Follow this link to view our sequel: www.youtube.com To find out more about this video and our calculus help offering, check out our website wykamath.com What You Know About Math TI-84 ft. e
Sunday, December 25, 2011
Tuesday, December 20, 2011
Service Learning Project (LowQ): Online Educational Games/Software for Girls (K-6)
A higher resolution video is available here: youtu.be This project was inspired by Kid Pix. When I was in elementary school, our computer free time was spent either exploring digital art or playing math and science games like Logical Journey of the Zoombinis. When I volunteered at Girl's Inc. during their computer free time, I noticed that girls were playing dress-up flash games. While these games were not inappropriate, I thought that girls were missing the opportunity to expand their academic and computer skills in a fun way. I explored many organization and resource websites, eventually compiling a list of math games, logic puzzles, literacy games, and a math/science RPG designed for girls (Josie's World). This discovery also led me to two free computer programming resources, MIT's Scratch and Alice.org, aimed at teaching kids and young adults basic programming skills in an accessible manner. If this list is well received, I would like to explore adding a computer skills class during the summer programs at Girls Inc. NASA Student Resources Games about aeronautics, physics, science trivia, space trivia (K-8) www.nasa.gov Online Painting/Drawing Program Several dynamic brushes and pencils for free-hand drawing online www.onemotion.com Online Math Tools Manipulatives, geometry pegboards, fraction modeling, graphing calculator, math facts (K-8) www.theteachersguide.com Tower of Hanoi Math Logic Puzzle nlvm.usu.edu Cool Math Games Flash games, spatial reasoning puzzles ...
Friday, December 16, 2011
Java Programming - Change Calculator
High quality version at: www.stage6.com If you want to see the code more clearly, please click the above link! This is a short video of me in real time, programming a small application in Java, using JCreator. I did make some mistakes, I missed off 5 semi-colons. I fixed this when I ran the compiler, which isn't shown. Please comment and rate. I'm only currently learning Java. So this is a very simple program that runs using a basic output, such as JCreator's General Output window or a Command Prompt window. In this video, you see it running from JCreator's General Output window. I may do another video like this. Perhaps something more complicated when I have an idea. If anyone has a question about the code in this video, I'll try to answer it. Thank you. *This video is in the "Science & Technology" category because it's sort of "technology" related.
Tuesday, December 6, 2011
Prizm FX-CG10 Color Graphing Calculator (Black)
!±8± Prizm FX-CG10 Color Graphing Calculator (Black)
Brand : Casio | Rate : 
| Price : $99.68
Post Date : Dec 06, 2011 12:17:05 | Usually ships in 24 hours
| Price : $99.68Post Date : Dec 06, 2011 12:17:05 | Usually ships in 24 hours
- Color graphs
- PC link port
- 3.7 inch color display
- Fraction key
- Complex number calc
- Full-color LCD screen - bursting with over 65,000 brilliant colors with a spacious 3.7" LCD Screen - over 82,000 pixels (384 x 216)
- Users can create graphs over pictures of real-life scenes to better understand mathematical functions
- Color-Link and conditional formatting for graphs, charts and spreadsheet formatting
- Casio "Picture Plot" Technology - infusing real images into math
- 16MB maximum storage memory capacity and Requires 4 AAA batteries
More Specification..!!
Prizm FX-CG10 Color Graphing Calculator (Black)
Thursday, December 1, 2011
Geometry for Beginners - How To Find the Surface Area and Volume of Prisms
Welcome to Geometry for Beginners. In this article, we are going to start looking at the 3-dimensional equivalents of the 2-dimensional relationships of perimeter and area. Perimeter of polygons refers to "the distance around" while the area of polygons refers to "the space inside." For 3-dimensional figures, like prisms, "the distance around" becomes surface area; and "the space inside" becomes volume. We will be introducing the formulas for finding both surface area and volume of prisms and discussing applications of these concepts.
