tailieunhanh - Mathematics 3: Mathematics Department Phillips Exeter Academy

Give the cards a good shuffle. Spread them the table face down. Now think of the colour RED and select any 13 cards. Shuffle again if you wish, then think of the colour BLACK and select another 13 cards at random. Take both sets of selected cards and turn them face up in a single pile, keeping the rest of the cards in a face down spread. Now the remote control starts. Concentrate. You are going to separate the cards you selected (and that are now in your face-up pile) into two piles, a RED pile and a BLACK pile, in. | Mathematics 3 Mathematics Department Phillips Exeter Academy Exeter NH August 2012 To the Student Contents Members of the PEA Mathematics Department have written the material in this book. As you work through it you will discover that algebra geometry and trigonometry have been integrated into a mathematical whole. There is no Chapter 5 nor is there a section on tangents to circles. The curriculum is problem-centered rather than topic-centered. Techniques and theorems will become apparent as you work through the problems and you will need to keep appropriate notes for your records there are no boxes containing important theorems. There is no index as such but the reference section that starts on page 201 should help you recall the meanings of key words that are defined in the problems where they usually appear italicized . Comments on problem-solving You should approach each problem as an exploration. Reading each question carefully is essential especially since definitions highlighted in italics are routinely inserted into the problem texts. It is important to make accurate diagrams whenever appropriate. Useful strategies to keep in mind are create an easier problem guess and check work backwards and recall a similar problem. It is important that you work on each problem when assigned since the questions you may have about a problem will likely motivate class discussion the next day. Problem-solving requires persistence as much as it requires ingenuity. When you get stuck or solve a problem incorrectly back up and start over. Keep in mind that you re probably not the only one who is stuck and that may even include your teacher. If you have taken the time to think about a problem you should bring to class a written record of your efforts not just a blank space in your notebook. The methods that you use to solve a problem the corrections that you make in your approach the means by which you test the validity of your solutions and your ability to communicate ideas .