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Discuss The Application of Binomial Theorem

Algebraic Equation:
An equation of the type y = f(x) is said to algebraic if it expressed in the form of fnyn +fn…1+……+f1y1+f0 = 0
Where f1 is an ith order polynomial in x.
The general form of equation f(x,y) = 0.

Polynomial Equation:
Polynomial equations are simple class of algebraic equations that are represented as follows:
anxn + an-1xn-1 +……….+a1x+a0 = 0
The equation is called nth degree polynomial and has n roots.

Roots of the equation may be:
  • Real and Different
  • Real and Repeated
  • Complex Numbers
Binomial Expression:
An Algebraic Expression consisting of two terms which are related with ‘plus’ or ‘minus’ sign is called binomial expression.

Example: 2a + 3b, x2 + 4y

Binomial Theorem:
Binomial theorems are given to any index form. The theorem which expands binomial term to any power is called binomial theorem. Lists of binomial theorem are given below:
  • nCr
  • (a + b)n = nCn  an + nCn-1  an-1 b + nCn-2  an-2 b2+…………..+ nC1  abn-1+ nC0  bn
  • (a - b)n = nCn  an - nCn-1  an-1 b - nCn-2  an-2 b2 -…………..+(-1)n-1 nC1   abn-1+(-1)n nC0  bn

Properties of Binomial Theorem:
  • The number of terms in the expansion is one more than the index n.
  • Sum of indices of term x and a is n.
  • The coefficient of terms are nC0, nC1, nC2,…… nCn
  • The coefficients of terms are of equivalent value.

Binomial Coefficient:
Binomial coefficient are evaluated using Pascal’s triangle, the coefficient  nC0, nC1, nC2,…… nCn  are called binomial coefficient.
The number of terms of an expansion (x + a)n is (n + 1).

Application of Binomial Theorem:
  • To simply and to expand algebraic expression
  • Numerical estimation.
  • To solve the expansion of the term

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From Wikipedia

Mathematical proof

In mathematics, a proof is a convincing demonstration (within the accepted standards of the field) that some mathematical statement is necessarily true. Proofs are obtained from deductive reasoning, rather than from inductive or empirical arguments. That is, a proof must demonstrate that a statement is true in all cases, without a single exception. An unproven proposition that is believed to be true is known as a conjecture.

The statement that is proved is often called a theorem. Once a theorem is proved, it can be used as the basis to prove further statements. A theorem may also be referred to as a lemma, especially if it is intended for use as a stepping stone in the proof of another theorem.

Proofs employ logic but usually include some amount of natural language which usually admits some ambiguity. In fact, the vast majority of proofs in written mathematics can be considered as applications of rigorous informal logic. Purely formal proofs, written in symbolic language instead of natural language, are considered in proof theory. The distinction between formal and informal proofs has led to much examination of current and historical mathematical practice, quasi-empiricism in mathematics, and so-called folk mathematics (in both senses of that term). The philosophy of mathematics is concerned with the role of language and logic in proofs, and mathematics as a language.

History and etymology

The word Proof comes from the Latin probare meaning "to test". Related modern words are the English "probe", "proboscis�, "probation", and "probability", the Spanish "probar" (to smell or taste, or (lesser use) touch or test),, Italian "provare" (to try), and the German "probieren" (to try). The early use of "probity" was in the presentation of legal evidence. A person of authority, such as a nobleman, was said to have probity, whereby the evidence was by his relative authority, which outweighed empirical testimony.

Plausibility arguments using heuristic devices such as pictures and analogies preceded strict mathematical proof. It is probable that the idea of demonstrating a conclusion first arose in connection with geometry, which originally meant the same as "land measurement". The development of mathematical proof is primarily the product of ancient Greek mathematics, and one of its greatest achievements. Thales (624–546 BCE) proved some theorems in geometry. Eudoxus (408–355 BCE) and Theaetetus (417–369 BCE) formulated theorems but did not prove them. Aristotle (384–322 BCE) said definitions should describe the concept being defined in terms of other concepts already known. Mathematical proofs were revolutionized by Euclid (300 BCE), who introduced the axiomatic method still in use today, starting with undefined terms and axioms (propositions regarding the undefined terms assumed to be self-evidently true from the Greek “axios� meaning “something worthy�), and used these to prove theorems using deductive logic. His book, the Elements, was read by anyone who was considered educated in the West until the middle of the 20th century. In addition to the familiar theorems of geometry, such as the Pythagorean theorem, the Elements includes a proof that the square root of two is irrational and that there are infinitely many prime numbers.