Before we discuss the formulas, we need to make sure we are all picturing the same kind of figure. Let's use a cereal box for our mental image. Our cereal box is an example of a right rectangular prism. RIGHT because the sides (lateral faces) are perpendicular to the top and bottom (bases). RECTANGULAR because the bases (top and bottom) are rectangles. PRISM because the figure has two identical polygonal bases that are parallel to each other and 4 lateral faces that are rectangles.
Note: If the sides were not perpendicular to the bases, the figure would be OBLIQUE--not right, and the lateral faces would be parallelograms rather than rectangles. An oblique triangular prism would have sides NOT perpendicular to the bases, the bases would be triangles, and the 3 lateral faces would be parallelograms.
Again, picturing our cereal box, surface area would refer to the packaging or the box itself. For package manufacturers, the amount of material needed for each box is extremely important. The cereal inside the box would represent the volume of the package, assuming the box is full. This is an equally important business concern.
The formulas for surface area and volume will look unusual because they use symbols we haven't used before, but only the symbols are new. You already have the skills to use these formulas!
Formula for the Surface Area of Prisms: SA = 2B + LA, where SA is surface area, B is AREA of the base, and LA is lateral area.
Thus, to calculate the surface area of a prism, we must first calculate B, the area of whatever polygon forms the base, using the appropriate formula for the shape. Then, this value must be multiplied by two since there are 2 bases.
Next, we must calculate the lateral area which is the sum of the areas of the sides. Since the sides are either rectangles or parallelograms, we will use the formula A = bh. Then add the sides together for the lateral area. Caution! Be certain you are using the actual height and not a side if the sides are parallelograms.
The final step is to add your values of 2B and LA.
The best way to memorize and read the formula SA = 2B + LA is "The surface area of a prism is equal to two times the area of the base plus the sum of the areas of all the lateral sides." Remember that area is always labeled as square units.
Formula for the Volume of Prisms: V = Bh, where, again, B is the AREA of the base and h is the height of the prism.
Caution! Remember that the edge of the prism is the height only if the figure is a right prism. If the prism is oblique, the height will have to be calculated just as is necessary in non-right triangles.
The formula V = Bh should be read as "The volume of a prism is equal to the area of the base times the height of the prism." Remember that volume is labeled as cubic units.
I think you can tell that these formulas are actually rather simple to calculate IF you have mastered the terminology and the area formulas for 2-dimensional polygons. The secret to success in Geometry: Memorize! Memorize! Memorize!
Monday, November 28, 2011
Weight Loss One Step at a Time
Hello! My name is Kory.
It started happening right around I hit 30. Up until then I didn't have a weight problem at all. Actually, quite the opposite was true. Through my teens and 20s, no matter how much I ate or lifted weights in the gym, my body weight didn't change very much. I desperately tried to build bulk to no avail. I would lift weights five to six days a week and frequent my favorite all you can eat buffets, but not much would happen. Luckily the very metabolic factors that kept me from building muscle also kept me from gaining unwanted weight in the form of fat.
But I had a feeling all along that my luck would change down the line. The fateful day I realized that the tides have turned came shortly after my 30th birthday. I tipped the scale at 186 pounds when I was used to seeing numbers around 175. Within a year I reached an all time high of 210 pounds. It became clear to me that this was a trend on the up-and-up with no clear end in sight. My pants started to become so tight around the waist that it was becoming ridiculous. Friends who haven't seen me for a while all pointed out how my face has become fuller.
Then I remembered a promise I made to myself a few years back. After seeing how people tended to let go of themselves beyond a certain age and knowing my own family history, I vowed that I, for one, would never let things get out of hand. I thought about this as I stepped off the scale one day, and decided that it was time to put my proverbial money where my mouth was.
