Tuesday, 13 February 2018

square root

How to Square A Number

To square a number, just multiply it by itself ...

Example: What is 3 squared?

3 Squared=powers square= 3 × 3 = 9

"Squared" is often written as a little 2 like this:
4 squared is 16
This says "4 Squared equals 16"
(the little 2 says the number appears twice in multiplying)

Squares From 02 to 62

0 Squared=02=0 × 0=0
1 Squared=12=1 × 1=1
2 Squared=22=2 × 2=4
3 Squared=32=3 × 3=9
4 Squared=42=4 × 4=16
5 Squared=52=5 × 5=25
6 Squared=62=6 × 6=36

The squares are also
on the Multiplication Table:
 squares in times table

Negative Numbers

We can also square negative numbers.

Example: What happens when we square (−5) ?

Answer:
(−5) × (−5) = 25
That was interesting!
When we square a negative number we get a positive result.
Just the same as squaring a positive number:
5x5 = -5x-5
(For more detail read Squares and Square Roots in Algebra)

Square Roots

square root goes the other way:
square root of 9 is 3
3 squared is 9, so a square root of 9 is 3

A square root of a number is ...
... a value that can be multiplied by itself to give the original number.
A square root of 9 is ...
... 3, because when 3 is multiplied by itself we get 9.

Monday, 12 February 2018

How to find mean,median,mode

How to find the mean mode and median : Steps
How to find the mean mode and median:MODE
Step 1: Put the numbers in order so that you can clearly see patterns.
For example, lets say we have 2, 19, 44, 44, 44, 51, 56, 78, 86, 99, 99. The mode is the number that appears the most often. In this case: 44, which appears three times.

How to find the mean mode and median: MEAN
Step 2: Add the numbers up to get a total.
Example: 2 +19 + 44 + 44 +44 + 51 + 56 + 78 + 86 + 99 + 99 = 622.  Set this number aside for a moment.
Step 3: Count the amount of numbers in the series.
In our example (2, 19, 44, 44, 44, 51, 56, 78, 86, 99, 99), we have 11 numbers.

Step 4: Divide the number you found in step 2 by the number you found in step 3.
In our example: 622 / 11 = 56.5454545. This is the mean, sometimes called the average.
Dividing the sum by the number of items to find the mean.

How to find the mean mode and median: MEDIAN
If you had an odd number in step 3, go to step 5. If you had an even number, go to step 6.
Step 5: Find the number in the middle of the series.
This is the median. 2, 19, 44, 44, 44, 51,56, 78, 86, 99, 99.Step 6: Find the middle two numbers.
For example, 1, 2, 5, 6, 7, 8, 12, 15, 16, 17. The median is the number that comes in the middle of those middle two numbers (7 and 8), so that number would be 7.5 in this case. (To do this mathematically, add the two numbers together and divide by 2).
Tip:  You can have more than one mode. For example, the mode of 1, 1, 5, 5, 6, 6 is 1, 5, and 6.

Maths career _ Food

Ratios make baking a piece of cake

You’ve got your eggs, your butter, your flour, your sugar and chocolate. You’ve got your gran’s best recipe for chocolate cake. You’re all ready and all set to cook - and then trouble strikes. The recipe’s all in ounces and pints and you can’t find a set of scales anyway. What do you do? Add the secret ingredient, ratio..

Flour, eggs, sugar and butter are the main ingredients in baked treats - that includes biscuits, bread, pastry and cakes. The magic which changes these raw ingredients into a baker’s product comes from ratios (and a bit of heating).

Flour and eggs both contain proteins, long molecules which get tangled up in each other. These give structure and hold things together.

Moistness comes from the fat in the cake - which could be butter or oil - and the sugars. These sticky substances do the opposite and soften the food, making it crumbly.

So if you have too much butter and sugar, your (for example) cake may fall apart or stay runny. On the other hand if you put too much flour and egg in, the cake will be dry and tough. When making up a recipe bakers know which proportions they must mix their ingredients to get a good basic texture. Then fine tuning comes in to make the difference between a delicate crumbly walnut cake and a sticky carrot cake.

