calculus is sometimes considered a steppingstone towards advanced mathematics. But this subject shouldn’t be ignored during the early years of education. It forms an essential part of creating greater mathematical ideas in future practice with math. The course also improves critical thinking and problem-solving abilities, and therefore, you can also get help from a pre calculus tutor to gain an edge in this subject. Here are some reasons why you must precalculus is crucial for students: Developing a Strong Foundation Conceptual foundation is everything in math. Precalculus fills in algebra, geometry, and calculus. It provides students with the basic ideas of functions, continuity, and limits, and helps them understand what amazing things we can achieve by studying them. Students who get a strong grasp of these topics can find it easier to tackle strong concepts introduced in higher math. Improving Problem-Solving Ability Mathematics is not just about solving puzzles and doing numbers. There is more to math. And it involves a thorough problem-solving approach. Studying with an online calculus tutor can help you develop various approaches that act like plans of action during problem-solving. Students who work with situational analysis develop critical thinking abilities that can be applied in other disciplines like computer science, physics, chemical sciences, and other subjects. Using Real-World Applications When you first encounter precalculus, you may think of it as just a theoretical topic found in textbooks. But its true value lies deep inside practical applications. Various real-world applications can be done in the fields of Biology and Economics where decay and growth models are vital in understanding different exponential functions. Another component, trigonometry has the same applications in the fields of engineering, physics, and graphics. Improving Mathematical Confidence Many students start feeling more and more low in confidence in math as they progress in their career journey. But math becomes your true friend and the subject you can trust the most when you approach it with the right technique. Improving the fundamentals of precalculus can help students get confidence in their ability to understand math. This confidence can result in a better attitude towards challenging topics going forward. About ViTutors: ViTutors is a great place to find top-notch tutoring services for subjects like pre-calculus, calculus, and more. Its knowledgeable tutors can help students build a strong mathematical foundation. ViTutors helps students enhance their problem-solving skills, prepare for advanced studies, and gain confidence in their mathematical abilities with the use of the best technology in the tutoring business. Find a tutor now at https://vitutors.com/. Original Source: https://bit.ly/49H2k7o

[tutoringmaphy01]

Common Challenges in AP Precalculus and How a online AP Precalculus tutor to Overcome Them | Tutoring Maphy

Overcoming Common Challenges in AP Precalculus with an Online AP Precalculus Tutor

Introduction:

Embarking on the Advanced Placement (AP) Precalculus journey can be both exhilarating and challenging for students. As the coursework becomes more rigorous, many learners find themselves grappling with complex concepts. Fortunately, the advent of online education has opened up avenues for personalized learning and assistance. In this blog post, we will explore the common challenges faced by students in AP Precalculus and discuss how an online AP Precalculus tutor can help overcome these hurdles.

Complex Concepts and Formulas:

Students often encounter intricate concepts and formulas in AP Precalculus, making it challenging to grasp the fundamentals.

An experienced AP Precalculus tutor can simplify complex topics, breaking them down into more digestible segments, and provide step-by-step explanations.

Lack of Personalized Attention in Classroom Settings:

Large class sizes can hinder individualized attention, leading to students feeling lost or falling behind.

An online AP Precalculus tutor offers personalized, one-on-one sessions, addressing specific concerns and tailoring the learning experience to the student's pace.

Inadequate Practice and Reinforcement:

Regular practice is essential for mastering AP Precalculus, and students may struggle to find sufficient resources for exercises.

An AP Precalculus tutor can design custom practice sessions, ensuring that students receive targeted reinforcement on challenging topics.

Time Management and Exam Anxiety:

Balancing the demands of AP courses with other commitments can lead to stress and anxiety.

An online AP Precalculus tutor can provide time management strategies, help create effective study plans, and offer guidance on exam preparation techniques.

Limited Availability of Additional Resources:

Some students may lack access to supplementary materials or struggle to find resources that align with their learning style.

An AP Precalculus tutor, especially one who specializes in online education, can recommend and provide a variety of resources such as videos, interactive simulations, and practice exams.

