Original Site Title: Appetizers and Lessons for Mathematics and Reason, June 1995 to April 2012. New site title:
Logic and Mathematics Skill & Concept Building Site Map || Français: 26 pages
for college students, gifted teens, home-tutoring and K1-12 schooling, with chapters on Logic
and Pattern Based Reason to inform and amuse thinkers and avid readers, studying or not. Enjoy.

Logic mastery strengthens comprehension and improve home, work & study habits.
Logic 5 Chapters Arithmetic 10 Steps Algebra 12 Starter Steps & 5 Advanced Steps
Work & Study 23 Tips Geometry 15 Steps Calculus 70 Lessons

Ages 15+: Why study slopes Polynomials Quadratics Why factor polynomials Logarithms Functions
What is similarity Euclidean geometry leanly Coordinates + complex no.s Vectors DC Electric Circuits

Ages 12+: Prime factorization Written work formats Decimal place value Extend arithmetic skills orally
What is a variable 5. Fraction Operations by Raising Terms Solving Linear Equations: Take I Take II


Online Volumes: 1 - Elements of Reason, 2 - 3 Skills For Algebra, 3 - Why Slopes and
More Math
, 1A - Pattern Based Reason, 1B - Skill Development Principles + Troubles
Forewords + leading chapters give original reasons, still valid, for site content & growth.

About: Site material shows how common troubles stem from steps too large or missing. Site material may develop critical thinking, improve reading and writing, and build mathematics and pattern based reasoning skills. Online Volumes 1, 1A and 2 give avid readers in school and out the best places to begin. If one site element is not to your liking, try another. Each is different. Many are unique

Teachers & Tutors: This December 2011, 5-phase framework offers a context for mathematics & logic education. Phases 1 to 3 may focus on skills with actual or potential local value for adult & daily life. College-oriented phases 5 & 4 focus on calculus & preparation for it. Phases 1 to 4 may also serve trades & professions not dependent on calculus. Reform: look before you leap - plan all in detail first.

Site Review: Math resources ... span ... arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos .... provide a good foundation for high school and college ... mathematics. Read more.

Location: Site Entrance < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 18. Slopes Areas Integration

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21][22] [23] [24] [25] [26] [27] [28]


Chapter 18
Slopes and Areas

Volume 3, Why Slopes and More Math.

Postscript: Below, Riemann sums are quickly described without writing summation notation. This summation notation free approach provides tutors and teachers a simpler route for defining the definite integral as limit of Riemann sums. The summation notation is only needed when or if proofs of convergence are required.

The Second Fundamental Theorem of Calculus says that the area under a curve y = h( x) between endpoints x = a and x = b a can be expressed in terms of the endpoint values of a function H( x) if

  1. h(x) = H'( x) = the slope of H( x) when a < x < b, and
  2. h( x) and H(x) are both continuous on the interval [ a, b].
This chapter indicates why the second fundamental theorem holds. The solution of an area-under-a-curve calculation problem implies the conclusion of this theorem.

Areas Definition: Covering by Squares or Rectangles


The area of the region A under the curve y = h( x) between x = a and x = b could be approximated by covering the region by squares, all of the same size, and then allowing the size - measured by their width - approach zero. The limiting value of the approximations should be a finite value. It will be if the curve $y = h( x)$ is continuous - proof omitted. The limiting value is declared to be the area of the region. That is a mathematical definition.

The squares contributing to these estimates, those counted as in, may be grouped together into rectangles, horizontally or vertically say. This provides a connection to the alternate area approximation based on thin, horizontal or vertical rectangles in calculus.
The fifth chapter in the text Calculus by Lipman Bers: Holt, Rinehart and Winston 1969, SBN 03-065240-5) makes this connection as well.
See below.
An alternate mathematical definition is to cover the region by n rectangles, all of the same width, with one end on the horizontal axis, and the other end on the curve. For the area drawn, a covering by nine such rectangles is shown below. The height of the rectangles shown equals the value of the function at the midpoint of the base.

Adding all the areas of the rectangles together yields a Riemann sum.

