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Appetizers and Lessons for Mathematics and Reason 
a calculus and preparation for calculus website, etc.

Online Volumes (Book Orders)
1,  Elements of Reason.
1A. Pattern Based Reason 
1B. Math Curriculum Notes
2. Three Skills for Algebra
3. Why Slopes & More Math

Mathematics Course Designers: LAMP offers food for thought.
More Site Areas 
1. Help Your Child or Teen Learn 
2. Solving Linear Equations
3. Fractions Ratios Rates Proportions & Units
4. Euclidean Geometry
5. Analytic Geometry/Functions 
6. Number Theory
7. More Calculus
More Site Areas 
8. Complex Numbers 
9. Qc Maths  Education  
10. Secondary IV(?) maths
11. Real  Analysis 
12. LaTeX2HotEqn:
13. Electric Circuits Etc  
14.  Français
15. Algebra, Odds & Ends, Etc
More Site Areas 
16. Math Education Essays
17. Telling & Working with Time
18. Maps, Plans & Drawings
19. Quantitative Skills for  home, shopping and work 
20. Statistics Useful, or Not.
Try the
Twiddla Whiteboard
to work online with others.

||Définition d'une variable || Algèbre || Arithmetique || Logique ||La raison basée sur les règles et modelés||
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YOU are better than YOU think. Show yourself  how:  

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Read  logic chapters 1 to 5  in online volume Three Skills for Algebra  for greater skills & confidence in  work 
and study.

Learn to read notes and textbooks like a lawyer, so that no nuance, no subtlety and no clause escapes your attention.

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 Logic chapters 1 to 5  re- appear not in sequence, as is or longer,  in  Volume 1A,  Pattern Based Reason, Bon Appetite.

Logic Mastery
 Amazing, Amusing, Amorous,  Delicious, Delightful, Edifying, Strengthening Elixir. 
It eases work & learning difficulties Makes the hard easier. Opens eyes. Leads to greater precision.
in reading and
writing

Logic mastery makes the hard, easier. Logic mastery  leads to better, stronger and richer comprehension.  Logic mastery  improves reading and writing.  Logic mastery ease learning difficulties.  Logic mastery gives a headstart.  In sum, logic mastery  will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck.


After logic  (a) continue reading Three Skills for Algebra, chapters 8 to 14  and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes  & More Math, chapters 2 to 6;

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Caution: Site advice is approximately correct, for some circumstances, not all. That leaves room for thought

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What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts.


Try the Twiddla Whiteboard. In principle, it  allows to people to draw and chat together online on a copy of this webpage or a clean sheet. The chat may be via text or audio.  Visit www.twiddla.com to set up whiteboards to work with the webpage of your choice.

For online automated help in senior high school maths & calculus, visit  quickmath.com  For Automatic Calculus and Algebra Help with derivatives, integrals, graphs, linear equations, matrix algebra, visit calc101.com  With  overlap, each site quickmath & calc101offers a different range of services, some free, some not, all based on webmathematica. Good luck.

Chapter 24
Personal Money Computations

3  Credit and Debt Accounts (II)

Suppose you have an account with a business (bank, firm, insurance company, etc). Assume all your payments to the business are recorded as credits. Further assume all the payments from the firm to you are recorded as debts or debits. The business may be content to continuing dealing with you if the value of credits is greater than the value of your debts, or if you have an arrangement to pay your debts in regular fashion. For the calculations that follow, we assume that a dollar credit grows with compound interest precisely at the same rate as dollar of debt. Otherwise, the following calculations and the conclusions drawn from them will be false.

The difference between the accumulating total credit and the accumulating total debt or debits gives what is owed by you to or by you to the business in question. Now if you withdraw a dollar from the firm and then immediately return it, there is an extra dollar of debt and also an extra dollar of credit recorded. The difference does not immediately change. Moreover, because the extra dollar of debt grows at the same rate as the extra dollar of credit, the future difference is not changed by the simultaneous addition of a dollar debt and a dollar credit. This implies we can add or subtract the same amount from credit and debt record, or changing the difference now and in the future because they both grow or compound at the same interest rate.1 Only the difference matters.