As I was trying to figure out how to go about losing weight, I remembered a quote by the ancient Greek philosopher, Socrates: "Success is a habit." My interpretation of this phrase is that success is achieved by performing action that produces the desired results day in and day out. In other words, one must form a habit of doing the right things. Success, then, becomes not only automatic, but also virtually effortless. I have had a few achievements in my life, not the least of which are my web design and programming skills that have been putting food on the table for several years now. This is despite the fact that I have a business degree and art and math have never been my strong suits (this is putting it mildly). My chances for success in this field (or any other field for that matter) were further hindered by my inability to do anything for any length of time. To put it simply: I'm also lazy. Nonetheless, I have achieved my current level of success by breaking down the task at hand into small baby steps and slowly integrating them into my life one by one thus forming a habit of success. I decided to apply the same principles to weight loss.
However, I had to come up with a plan that enabled me to loose weight first. When I looked into existing diet plans, certain things became apparent very quickly. One, there were a lot of conflicting theories out there. Two, I found that there was a tendency to exaggerate the importance of certain scientific findings in order to gain an edge over the competition when promoting a diet philosophy or product.
So, I decided to filter through the clutter of theories and information out there, and come up with a method that really worked and did that consistently. Firstly, I decided to establish the things that I was not willing to sacrifice while dieting:
There was no way that I was going to starve myself. A full stomach is essential to my emotional well-being. I love food. Parting with my favorite foods for the rest of my life was out of the question. I also didn't want to spend hours shopping for groceries for my special diet or spend ungodly amounts of time in the kitchen cooking for myself. I lack not only the skill, but also the willpower and the time. I wasn't willing make calorie counting my new hobby. I knew that would drive me crazy.
In other words, I was faced with developing a diet plan that:
Required me to make the least amount of the change in my life but was still effective, Whatever changes I was going to make, they had to occur little by little to help me form a habit of losing weight and keeping it off.
One thing all schools of thought seemed to agree on (once you've managed to read between the lines) was that if you are taking in more than you are getting rid of you are likely to gain weight. Turn it around, and you are likely to lose weight. So, what it basically boils down to is calories in versus calories out.
Calories in is simple. It is the food that you consume. Calories out is a little bit more complex. It will depend on the individual's ability to process food and how active he or she is.
The more you deviate from the way you live your life right now the greater the chances are for failure in any endeavor you might undertake. Therefore, I decided to focus on food intake exclusively and put exercise on the backburner for the time being. This is not to say that regular exercise is not essential to healthy living. It is, but weight loss is absolutely possible without it.
I decided that sandwiches were the way to go. This is for a number of reasons:
Sandwiches are generally light, They are fairly large in terms of their volume compared to the amount of nutrients they contain, therefore more likely to give one the feeling of fullness at the end of the meal, They also tend to be the same size if you get them from the same source, therefore allowing one's stomach to shrink and stay that way, which I believe is paramount to the success of any diet, Constant volume also enables you to fine tune your consumption. Finding your "sweet spot" means finding just the right amount of food to eat that will also allow you to start losing weight without sacrificing satisfaction. Like most people, I was already eating a lot of sandwiches.
Now that I knew what I was going to eat, I needed to decide where I was going to get my sandwiches. I decided to go with Subway®. They seemed to be an ideal candidate for the following reasons:
They are located all over the country. They have over 20,000 restaurants in the U.S. alone. Doesn't matter where you are - let it be at home, at work or on the road - chances are there is a Subway® Restaurant nearby. They make an effort to offer a number of sandwiches that are low in fat. The nutritional information they have on their products is very extensive. Knowing exactly how many calories etc. are in the food is absolutely essential when it comes to fine tuning a diet so that it produces the best results with the least amount of effort. They have a lot of different sandwiches. The variety of breads, vegetables and condiments they offer help decrease the chances of one abandoning the diet due to boredom. Their sandwiches are actually quite good.