Conclusion:

In the dynamic landscape of AP Precalculus, where challenges are inevitable, an online AP Precalculus tutor emerges as a valuable ally for students. With personalized attention, targeted practice, and tailored guidance, students can navigate the complexities of online calculus tutor more effectively. Investing in the support of an online AP Precalculus tutor not only enhances academic performance but also instills confidence and a love for learning in the fascinating world of advanced mathematics.

Visit us - www.tutoringmaphy.com 

Contact us - Info@tutoringmaphy.com 

Follow - https://www.youtube.com/@tutoringmaphy

[eduebookstore]

Student Study and Solutions Manual for Larson’s Precalculus with Limits 3rd Edition, ISBN-13: 978-1133947219 [PDF eBook eTextbook] 880 pages Publisher: Cengage Learning; 3 edition (April 16, 2013) Language: English ISBN-10: 1133947212 ISBN-13: 978-1133947219 This guide offers step-by-step solutions for all odd-numbered text exercises, Chapter and Cumulative Tests, and Practice Tests with solutions. About the Author Dr. Ron Larson is a professor of Mathematics at The Pennsylvania State University, where he has taught since 1970. He is considered the pioneer of using multimedia to enhance the learning of Mathematics, having authored over 30 software titles since 1990. Dr. Larson conducts seminars and in-service workshops for Math educators around the country about using computer technology as an instructional tool and motivational aid. He is the recipient of the 2014 William Holmes McGuffey Longevity Award for CALCULUS: EARLY TRANSCENDENTAL FUNCTIONS, the 2014 Text and Academic Authors Association TEXTY Award for PRECALCULUS, the 2012 William Holmes McGuffey Longevity Award for CALCULUS: AN APPLIED APPROACH, and the 1996 Text and Academic Authors Association TEXTY Award for INTERACTIVE CALCULUS–a complete text on CD-ROM that was the first mainstream college textbook to be offered on the internet. Dr. Larson authors numerous textbooks including the best-selling Calculus series published by Cengage. What makes us different? • Instant Download • Always Competitive Pricing • 100% Privacy • FREE Sample Available • 24-7 LIVE Customer Support

[instantebookmart]

Precalculus With Limits Textbook Pdf 6th Edition : Precalculus With Limits Textbook Pdf 6e Part of the market-leading graphing approach series by Ron Larson, PRECALCULUS WITH LIMITS: A GRAPHING APPROACH is an ideal student and instructor resource for high school courses that require the use of a graphing calculator. The quality and quantity of the exercises, combined with interesting applications and innovative resources, make teaching easier and help students succeed. Retaining the series' emphasis on student support, selected examples throughout the text include notations directing students to previous sections to review concepts and skills needed to master the material at hand. The book also achieves accessibility through careful writing and design-including examples with detailed solutions that begin and end on the same page, which maximizes readability. Similarly, side-by-side solutions show algebraic, graphical, and numerical representations of the mathematics and support a variety of learning styles. About the author : Dr. Ron Larson is a professor of Mathematics at The Pennsylvania State University, where he has taught since 1970. He is considered the pioneer of using multimedia to enhance the learning of Mathematics, having authored over 30 software titles since 1990. Dr. Larson conducts seminars and in-service workshops for math educators around the country about using computer technology as an instructional tool and motivational aid. He is the recipient of the 2014 William Holmes McGuffey Longevity Award for CALCULUS: EARLY TRANSCENDENTAL FUNCTIONS, the 2014 Text and Academic Authors Association TEXTY Award for PRECALCULUS, the 2012 William Holmes McGuffey Longevity Award for CALCULUS: AN APPLIED APPROACH, and the 1996 Text and Academic Authors Association TEXTY Award for INTERACTIVE CALCULUS--a complete text on CD-ROM that was the first mainstream college textbook to be offered on the internet. Dr. Larson authors numerous textbooks including the best-selling Calculus series drafted by Cengage and of course our today ebook Precalculus With Limits Textbook Pdf. Note : you will only recieve the pdf version of precalculus with limits 6e

[21st-century-minutiae]

College Board is a 20th century, early 21st century non profit organization that works to smooth access to higher education in the United States. One of the services they offer is the administration of "AP" (Advanced Placement) tests. For a variety of subjects, College Board offers a certification evaluation, as well as curriculum guides to teach the subjects that will be tested on. These courses are about the level expected of introductory college classes.

