Saturday 10 December 2016

probability

                               PROBABILITY          


INTRODUCTION
  Many events can't be predicted with total certainty. The best we can say is how likely they are to happen, using the idea of probability.
  Probably Kuzhalisai will stand first in the forth coming annual examination. ™
  Possibly Thamizhisai will catch the train today. ™
  The prices of essential commodities are likely to be stable. ™
   There is a chance that Leela will win today’s Tennis match.
  The words “Probably”, “Possibly” , “Likely”, “Chance” , etc., will mean “the lack of certainty OR uncertainty”
EXAMPLES
  “Should I carry an umbrella to work today?”, “Will my cellphone battery last until tonight?”, and “Should I buy a new brand of laptop?”. Probability provides a way to make decisions when the person is uncertain about the things, quantities or actions involved in the decision.
DEFINITION
  Probability is the chance that something will happen - how likely it is that some event will happen.
  Sometimes you can measure a probability with a number like "10% chance of rain", or you can use words such as impossible, unlikely, possible, even chance, likely and certain.
FORMULA:
  Probability of an event happening = Number of ways it can happen / Total number of outcomes
EXAMPLES
Throwing Dice  :
       When a single die is thrown, there are six possible outcomes: 1, 2, 3, 4, 5, 6.
       The probability of any one of them is 1/6.
       BASIC CONCEPTS:
       Experiment
       Trial
       Sample space
       Sample point
       Events
EXPERIMENT:
v  An experiment is defined as a process whose result is
well defined.
v  There are two types of experiment.
  1. Deterministic Experiment : It is an experiment whose outcomes can be predicted with certainty, under identical conditions.
  2. Random Experiment : It is an experiment whose all possible outcomes are known, but it is not possible to predict the exact outcome in advance.                    
 Trial
A Trial is an action which results in one or several outcomes.
EXAMPLES:
“ Flipping” a coin and “Rolling” a die are trials                          
SAMPLE SPACE:
A sample space S is the set of all possible outcomes of a random experiment.
EXAMPLE:
       While rolling a die, sample space
        S = { 1, 2,3,4, 5, 6}                                                        
SAMPLE POINT:
Each outcome of an experiment is called a sample point.
EXAMPLE:
While rolling a die each outcome,
 {1} {2} {3} {4} {5} and {6}
 are are corresponding sample points .        
EVENTS:
  Any subset of a sample space is called an event.
  EXAMPLE:
  When a die is rolled some of the possible events are {1, 2, 3}, {1, 3}, {2, 3, 5, 6}
APPLICATION:
many ways probability used in our life.
Examples:
  1. every day you use probability to plan around the weather. Meteorologists can't predict exactly what the weather will be, so they use tools and instruments to determine the likelihood that it will rain, snow or hail. For example, if there's a 60-percent chance of rain, then the weather conditions are such that 60 out of 100 days with similar conditions, it has rained. You may decide to wear closed-toed shoes rather than sandals or take an umbrella to work. Meteorologists also examine historical data bases to guesstimate high and low temperatures and probable weather patterns for that day or week.
  2. I’ve Got Your Number:
  3. Produced in collaboration with Wales Institute of Mathematical and Computational Sciences, I’ve got your Number is a quiz show with a difference.                                                                                     Thank you.

