this time, we know, English is the global language, and is used by many countries. English is the language of communication between country. comunications are in good diplomatic relations, employment, language and science. Discoverer knowledge that comes from many different countries. for it, to unify knowledge will be incorporated into the language so one can be understood and usable by all over the world. we need to know about mathematics well. In addition, we also need to have a good ability in English. Because English is important in this world. If we want to apply a job, we must have competence in English. If we want to search for scholarships, we need both in the UK. A way to measure our ability in English is to TOEFT test. If we TOEFL good results, our opportunity to get what we want, such as scholarships and jobs easier. English can help us to introduce us to the world.
one of science is mathematics. in this text I will explain about it is a must that i have a competence in English for mathematics Education.
The term competency has long buzzed in education in both formal and informal education. Competence is a field of work or materials that can be made of the parameters in the success of a job. In general, the competence to function as a parameter level of a field of work that is used to test the quality of someone who has a deep field of a particular job. Consciously, the action comes from someone the desire / intent to do something that is triggered and influenced by motives encouragement, self-concept, characters, and elements of descriptive and inbred individuals. So someone intention to encourage action. Action someone made a claim in accordance with the position / job or problem / task that faces based on skills, too. Skilled behavior in this work gives results, which are often used as a measure of performance in work. This model explains that competency levels are on the intention and action that gives the results in the workplace. In other words, the intention and action do not provide results that can not be classified as competence.
English as a language that is important, understanding of communication in English to be the primary here. From that, we must competence in english. in education, English is used to improve our education. because we can equalize education in indonesia with other countries. and make our students to students of international and the international not only in their own nations. me as a prospective teacher of mathematics, for that I must competence in the English language, especially the English language in mathematics. By studying English I can communicate with many people around the world. So I must have a competence in it. Help me to guide the students know the material described by me. I will strive to increase competence in the study of mathematics education and the hard to find various materials about mathematics.
Experts, learning English, H. Douglas Brown explained five principles of learning English is effective following :
1. Way of life
If we learn English in the country where the language is used in the mother language, we generally will take the language more quickly because we are surrounded every day by the English language, up from sleep to return to bed. This is because English has become the integral part that is not from our lives. Similarly, we should do in Indonesia, if we want to learn English effectively: we must make the English language as part of our lives. That is, we should try to use it every day where possible. For that, we can read, hear, or speak with the English language on every occasion that we met or that we can create. For example, we can set aside time each day to read one article in English in one day. If an article has not been able to, one paragraph or one sentence per day is not a problem. We made our sentence is the sentence that day, and we use this expression in all opportunities that may exist in the day. Or, we can also take the time to listen to everything in the English language (songs, news, or cassettes containing speech in English) to get our ear to the foreign language. That we can do is listen to the cassettes (both songs, speeches, presentations, or cassette in English language learning) in the car throughout the journey from home to office or vice versa. We can also try to write in English (writing a memo, note, or write a work plan that we will do during the week or for the next day). In principle, surround our lives with the English language is a topic-the topic we senangi or we need.
2. Total commitment
To make the English language that is not as integral part of our lives, we must have a commitment to involve the English language in our lives physically, the mental, and emotional. Physically, we can try to listen, read, write, and practice pronunciation in English, constantly and repeatedly. The mental or intellectual, we can try to think in English every time we use the English language.
For example, in understanding the English language, not a word per word, but the overall meaning. We can try to identify some expressions in English which has a more or less the same, for example: How're you?, How's life?, How's business? (do not glued on one expression only). And, most important is that we are emotional involvement with the English language, that is we need to have a high motivation to learn English, and we need to find the "positive things" that we can enjoy, or who can give us if we are able to benefit English. These things will give you incredible energy that we are to remain in the vibrant learning English. These three aspects (physical, mental, and emotional) this must be a total Involve us in our learning process, if we want to learn English more effectively.
3. Trying
Learning a language is like learning a bike ride or drive a car to learn. We can not only read and understand the "manual", but we should try to use it. In the learning phase (experiment phase), it is very reasonable if we make a mistake. Which is important to know that we do mistakes and improve on the next opportunity. Akan better if at the time we try to have teachers who can tell us the error that we do. Teachers should not be teachers in formal schools or English courses. Teachers could be a cassette, which you can listen to us and compare us with the word, a lesson that we can read and check the answer, or can also acquaintances, or relatives who can help us if we have a problem or have the things that we want to ask. We need not be ashamed to ask, and no fear to do wrong. Of questions that we ask of the error and we do, we can learn a lot.