Further advances took place in medieval Islamic mathematics. While earlier Greek proofs were largely geometric demonstrations, the development of arithmetic and algebra by Islamic mathematicians allowed more general proofs that no longer depended on geometry. In the 10th century CE, the Iraqi mathematician Al-Hashimi provided general proofs for numbers (rather than geometric demonstrations) as he considered multiplication, division, etc. for �lines.� He used this method to provide a proof of the existence of irrational numbers. An inductive proof for arithmetic sequences was introduced in the Al-Fakhri (1000) by Al-Karaji, who used it to prove the binomial theorem and properties of Pascal's triangle. Alhazen also developed the method of proof by contradiction, as the first attempt at proving the Euclideanparallel postulate.

Modern proof theory treats proofs as inductively defined data structures. There is no longer an assum

Algebraic statistics

Algebraic statistics is the use of algebra to advance statistics. Algebra has been useful for experimental design, parameter estimation, and hypothesis testing. Traditionally, algebraic statistics has been associated with the design of experiments and multivariate analysis (especially time series). In recent years, the term "algebraic statistics" has been sometimes restricted, sometimes being used to label the use of algebraic geometry and commutative algebra in statistics. The tradition of algebraic statistics In the past, statisticians have used algebra to advance research in statistics. Some algebraic statistics led to the development of new topics in algebra and combinatorics, such as association schemes. Design of experiments For example, Ronald A. Fisher, Henry B. Mann, and Rosemary A. Bailey applied Abelian groups to the design of experiments. Experimental designs were also studied with affine geometry over finite fields and then with the introduction of association schemes by R. C. Bose. Orthogonal arrays were introduced by C. R. Rao also for experimental designs. Algebraic analysis and abstract statistical inference Invariant measures on locally compact groups have long been used in statistical theory, particularly in multivariate analysis. Beurling's factorization theorem and much of the work on (abstract) harmonic analysis sought better understanding of the Wold decomposition of stationary stochastic processes, which is important in time series statistics. Encompassing previous results on probability theory on algebraic structures, Ulf Grenander developed a theory of "abstract inference". Grenander's abstract inference and his theory of patterns are useful for spatial statistics and image analysis; these theories rely on lattice theory. Partially ordered sets and lattices Partially ordered vector spaces and vector lattices are used throughout statistical theory. Garrett Birkhoff metrized the positive cone using Hilbert's projective metric and proved Jentsch's theorem using the contraction mapping theorem. Birkhoff's results have been used for maximum entropy estimation (which can be viewed as linear programming in infinite dimensions) by Jonathan Borwein and colleagues. Vector lattices and conical measures were introduced into statistical decision theory by Lucien Le Cam. Recent work using commutative algebra and algebraic geometry In recent years, the term "algebraic statistics" has been used more restrictively, to label the use of algebraic geometry and commutative algebra to study problems related to discrete random variables with finite state spaces. Commutative algebra and algebraic geometry have applications in statistics because many commonly used classes of discrete random variables can be viewed as algebraic varieties. Introductory example Consider a random variable X which can take on the values 0, 1, 2. Such a variable is completely characterized by the three probabilities p_i=\mathrm{Pr}(X=i),\quad i=0,1,2 and these numbers clearly satisfy \sum_{i=0}^2 p_i = 1 \quad \mbox{and}\quad 0\leq p_i \leq 1. Conversely, any three such numbers unambiguously specify a random variable, so we can identify the random variable X with the tuple (p0,p1,p2)∈R3. Now suppose X is a Binomial random variable with parameter p = 1 − q and n = 2, i.e. X represents the number of successes when repeating a certain experiment two times, where each experiment has an individual success probability of q. Then p_i=\mathrm{Pr}(X=i)={2 \choose i}q^i (1-q)^{2-i} and it is not hard to show that the tuples (p0,p1,p2) which arise in this way are precisely the ones satisfying 4 p_0 p_2-p_1^2=0.\ The latter is a polynomial equation defining an algebraic variety (or surface) in R3, and this variety, when intersected with the simplex given by \sum_{i=0}^2 p_i = 1 \quad \mbox{and}\quad 0\leq p_i \leq 1, yields a piece of an algebraic curve which may be identified with the set of all 3-state Bernoulli variables. Determining the parameter q amounts to locating one point on this curve; testing the hypothesis that a given variable X is Bernoulli amounts to testing whether a certain point lies on that curve or not.