You might be wondering: how is this different from what Jared is doing? (Jared Fogle is the young gentleman who managed to go from 425 to 190 lbs in a year eating low-fat Subway® sandwiches, and is now a spokesperson for Subway®.) While actively dieting, he would have a six-inch turkey sandwich for lunch - no mayo and no cheese. For dinner he would eat a footlong veggie sub - again no mayonnaise or cheese. I may be wrong, but I am pretty sure that you don't need Subway® if you want to starve yourself skinny. A guy his size would have lost weight fast eating a lot more than that. Folks, there is an easier way of doing this.
I found that the kind of sandwich I have is less important then keeping the volume constant. Meaning, if it's on the menu you can have it. Just because you are on a diet, it doesn't necessarily mean that you can only have low-fat sandwiches. When I started out, I didn't hold back. I had a footlong sandwich for lunch, and a footlong sandwich for dinner. (I even had mayo and a bag of chips. It turned out that I was losing two pounds a week on over 3,000 calories a day!). And I picked whatever I felt like eating at the time. And so should you. It is very important that you don't restrict yourself too much at least in the beginning. The same goes for the bread. Having sandwiches six days a week (more on what you do on the seventh day later) is challenging enough. You don't want to make it harder on yourself than it has to be, remember? Volume, it appears, is more important. If, for instance, you decided to start out with three 6-inch sandwiches a day to see where it takes you, it's better to stick with that. Don't worry; I will walk you through how to determine the best course of action for you in The Program section.
However, I realized that no one can do any one thing all the time. Everyone needs a break. It is just like a job. We go to work to make a living. We try to make it as enjoyable as possible, but it is still just a job. We need to get away, so we don't feel imprisoned, and so that we can go on for a long time to come. This is why I decided to integrate a day off into the program. On this day, I celebrate a week of "job well done." Thus the name Reward Diet(TM). My day off is my opportunity to eat whatever and however much I desire. I've learned that it is impossible to undo an entire week's progress in just one day. (Not to mention that in about two weeks time my stomach shrunk so much that I was only able to eat a fraction of what I was used to consuming in the past. It can be quite frustrating at times, actually.) At the same time, it has proven to be an incredible tool when it comes to keeping my focus during the week. My day off is the carrot to my donkey. It is absolutely crucial to my success.
So, I managed to achieve all of my objectives. Subway sandwiches are big, and eating the same amount of food all the time allowed my stomach to shrink. I am never hungry. That is not to say that cravings don't rear their ugly heads. The carbs in Subway® sandwiches are complex carbohydrates and therefore take time to seep into your system. Until that happens, which takes about an hour and a half or so, you might find yourself craving sweets and fatty foods. I found that the first few days were rough. After that, I was fine as long as I kept the snacks out of my sight.
In addition, I still get to eat whatever I want one day a week.
There are no time-consuming preparations to make or cooking to do. All I have to do is show up at the Subway® Restaurant down the road and pick whatever I feel like having. Everything is fresh and made right there.
And finally, I monitor my progress using the online software I wrote that utilizes genuine nutritional data from Subway® making calorie counting a no-brainer. It tracks 16 different pieces of nutritional information ranging from calories to vitamins. I just plug in the sandwich into the calculator, click "save" and the data is stored in the database. Color charts help me keep track of whether or not I am getting closer to my goals. This software is available to Reward Diet(TM) members free of charge.
Friday, November 25, 2011
Teachers - Summative and Formative Assessment in Mathematics - What Are the Differences?
I'm a big fan of using definitions as a starting point for thinking about a topic...so let's look at a definition of assessment from the National Council of Teachers of Mathematics (1995):
Assessment is...the process of gathering evidence about a student's knowledge of, ability to use, and disposition toward, mathematics and of making inferences from that evidence for a variety of purposes (p. 3).