4. Beyond class activities
If we learn English formally (in class, in the course), hours are usually limited study: four hours a week, six hours a week or eight hours a week. That day in class to learn this course is limited. So that learning can be more effective, we must create opportunities to "study" is also in the off-hours learning in the classroom: discussion with friends, visiting websites that offer free English language learning, or communicating in English with friends, or native speakers ( either through the mail, email, or direct the conversation). We can also try to read newspapers, magazines, textbooks, listening to the radio, songs, or watch the events and movies. So that the learning can be more interesting, choose topics that match our interests, our needs, or related educational background and work that we diligent.
5. Strategies
If the commitment, courage to try, and made the English language as a part of life we have to apply, the next step is to apply the appropriate learning strategies to support our learning process. This strategy can be developed and we adjust to the personality and learning style of each of us. It's easier to learn by using the "cue-cards", which is a small card that reads the phrase or words that we want to kuasai accompanied by example sentences that use those words. This card can take us where we are going. Whenever there is an opportunity (at the time of waiting for a taxi, waiting for lunch is served, or at the time in which are trapped kendaran bottleneck), we can take this card and read it and try to make improvised new words in the same sentence structure. There are also people who learn more easily with direct oral communication with other people or native speakers. Of this communication they ask, listen, and improve speech and improve their vocabulary with our style of learning.
Each person can have more than one style of learning (eg visual and auditory, visual and or kinesthetic). No matter what the style of our study, if we already know, we can search and apply learning strategies that are tailored to the learning style so that the results can be more effective.
Tuesday, June 2, 2009
Sunday, May 24, 2009
WHAT I HAVE DONE AND WHAT I WILL DO ABOUT ENGLISH FOR MATHEMATICS
WHAT I HAVE DONE AND WHAT I WILL DO ABOUT ENGLISH FOR MATHEMATICS
English is the global language, and is used by many countries. English are also divided by British English and U.S. English. English is the language of communication between country. comunication s are in good diplomatic relations, employment, language and science. Discoverer knowledge that comes from many different countries. for it, to unify knowledge will be incorporated into the language so that one can be understood and usable by all over the world. we need to know about mathematics well. In addition, we also need to have a good ability in English. Because English is important in this world. If we want to apply a job, we must have competence in English. If we want to search for scholarships, we need both in the UK. A way to measure our ability in English is to TOEFT test. If we TOEFL good results, our opportunity to get what we want, such as scholarships and jobs easier. English can help us to introduce us to the world.
one of science is mathematics. in this text I will explain about what I have been doing and what will I do about english to math. English as a language that is important, understanding of communication in English to be the primary here. We can make communication with the reading, with writing, etc. If by hearing the work we do, we will make ourselves close to the English language. what have I to do about english math is trying to apply the words right. because in english there are some differences between the global and the use in mathematics. all of that depends on the context of sentence. for example: power, root, value, etc. for that we must apply the word appropriately.
when I still in school, the use of mathematics in english language is still simple. but ,after studying in step 1, introduced a lot about the English language is widely used in th e world of mathematics. subjects in English 1, introducing the English language is still simple, but in the search material in other subjects is to help me in introducing new words in the English language of mathematics. subjects laen example is the history of mathematics. in the history of mathematics, introduced the philosophy of mathematics and inventor. while the inventor-inventor is not derived from indonesia country, the delivery of discovery materials in the English language. most of the history of mathematics using the English language. in the encyclopedia is to use the English language. This is because the science that can be used by all the world. in the English language in section 2, I have learned many vocabulary in English. not only that, in the English language in 2 lots of material that must be collected, and use the English language.
I faced the problem of the English language in terms of mathematics. I used to use English in conversation, and so is rarely used in mathematics lessons. So many words that I have already forgotten. The problem is on the other writings in the English language with a different spelling.
What i will do about english for mathematic. One way that is used is to create a reference, we can learn about many things from those references. One way to get the reference is to use the internet, because of the Internet we can see the world without it. And so a lot of important information that we can use to improve competent. Apart from the internet we can also find the CD from the market and TOEFL study with ourselves to improve our competence in the English language. But we must ensure that our reference is the right reference because if we take any reference akan mislead us.
I will try to be a competent people , with ;
1. Increase motivation. Motivation is great courage and enthusiasm that comes from the heart, enthusiasm to learn, enjoy, and be happy when doing something. We can also build motivation by this prayer, with the awareness that we can do. Praying is a way to build motivation for everything we do is oriented only to God. And another important thing is we must always think that our language is English. Because if we ourselves are thinking, we can be more diligent to make us more and better in English. So, let us continue to develop motivation in our heart and can eventually make us want to start from the smallest, ranging from our own, and from now on.