Combinatorics is a branch of mathematics concerning the study of finite or countablediscretestructures. Aspects of combinatorics include counting the structures of a given kind and size (enumerative combinatorics), deciding when certain criteria can be met, and constructing and analyzing objects meeting the criteria (as incombinatorial designs and matroid theory), finding "largest", "smallest", or "optimal" objects (extremal combinatoricsandcombinatorial optimization), and studying combinatorial structures arising in analgebraic context, or applying algebraic techniques to combinatorial problems (algebraic combinatorics).

Combinatorial problems arise in many areas of pure mathematics, notably in algebra, probability theory, topology, and geometry, and combinatorics also has many applications in optimization, computer science, ergodic theory and statistical physics. Many combinatorial questions have historically been considered in isolation, giving an ad hoc solution to a problem arising in some mathematical context. In the later twentieth century however powerful and general theoretical methods were developed, making combinatorics into an independent branch of mathematics in its own right. One of the oldest and most accessible parts of combinatorics is graph theory, which also has numerous natural connections to other areas. Combinatorics is used frequently in computer science to obtain formulas and estimates in the analysis of algorithms.

A mathematician who studies combinatorics is called a combinatorialist.

History of combinatorics

Basic combinatorial concepts and enumerative results have appeared throughout the ancient world. In 6th century BC, physicianSushruta asserts in Sushruta Samhita that 63 combinations can be made out of 6 different tastes, taken one at a time, two at a time, etc., thus computing all 26-1 possibilities. RomanhistorianPlutarch discusses an argument between Chrysippus (3rd century BC) and Hipparchus (2nd century BC) of a rather delicate enumerative problem, which was later shown to be related to Schröder numbers. In the Ostomachion,Archimedes (3rd century BC) considers a tiling puzzle.

In the Middle Ages, combinatorics continued to be studied, largely outside of the European civilization. Notably, an Indian mathematician Mahavira (c. 850) provided the general formulae for the number of permutations and combinations. The philosopher and astronomer Rabbi Abraham ibn Ezra (c. 1140) established the symmetry of binomial coefficients, while a closed formula was obtained later by the talmudist and mathematicianLevi ben Gerson (better known as Gersonides), in 1321. The arithmetical triangle— a graphical diagram showing relationships among the binomial coefficients— was presented by mathematicians in treatises dating as far back as the 10th century, and would eventually become known as Pascal's triangle. Later, in Medieval England, campanology provided examples of what is now known as Hamiltonian cycles in certain Cayley graphs on permutations.

During the Renaissance, together with the rest of mathematics and the sciences, combinatorics enjoyed a rebirth. Works of Pascal, Newton, Jacob Bernoulli and Euler became foundational in the emerging field. In the modern times, the works by

Kumon method

The Kumon method, developed by educator Toru Kumon, is a math and reading educational method that is practiced in Kumon's own learning centers. The Kumon Method advocates several values of learning that include speed, accuracy and mastery of material before a student is able to move on to the next lesson. As of 2009, over 4 million students were studying under the Kumon Method at more than 26,000 Kumon Centers in 46 countries.