The total area covered by the rectangles is given by a Riemann Sum. As the number n of equi-width rectangles increases, the common width and base size tends to zero and the Riemann sums should tend to a limiting value. This limiting value is called the area under the curve at least when $h(x)$ is nonnegative between x = a and x = b.

The First Fundamental Theorem of Calculus says that if $h(x)$ is continuous between and at the endpoints x = a and x = b, that is continuous on the closed interval [a,b], then all the rectangle-based approximations approach a single finite limiting value as the width of the base tends to zero. This limiting value of the sum of rectangle areas, a Riemann sum, provides the computational definition of the area-under-a-curve in calculus.

Approximation of the area under a continuous curve $h(x)$ > 0 by small squares yields the same value in the limit. For each square with one size on the horizontal axis, the union of it with the squares above it form a rectangle with one end on the horizontal axis and another end on the curve, or very close to the curve.

A proof of the First Fundamental Theorem of Calculus is given in the appendices.

Optional: Riemann sums may be written in summation notation as \[\sum_{j=1}^n h(x_j) \Delta x =h(x_1)\Delta x + h(x_2)\Delta x + \cdots + h(x_n)\Delta x\] where $x_j$ represents a point on the base of the $j$th rectangle. Such points can be picked at random or not. Non-random choices are provided by midpoints, left-endpoints, right-endpoints or the location of the greatest value of $h(x)$ or the least in each rectangle base. Each base has length $|\Delta x|=\frac{|b-a|}n$.

Our initial concept or intuition of the area under a curve requires that $h(x)$ be nonnegative, but the First Fundamental Theorem of Calculus does not require this. The term $h(x_j)\Delta x$ represents the signed area of a rectangle with base of width $|\Delta x|$ on the horizontal $x$-axis and another end on the horizontal line $y=h(x_j)$. The signed area is negative when $h(x_j)<0$ and $\Delta x >0$. The limit of the Riemann sum, area approximations yields a signed area between the curve and the horizontal $x$-axis. The intervals where the function $h(x)$ is positive make a positive contribution to the signed area. The intervals where the function $h(x)$ is negative make a negative contribution to the signed area when $a < b$.

Area Calculation Problem

The selection of labels x and y for the horizontal and vertical axes for most of graphs met so far is arbitrary. It can be changed. The letters s and q could have been used instead in all the previous graphs. You should imagine this replacement, and the effect, if any, it has on your knowledge or opinion of mathematics.

Problem: Suppose $G(x)$ and $h(x)$ are continuous at each point $x$ in the interval $[a,b]$. Further suppose that the slope $G'(x)$ of $G(x)$ satisfies $G'(x)=h(x)$ for $a\le x \le b$. \bf Find a formula for the area $A$ under the curve $q=h(s)$
The solution to this problem follows in three steps.

Step 1. Define an Area Function

First, introduce a function F(x) as follows. For each x between a and b inclusive let

F(x) = (Area from s = a to s = x)


Here $F(a)=0$ and $F(b)=A$ is the area to be computed. Note that the area computation will be based on (a) finding the slope or derivative $F'(x)$ and then (b) observing how to obtain $F(x)$ from a knowledge of $F'(x)$. The value of $A=F(b)$ is required. It will be given by a formula involving the function $G(x)$.

Step 2. Area Function Slope Calculation

Second, the following diagram leads to a formula for $F'(x)$.


In this figure, the area under $q=h(s)$ from $s=x$ to $s=x+\Delta x$ is given by \[ \Delta F=F(x+\Delta x)-F(x) \approx h(x)\Delta x \] and hence \[ \frac{F(x+\Delta x)-F(x)}{\Delta x} \approx h(x) \] These approximations are expected to improve when $\Delta x \to 0$ approaches zero. This hope or expectation suggests that \begin{eqnarray*} F'(x)&=&\lim_{\Delta x \to 0} \frac{\Delta F}{\Delta x} \\ &=&\lim_{\Delta x \to 0} \frac{ F(x+\Delta x)-F(x)}{\Delta x} \\ &=& h(x) \end{eqnarray*} Therefore the derivative or slope function for $F(x)$ should be\[ F'(x)= h(x) \] This formula gives the rate of change of area $F(x)$ for each given value of $x$. The small print below provides a more refined argument to justify the assertion that $F'(x)=h(x)$.