Depending on your age, this definition may describe the experience you had with assessment in mathematics during your school career, but for most readers, "testing" was really the only kind of "assessment" we knew. Like clockwork, at the end of every few sections of the math book, there would be a quiz (for a GRADE) and at the end of every chapter, there would be a TEST (for a MAJOR GRADE). Then, no matter what grades any of us received, we would go off to the next chapter, where the cycle began again.This type of testing (of which there are many varieties) is known in today's parlance as "summative assessment," defined as
"a culminating assessment, which gives information on student's mastery of content" (Association for Supervision and Curriculum Development, 1996, p. 60).
The principal characteristics of summative assessment are that it:
1) occurs at the conclusion of a learning activity,
2) is to make a final judgment,
3) may compare students to other students, and
4) often results in a grade or some other 'mark.'
In contrast, the principal characteristics of formative assessment include that it
occurs during learning activities/experiences, is for the purpose of improving the learning, and will inform the teacher so that s/he can make adjustments if needed.
A useful definition of formative assessment is
"assessment which provides feedback to the teacher for the purpose of improving instruction" (ASCD, 1996, p. 59).
This concept of assessment meshes nicely with the NCTM definition shown above (i.e., "the process of gathering evidence about a student's knowledge of, ability to use, and disposition toward, mathematics and of making inferences from that evidence for a variety of purposes"). Formative assessment - with or without that name - has always been around - depending on individual teacher's attitudes towards this. For the teacher who believes, as Grant Wiggins does, that "Good teaching is inseparable from good assessing," there has always been an ongoing cycle of teaching, assessment, of the teaching, reteaching (as necessary), assessment, teaching, and so on. "Assessment should serve as the essential link among curriculum, teaching, and learning" (Wilcox & Zielinkski, 1997, p. 223).
So, the next time you hear others talking about assessment, ask if they are referring to formative or summative assessment. That will help you know what questions to ask next.
Tuesday, November 22, 2011
The Role of Mathematics
Do a random survey among grade schoolers with the question "Do you like math?" or "Is math fun?" and the probability of you getting more nos than yeses is high. For a reason or two (most times, more than two), a lot of people (kids and adults alike) dislike mathematics. If we are to conduct another survey on things people wish they can avoid, skipping math courses in school will surely give the matters of dying young and ending up broke tough runs for the top spot. I'm sure most of you can identify as much as I do.
Unrealized by many, mathematical skills are necessary to fully hone the potentials of our minds. On the most basic level of analysis, mathematics sharpen our *critical thinking skills. Concepts like postulates, axioms, and integrals are designed to challenge the functional structures of our minds to solve analytical problems, from the simplest to the most complex ones. Mind draining as it is, mathematical concepts and theories test our mental abilities in terms of logic and sound judgment. Being subjected to excruciating math problems helps us realize the immeasurable horizon of our powerful mind. The rationale of the complexities involved in utilizing the ideal and most appropriate problem solving strategy to arrive at the right answer, or at least, the one closest to it, extend beyond the completion of educational requirements. The end goal of requiring us all to learn math is to make each and one of us a better human being.
On the more practical level of analyzing its importance, having sound mathematical skills makes us a better entity in the many dimensions of our social existence. During pre-school and elementary years, the simple skills of addition and subtraction trained us to gradually gain independence from our parents. It trained our minds to handle the simplest problems we encountered from our day-to-day interaction in the society. It equipped us with the necessary mental kit for a smooth integration and subsequent adaptation to social activities that mostly, if not all, involved computing and quantifying, like buying a candy or a chocolate. At the latter stage of our lives, mathematical skills gain more importance. As we grow old, we face more difficult problems that are both personal and social in context. As such, the need to make sound judgments is more amplified. We cannot all the time be emotion-based in making decisions. Actually, most situations we face in our adulthood years require logical and objective ways of dealing. Where else can we get that competent training for logical thinking and critical analysis but through the math courses we have undergone through the years.
