
- •Навчальний посібник
- •First term
- •Second term
- •Mathematics as a science
- •Mathematics
- •Task 17
- •Isaak Newton
- •Age problem
- •Self-assessment Be ready to speak on the topic "Mathematics as an independent science" using the following as a plan:
- •Check your active vocabulary on the topic:
- •Translate into English and be ready to give illustrative examples:
- •Fill in the gaps using a word from the list:
- •Arithmetic operations
- •Four basic operations of arithmetic
- •Two Characteristics of Addition
- •Self-assessment
- •Rational numbers
- •Rational and irrational numbers
- •Rational and irrational numbers
- •What is a number that is not rational?
- •Self-assessment
- •Properties of rational numbers
- •Properties of rational numbers
- •Properties of rational numbers
- •Reciprocal Fractions
- •Reducing Fractions to Lowest Terms
- •A Visit to a Concert
- •Self-assessment
- •Geometry
- •Meaning of geometry
- •Points and Lines
- •The history of geometry
- •Strange figures.
- •Measure the water.
- •Self-assessment
- •Simple closed figures
- •Simple closed figures
- •Simple closed figures
- •Problems of Cosmic and Cosmetic Physics
- •How to find the hypotenuse
- •Geometry Challenges
- •Self-assessment
- •Functional organization of computer
- •Computers
- •An a is a b that c
- •Find the numbers
- •Hundreds and hundreds
- •Tasks for self-assessment
- •Computer programming
- •Now read the description below. Do you like it? Why/Why not?
- •Instruction, instruct, instructed, instructor
- •Programming languages
- •Testing the computer program
- •Genius’s answer
- •A witty answer
- •The oldest profession
- •Tasks for self-assessment
- •Additional texts for reading
- •Read the text and summarise the main ways of expressing numbers in English.
- •Expressing numbers in english
- •Expressing millions
- •Ways of expressing the number 0
- •Fractional numbers
- •Writing full stops and commas in numbers
- •A short introduction to the new math
- •Algorithm
- •Mathematical component of the curriculum
- •Some facts on the development of the number system
- •The game of chess
- •Computers in our life
- •Is "laptop" being phased out?
- •The Main Pieces of Hardware
- •Text 10
- •Programs and programming languages
- •Text 11
- •All about software Categories of applications software explained
- •Systems Software
- •Applications Software
- •All the Other 'Ware Terminology
- •Malware
- •Greyware
- •Text 12
- •Advantages and disadvantages of the internet
- •Advantages
- •Disadvantages
- •Text 13
- •Text 14
- •Thinking about what we’ve found
- •Meta-Web Information
- •Text 15
- •Computer-aided instruction
- •Text 16
- •Teacher training
- •Іменник Утворення множини іменників
- •Правила правопису множини іменників
- •Окремі випадки утворення множини іменників
- •Присвійний відмінок
- •Практичні завдання
- •Артикль
- •Вживання неозначеного артикля
- •Вживання означеного артикля
- •Відсутність артикля перед обчислюваними іменниками
- •Вживання артикля з власними іменниками
- •Практичні завдання
- •Прикметник
- •Практичні завдання
- •Числівник
- •Практичні завдання
- •Займенник Особові займенники
- •Присвійні займенники
- •Зворотні займенники
- •Вказівні займенники
- •Питальні займенники
- •Неозначені займенники
- •Кількісні займенники
- •Практичні завдання
- •Прийменник
- •Дієслово
- •Неозначені часи indefinite tenses
- •Теперішній неозначений час the present indefinite tense active
- •Вживання Present Indefinite Active
- •Майбутній неозначений час the future indefinite tense active
- •Практичні завдання
- •Did you have a meeting yesterday?
- •I had an exam last week.
- •I didn't have an exam last week. Did you?