Weighing it up

So what are these balances you should be aiming for? Well, after millennia of baking, this is what has been found to work:

Cakes are made by combining 1 part sugar with 1 part butter or other fat, 1 part flour, and 1 part eggs. After a good beating to get lots of air inside the mixture, this makes a batter which will rise to be soft and moist.Biscuits, on the other hand, just require 1 part sugar, one part fat, and one part flour.While to make pancakes, you need 2 parts liquid (usually milk), 2 parts egg and 1 part flour.

Remember; measurements are by weight, not volume!

You can also convert a regular recipe - maybe a family speciality - into a ratio form using the techniques you learn in maths. But why would you want to do that?

Rationing is good for you

Cooking using ratios is much easier than working from a set recipe. It means that:

you can work without scales if you haven’t got anyyou can scale up and scale down recipes really easily. No need to recalculate everything if you’ve only got one egg - or only one friend coming round.ingredients can be substituted in and out easily - sunflower spread instead of butter for vegans, or rice flour instead of flour for coeliacsthe numbers are nice whole numbers, easy to remember

Bringing your maths into the kitchen can give you tasty results and liberate you from slavishly following recipes.

Benefits of vedic maths

Vedic Math is a delightful learning for children and adults. It helps in developing Math interest in children and helps them to improve accuracy , speed, sharpen focus and mental faculties. It enables the children to adopt creative math problem solving strategies.


Some of the benefits of practicing Vedic Math are as follows:
Learn strategies that make "Math An Art". As children enjoy Art so they enjoy Math.Speed and accuracy level of numerical computation becomes high.Follows the ideal natural system of mental math. As the mind thinks, recognises and articulates numbers from    Left to Right, so we do computation from Left to Right.Supplemental to current system of school math.Helps in achieving academic success.Vedic Math strategies are useful throughout the life.Helps in developing Math intuition. A student sees the question and the answer flashes in the mind in seconds.Vedic Math learning covers not only cover basic numeracy skills but also advanced math topics.

Maths in daily life

MATHS IN DAILY LIFE

1. When we get up we see the time of waking to verify whether we have enough time to
attend to various responsibilities. (Awareness of time, reading a clock / watch, planning
one’s routine.)
2. When we brush our teeth the life of the brush, its cost, the paste, its available quantity to
get new one come to one’s mind. (Cost accounting!)
3. In this connection, use of water, its availability, conservation, proper use of waste water
are relevant to think. (Awareness of environment, nature, preservation of the same)
4. Drinking coffee, tea, milk- the quantity, the temperature balance not affecting the tongue,
quantity consumable, proportion of mixes constituting milk, coffee powder or decoction,
boiling stage, filtering mechanism, washed cups / glasses ensuring health and a host of
things require analysis, reasoning and attention. (Practical knowledge of ratio and
proportion in domestic life also)
5. Same is the case with bathing. (water use and conservation)
6. When it comes to wearing of dresses, the size, the make, its durability, its condition￾washed and ironed with creases etc., need knowledge of proportion, geometry.
(Measurement of length, skill in transformation of cloth into clothe and other ideas
indicated)
7. Taking food as breakfast needs clear knowledge of proportion for preparation to have
good taste- more salt, chilly etc., besides spoiling the taste will affect health too as proper
balance has to be maintained

FRACTION

A fraction is a part of a whole
Slice a pizza, and we get fractions:
1/21/43/8
(One-Half)
(One-Quarter)
(Three-Eighths)
The top number says how many slices wehave. 
The bottom number says how many equal slices the whole pizza was cut into.
Have a try yourself:
Click the pizza →
Slices we have:
Total slices:
"One Eighth"
Slices:
▲▼
Equivalent Fractions
Some fractions may look different, but are really the same, for example: 
4/8=2/4=1/2(Four-Eighths) (Two-Quarters) (One-Half)==
It is usually best to show an answer using the simplest fraction ( 1/2 in this case ). That is called Simplifying, or Reducing the Fraction
Numerator / Denominator
We call the top number the Numerator, it is the number of parts we have.
We call the bottom number the Denominator, it is the number of parts the whole is divided into.
NumeratorDenominator
You just have to remember those names! (If you forget just think "Down"-ominator)
Adding Fractions
It is easy to add fractions with the same denominator (same bottom number):
1/4+1/4=2/4=1/2(One-Quarter) (One-Quarter) (Two-Quarters) (One-Half)+==One-quarter plus one-quarter equals two-quarters, equals one-half