2. Have attitude. If we want to achieve some targets we must make our attitude is better and better, besides we also have to make our stance in accordance with the dreams. For example if we want to be able to develop the UK, we must exercise, and will not fear or worry if there are so many problems when we face this way. We only believe that we are on the right track to achieve all our dreams, and this becomes a reality. The third thing is that we must do. The understanding here is that the analog has a responsibility. That means we are all concerned with such as we concerned with ourselves, our families, our nation, our dreams, and our environment. If we have the better we will become a peaceful people who have big business to make everything better. English as a language that is important, understanding of communication in English to be the primary here. We can make communication with the reading, with writing, etc. If by hearing the work we do, we will make ourselves close to the English language. If we close our dream, it will soon become a reality.
3. Often Practicing skil. Skill is one thing that we need to make better and better each time. If we want to develop the UK, we have to practice this as much as we can. For example see TOEFEL CD, listening to dialogue in English and attend bilingual presentation.
4. Teacher of experience . Experience can make us aware of ourselves. And if we have any awareness of both, we can be more mature, and that means we can think wisely. Think that every problem can be solved.
The spirit remains with us to build motivation, good attitude, understanding, skills and experience to building good mathematic with english.
English is the global language, and is used by many countries. English are also divided by British English and U.S. English. English is the language of communication between country. comunication s are in good diplomatic relations, employment, language and science. Discoverer knowledge that comes from many different countries. for it, to unify knowledge will be incorporated into the language so that one can be understood and usable by all over the world. we need to know about mathematics well. In addition, we also need to have a good ability in English. Because English is important in this world. If we want to apply a job, we must have competence in English. If we want to search for scholarships, we need both in the UK. A way to measure our ability in English is to TOEFT test. If we TOEFL good results, our opportunity to get what we want, such as scholarships and jobs easier. English can help us to introduce us to the world.
one of science is mathematics. in this text I will explain about what I have been doing and what will I do about english to math. English as a language that is important, understanding of communication in English to be the primary here. We can make communication with the reading, with writing, etc. If by hearing the work we do, we will make ourselves close to the English language. what have I to do about english math is trying to apply the words right. because in english there are some differences between the global and the use in mathematics. all of that depends on the context of sentence. for example: power, root, value, etc. for that we must apply the word appropriately.
when I still in school, the use of mathematics in english language is still simple. but ,after studying in step 1, introduced a lot about the English language is widely used in th e world of mathematics. subjects in English 1, introducing the English language is still simple, but in the search material in other subjects is to help me in introducing new words in the English language of mathematics. subjects laen example is the history of mathematics. in the history of mathematics, introduced the philosophy of mathematics and inventor. while the inventor-inventor is not derived from indonesia country, the delivery of discovery materials in the English language. most of the history of mathematics using the English language. in the encyclopedia is to use the English language. This is because the science that can be used by all the world. in the English language in section 2, I have learned many vocabulary in English. not only that, in the English language in 2 lots of material that must be collected, and use the English language.
I faced the problem of the English language in terms of mathematics. I used to use English in conversation, and so is rarely used in mathematics lessons. So many words that I have already forgotten. The problem is on the other writings in the English language with a different spelling.
What i will do about english for mathematic. One way that is used is to create a reference, we can learn about many things from those references. One way to get the reference is to use the internet, because of the Internet we can see the world without it. And so a lot of important information that we can use to improve competent. Apart from the internet we can also find the CD from the market and TOEFL study with ourselves to improve our competence in the English language. But we must ensure that our reference is the right reference because if we take any reference akan mislead us.
I will try to be a competent people , with ;
1. Increase motivation. Motivation is great courage and enthusiasm that comes from the heart, enthusiasm to learn, enjoy, and be happy when doing something. We can also build motivation by this prayer, with the awareness that we can do. Praying is a way to build motivation for everything we do is oriented only to God. And another important thing is we must always think that our language is English. Because if we ourselves are thinking, we can be more diligent to make us more and better in English. So, let us continue to develop motivation in our heart and can eventually make us want to start from the smallest, ranging from our own, and from now on.
2. Have attitude. If we want to achieve some targets we must make our attitude is better and better, besides we also have to make our stance in accordance with the dreams. For example if we want to be able to develop the UK, we must exercise, and will not fear or worry if there are so many problems when we face this way. We only believe that we are on the right track to achieve all our dreams, and this becomes a reality. The third thing is that we must do. The understanding here is that the analog has a responsibility. That means we are all concerned with such as we concerned with ourselves, our families, our nation, our dreams, and our environment. If we have the better we will become a peaceful people who have big business to make everything better. English as a language that is important, understanding of communication in English to be the primary here. We can make communication with the reading, with writing, etc. If by hearing the work we do, we will make ourselves close to the English language. If we close our dream, it will soon become a reality.
3. Often Practicing skil. Skill is one thing that we need to make better and better each time. If we want to develop the UK, we have to practice this as much as we can. For example see TOEFEL CD, listening to dialogue in English and attend bilingual presentation.
4. Teacher of experience . Experience can make us aware of ourselves. And if we have any awareness of both, we can be more mature, and that means we can think wisely. Think that every problem can be solved.