Since $h(s)$ is assumed to be continuous on the interval $[a,b]$, it is continuous at the point $s_1=x$. Therefore, for every whole number $k$, there is a number $n$ such that \[|h(s)-h(x)| \le \frac12\cdot 10^{-k} \] when $|s-x| \le \frac12\cdot 10^{-n}$. Now given $k$ and such an $n$, if $x \le s \le x+\Delta x$ and $ 0 \le \Delta x \le \frac12\cdot 10^{-n}$ then $|s-x| \le |\Delta x| \le \frac12\cdot 10^{-n}$ as well. For such numbers $s$, it follows that $|h(s)-h(x)| \le \frac12\cdot 10^{-k}$. The latter in turn - see diagram - implies \rm that the region $B$ [between $q=h(x)$ and $q=h(s)$ above the $s$-interval from $s=x$ to $s=x+\Delta x$] has an area

\begin{eqnarray*} |\mbox{Area B}|&=&\left|F(x+\Delta x) -F(x) -h(x)\Delta x\right| \\ &\le & \Delta x \cdot \frac12\cdot 10^{-k} $

This is equivalent to

$\left|\frac{\mbox{Area B}}{\Delta x}\right|=\left|\frac{ F(x+\Delta x) -F(x) -h(x)\Delta x}{\Delta x}\right| \le \frac12\cdot 10^{-k} $

Therefore

$\left|\frac{\mbox{ Area B}}{\Delta x}\right|= \left|\frac{F(x+\Delta x) -F(x)}{\Delta x} -h(x)\right| \le \frac12\cdot 10^{-k} $

when $0 \le \Delta x \le \frac12\cdot 10^{-n}$. Since the foregoing argument holds for every whole number $k>0$, it implies that the limiting value of $\frac{F(x+\Delta x) -F(x)}{\Delta x} =h(x)$ when $\Delta x >0$ approaches zero.

Step 3. Difference of Two Functions

Third, the previous discussion of vertical motions (and earthquakes) implies or suggests that for $x$ in the interval $[a,b]$, the difference $F(x)-G(x)=C$ for some constant $C$ which does not depend on $x$.

Recall F(a)=0. This implies \[C=F(a)-G(a)=0-G(a)=-G(a)\] Therefore, the constant value is given by $C=-G(a)$ \bf because \rm F(a)=0. Now F(x)-G(x) = C implies \[F(x)=G(x)+C=G(x)+(-G(a))=G(x)-G(a)\] Therefore $F(x)=G(x)-G(a)$ and the sought-after area \[A=F(b) = G(b)-G(a)\]

Remark. The latter formula is correct whenever $G(x)$ is a function whose slope or derivative is $h(x)$ for every $x$ in the interval $[a,b]$. Given a formula for the function $h(s)$ or $h(x)$, the area calculation problem can be solved easily \bf if \rm methods of anti-differentiation can provide a $G(x)$. For some $h(x)$, this is possible. In particular, methods for anti-differentiation can be employed (sometimes) to find several functions $G(x)$ whose derivative or slope on the x-interval [a,b] coincides everywhere with the slope $h'(x)$ of $F(x)$. The problem statement above assumed one such function $G(x)$ was available. The last step in the calculation of area assumes at least one such map $G(x)$ is given or can be found.

Methods for anti-differentiation or reversing slope calculations say how to find possible formulas for a function f(x) from a single formula for its derivative (slope) m = f¢(x). These methods are ad hoc. They do not work in all examples, but they do work in a large number. Methods for finding or obtaining a function from its derivative or slope lead to formulas for the calculation of areas, volumes, weights, masses, forces, totals etc met in geometrical, physical and some business computations.

Remark. The computation of many geometric, physical and business quantities can be related to the computation of the area under the graph of some function q = h(s). The unit of area in these graphs is given by a product of the units of the horizontal and vertical coordinates q and s.

On The Definition of Functions

Functions or rules for calculating them can be introduced or defined in many ways.