- •Тривалі часи дієслова continuous tenses
- •Теперішній тривалий час The present continuous tense active
- •Минулий тривалий час The past continuous tense active
- •Майбутній тривалий час The future continuous tense active
- •Практичні завдання
- •Перфектні часи perfect tenses
- •Теперішній перфектний час The present perfect tense active
- •Минулий перфектний час The perfect past tense active
- •Майбутній перфектний час The future perfect tense active
- •Практичні завдання
- •Узгодження часів sequence of tenses
- •Практичні завдання
- •Модальні дієслова modal verbs
- •Практичні завдання
- •Типи питальних речень question types
- •Практичні завдання
- •Пасивний стан дієслова passive voice
- •Практичні завдання
- •Check yourself
- •Читання буквосполучень
- •Читання голосних буквосполучень
- •Читання деяких приголосних та їхніх сполучень
- •Irregular verbs
- •Indefinite Tenses
- •Continuous Tenses
- •Perfect Tenses
- •Perfect Continuous Tenses
- •List of Proper Names
- •Sources of used materials
- •Contents
What is a number that is not rational?
An example of such a number
is
("Square
root of 2"). It is not possible to name any whole number,
any fraction or any decimal whose
square is 2. 7/5 is close because 7/5 multiplied by 7/5 equals to
49/25, which is almost 2.
To prove that there is no rational number whose square is 2, suppose there was. Then we could express it as a fraction m/n in lowest terms.
That is, suppose m/n multiplied by m/n equals to m multiplied by m divided by n multiplied by n equals 2. But that is impossible. Since m/n is in lowest terms, then m and n have no common divisors except 1. Therefore, m· m and n· n also have no common divisors – they are relatively prime – and it will be impossible to divide n· n into m· m and get 2.
There is no rational number – no number of arithmetic – whose square is 2. Therefore we call an irrational number.
Task 13
Something about mathematical symbols:
= When two values are equal, we use the "equals" sign, for example: 2+2 = 4
≠ When two values are definitely not equal, we use the "not equal to" sign, for example: 2+2 ≠ 9
< But when one value is smaller than another, we can use a "less than" sign, for example: 3 < 5
> And when one value is bigger than another, we can use a "greater than" sign, for example: 9 > 6
Solve the problems:
What is x + 4, when you know that x is greater than 2?
What is x – 5, when you know that x is less than 7?
What is x + 6, when you know that x is less than or equal to 3?
What is x – 3, when you know that x is greater than or equal to 9?
What is x + 6, when you know that x is greater than or equal to 3?
What is x – 3, when you know that x is less than or equal to 9?
What is x – 5, when you know that x is greater than 7?
Task 15
Read the answer which a Math sophomore gave to the question of a fresher: "Why do we need rationals and irrationals?". Do you agree? If you do, isn’t there anything to add? If you don’t, write your own answer.
I think irrational numbers are for specifying an amount of something accurately(or far more specific if not accurate) up to infinitely small scale and can never be reached by getting the ratio of any 2 whole numbers(integers). Examples: amount of liquid, exact volume of a container, exact length of a rope around a drum, density of moisture in the air. (Though, when computing these quantity, we get rational numbers. But that can't be easily known.)
Rational numbers occur when counting some whole/countable objects like apple, orange, houses, trees, ballpens, etc, are involve, which getting the count of an object as a whole(ignoring their sizes) are more important than getting their volume, or the space they occupy nor their weight.
Example: "How many coins do you have right now?" ask for a rational number while "How much profit you earned in your bank last year?" ask for a quantity that has a whole number count and a an amount less than a whole number to specify exactness.
Non-integer rational numbers still involves whole numbers. Example: I have apples double your number of apples, or your apples are just 50% of my apples. We know that 50% comes from 50/100 or 1/2. If we know these, 50% or 0.5 is obviously a rational number. They are accurate if expressed as fractions compared to floating point notation which involves rounding off when writing them to save space.
I think, rational is more on finite measurement while irrational is more on infinite measurement(infinitely small approximations). I'm just answering based on my opinion and have no complete info about these two set of numbers. But for informal explanation that is my answer. I hope it helps.
Enjoy yourself!
Natural Numbers
– What do you know about natural numbers?
– Natural numbers are better for your health!
Obedient Kids
Teacher: Now class, whatever I ask, I want you all to answer at once. How much is six plus 4?
Class: At once!
Sisters
Question: Two girls were born to the same mother, at the same time, on the same day, in the same month and in the same year and yet somehow they’re not twins. Why not?
Answer: Because there was a third girl, which makes them triplets!