High Schools teach "advanced" students this curriculum so that they are prepared to take the test after a semester (or year). Students may also acquire study materials for themselves in order to learn on their own time for whatever reason, such as their school not offering a particular class. Students pay to take the test which is administered in the school or at a testing center, and the result is made available to the students to optionally send the score own to the college they will be attending. The scores range from 1 to 5, with 1 being a complete failing grade, 3 being a pass, and 5 being pass with extreme distinction. Independent of the test, AP classes are often weighted, increasing a students GPA potentially above the "maximum" 4.0.

College Board standardizes the tests and works with universities to accept the results of these tests as college credit. Individual colleges determine particular policies, such as which tests they accept in what manner, and what score is required to be accepted. It may be that a 3 permits a student to take an abbreviated course to complete the credit, while a score of 4 or 5 permits them to skip the equivalent course entirely.

Students with AP credit would be able to graduate from college faster, have a more relaxed pace, or pursue additional degrees in the same amount of time.

As pointed out by the above, there are ample humanities and science offerings in the AP Curriculum, but limited math options. Because High Schools often require students to take some Math class each year, regardless of level, it is common among accelerated students to be taking "college level" math in their Junior Year and Senior Years both, but can only get accreditation from college board for one of those years.

AP Precalculus is a strange case as most universities do not teach math before Calculus. Most will not accept it as college credit, despite the exam.

humanities people: hey can we pleeeease have some more APs

college board: oh baby what I have got cooking for you. We got 80 different question types and nine languages or some shit and “research” and “seminar” and five histories and oooo we’re gonna add more

science people: hey can we pleeease have some more APs

college board: I got stuff for you too don’t you worry, we got bio and chemistry and two algebra based physics and two calculus based physics SEQUELS and environmental science and we’re adding like five new ones soon

math people: hey can we pleee-

college board: SHUT THE FUCK UP. NERDS LIKE YOU DONT DESERVE TO SHOW ADVANCED KNOWLEDGE TO COLLEGES, YOU GET YOUR CALCULUS AND YOUR STATS AND THATS IT. NO CLASSES FOR YOU

math people: but like if you’re two years ahead you’ll be done with calculus and still have a senior year of college math you’ll want to get credit for-

college board: YOU KNOW WHAT JUST FOR THAT IM GIVING YOU AP PRECALCULUS. THATS RIGHT. A CLASS MOST PEOPLE TAKE AT HIGH SCHOOL LEVEL ANYWAYS

[greatebookstoreblog]

Student Study and Solutions Manual for Larson’s Precalculus with Limits 3rd Edition, ISBN-13: 978-1133947219 [PDF eBook eTextbook] 880 pages Publisher: Cengage Learning; 3 edition (April 16, 2013) Language: English ISBN-10: 1133947212 ISBN-13: 978-1133947219 This guide offers step-by-step solutions for all odd-numbered text exercises, Chapter and Cumulative Tests, and Practice Tests with solutions. About the Author Dr. Ron Larson is a professor of Mathematics at The Pennsylvania State University, where he has taught since 1970. He is considered the pioneer of using multimedia to enhance the learning of Mathematics, having authored over 30 software titles since 1990. Dr. Larson conducts seminars and in-service workshops for Math educators around the country about using computer technology as an instructional tool and motivational aid. He is the recipient of the 2014 William Holmes McGuffey Longevity Award for CALCULUS: EARLY TRANSCENDENTAL FUNCTIONS, the 2014 Text and Academic Authors Association TEXTY Award for PRECALCULUS, the 2012 William Holmes McGuffey Longevity Award for CALCULUS: AN APPLIED APPROACH, and the 1996 Text and Academic Authors Association TEXTY Award for INTERACTIVE CALCULUS–a complete text on CD-ROM that was the first mainstream college textbook to be offered on the internet. Dr. Larson authors numerous textbooks including the best-selling Calculus series published by Cengage. What makes us different? • Instant Download • Always Competitive Pricing • 100% Privacy • FREE Sample Available • 24-7 LIVE Customer Support