In 1954, Toru Kumon, a Japanese high school mathematics teacher, began to teach his eldest son due to his problems in mathematics at school. Kumon developed the Kumon Method. In 1956, Kumon opened the first Kumon Center in Osaka, Japan with the help of parents that were very interested in the Method. In 1958, he founded the Kumon Institute of Education, after which Kumon Centers began to open around the world. Since 1956, some 20 million students have been enrolled in Kumon. Today, there are around 4 million Kumon students worldwide. At present there are 1500 Kumon Centers in the USA, and there are a total of 26,000 Kumon Centers in 44 countries. This list of countries includes the USA, Canada, Mexico, Brazil, Argentina, United Kingdom, Spain, Germany, South Africa, Australia, New Zealand, Japan, South Korea, the Philippines, Singapore, Malaysia, Indonesia, India, Thailand, and Hong Kong.

The programs

Kumon is a math and reading enrichment program. Students do not work together as a class, but progress through the curriculum at their own pace, moving on to the next level when they have achieved mastery of the previous level. Mastery is defined as speed (using a standard completion time) and accuracy. They take an achievement test at the end of each level.

Company value

The Kumon family, led by his wife Teiko, own 60 percent of the company. Forbesmagazine estimated in March 2009 that the entire company was currently worth over $650 million.

Mathematics curriculum

  • Level 7A: Counting to 10
  • Level 6A: Counting to 30
  • Level 5A: Line drawing, number puzzles to 50
  • Level 4A: Reciting and writing numbers up to 220
  • Level 3A: Adding with numbers up to 5
  • Level 2A: Adding with numbers up to 10, subtracting with numbers up to 9
  • Level A: Horizontal addition and subtraction of larger numbers
  • Level B: Vertical addition and subtraction
  • Level C: Multiplication, division
  • Level D: Long multiplication, long division, introduction to fractions
  • Level E: Fractions
  • Level F: Four operations of fractions, decimals
  • Level G: Positive/negative numbers, exponents, introduction to algebra
  • Level H: Linear/simultaneous equations, inequalities, functions, graphs high school level math
  • Level I: Factorization, square roots, quadratic equations, Pythagorean theorem
  • Level J: Advanced algebra
  • Level K: Functions: Quadratic, fractional, irrational, exponential
  • Level L: Logarithms, basic limits, derivatives, integrals, and its applications
  • Level M: Trigonometry, straight lines, equation of circles.
  • Level N: Loci, limits of functions, sequences, differentiation
  • Level O: Advanced differentiation, integration, applications of calculus, differential equations.
  • Level X is an elective level; also, there are no tests available yet on this level.
    • Level XT—Triangles: Sine, cosine theorems, application of trigonometry in area
    • Level XV—Vectors: Vectors, inner products, equations of lines, planes, and figures in 3-space.
    • Level XM—Linear algebra: Matrices, determinant, mapping, linear transformation
    • Level XP—Probability: Permutations, combinations, probability, independent trials, expected value
    • Level XS—Statistics: Binomial and normal distributions, probability density functions, confidence intervals, hypothesis testing

Reading curriculum

  • Prereading skills
  • Phonics
  • Vocabulary building
  • Grammar and punctuation
  • Reading comprehension

Variation of programs throughout the world

The Kumon language program varies regionally. For example, the Chinese reading program in Mainland China is different from the Chinese reading program in Hong Kong and in Singapore, and the English program in the U.S., Canada, and the Philippines varies from the English program in the United Kingdom. Additionally, Kumon Korea has other subjects, such as science, calligraphy, Korean, and Chinese characters, which are not available elsewhere.

The Math program also differs. The math program for most countries goes up to Level O and Level X. However, in Japan, the math program is available up to Level V.