Because of this when you make a payment to the business in question you have the option of recording it as an credit and then subtracting the same amount from both the credit and debt balance. The latter is equivalent to subtracting the payment from the outstanding debt and leaving the credit balance unchanged. This implies choice or flexibility in tracking the amount owed to or by you. Three options are described.

     

  1. Record all the credits and debits, and how they accumulate and compound, separately. The difference gives your account balance. This was the option described above. This is the two-account method used in the previous section.
  2. Record the credit and debits together in a single account. This single account balance will equal the previous difference (provided the interest rate here is always the same as that for the credits and debits recorded separately.)
  3. Mix the previous two approaches as convenient in your calculations of the difference: That is, you may use some payments to the business to either increase your credit balance or lessen your debt balance; and use payments from the business to reduce your credit balance or increase in your debt balance.
Keeping track of a single account means that credits are added to the account balance while debits are subtracted. In contrast, keeping track of the credits and debits separately implies that credits are added to credits and debits are added to the accumulating debits. Thus subtraction is avoided, except when computing the difference between the accumulating credit and debits or debts. And only the difference is important. An example was given earlier. An example involving a pension plan follows next.

More Chapter Sections: Up ] 24 Periodic Deposits ] [ 24 Account Tracking ] 24 Pension Plans ]

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2. Three Skills for Algebra 

Foreword, Chapters 
& Appendices 

Foreword
1. Introduction
2. Implication Rules
3. Chains of Reason
4. Romeo and Juliet
4. Induction Mathematical
5 Knowledge Islands
6  Old Language
7  Arith Skill Check
7. The Next Chapters
8 The Three Skills
8 VNR-Concise-Encyclopedia
PS. What is a Variable
9. Algebra Talk
10 Two More Skills
11 Why Shorthand
12 Shorthand Usage
13 What's Next
14 Compound Interest
15 Linear Equations
PS I.  Distributive Law
PS II. Polynomials
16 Painless Proofs
17 Pythagoras
18 Rules of Algebra
19  Functions & Sets
20 Degrees & Radians
21 What's Next
22. Arith & Geometric Sums
23 Summation Notation
24 Your Money
25 Induction & Recursion
26 What's Next
27 Pronouns in Logic
28 Occurrence Tables
29 Contrapositive
30 Truth Tables
31 Indirect Reason
A. Advice For Learning

Real Player Videos

Perfect arithmetic skills with whole numbers & fractions
after or besides chapters 1 to 14.

Arithmetic Videos Summary
Addition with Decimals
Subtraction with Decimals
Multiplication with Decimals
Fraction Arithmetic
Recognizing Primes
Long Division for Decimals
Square Root Simplification
Greatest Common Divisors
Least Common Multiples

Words Before Symbols: 
What is a Variable?
Introduction
Variation between Examples

Variation of Letters

A letter denotes a variable

Cases of Double Variation

Three Notions of a Variable

Constants, Parameters
& Variables

Talking about numbers
Dependent or Independent
Variable, a Matter of Choice

Complex number: starter lesson  

Solving Linear Equations:

A. Letters and Lengths

B. & C. Solving Linear Eq'ns
with stick diagrams.

(i) x + 20 = 29
(ii) 2x + 5 = 20
(iii) 3x + 10 = 32
(iv) 5a + 16 = 3a+ 24

(v)  (½)x + 8 = 24½
(vI)  (¾)a + 16 = (¼)a+ 24
(vii) (¾)q + 17 = 32
(viii) 13 =[2/3]x +7 twice
(x) Animated Examples
(i) Integral Coefficients (A)
(ii) Integral Coefficients (B)
(iii) Fractional Coefficients

(iv) With Parameters

Problem Solving with Linear
Equations in one or many
unknowns, and in essentially 
one unknown - Symbols before
words. 


C. Solving Linear Eq'ns 
without
Stick Diagrams

D. Problems in 
essentially one unknown

E: 2D Systems - Sub Methods.
F. Larger Systems



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a 1983 McGill. Ph. D. in mathematics
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