Thursday 1 December 2016

numbers

Types of Numbers
Compiled by William Tappe
Introduction
         Those ten simple symbols, digits, or numbers that we all learn early in life that influence our lives in far more ways than we could ever imagine. Have you ever wondered what our lives would be like without these 10 elegant digits and the infinite array of other numbers that they can create?
Birthdays, ages,height, weight, dimensions, addresses, telephone numbers, license plate numbers, credit card numbers, PIN numbers, bank account numbers, radio/TV station numbers, time, dates, years,directions, wake up times, sports scores, prices,accounting, sequences/series of numbers, magic squares, polygonal numbers, factors, squares, cubes, Fibonacci numbers, perfect, deficient, and abundant numbers, and the list goes on ad infinitum. Engineers, accountants, store clerks,manufacturers, cashiers, bankers, stock brokers, carpenters, mathematicians, scientists, and so on,could not survive without them.
 In a sense, it could easily be concluded that we would not be able to live without them. Surprisingly, there exists an almost immeasurable variety of hidden wonders surrounding or emanating from these familiar symbols that we use every day, the natural numbers.
Numbers - The Basics Integers - Any of the positive and negative whole numbers, ...,  - 3,  - 2,  - 1, 0,  + 1,  + 2,  + 3, ... The positive integers, 1, 2, 3..., are called the natural numbers or counting numbers. The set of all integers is usually denoted by Z or Z+
Digits - the 10 symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9, used to create numbers in the base 10 decimal number system.
Numerals - the symbols used to denote the natural numbers. The Arabic numerals 0, 1, 2, 3, 4, 5, 6,7, 8, 9 are those used in the Hindu-Arabic number system to define numbers.
Natural Numbers - the set of numbers, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,....., that we see and use every day. The natural numbers are often referred to as the counting numbers and the positive integers.
Whole Numbers - the natural numbers plus the zero.
Rational Numbers - any number that is either an integer "a" or is expressible as the ratio of two integers, a/b. The numerator, "a", may be any whole number, and the denominator, "b", may be any positive whole number greater than zero. If the denominator happens to be unity, b = 1, the ratio is an integer. If "b" is other than 1, a/b is a fraction.
Fractional Numbers - any number expressible by the quotient of two numbers as in a/b, "b" greater than 1, where "a" is called the numerator and "b" is called the denominator.
Irrational Numbers - any number that cannot be expressed by an integer or the ratio of two integers.Irrational numbers are expressible only as decimal fractions where the digits continue forever with not repeating pattern. Some examples of irrational numbers are .
Transcendental Numbers - any number that cannot be the root of a polynomial equation with rational coefficients. They are a subset of irrational numbers examples of which are Pi = 3.14159... and e =2.7182818..., the base of the natural logarithms.
ALPHAMETIC NUMBERS Alphametic numbers form cryptarithms where a set of numbers are assigned to letters that usually spell out some meaningful thought. The numbers can form an addition, subtraction, multiplication or division problem. One of the first cryptarithms came into being in 1924 in the form of an addition problem the words being intended to represent a student's letter from college to the parents. The puzzle read SEND + MORE = MONEY. The answer was 9567 += 1085 = 10,652. Of course, you have to use logic to derive the numbers represented by each letter..
AMICABLE NUMBERS Amicable numbers are pairs of numbers, each of which is the sum of the others aliquot divisors. For example, 220 and 284 are amicable numbers whereas all the aliquot divisors of 220, i.e., 110, 55, 44,22, 10, 5, 4, 2, 1 add up to 284 and all the aliquot divisors of 284, i.e., 142, 71, 4, 2, 1 add up to 220.Also true for any two amicable numbers, N1 and N2, is the fact that the sum of all the factors/divisors of both, Sf(N1 + N2) = N1 + N2.





Monday 28 November 2016

key concepts

                Key Concepts in Mathematics - Generalising 

If these concepts are not fully developed students’ will find it difficult to engage meaningfully with core aspects of the Number, Algebra and Functions strands in later years Generalising Claiming that something is always true How does the concept develop? ‘‘Generalisation is a heartbeat of mathematics. If the teachers are unaware of its presence, and are not in the habit of getting students to work at expressing their own generalisations, then mathematical thinking is not taking place’’ Mason (1996) (p. 65). Students begin to make generalisations when they begin to address the question Does this always work? When they begin to justify their own generalisations, they tend to use diagrams, concrete objects and words to do so.
         As their statements become more complicated they begin to need other ways to point at ‘the first number’, or ‘the bigger number’. This is the beginnings of what later becomes conventional algebraic notation. As they move from particular numbers and actions to patterns of results, they start viewing numbers and operations as a system. This reasoning about operations rather than the notation is part of the work of the bridging period in algebra. Looking for pattern and generalising it, the other area of focus during this period. Students are ready to engage with the learning outcomes associated with generalisation when they can  deal with equivalent forms of expressions  recognise and describe number properties and patterns  work with the complexities of algebraic text Difficulties may arise if students  do not have an understanding of equality as a relationship between number sentences  have limited access to multiplicative thinking and proportional reasoning Reasoning about mathematics is an objective of the syllabus and students can begin to show formal reasoning by generalising patterns to fit various situations.           In the bridging period we want students to be able to do the following:  Reason about a problem  Extend what they already know  Make a conjecture  Provide a convincing argument  Refine their thinking  Defend or modify their arguments For many students, this will not be formal proof, but it will help them be better prepared to use proof in a more formal context later in post primary school. More importantly, as students become more adept in explaining and justifying their thinking, the mathematics they are learning will make sense which is what mathematics should be for all students – sensible and reasonable. Read the case studies and tasks for ideas on how you can support and track your students’ development of the concept of Generalising and their Understanding of equality