The spirit remains with us to build motivation, good attitude, understanding, skills and experience to building good mathematic with english.
Saturday, May 23, 2009
HOW TO GET THE VALUE OF PHI
How to get the value of phi?
To get the value of phi we can do these steps that are we must take some measure from some circle about the diameter. And after this part of the job, we also must find the measure of each perimeter of circles. We can make some assumptions about it for example for the first circle we call it a circle, and having a diameter and also having a perimeter. And the second circle called b circle and also having b diameter and b perimeter too. And if we take some measure from a lot of circle we can called its c circle, d circle, and etc.
We can find the value of phi by comparing the perimeter a with diameter a, perimeter b with diameter b, perimeter c with diameter c, and etc.
Phi = Pa/Da + Pb/Db + Pc/Dc + … dividing by the sum of comparisons.
From this comparison, we get the mean from each comparison,
finally, we find phi is 3.14 or 22/7 (twenty seventh).
To get the value of phi we can do these steps that are we must take some measure from some circle about the diameter. And after this part of the job, we also must find the measure of each perimeter of circles. We can make some assumptions about it for example for the first circle we call it a circle, and having a diameter and also having a perimeter. And the second circle called b circle and also having b diameter and b perimeter too. And if we take some measure from a lot of circle we can called its c circle, d circle, and etc.
We can find the value of phi by comparing the perimeter a with diameter a, perimeter b with diameter b, perimeter c with diameter c, and etc.
Phi = Pa/Da + Pb/Db + Pc/Dc + … dividing by the sum of comparisons.
From this comparison, we get the mean from each comparison,
finally, we find phi is 3.14 or 22/7 (twenty seventh).
EXAMPLE QUESTION FOR FINDING INTERSECTION
Find intersection
Find intersection of y equals x square minus 1 and y square plus x square equals 30.
Solving:
y square plus x square equals 30 is a circle has a radius of square root of 30 and centered in point (0,0) and y equals x square minus 1 is quadratic equation has vertex of -1. For to find a point of intersection we must to substitution y equal x square minus 1 to equation of y square plus x square equals 30.
y equals x square minus 1 become y plus 1 equals x square then this equation we substitution to y square plus x square equals 30, become:
y square plus y plus 1 equals 30, then 30 we transfer to left articulation become:
y square plus y plus 1 minus 30 equals zero
y square plus y minus 29 equals zero
Then, we find y variable with abc formula, become:
y equals minus 1 plus minus square root of open bracket 1 minus 4 times 1times minus 29 close bracket all over 2
y equals minus 1 plus minus square root of 117 all over 2,
so, y1 equals minus 1 plus square root of 117 all over 2
y1 equals minus 1 plus 10 point 81 all over 2 equals 9 point 81 all over 2 equals 4 point 905
y2 equals minus 1 minus square root of 117 all over 2
y2 equals minus 1 minus 10 point 81 all over 2 equals minus 5 point 905
For y1 equals 4 point 905, we substitution to x square equals y plus 1, become:
x square equals 4 point 905 plus 1
x square equals 5 point 905
x equals plus minus 2 point 43
For y2 equals minus 5 point 905, we substitution to x square equals y plus 1, become:
x square equals minus 5 point 905 plus 1
x square equals minus 4 point 905, because x square minus so this not valid.
So, point of intersection are 2 point 905 comma 4 point 905 and minus 2 point 905 comma 4 point 905.
Find intersection of y equals x square minus 1 and y square plus x square equals 30.
Solving:
y square plus x square equals 30 is a circle has a radius of square root of 30 and centered in point (0,0) and y equals x square minus 1 is quadratic equation has vertex of -1. For to find a point of intersection we must to substitution y equal x square minus 1 to equation of y square plus x square equals 30.
y equals x square minus 1 become y plus 1 equals x square then this equation we substitution to y square plus x square equals 30, become:
y square plus y plus 1 equals 30, then 30 we transfer to left articulation become:
y square plus y plus 1 minus 30 equals zero
y square plus y minus 29 equals zero
Then, we find y variable with abc formula, become:
y equals minus 1 plus minus square root of open bracket 1 minus 4 times 1times minus 29 close bracket all over 2
y equals minus 1 plus minus square root of 117 all over 2,
so, y1 equals minus 1 plus square root of 117 all over 2
y1 equals minus 1 plus 10 point 81 all over 2 equals 9 point 81 all over 2 equals 4 point 905
y2 equals minus 1 minus square root of 117 all over 2
y2 equals minus 1 minus 10 point 81 all over 2 equals minus 5 point 905
For y1 equals 4 point 905, we substitution to x square equals y plus 1, become:
x square equals 4 point 905 plus 1
x square equals 5 point 905
x equals plus minus 2 point 43
For y2 equals minus 5 point 905, we substitution to x square equals y plus 1, become:
x square equals minus 5 point 905 plus 1
x square equals minus 4 point 905, because x square minus so this not valid.