  1. In algebra, you may have seen the definition of functions using polynomials, square roots, small powers and so on.

  2. In trigonometry, you may see the right triangle and unit circle definitions of the sine, cosine and tangent functions. Again, in trigonometry, you may see the idea of the inverse to a function employed, to define or introduce the arccos, arcsin and arctan functions.

  3. The set theoretic approach to defining a function is to give a set of ordered pairs with the vertical line property. Here a finite set of ordered pairs with the vertical line property correspond to a table of values for a function.

  4. In previous chapters, a function g(x) was given, introduced or defined, by the slope or derivative $f '(x)$ of another function $f(x)$
  5. In this chapter, you have seen a function F(x) introduced or defined as the area-under-a curve between two points. For another example, see the definition of the natural logarithm in the next chapter.

Road Safety Messages and Questions: When and why should you face traffic when walking along a road or cycle path? Is it a good idea to hang limbs outside of cars etc? What gives more protection in a crash: a car, motorbike or bicylce?

Death Penalty: How Texas sent an innocent man to his death - The wrong Carlos.

For home-tutoring or -schooling, or for schools or colleges with course content control: Secondary Mathematics for Ages 11+, A Practical Approach.

May 2012, Composition Starting: Pre-School and Primary Mathematics - Quantitative Skills, An Intellectual View, Feedback Welcome:

The 8 Most Popular Site Inlinks

20 Times Table - the most popular site page - popular pages - unexpected.
Fractions & Ratios - with lesson on raising terms to introduce & justify times, division & comparison as well addition & subtraction
Parent Center - See below
Volume 1, Elements of Reason - Intro to all site books.
What is a Variable - best for ages 13+
Written work formats for Arithmetic and Algebra - a skill method and standard!
Complex Numbers Visually - best for ages 13+
Natural Logs, Exponentials, Powers, Roots

Division of Labour: This site offers advice and directions with pointers to resources elsewhere, if known, when they help or lessen the need to write more.

Parent Center: Help your child or teen learn:

Parent-friendly Work Booklets for ages 3+ to 13 Use these or others to check or build skills. Other booklets are available but these booklets allow parents unsure of themselves in mathematics to help their children. The selection acquired in Canada is published in the USA. So it has a US orientation. In retrospect, the selection shows parents what to check with the booklets or by other ways, the choice is theirs. But in retrospect, the selection does not cover integral and fractions liquid weights and measures - ask the publishers to correct that! For ages 9 to 12 say, parents may compensate by showing boys and girls how to use weights or mass, and further measures in food preparation. Beyond that children may be shown how to measure and calculate angles, lengths and areas [proportional amounts too] directly or by using maps and plans drawns to scale. Learning how to gather and measure all the ingredients, pots and pans for a dish or a meal, along with cleaning up sets the stage for like activities or experiments in science courses, and in developing organizational skills, gives boys and girls a head start. Good luck. At the other extreme, more comprehensive than light, if your motto is McCainian: drill, drill, drill then Toronto mathematician and actor John Mighton's jump math organization has jump math workbooks for at least grades 3 to 8 for at-home and in-school use - training sessions for teachers available. Jump math has been expanding to cover older students. Jump Math Samples: plus Fractions for Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8 [unread - likely to be good]. and

Mathematics Skills For Ages 3 to 14 - technical!

Skills with take home value - A few ideas

Basic skills include time-date-calendar Matters; money matters; map, plan and scale diagram matters;counting, measuring and figuring; decision making with logic and likelyhood; being careful and being aware of the domino effect of mistakes; reading and writing with precision.

Is your child able to add, subtract and multiply amounts of money, work with fractions, work with clocks and calendars, work with maps and plans, and measure length, weight-mass and volume? Schools may promote your son or daughter without providing basic skills in reading, writing and arithmetic.