Thursday 17 November 2016

merits and demerits of teaching mathematics

Merits and Demerits of Analytic Method of Teaching Mathematics 

It proceeds from unknown to known. The word analysis means separating a thing into its component parts. Analysis of a mathematical problems means "breaking up" of the problem in hand so that it ultimately gets connected with something obvious or already known. It is a
process of unfolding of the problem in order to know its hidden aspects.
In its original sense the verb "to analyze" means to loosen or separate things that are together. It is to start with what is to be found out. Then further steps and possibilities may connect the
unknown with the known facts till the desired result is to be obtained.

Merits

1. It is a logical method. It leaves no doubts and convinces the learner.
2. It facilitates understanding. It also strengthens the urge to discover facts.
3. The steps are developed in a general manner. No cramming of a fixed step and a set pattern in
necessitated. Each step has its reason and justification.
4. In this method the student faces a number of questions and he provides suitable answers to
them. Thus he tackles the problem confidently and intelligently. He comprehends the problem
thoroughly and gains in learning.

Demerits

As per the draw-backs of this Analytic Method, it is a lengthy one. It is difficult to acquire
efficiency and speed in this method.
Of course, it may not be applicable equally for all topics. All the same, this method is
indispensable in teaching of mathematics.

Friday 11 November 2016

importance of mathematics

                                      Importance of Mathematics

                                          JAY PRAKASH

It is said that Mathematics is the gate and key of the Science. According to the famousPhilosopher Kant, "A Science is exact only in so far as it employs Mathematics". So, allscientific education which does not
commence with Mathematics is said to be defective at its
foundation. Neglect of mathematics works injury to all knowledge.
One who is ignorant of mathematics cannot know other things of the World. Again, what isworse, who are thus ignorant are unable to p
erceive their own ignorance and do not seek any remedy. So Kant says, "A natural Science is a Science in so far as it is mathematical". And
Mathematics has played a very important role in building up modern Civilization by perfecting all Science.
    In this modern age of Science and Technology, emphasis is given on Science such as Physics,Chemistry, Biology, Medicine and Engineering. Mathematics, which is a Science by any criterion, also is an efficient and necessary tool being employed by all these Sciences.As a matter of fact, all these Sciences progress only with the aid of Mathematics. So it is aptly remarked, "Mathematics is a Science of all Sciences and art of all arts."
Mathematics is a creation of human mind concerned chiefly with ideas, processes and reasoning.It is much more than Arithmetic, more than Algebra more than Geometry.
    Also it is much morethan Trigonometry, Statistics, and Calculus.Mathematics includes all of them. Primarily mathematics is a way of thinking, a way of organizing a logical
proof. As a way reasoning, it gives an insight into the power of human mind,so this forms a very valuable discipline of teaching learning programmes of school subjects everywhere in the world of curious children. So the pedagogy of Mathematics should very carefully be built in different levels of school education.
       In the pedagogical study of mathematics we mainly concern ourselves with two things; the manner in which the subject matter is arranged or the method the way in which it is presented to the pupils or the mode of presentation. Mathematics is intimately connected with everyday life and necessary to successful conduct of affairs. It is an instrument of education found to be in conformity with the needs of human mind.Teaching of mathematics has its aims and objectives to be incorporated in the school curricula. If and when Mathematics is removed, the back bone of our material civilization would collapse. So is the importance of Mathematics and its pedagogic.