ALGEBRAIC IDENTITIES

ALGEBRAIC IDENTITIES
Let us recall the following algebraic identities is earlier.
(a + b)2 = a2 + 2ab + b2.                                    (a – b)2 = a2 – 2ab + b2.                                  (a + b) (a – b) = a2 – b2.                                    (x + a) (x + b) = x2 + (a + b) x + ab
Ex. Expand each of the following :
(i) (2x + 3y)2
(ii) (4x – 5y)2
(iii) (x + 5) (x + 6)
(iv) (x – 3) (x – 5)
Sol. (i) (2x + 3y)2.=                               (2x)2 + 2.2x.3y + (3y)2                             b   [∵ (a + b)2 = a2 + 2ab + b2]
= 4x2 + 12xy + 9y2
(ii) (4x – 5y)2 = (4x)2 + 2.4x.5y + (5y)2                        [∵ (a – b)2 = a2– 2ab + b2]
= 16x2 – 40xy + 25y2
(iii) (x + 5) (x + 6) = x2 + (5 + 6)x + 5.6               [∵ (x + a) (x + b) = x2 + (a + b) x + ab]
= x2 + 11x + 30
(iv) (x – 3) (x – 5) = {x + (–3)} {x + (–5)}            [∵ (x + a) (x + b) = x2 + (a + b) x + ab]
= x2 + {(–3) + (–5)}x + (–3).(–5) = x2 + (–3 – 5)x + 15.                                                  = x2 – 8x + 15

Ex. Find the product using appropriate identities :
(i) (x + 8) (x + 8)
(ii) (3x – 2y) (3x – 2y)
(iii) (x + 0.1) (x – 0.1)
Sol. (i) (x + 8) (x + 8) = (x + 8)2.                       = x2+ 2(x) × 8 + (8)2 = x2 + 16x + 64.
(ii) (3x – 2y) (3x – 2y) = (3x – 2y)2                          [∵ (a – b)2 = a2 – 2ab + b2]
= (3x)2 – 2(3x) × 2y + (2y)2.                             = 9x2 – 12xy + 4y2.
(iii) (x + 0.1) (x – 0.1) = (x)2 – (0.1)2                       [∵ (a + b) (a – b) = a2 – b2]
= (x)2 – 0.01

Real numbers

Real Numbers include:

 Whole Numbers (like 0, 1, 2, 3, 4, etc) Rational Numbers (like 3/4, 0.125, 0.333..., 1.1, etc ) Irrational Numbers (like π, √2, etc )

Real Numbers can also be positivenegative orzero.

So ... what is NOT a Real Number?

 Imaginary Numbers like √−1 (thesquare root of minus 1) 
are not Real Numbers 
 Infinity is not a Real Number

Mathematicians also play with some special numbers that that aren't Real Numbers.

The Real Number Line

The Real Number Line is like a geometric line.

A point is chosen on the line to be the "origin". Points to the right are positive, and points to the left are negative.

A distance is chosen to be "1", then whole numbers are marked off: {1,2,3,...}, and also in the negative direction: {...,−3,−2,−1}

Any point on the line is a Real Number:

The numbers could be whole (like 7)or rational (like 20/9)or irrational (like π)

But we won't find Infinity, or an Imaginary Number.

Why are they called "Real" Numbers?

Because they are not Imaginary Numbers.

The Real Numbers had no name before Imaginary Numbers were thought of. They got called "Real" because they were not Imaginary. That is the actual answer!

Real does not mean they are in the real world

They are not called "Real" because they show the value of something real.

In mathematics we like our numbers pure, when we write 0.5 we mean exactly half.

But in the real world half may not be exact (try cutting an apple exactly in half).

 

Trick based on Trigonometry table

How to Remember the Trigonometric Table

Did you ever have any trouble remembering the sine or tangent of an angle? This article explains how you can easily find the basic trigonometric numbers of the most common angles.

StepsEdit

1

Create a table. In the first row, write down the trigonometric ratios (sin, cos, tan, cot). In the first column, write down the angles (0°, 30°, 45°, 60°, 90°). Leave other entries blank.