Arithmetic and Number Theory Skills

Algebra Starter Lessons

1 Working With Sets
2 Formula Forward Use - Evaluation
3 Solving Linear Equations - Skip first step with students able to solve 1 eqn in 1 unknown.
4 Computation Rules and Function Notation
5 Real Numbers
6 More Less Greater Than Inequalities and Comparison
7 Axioms Logic and Equivalent Equations
8 Unifying Theme For Algebra
9 Proportionality Backwards and Forwards
10 Examples of Algebraic Reasoning
A Origins of Counting and Figuring Methods
B Real Numbers Extrinsic Development


Site coverage of formuala evaluation format, of computation rules and axioms, and of the forward and backward use of formulas and proportionality relations lessens the amount of natural talent needed to understand and explain algebra.

Geometry - maps plans trigonometry vectors

1 Maps Plans Measurement
2 Euclidean Geometry - Constructions + extras
3 Cartesian and Polar Coordinates
4 Lines and Slopes Take 1
5 What is Similarity
6 Trigonometry first steps
7 Complex Numbers
8 Unit-Circle Trigonometry
9 Lines and Slopes Take 2 with tangent function
10 Intersecting Straight Lines and Transversals
11 Parallel Straight Lines and Transversals
12 Function Translating and Rescaling
13 Vectors
14 Degrees to Radians and Radians to Degrees
15 Arc or Inverse Trigonometric Function

Pre-Teen and young teen mastery of skills and practices which should be common with map-plans-diagrams drawn to scale, contour interpretation included, has actual or potential take-home value for daily- and adult-life in solving routine problems. Elevating some practices to principles, axioms or postualates, provides a base for analytic and Euclidean geometry, an analytic view of similarity, and an efficient mastery of trigonometry and complex numbers. Right triangle trigonometry provide an analytic alternative to solving geometric problems by drawing diagrams to scale.

More Algebra

Natural-Logarithms Exponentials Powers Roots
Five Polynomial Operations
Quadratics Geometrically
Functions
5 Factored Polynomial Sign Analysis Examples
Rewriting algebraic substitution as function substitutions

The first topic leads to a full high school level theory for the forward and backward mastery of growth and decay models and for definition, range and domains of radicals, roots and powers. The next two topics make quadratics and polynomials easier to learn and teach. Site coverage of functions turns vertical and horizontal line rules into computation methods for evaluating functions.

70 Calculus Starter Lessons

Calculus Lessons Elsewhere:

  1. How to Ace Calculus: Street Wise Guide - Mostly Text.

  2. Flash Video for Calculus Phobics

They cover basic topics in ways likely to complement your notes, your textbooks and site material. When Goldilocks trespassed in the house of the three bears, she found three bowls of porridge, two not to her liking, and one just right. Different bears have different tastes. As invited guest here and elsewhere, if one or more explanations is not to liking, try another. It may be better or just right.

Unsolicited Advice

Learning to do and high marks if it comes to easy is often deceptive - light rather than deep. For that reason, students with learning difficulties determined not to let it get in their way may go deeper and farther than those with none. High marks, if the come easy, may be deceptive - provide a too light and not a deep mastery. That could have been your problem in secondary school, one that leads to comprehension shock or difficulties in calculus and more generally in the first year of college. Bon Appetite.


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Location: Site Entrance < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 18. Slopes Areas Integration

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21][22] [23] [24] [25] [26] [27] [28]


Logic-Reason for all
Careful Thinking
Chains of Reason
Mathematical Induction
Responsibility
Bodies-of-Knowledge

Arithmetic - Ages 10+
1. Deciml Place Value - fun
2. Decimals for Tutors
3. Prime Factors - quickly
4. Fractions + Ratios
5. Arith with units - science

Geometry
1 Maps + Plans Use
2 Euclidean Geometry
3 Rct +Polr Coordinates
4 Lines-Slopes [I]
5. What is Similarity
Algebra Starters - the base
1. Better Work Format
2. Solve Linear Eqns
3. Computation Rules
4. Axioms, Item 3 Viewpnt
5. Formulas Backwards
More Algebra
Logarithms-ax & m/nth roots
Five Polynomial Operations
Quadratics Geometrically
Functions || Vectors too
Arith. Skill Check+Answers
Calculus Prep/Preview
What is a Variable
Why study slopes
Why factor polynomials
Complex Numbers
Limits + Continuity

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