So, point of intersection are 2 point 905 comma 4 point 905 and minus 2 point 905 comma 4 point 905.
Explain how to get ABC formula
Explain how to get ABC formula
a times x square plus b times x plus c equals zero
1. Eliminated coefficient
x square plus b over a in bracket times x plus c over a equals zero
2. x square plus b over a in bracket times x plus b over 2a in bracket square plus c over a equals b over 2a in bracket square
3. open bracket x plus b over 2a close bracket square equals b square over 4 a square in bracket c over a
Equals b square minus 4 ac all over 4 a square
4. x plus b over 2a = ± the root of b square minus 4ac all over 4a square
5. x equals minus b over 2a ± one two a in bracket times the root of b square minus 4ac
6. x equals minus b ± the root of b square minus 4ac all over 2a
a times x square plus b times x plus c equals zero
1. Eliminated coefficient
x square plus b over a in bracket times x plus c over a equals zero
2. x square plus b over a in bracket times x plus b over 2a in bracket square plus c over a equals b over 2a in bracket square
3. open bracket x plus b over 2a close bracket square equals b square over 4 a square in bracket c over a
Equals b square minus 4 ac all over 4 a square
4. x plus b over 2a = ± the root of b square minus 4ac all over 4a square
5. x equals minus b over 2a ± one two a in bracket times the root of b square minus 4ac
6. x equals minus b ± the root of b square minus 4ac all over 2a
PROVE SQUARE ROOT OF 2 IS IRRATIONAL NUMBERS.
PROVE SQUARE ROOT OF 2 IS IRRATIONAL NUMBERS.
To prove that the length of the diagonal of a square of unit side cannot be represented by rational number it suffices to show that square root of 2 is irrational. To this end we first observe that, for a positive integer s, s2 is even if and only if s is even. Now suppose for the purpose of argument, that square root of 2 is rational, that is, square root of 2 =a/b, where a and b are relatively prime integers. Then
a = square root of 2b
or
a2 = 2b2
since a2 is twice an integer, we see that a2, and hence a, must be even. Put a =2c. Then the last equation becomes
4c2 = 2 b2
Or
2c2 = b2
From which we conclude that b2, and hence b, must be even. But this is impossible since a and b were assumed to be relative prime. Then the assumption square root of 2 is rational has led us to this imposible situation, and must be for clear in mathematic. So square root of 2 is irrational number.
To prove that the length of the diagonal of a square of unit side cannot be represented by rational number it suffices to show that square root of 2 is irrational. To this end we first observe that, for a positive integer s, s2 is even if and only if s is even. Now suppose for the purpose of argument, that square root of 2 is rational, that is, square root of 2 =a/b, where a and b are relatively prime integers. Then
a = square root of 2b
or
a2 = 2b2
since a2 is twice an integer, we see that a2, and hence a, must be even. Put a =2c. Then the last equation becomes
4c2 = 2 b2
Or
2c2 = b2
From which we conclude that b2, and hence b, must be even. But this is impossible since a and b were assumed to be relative prime. Then the assumption square root of 2 is rational has led us to this imposible situation, and must be for clear in mathematic. So square root of 2 is irrational number.
CHARACTERISTIC OF LOGARITHMS
CHARACTERISTIC OF LOGARITHMS
If a to the power of m times a to the power of n, so this equals a to the power of m plus n in bracket.
If a to the power of m divided a to the power of n,so this equal is a to the power of m minus n in bracket.
If logarithms b with the main number a equals n. It is equivalent with b equals a to the power of n.
If logarithms a with the main number is g equals x,i t is equivalent with a equals g to the power of x.
If logarithms b with the main number is g equals y. It is equivalent with b equals g to the power of y.
If logarithms a times b in bracket equals with ..
For example :
1. what is similar with logarithms a times b in bracket with the main number is g?
- Logarithms a with the main number is g equals x, it is equivalent with a equals to the power of x.
- Logarithms a with main number is g equals y, it is equivalent with b equals g to the power of y.
a times b equals g the power x times g to the power of y, then a times b equals g to the power of m plus n in bracket. So logarithms a times b in brackets with the main number is g equals logarithms g to the power of m plus n in bracket with the main number is g. It is equivalent with x plus y in bracket with the main number is g. Logarithms g with the main number g is one so the equals is x plus y.
``the logarithms a times b in bracket with the main number is g equals logarithms a with the main number is g plus logarithms b with the main number is g``.
If a to the power of m times a to the power of n, so this equals a to the power of m plus n in bracket.
If a to the power of m divided a to the power of n,so this equal is a to the power of m minus n in bracket.