2

Fill in the sine column. We will fill in the blank entries in the sin column using the expression √x/2. Once the sine column is filled, we'll be able to fill all other columns effortlessly!For the 1st entry in the sine column (that is, sin 0°), set x = 0 and plug it in the expression √x/2. Thus, sin 0° = √0/2 = 0/2 = 0

For the 2nd entry in the sine column (that is, sin 30°), set x = 1 and plug it in the expression √x/2. Thus, sin 30° = √1/2 = 1/2

For the 3rd entry in the sine column (that is, sin 45°), set x = 2 and plug it in the expression √x/2. Thus, sin 45° = √2/2 = 1/√2

For the 4th entry in the sine column (that is, sin 60°), set x = 3 and plug it in the expression √x/2. Thus, sin 60° = √3/2.

For the 5th entry in the sin column (that is, sin 90°), set x = 4 and plug it in the expression √x/2. Thus, sin 90° = √4/2 = 2/2 = 1.

3

Fill in the cosine column. Simply copy the entries in the sine column in reverse order into the cosine column. This is valid because sin x° = cos (90-x)° for any x.

4

Fill in the tangent column. We know that tan = sin / cos. So, for every angle take its sin value and divide it by the cos value to get the corresponding tan value. For example, tan 30° = sin 30° / cos 30° = (√1/2) / (√3/2) = 1/√3

5

Fill in the cotangent column.Simply copy the entries in tangent column in reverse order into the cot column. This is valid because tan x° = sin x° / cos x° = cos (90-x)° / sin (90-x)° = cot (90-x)° for any x.

Abacus

What is Abacus ?

Abacus is an instrument that was invented some 2500 years ago primarily in China, which later on spread through countries like Korea, Japan, Taiwan, Malaysia etc. It was used in the ancient times for calculating numbers through basic arithmetic system. It has now been proven as a complete brain development tool over last two decades.

Abacus became popular over the world after being transformed from a calculating instrument into a system having immense power to benefit children of small ages by expanding the brain usage, in addition to making maths learning easy and effective.

Getting Friendly with Abacus:

The image displayed is that of a structure of an abacus.

Functions of Abacus:

An abacus instrument allows performing basic operations like Addition, Subtraction, Multiplication and Division. It can also carry out operations such as counting up to decimal places, calculates sums having negative numbers etc.

Advantages of Abacus:

Dr. Toshio Hayashi, Director, Research Institute for Advanced Science and Technology (RIAST) is of the view that, starting abacus learning at a very young age, is useful in activating the brain of kids.

He also says, “We can activate the nerve cells by providing “stimuli” like moving fingers and talking aloud.”

When a child works on abacus it uses both its hand to move the beads. The finger movement of both hands activates the sensors of brain, the right hand coordinates with left brain and the left hand coordinates with right brain.

This facilitates the functioning of "The whole brain" and helps in added intellect, thereby creating 'child maths prodigy'.

 Visualization: Ms. Kimiko Kawano, Researcher, Nippon Medical School, Center for Informatics and Sciences, is of the opinion that abacus users simply visualize an image of abacus in their head. They do not replace the image into words. This difference can be seen clearly in the EEGs. 
What is important is that the ability to visualize can be put to use for other subjects… Concentration: Decker Avenue School, California conducted a research on the effects of abacus training on children in the classroom. The study indicated that increased concentration of the abacus students was one of the pre-dominating effects of the training program. Logical reasoning: Ms. Shizuko Amaiwa, Professor, Shinshu University, observed that advanced abacus learners were found to have received desirable effects in solving certain types of mathematical problems compared to non-abacus learners. In addition, a positive effect was seen, not only in mathematical problems with integers and decimals, but also in those with fractions, especially when higher level of logical thinking is required to solve them. Photographic memory: Ms. Shizuko Amaiwa is also of the opinion that the beneficial effect of abacus training is the improvement in memory... 
As a result, abacus learners were found to score higher than non-abacus learners… It can be speculated that the training to obtain the abacus image visually had the effect of making students sensitive towards spatial arrangement or enhanced photographic memory… Recall: Ms. Kimiko Kawano, Researcher, Nippon Medical School, Center for Informatics and Sciences, has stated that, “some abacus experts use their ability for memorizing whole page of textbook or years in history. The ability developed by abacas can be used effectively in different ways” such as the capability to recall.