[royalebook]

Student Study and Solutions Manual for Larson’s Precalculus with Limits 3rd Edition, ISBN-13: 978-1133947219 [PDF eBook eTextbook] 880 pages Publisher: Cengage Learning; 3 edition (April 16, 2013) Language: English ISBN-10: 1133947212 ISBN-13: 978-1133947219 This guide offers step-by-step solutions for all odd-numbered text exercises, Chapter and Cumulative Tests, and Practice Tests with solutions. About the Author Dr. Ron Larson is a professor of Mathematics at The Pennsylvania State University, where he has taught since 1970. He is considered the pioneer of using multimedia to enhance the learning of Mathematics, having authored over 30 software titles since 1990. Dr. Larson conducts seminars and in-service workshops for Math educators around the country about using computer technology as an instructional tool and motivational aid. He is the recipient of the 2014 William Holmes McGuffey Longevity Award for CALCULUS: EARLY TRANSCENDENTAL FUNCTIONS, the 2014 Text and Academic Authors Association TEXTY Award for PRECALCULUS, the 2012 William Holmes McGuffey Longevity Award for CALCULUS: AN APPLIED APPROACH, and the 1996 Text and Academic Authors Association TEXTY Award for INTERACTIVE CALCULUS–a complete text on CD-ROM that was the first mainstream college textbook to be offered on the internet. Dr. Larson authors numerous textbooks including the best-selling Calculus series published by Cengage. What makes us different? • Instant Download • Always Competitive Pricing • 100% Privacy • FREE Sample Available • 24-7 LIVE Customer Support

[ggsstudies]

6/1/19

junior year recap!!

1st period- study hall. ahhh i would def recommend a study hall because it’s honestly so helpful (if you actually do stuff of course). i had the opportunity to be a teacher aide for my orchestra teacher and he doesn’t have a first period class so i was in there all by myself!! it was soooo nice

2nd period- apush. ohhhhh apush. this class is something else that’s for sure. it’s a hard class, i’ll say it now. my teacher graded really hard but it was all in preparation for the ap exam. turns out the exam wasn’t too bad for me and i feel pretty confident that i got a 4!! i’m still crossing my fingers tho ;)

3rd period- precalc. this semester, math was a little more difficult. it’s mainly because i had a different teacher and she graded harder than my previous precalc teacher. i would make stupid mistakes on the tests, therefore leading to a lower grade. but, i still kept an A in the class!!!

4th period- chemistry. ehhh this was pretty fun!! sometimes it was difficult. difficult being that there was a lot of math portions second semester and you had to remember the specific ways to do the problems. other than that, the labs were really fun and i guess i would recommend it!!

5th period- french 5. ahhhhh i love this class. one of my best friends is in that class with me so that made it super fun. plus my teacher is literally amazing. i also want to minor in french sooo let’s just say i’d highly recommend taking french!!

6th period- ap literature and composition. please please please do not take this with apush, at least if you’re at my school. know that this is a hard class. your grade is almost entirely the essays you write (in class) and the multiple choice exams are really hard. heck, the national exam is curved because they know it’s that hard. if you read one bit of this whole post let it be this one: if you’re taking ap lit, please please please READ THE BOOKS. that’s a part of the curriculum and if you don’t read the books you’re basically setting yourself up for failure and a lot of stress reading or sparknotes.

7th period- orchestra. i play the violin and i had so much fun this year. a lot of my friends in that class are seniors (so they’ve left me :(((( ) but it was honestly such a blast. if you have the opportunity to take a music class at your school, please do because you can end up loving it and forming great friendships!!!

i hope you liked a look into my second semester junior year!!! i’ll let you know my final grades soon so that way you can gage if you want to take certain classes

xo- gg

[makabunni]

Study Masterpost

I spent a whole lot of time on this... tumblr post length limits KILL me when I make masterposts  ૮₍ ˃ ⤙ ˂ ₎ა! I will update this with more resources, subjects etc until i run out of room. Make sure you check the tag “makabees masterposts” to find the updates. Feel free to send requests to my inbox for subjects  ( ⸝⸝´꒳`⸝⸝)! Most of these are free resources..

