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Home < Archives < LAMP - Lean Applied Mathematics Program << Ramblings - Extrinsic numbers theory

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Extrinsic Numbers Theory 

Added June 20, 2008

I. What are numbers 

Whole numbers in the first instance may appear as multipliers to say or describe how many units of measure or unit vectors are present. These whole numbers may be given on as marks on a tally stick or as decimal notation on paper.  

Decimal Representation of Whole Numbers: The assumption that regrouping of elements in a set does not change the number provides a justification for the decimal representation of numbers in which elements are counted in terms of units, then groups of ten, then further powers of ten with coefficient of each group being digits in the range 0 to 9. 

Proper and Improper fractions too may be regarded as multipliers to describe how many and how much of a unit of measure is required.   Which multipliers are applicable depends on the divisibility of the unit - is the unit divisible? Can it be divide into 2, 3, 5 or an unlimited number of parts of equal value?  Finite decimals are examples of fractions - fractions that have denominators equal to a power of ten or have the same value as a fraction with a denominator that is a power of ten.  Finite decimal expansions can be identified with an improper fraction or with a whole number plus a proper fraction where the denominator in the latter is a power of ten.

Completion: Infinite decimal expansions with tails, periodic and non-periodic, via a limiting process provide further multipliers to describe how many or much.  The non-periodic expansions extend the concept of multiplier from whole and fractional to irrational. 

The foregoing multipliers in the first instance do have signs (prefixes to provide a sense of sign and direction).  Unsigned numbers may be used to measure, order and compare  amounts. Unsigned whole numbers may also be used to indicate position in queue: first, second, third and on on.  

The addition and subtraction of collinear vectors (displacements) is easily defined and illustrated along with the additive inverse of each.  Next multiplication of vectors by whole numbers, fractions and in the decimal limit (convergence assumed) irrational numbers.   

Signed Numbers:  Let plus and negative signs are employed as prefixes in superscript position.  Then signed (superscript, prefixed) numbers (signed multipliers) +N and -N can be used as a coordinates along a number line.  They can also be used as unit vector  multipliers. Here the multiple N or +N of a vector corresponds to a sum in which the vector occurs as the only addend, N-times while -N times a vector is given by the additive inverse of N-times the vector. 

II: Operations on Multipliers - Extrinsically Implied

In the following, a unit refers to a unit amount or a unit vector. The size of the unit is arbitrary. Changes of unit are possible. 

The introduction and use of numbers as multipliers (coefficients) turns them into coefficients.  For example 5  meters points to the multiple 5 of meters. In general, we speak of N units, where N is a multiplier. 

Arithmetic operations (+,- *, /) with whole numbers and fractions, and the decimal representation of whole numbers  alone or in denominators and numerators,  stem from physical operations on multipliers of unit amounts or vectors. 

The concept or definition of addition of multipliers M and N stem from the physical addition of M units with N units and the question of how describing the result as K units where K is expressed in terms of the multipliers M and N.  

The concept or definition of subtraction of multipliers M and N, when M < n, stem from the physical subtraction of M units with N units and the question of how describing the result as K units where K is expressed in terms of the multipliers M and N. 

The concept or definition of a product of multipliers M and N, when M < N, stem from the question of expressing the compound quantity M times (N units) as K units  where K is expressed in terms of the multipliers M and N. 

The question of how many times M, a  multiplier N goes into a multiplier K can be related to the question of how how to decompose K units into non-overlapping groups of N units, and how to describe the remaining  R = K - MN units as is, or as a multiple of N units. 

  Physical operations of adding and subtracting collinear vectors and their additive inverses leads to four arithmetic operations (+.-,*/) involving the vectors and their multiplies.  Comparison of coefficients suggests four arithmetic operations on signed numbers multipliers. 

The foregoing yields an extrinsic development of real numbers, rational numbers, integers and whole numbers, etc.

Complex Numbers

First LAMP Development - a construction:  Use ordered pairs [a,b] of real numbers to locate points in a plane relative to an orthogonal pair of unit vectors u and v where v is obtained from u by a 90 degree rotation.  Assume polor coordinates and rectangular coordinates determine points in the plan and each other.  Show how vectors in the plane can be expressed in terms of vectors u and v in the form a u+b v and then how their addition can be defined  or represented with the aid of coordinates [a, b].  Connect  addition of vectors in standard position with the SAS determination of triangles and then parallelograms with a pair of vectors in standard position. Then use Euclidean Geometry to show parallelogram construction (vector addition) commutes with the rotation of the determining vectors (the addends).  That sketches a first extrinsic derivation of the complex numbers with field properties implied by the aforementioned addition-rotation commutativity and  the field properties of real numbers (assume or or  extrinsically derived).

A Previous development - exstrinsic: In the present site coverage of complex numbers, there is argument that the distributive law follows as the description of the addition of vectors in any coordinate system should be independent of the orientation and magnitude of the unit vector v which determines the coordinate system.  The argument as presented is correct if we make the relativistic assumption that the mathematical form of addition (the functional dependence there-in) is also independent of the coordinate system.  The LAMP development above is independent of that assumption. 

Secondary Mathematics for Ages 11+, A Practical Approach for home-tutoring or -schooling, or for schools & colleges with local curriculum control. Study how to include site content - its skill development how-TOs and innovations into present or future lesson plans - some reading required.

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 bicycle? See too, the BBC-Belgium story Texting and Driving - texting & the impossible test - the article links to a gruesome utube video on the subject

The Logic of Injustice: How Texas sent an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate is not compensation for years or decade of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern Based Reason may slowly lead to greater precision in reading, applying and writing laws.

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.

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1 Maps Plans Measurement
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5 What is Similarity
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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
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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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Home < Archives < LAMP - Lean Applied Mathematics Program << Ramblings - Extrinsic numbers theory

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Logic-Reason for all
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Calculus Prep/Preview
What is a Variable
Why study slopes
Why factor polynomials
Complex Numbers
Limits + Continuity

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