From Encyclopedia


Algebra is a branch of mathematics that uses variables to solve equations. When solving an algebraic problem, at least one variable will be unknown. Using the numbers and expressions that are given, the unknown variable(s) can be determined. The history of algebra began in ancient Egypt and Babylon. The Rhind Papyrus, which dates to 1650 b.c.e., provides insight into the types of problems being solved at that time. The Babylonians are credited with solving the first quadratic equation . Clay tablets that date to between 1800 and 1600 b.c.e. have been found that show evidence of a procedure similar to the quadratic equation. The Babylonians were also the first people to solve indeterminate equations, in which more than one variable is unknown. The Greek mathematician Diophantus continued the tradition of the ancient Egyptians and Babylonians into the common era. Diophantus is considered the "father of algebra," and he eventually furthered the discipline with his book Arithmetica. In the book he gives many solutions to very difficult indeterminate equations. It is important to note that, when solving equations, Diophantus was satisfied with any positive number whether it was a whole number or not. By the ninth century, an Egyptian mathematician, Abu Kamil, had stated and proved the basic laws and identities of algebra. In addition, he had solved many problems that were very complicated for his time. Medieval Algebra. During medieval times, Islamic mathematicians made great strides in algebra. They were able to discuss high powers of an unknown variable and could work out basic algebraic polynomials . All of this was done without using modern symbolism. In addition, Islamic mathematicians also demonstrated knowledge of the binomial theorem . An important development in algebra was the introduction of symbols for the unknown in the sixteenth century. As a result of the introduction of symbols, Book III of La géometrie by René Descartes strongly resembles a modern algebra text. Descartes's most significant contribution to algebra was his development of analytical algebra. Analytical algebra reduces the solution of geometric problems to a series of algebraic ones. In 1799, German mathematician Carl Friedrich Gauss was able to prove Descartes's theory that every polynomial equation has at least one root in the complex plane . Following Gauss's discovery, the focus of algebra began to shift from polynomial equations to studying the structure of abstract mathematical systems. The study of the quaternion became extensive during this period. The study of algebra went on to become more interdisciplinary as people realized that the fundamental principles could be applied to many different disciplines. Today, algebra continues to be a branch of mathematics that people apply to a wide range of topics. Current Status of Algebra. Today, algebra is an important day-to-day tool; it is not something that is only used in a math course. Algebra can be applied to all types of real-world situations. For example, algebra can be used to figure out how many right answers a person must get on a test to achieve a certain grade. If it is known what percent each question is worth, and what grade is desired, then the unknown variable is how many right answers one must get to reach the desired grade. Not only is algebra used by people all the time in routine activities, but many professions also use algebra just as often. When companies figure out budgets, algebra is used. When stores order products, they use algebra. These are just two examples, but there are countless others. Just as algebra has progressed in the past, it will continue to do so in the future. As it is applied to more disciplines, it will continue to evolve to better suit peoples' needs. Although algebra may be something not everyone enjoys, it is one branch of mathematics that is impossible to ignore. see also Descartes and His Coordinate System; Mathematics, Very Old. Brook E. Hall Amdahl, Kenn, and Jim Loats. Algebra Unplugged. Broomfield, CO: Clearwater Publishing Co., 1995. History of Algebra. Algebra.com. .

From Yahoo Answers

Question:I have a quiz tomorrow and do not understand a problem in the homework. Directions: Find the specified term of each binomial expansion. Problem: Fourth term of (x+2)^5 the answer in the back of the book says 80x^2 how do i go about solving this? please explain. also, we use a TI84 in this course so any help on that would also be appreciated. (i know how to access the menus and such so no need to go into details)

Answers:This is just a straightforward application of the binomial theorem. The first term is x , the second x , third x , fourth x . So we need to find the coefficient. The binomial theorem states: (a + b) = ... + 5C2 a b + ... Here, a = x and b = 2. (Note that 5C2 = 10). Substituting: 10 x * 2 = 10x * 8 = 80x

Question:Hey, so I was thinking about a vector space, the space of Real numbers R over the field of Rationals Q. I was able to show that this is a vector space, and show that its dimension is infinite and uncountable. So my question here is: Are there any theorems that will no longer hold because my vector space is of uncountable dimension as opposed to countably infinite dimension? I know that a number of theorems will not hold because this is infinite dimensional as opposed to finite dimensional, but what I'm asking is does countable matter given that the V.S. is infinite dimensional? I had completely forgot about the example of continuous functions on [0,1] as an uncountable vector space. So since these two vector spaces (R/Q, and C[0,1]/R) have the same infinite dimension, will there be an isomorphism between the two vector spaces? How would I find such an isomorphism, or is this something that can be proved to exist but extremely difficult to find, kinda like the function that's continuous everywhere but differentiable nowhere? Also, is there modern research going on re: something like this question? Anyone able to point me to a professor I can discuss this with?