MATHEMATICS

✧*̥˚ algebra*̥˚✧

khan academy’s free algebra course 1 / 2

OGT algebra playlist

Cliffnote’s algebra notes

Mathplanet for free textbook and videos

edx’s entire selection of algebra courses for free

brilliant’s algebra practice

thriftbooks algebra for dummies

✧*̥˚ calculus*̥˚✧

OGT calculus playlist 

Khan academy  precalculus course

Brilliant’s calculus course

Professor leonard calculus lectures

Caclulus MITOCW textbook (workbook?)

Calculus full course vid

✧*̥˚ physics*̥˚✧

pocket physics app (ANDROID ONLY)

intro to physics pdf

college physics openstax textbook

stanford: understanding einstein special theory of relativity course

SCIENCE 

✧*̥˚ psychology*̥˚✧

sparknotes psychology

psychology 150 notes

simplypsychology guides for students

psychology crash course

coursera psychology selection

alison psychology selection

principles of neuropsychology pdf

MIT intro to psychology textbook

YALE intro to psychology lectures

✧*̥˚ biology*̥˚✧

khan academy bio courses HS / AP

STANFORD human behavioral bio lectures

MIT introduction to biology lectures

Biology sparknoets study guide

Thebiologynotes online bio notes for students

bio lectures

introduction to marine life course vid

marine biology at home playlist

marine biology lectures

marine biology lecture notes

✧*̥˚ chemistry*̥˚✧

general chemistry playlist

cliffnotes chemistry

khan academy chemistry

organic chemistry playlist

chemistry textbook pdf

✧*̥˚ neurology*̥˚✧ (brain stuff)

MIT open courseware cellular neurobiology

MIT ENTIRE NEUROSCIENCE OCW COLLECTION

neurology: divisions of the nervous system

neurology videos/playlist

HARVARD opencourseware neuroscience pt 1 / pt 2

✧*̥˚ astronomy*̥˚✧

astrobiology : exploring other worlds course

crash course astronomy playlist

YALE astronomy lectures

CALTECH astronomy lectures

general astronomy lectures

caltech the evolving universe course

journey throught he universe documentary

✧*̥˚ cosmology*̥˚✧

STANFORD cosmology lecture collection

understanding modern physics: cosmology and relativity

the beginning and end of the universe documentary

caltech physical foundations of cosmology pdf

intro to cosmology pdf

✧*̥˚ ecology/environmental*̥˚✧

MIT open courseware Ecology 1: The earth system

MIT open courseware Ecology 2: engineering for sustainability

MIT open courseware oceanography

Elements of ecology thriftbooks

netflix our planet playlist

✧*̥˚ geology*̥˚✧

engineering geology and geotechnics

geology 101 lectures uni of hawaii

MIT OCW intro to geology notes

geological sciences lectures

✧*̥˚ archaeology*̥˚✧

osteoarchaeology: the truth in our bones course

the archaeology of disease documented in skeletons

introduction to archaeology lecture

archaeology lectures playlist

ENGLISH/LITERATURE/ARTS

✧*̥˚ grammar*̥˚✧

grammarly handbook

purdue writing lab

✧*̥˚ literature*̥˚✧

Thriftbooks entire literature section for cheap lit

creative writing specialization

plagues witches and war: the worlds of historical fiction

✧*̥˚arts*̥˚✧

MIT open courseware Intro to art history

lecture at MFA

prehistoric art lecture

my art ref masterpost

list of pdf books that might help artists

✧*̥˚mythology*̥˚✧

greek and roman mythology pdf

greek and roman mythology course

old norse mythology in the sources course

[clefitas]

Inktober Day 5. Prompt: Long. Definition of Limit.