But we have to make something very clear here. We need not be like the great masters, Rene Descartes and Isaac Newton to attain that level of confidence in objectivity and logical soundness in decision making. We can be competently rational enough through comprehension of the basic concepts of mathematics. We need not come up with new paradigms of mathematical systems to ascertain our logical powers, though it certainly will be a great feat if you can. We just have to attain a good level of comfort and aptitude in handling various math problems and constantly practice the skills we are already equipped with.
In http://www.free-ed.net, a number of math courses are available for interested parties. Each free online course covers a certain area. These may be areas in arithmetic and pre-Algebra (number and operations, whole numbers, fractions, signed numbers, and linear equation), algebra (mostly on appreciation and linear equations), trigonometry, and calculus. The sequence of topics in the trigonometry course gradually progresses in a very student-friendly pace, enabling students to better understand the very tricky dynamics of triangles and angles. Calculus is dreaded by a lot, but the course outline in http://www.free-ed.net allows students to determine their own pace of studying at their own convenience.
Every free online course comes with a decent number of exercises and training materials to make sure students attain formidable mastery of practical mathematics. These free online courses are best for young professionals who want to stand out in the highly technological work environment and for the fresh college graduates wanting to have an edge over their contemporaries. The math courses in http://www.free-ed.net aim to develop average to above-average mathematical skills among students who are interested in taking any of the courses.
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Friday, November 11, 2011
Math Anxiety - Overcoming Test Fear
In previous articles in this series, I have discussed the math myths our society has extended, and how these misconceptions affect how kids approach the learning challenges in math class. Also, overcoming this anxiety when completing assignments at home is essential in coping with the emotional block of thinking the student "can't get it" and will "never get it".
It has been said before that to truly conquer your fear, you must put a name to it and understand it. On many levels, the anxiety that students feel walking in to a math test situation becomes irrational. The honest concerns they may have had about the classroom material that will show up on the test get blown up to major emotional blocks that understandably affect their performance. To ease the intensity of this perception, it is essential to really understand what has led up this point. With the help of parents, classroom teacher, online tutor (any patient listener will do!), students must think about when this problem started. What has happened in the past to form the belief that the fear is insurmountable, unsolvable? What have the true results been on past tests, in other curriculum areas? What steps has the student taken to deal with the problem?
As mentioned in the other parts to this article series, contributing factors are the myths and misconceptions people have about math in general. This is a cultural, societal bias that seems to be more prevalent in math than in other areas of study. Unfortunately, students grow up immersed in this unfriendly environment and start to believe the math myths. Again, with help from a sympathetic listener, students over time should come to realize that fear about math class and math tests are irrational. Concern and nervousness about an upcoming test is normal and can be dealt with. Keeping the anxiety level at a controllable level is the first step to being ready for their upcoming exam.
The next building block to overcoming test anxiety in math class is to be prepared. Of course, this is common sense advice, but it gets forgotten if the student has elevated this concern from a "I'm not ready" level to a "I can't do it" or "I'll never get it" level.
In the second article of this series I discussed how to deal with homework issues. If students have improved their use of homework time and maintained higher quality standards for their assignments, they will be better prepared for tests. If they have not been doing their homework because of "math avoidance", test environments will continue to be a huge challenge.
Given that students are able to dissipate the stress level by understanding their fear, and they have put in the effort on homework, now what can they do on test day? Using smart test-taking strategies is the final piece of the puzzle.
To be a more effective test-taker, students must be able to use the time given effectively. Looking at the clock and worrying about the time will just add to the anxiety level. Here are some suggestions:
1. Take the time to look over the entire test in the first 5 minutes to get a sense of what concepts are covered and what format the test uses.