If logarithms b with the main number a equals n. It is equivalent with b equals a to the power of n.
If logarithms a with the main number is g equals x,i t is equivalent with a equals g to the power of x.
If logarithms b with the main number is g equals y. It is equivalent with b equals g to the power of y.
If logarithms a times b in bracket equals with ..
For example :
1. what is similar with logarithms a times b in bracket with the main number is g?
- Logarithms a with the main number is g equals x, it is equivalent with a equals to the power of x.
- Logarithms a with main number is g equals y, it is equivalent with b equals g to the power of y.
a times b equals g the power x times g to the power of y, then a times b equals g to the power of m plus n in bracket. So logarithms a times b in brackets with the main number is g equals logarithms g to the power of m plus n in bracket with the main number is g. It is equivalent with x plus y in bracket with the main number is g. Logarithms g with the main number g is one so the equals is x plus y.
``the logarithms a times b in bracket with the main number is g equals logarithms a with the main number is g plus logarithms b with the main number is g``.
summary of video
Video one:
Do you believe in me???
From the video one, there are one children who are speech and give some questions for audience do you believe in me?he think that we have to believe with our ability. We have to certain that we be able to doing something. If we have a dream, so we must sure that we can to reach our dream. Although the business need, but in the hearts with confidence that we can and can do.
Video two
Knowing mathematics
“What you know about math?”
In mathematics, we discuses:
Significant figure
Matrix
Trigonometry
Limit
Exponent
Integral = e power x
Value of phi is 3,145…………
Ln (x)
Video three
English Solving Problem
In that video, we have some questions:
1. Let the function f be defined by f(x) equals x plus one. If 2 times f(p) equals twenty, what is value of f(3p)
Answer:
f(x) equals x plus one
2 times f(p) equals twenty
f(p) equals ten
We substitution f(p) and f(x)
f(p) equals p plus one equals ten
So p equals nine.
Because p equals nine, (3p) equals twenty-seven
And the value of f(3p) equals 3p plus one
f(3p) equals twenty-seven plus one
Equals twenty eight
2. In the xy-coordinate plane, the graph of x equals y square minus four intersects line l at (O, p) and (five, t). What is the greatest possible value of the slope of graph
x equals y square minus four
Line l: m equals ytwo minus yone all over xtwo minus xone
Equals t minus p all over five minus 0
Video four
Properties of logarithms
Log base b of x equals y similar with b to the power of y equals x
Log base ten of x equals log x; log base c of x = ln x (natural logarithms)
Example:
1. Log base ten of one hundred equals x
Ten to the power of x equals one hundred
Ten to the power of two equals one hundred
x equals two
2. Log base two of x equals three
Two to the power of three equals x
Eight equals x
So log base two of eight equals three
3. Log base seven of one forty nine equals x
Seven to the power of x equals one forty nine
Seven to the power of x equals one seven to the power of two
Seven to the power of x equals seven to the power of minus two
X equals minus two
Log base b of M times N equals log base b of M plus log base b of N
Log base b of M over N equals log base b of M minus log base b of N
Log base b of x to the power of n equals n log base b of x
Expend:
Log base three of x square times y plus one in bracket all over z to the power of three
Equals log three of x square times y plus one in bracket minus log three of z to the power of three
Equals log three of x square plus log three of y plus one in bracket minus log three of z to the power of three
Equals two times log three of x plus log three of y plus one in bracket minus three times log three of z
Video six
English Trigonometry
If we have a right triangle, we can search value of sin, cos, and tan
Sin alpha equals opposite over hypotenuse
Cos alpha equals adjust over hypotenuse
Tan alpha equals opposite over adjust
The other trigomometric ratios are represented as follows:
Secant (Sec) is one cos
Cosecant (Cos) is one sin
Cotangents (Cot) is one tan
Do you believe in me???
From the video one, there are one children who are speech and give some questions for audience do you believe in me?he think that we have to believe with our ability. We have to certain that we be able to doing something. If we have a dream, so we must sure that we can to reach our dream. Although the business need, but in the hearts with confidence that we can and can do.
Video two
Knowing mathematics
“What you know about math?”
In mathematics, we discuses:
Significant figure
Matrix
Trigonometry
Limit
Exponent
Integral = e power x
Value of phi is 3,145…………
Ln (x)
Video three
English Solving Problem
In that video, we have some questions:
1. Let the function f be defined by f(x) equals x plus one. If 2 times f(p) equals twenty, what is value of f(3p)
Answer:
f(x) equals x plus one
2 times f(p) equals twenty
f(p) equals ten
We substitution f(p) and f(x)
f(p) equals p plus one equals ten
So p equals nine.