Maths in medicine field

Medicine :

HourStartEnd12009/10 x 200 = 18021809/10 x 180 = 16231629/10 x 162 = 145.8...

The sequence of numbers shown above is geometric because there is a common ratio between terms, in this case 9/10. Doctors can use this idea to quickly decide how often a patient needs to take their prescribed medication.

Ratios and Proportions

Nurses also use ratios and proportions when administering medication.  Nurses need to know how much medicine a patient needs depending on their weight.   Nurses need to be able to understand the doctor’s orders.  Such an order may be given as: 25 mcg/kg/min.  If the patient weighs 52kg, how many milligrams should the patient receive in one hour?  In order to do this, nurses must convert micrograms (mcg) to milligrams (mg).  If 1mcg = 0.001mg, we can find the amount (in mg) of 25mcg by setting up a proportion.

By cross-multiplying and dividing, we see that 25mcg = 0.025mg.  If the patient weighs 52kg, then the patient receives 0.025(52) = 1.3mg per minute.  There are 60 minutes in an hour, so in one hour the patient should receive 1.3(60) = 78mg.  Nurses use ratios and proportions daily, as well as converting important units.  They have special “shortcuts” they use to do this math accurately and efficiently in a short amount of time.

Numbers give doctors much information about a patient’s condition.  White blood cell counts are generally given as a numerical value between 4 and 10.  However, a count of 7.2 actually means that there are 7200 white blood cells in each drop of blood (about a microlitre).  In much the same way, the measure of creatinine (a measure of kidney function) in a blood sample is given asmg per deciliter of blood.  Doctors need to know that a measure of 1.3 could mean some extent of kidney failure.  Numbers help doctors understand a patient’s condition.  They provide measurements of health, which can be warning signs of infection, illness, or disease.

Body Mass Index

In terms of medicine and health, a person’s Body Mass Index (BMI) is a useful measure.  Your BMI is equal to your weight in pounds, times 704.7, divided by the square of your height in inches.  This method is not always accurate for people with very high muscle mass because the weight of muscle is greater than the weight of fat.  In this case, the calculated BMI measurement may be misleading.  There are special machines that find a person’s BMI.  We can find the BMI of a 145-pound woman who is 5’6” tall as follows.

First, we need to convert the height measurement of 5’6” into inches, which is 66”.  Then, the woman’s BMI would be:

This is a normal Body Mass Index.  A normal BMI is less than 25.  A BMI between 25 and 29.9 is considered to be overweight and a BMI greater than 30 is considered to be obese.  BMI measurements give doctors information about a patient’s health.  Doctor’s can use this information to suggest health advice for patients. The image below is a BMI table that gives an approximation of health and unhealthy body mass indexes.

Image reproduced with permission of Health Canada

 

CAT Scans

One of the more advanced ways that medical professionals use mathematics is in the use of CAT scans.  A CAT scan is a special type of x-ray called a Computerized Axial Tomography Scan.  A regular x-ray can only provide a two-dimensional view of a particular part of the body.  Then, if a smaller bone is hidden between the x-ray machine and a larger bone, the smaller bone cannot be seen.  It is like a shadow.

Image reproduced with permission of NeuroCognition Laboratory

It is much more beneficial to see a three dimensional representation of the body’s organs, particularly the brain.  CAT scans allow doctors to see inside the brain, or another body organ, with a three dimensional image.  In a CAT scan, the x-ray machine moves around the body scanning the brain (or whichever body part is being scanned) from hundreds of different angles.  Then, a computer takes all the scans together and creates a three dimensional image.  Each time the x-ray machine makes a full revolution around the brain, the machine is producing an image of a thin slice of the brain, starting at the top of the head and moving down toward the neck.  The three-dimensional view created by the CAT scan provides much more information to doctors that a simple two-dimensional x-ray.

Mathematics plays a crucial role in medicine and because people’s lives are involved, it is very important for nurses and doctors to be very accurate in their mathematical calculations.  Numbers provide information for doctors, nurses, and even patients.  Numbers are a way of communicating information, which is very important in the medical field.

Another application of mathematics to medicine involves a lithotripter. This is a medical device that uses a property of an ellipse to treat gallstones and kidney stones. To learn more, visit the Lithotripsy page.