2. Mark up the easiest problems and the hardest problems.
3. Do the easiest problems first in order to gain confidence.
4. Get to the average level problems next, keeping in mind to move on if feeling stuck.
5. Save the hardest ones for last.
6. Finally, try the ones you skipped. Use smart guessing strategies only as a last resort. Proofread for small mistakes.
7. Feel proud that you did your best!
Students need to be physically prepared to sit down at a test and do their best. Drink adequate water the day before, and bring a water bottle at the test site to stay properly hydrated. The day before the test and the morning of test day, students should have eaten nutritious, high energy foods without too much sugar and salt. (Potato chips and corn chips, high sugar and caffeine drinks are never a good idea!) The student should have had plenty of sleep the night before, also.
As students get ready leading up to the test, they must find out what other resources they are allowed during the test. Will the teacher allow notebooks, note cards, past assignments, or study sheets or problem examples? If so, get them organized and ready; reread or rewrite them as necessary. Work with other students in study groups, or use an online tutor and discuss examples similar to the ones you think will be on the test. This preparation time and effort will pay off!
Math fear is a common experience for all of us. What is not common, however, is letting it handcuff us to the point of freezing up and blocking our ability to solve the problem for ourselves. Suffering in isolation is not the answer; avoiding the subject cannot work; not seeking help won't get rid of the problem, either. By discussing with others who can listen, students can eventually understand that math anxiety is common and solvable. Using intelligent strategies when doing homework, and putting in the effort to prepare for tests will result in increased self-confidence and overcoming the fear of math.
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Monday, November 7, 2011
The GED Math Test: About the Casio fx-260 Calculator
To score well on the GED math test, it's important to learn how to use the Casio fx-260 calculator, since it's the calculator used for the official General Education Development Test. To prepare well for the test, it's a good idea to get hands-on practice with this Casio, and to understand which calculator functions the test expects you to know.
The Casio fx-260 is used for Part 1 of the two-part math test, which covers basic algebra and geometry, data analysis and basic number operations. Each one of the two parts has 25 questions, with 45 minutes slotted, or 90 minutes total allowed for the entire GED math test. The Casio fx-260 is distributed by the test site center for Part 1 of the test, and then collected before part 2. Calculators can't be used for Part 2.
About the Casio Calculator
The Casio fx-260 is a scientific calculator. It's more advanced than the simpler or basic calculator models most adults use to balance their checkbooks or to add a grocery bill while shopping. Many of today's high schoolers and even college graduates aren't familiar with the advanced calculators and multiple functions of scientific calculators used in today's technology, science fields and for advanced financial operations. So calculator skills aren't just important for GED students; knowledge of scientific calculators is important to everyone engaged in today's rapidly progressive technological society.
Here are some basics to understand about the Casio fx-260:
Learn the location of the keys.
Learn the functions that the keys perform.
Use the 'On' button to reset the calculator, or to clear the memory.
How to use the 'Clear' and 'All Clear' buttons or functions to clear the last number entered or memory.
Using number keys 0-9, and basic operation keys for addition, multiplication, subtraction and division.
Learning the location of the decimal point key, equals and percent, and how and when each is used.
Using the 'Shift' key -- to change other keys to alternate functions.
How the 'Change Sign' and 'Fraction' keys work, and when to use them.
How the 'Square' and 'Square Root' keys work, and when to use them.
The 'Parenthesis' keys are important, since these keys are used to control the order of mathematical operations.
Understanding the keys to raise numbers to another power, and for exponentials -- 'EXP' key -- used in scientific notation.
Does it look complicated? Sure, and the Casio calculator used for the GED test has additional functions that can be used for highly complex mathematical functions.
But don't worry. While it seems like a lot to learn -- and to understand -- the test requires only basic knowledge and application of a few functions. And this knowledge will actually help test candidates solve the test's more complicated problems.
The Casio fx-260 is worth learning. Understanding goes a long way toward reducing "math anxiety" and should improve the final GED Test math score.
For additional GED study tips and math test tips, test information and free resources on the GED test, official testing sites, financial aid and student support, visit http://www.passGED.com. The website also provides links to federal agencies and nonprofits that serve GED students, instructors, corrections students and workforce development programs.
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Monday, October 31, 2011
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