Because p equals nine, (3p) equals twenty-seven
And the value of f(3p) equals 3p plus one
f(3p) equals twenty-seven plus one
Equals twenty eight
2. In the xy-coordinate plane, the graph of x equals y square minus four intersects line l at (O, p) and (five, t). What is the greatest possible value of the slope of graph
x equals y square minus four
Line l: m equals ytwo minus yone all over xtwo minus xone
Equals t minus p all over five minus 0
Video four
Properties of logarithms
Log base b of x equals y similar with b to the power of y equals x
Log base ten of x equals log x; log base c of x = ln x (natural logarithms)
Example:
1. Log base ten of one hundred equals x
Ten to the power of x equals one hundred
Ten to the power of two equals one hundred
x equals two
2. Log base two of x equals three
Two to the power of three equals x
Eight equals x
So log base two of eight equals three
3. Log base seven of one forty nine equals x
Seven to the power of x equals one forty nine
Seven to the power of x equals one seven to the power of two
Seven to the power of x equals seven to the power of minus two
X equals minus two
Log base b of M times N equals log base b of M plus log base b of N
Log base b of M over N equals log base b of M minus log base b of N
Log base b of x to the power of n equals n log base b of x
Expend:
Log base three of x square times y plus one in bracket all over z to the power of three
Equals log three of x square times y plus one in bracket minus log three of z to the power of three
Equals log three of x square plus log three of y plus one in bracket minus log three of z to the power of three
Equals two times log three of x plus log three of y plus one in bracket minus three times log three of z
Video six
English Trigonometry
If we have a right triangle, we can search value of sin, cos, and tan
Sin alpha equals opposite over hypotenuse
Cos alpha equals adjust over hypotenuse
Tan alpha equals opposite over adjust
The other trigomometric ratios are represented as follows:
Secant (Sec) is one cos
Cosecant (Cos) is one sin
Cotangents (Cot) is one tan
Sunday, March 22, 2009
BRAIN STORMING
1. ambient space
2. even number
3. fraction
4. antecedent
5. angle of intersection
6. angle bisector locus
7. angular vector
8. approximation theory
9. arc-component
10. arcwise connected
11. array
12. assumed value
13. asymptotic series
14. average run length
15. axiom of congruence
16. axis of symmetry
17. back edge
18. set builder notation
19. convex polyhedral domain
20. circular cone
21. angle bisector locus
22. angle at the circumference of a circle
23. at right angle
24. induced angle
25. vertex angle
26. internal least square
27. cube root
28. chord
29. Proportion
30. Indirect
31. Scalene triangle.
32. infinite series
2. even number
3. fraction
4. antecedent
5. angle of intersection
6. angle bisector locus
7. angular vector
8. approximation theory
9. arc-component
10. arcwise connected
11. array
12. assumed value
13. asymptotic series
14. average run length
15. axiom of congruence
16. axis of symmetry
17. back edge
18. set builder notation
19. convex polyhedral domain
20. circular cone
21. angle bisector locus
22. angle at the circumference of a circle
23. at right angle
24. induced angle
25. vertex angle
26. internal least square
27. cube root
28. chord
29. Proportion
30. Indirect
31. Scalene triangle.
32. infinite series
Monday, March 16, 2009
MATHEMATICH REALITY
MATHEMATICH REALITY
mathematich problem divide with 2 part, it is :
1. Problem that connected with the daily lives.
2. Mathematich problem
The aim of this problem is problem with used to mathematich for problem solving.
For example : how long for attack the distance?, how much a comodity?, etc.
In this, Mathematich used as tool, not the purpose. The mathematic problem use mathematic aspect and process for finished.
Skill process in problem solving mathematic needs :
1. Reasoning
2. Organisining
3. Classifing
4. recognising pattern
the student success can mathematic problem solving if they csn
1. certain this skill
2. try with manner various
3. Have a high curiosity.
Mathematic reality is :
1. Mathematics is an activity for searching pattern and relation
a. Giving the student chance to do invention and patterns investigation activity for decide relationship.
b. Giving the student chance to do experiment with various ways.
c. motivating the students to find out the excistence of squence, difference, comparison, subdividing, etc.
d. motivating the student to implicate general conclusion.
e. motivating the students to understanding and find the relation between one defination with other defination.
2. Mathematics is cretivity require imajination
a. motivating initiative and give chance for think different.
b. motivating inquiring, asking desire, ability for expostulating, and ability for predicting.
c. Respecting out of prediction discovery as usefull thing than assuming as mistake.
d. motivating the students to find structure and design of mathematics.
e. motivating the student to respecting the discovery of other pupil.
f. motivating the students to have reflective thinking.
g. Not suggesting to use certain method.
3. Mathematics is problem solving activity
a. Provide the mathematics area which prickling to turn up mathematics problem.
b. Help the students for solving the mathematics problem by them self.
c. Helping the students to knowing require information for solving the mathematics problem.
d. motivating the students to have logic thinking, consistent, systematic, and expand documentation system.
e. Expand skills and ability for solving mathematics problem
f. Helping students to knowing how and when to use various mathematics braggat tools, such as : marginal line, calculator, etc.
4. Mathematics is communication tools
a. motivating the students to knowing mathematics characteristic.
b. motivating the students to making mathematics characteristic example.
c. motivating the students to explaining mathematics characteristic.
d. motivating the students to giving reason the impotance of mathematics activity.
e. motivating the students to studying mathematics problem.
f. motivating the students to reading and writing mathematics.
g. Respecting the students ideas to tell mathematics.
mathematich problem divide with 2 part, it is :
1. Problem that connected with the daily lives.
2. Mathematich problem
The aim of this problem is problem with used to mathematich for problem solving.
For example : how long for attack the distance?, how much a comodity?, etc.
In this, Mathematich used as tool, not the purpose. The mathematic problem use mathematic aspect and process for finished.
Skill process in problem solving mathematic needs :
1. Reasoning
2. Organisining
3. Classifing
4. recognising pattern
the student success can mathematic problem solving if they csn
1. certain this skill
2. try with manner various
3. Have a high curiosity.
Mathematic reality is :
1. Mathematics is an activity for searching pattern and relation
a. Giving the student chance to do invention and patterns investigation activity for decide relationship.
b. Giving the student chance to do experiment with various ways.
c. motivating the students to find out the excistence of squence, difference, comparison, subdividing, etc.
d. motivating the student to implicate general conclusion.
e. motivating the students to understanding and find the relation between one defination with other defination.
2. Mathematics is cretivity require imajination
a. motivating initiative and give chance for think different.
b. motivating inquiring, asking desire, ability for expostulating, and ability for predicting.
c. Respecting out of prediction discovery as usefull thing than assuming as mistake.
d. motivating the students to find structure and design of mathematics.
e. motivating the student to respecting the discovery of other pupil.
f. motivating the students to have reflective thinking.
g. Not suggesting to use certain method.
3. Mathematics is problem solving activity
a. Provide the mathematics area which prickling to turn up mathematics problem.
b. Help the students for solving the mathematics problem by them self.
c. Helping the students to knowing require information for solving the mathematics problem.
d. motivating the students to have logic thinking, consistent, systematic, and expand documentation system.
e. Expand skills and ability for solving mathematics problem
f. Helping students to knowing how and when to use various mathematics braggat tools, such as : marginal line, calculator, etc.
4. Mathematics is communication tools
a. motivating the students to knowing mathematics characteristic.
b. motivating the students to making mathematics characteristic example.
c. motivating the students to explaining mathematics characteristic.
d. motivating the students to giving reason the impotance of mathematics activity.
e. motivating the students to studying mathematics problem.
f. motivating the students to reading and writing mathematics.
g. Respecting the students ideas to tell mathematics.
Wednesday, February 25, 2009
My Preparation in participating Mr. Marsigit Lesson of English part II
My Preparation in participating Mr. Marsigit Lesson of English part II
My Preparation in participating Mr. Marsigit Lesson of English part II are Start with spirit,use with my competence with will, attitude, knowledge, skill, experience, after that Make blog for communanicating with lecture and friends, and study with this, and the other.
“How to communicate mathematics education in English”
Communicate:
1. To hear
2. To talk / say
3. To write
4. To read
5. To translate / understand
Mathematics:
1. Algebra
2. Arithmetics
3. Geometry
4. Calculus
5. Statistics
6. Trigonometry
7. Computer / ICT, etc.
Mathematics education:
1. Teacher
2. Students
3. Method
4. Resources: facilities, teaching aid
5. Classroom
Teaching learning process:
1. Motivation
2. Apperception
3. Compotence
4. Indicators
5. Evaluation / assessment
6. Preparation
7. Lesson plan
8. Student worksheet
9. Discussion
10. Classical Teaching
11. Paradigm
12. Theory
13. Constructivist
English:
1. Formal: - standart :
· Writing and speaking (TOEFL)
2. Informal :
· writing, speaking
Marsigit’s lesson:
· Participation
· Class Discussion : Exercises
· Assignment paper, internet, web / blog
Self effort:
· Text book
· Active learner
· Reference seeker
________________
Monday, February 23, 2009
INTRODUCTION
INTRODUCTION ...
Firstly, i want to say..
WELCOME TO MY BLOG 2...
I am Meita fitrianawati, I am from sleman, Yogyakarta. I am in college right now, in Science and mathematics faculty of University State of Yogyakarta,, i take mathematics education.and my member Student 08301244015.
in my college, i have given english lesson part 2. So, in this blog..i will tell you about something that i have learned that.
i hope this blog give you advantage...
thank`s for view my blog..
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