Answers:Linear algebra is a branch of mathematics concerned with the study of vectors, with families of vectors called vector spaces or linear spaces, and with functions that input one vector and output another, according to certain rules. These functions are called linear maps or linear transformations and are often represented by matrices. Linear algebra is central to modern mathematics and its applications. An elementary application of linear algebra is to the solution of a systems of linear equations in several unknowns. More advanced applications are ubiquitous, in areas as diverse as abstract algebra and functional analysis. Linear algebra has a concrete representation in analytic geometry and is generalized in operator theory. It has extensive applications in the natural sciences and the social sciences. Nonlinear mathematical models can often be approximated by linear ones.

Question:I have to do a maths research project. I need to write about the history, Human use, Natural occurrences and about the Famous Mathmatician, Any help? Thanks.

Answers:The Pythagorean theorem states that the square on the hypotenuse of a right triangle has an area equal of the sum of squares of the other two sides. The Pythagorean theorem was a mathematical fact that the Babylonians knew and used. A triangle with sides a, b, and c (longest) is a right triangle if and only if a + b = c . Hence we know how the sides are related if is a right triangle. Common Pythagorean triple are: 3, 4, 5 5, 12, 13 7, 24, 25 9, 40, 41 and 6, 8, 10 All but the last triple are primitive, the last is called a multiple. A regular polygon has all sides equilateral and all angles equiangular. In a triangle, these cannot occur independently. The resulting triangle with sides in the ratio 1:1:1 and angles 60 -60 -60 is discussed. The three most important right triangles are: 3-4-5, the isosceles right (45 -45 -90 ), and 30 -60 -90 triangle. 3-4-5 triangle has angle measure of about 37 -53 -90 . Watch especially for these special angles and triangles. The isosceles (2 or more sides equal) right triangle can be thought of as having legs (the shorter side of a right triangle) of 1. Thus the hypotenuse is square root of 2. The 30 -60 -90 triangle can thought as a bisected equilateral triangle. Thus one side might be 1, hypotenuse then is 2 and the other side by square root of 3. These side length ratio must be memorized and will be seen often in trigonometry which is the study of triangle, but primarily involved triangle sides length ratio. Note: if a + b < c , the triangle is obtuse; if a + b > c , the triangle is acute. The most important application of Pythagorean theorem is for finding the distance between points in a plane. Distance = [ (x - x ) + (y - y ) ] With the above formula, Pythagoras (and other famous mathematicians) is able to create more formulae, each suitable for its purposes. Pythagoras's Identities: sin x + cos x = 1, tan x + 1 = sec x, cot x + 1 = cosec x Sine rule: a/sinA = b/sinB = c/sinB Cosine rule: a = b + c - 2bc cosA, b = a + c - 2ac cosB, c = a + b - 2ab cosC Heron's formula: A = [ s(s - a)(s - b)(s - c) ] Pythagoras was a great Greek philosopher responsible for important development in mathematics, astronomy, and the theory of matter. He left Samos because of the tyrant who ruled there and went to southern Italy about 532 BC. He founded a philosophical and religious school in Croton that had many followers. Of his actual work nothing is known. His school practiced secrecy and communal-ism making it hard to distinguish between the work of Pythagoras and of his followers. His school made outstanding contribution to the foundation in mathematics.

Question:Part A: Measure the distance of the diagonal (from one corner to the opposite corner) of the screen on your computer monitor to the nearest tenth of a centimeter or sixteenth of an inch. Measure the height of the screen along the vertical as well. Use the Pythagorean theorem to find the width along the horizontal In your post, include the length of the diagonal, the width, and the calculations needed to determine the horizontal length of your computer monitor. After you have calculated the approximate length using Pythagorean theorem, use a measuring device to measure the horizontal length of your monitor. Was your measurement close? Why might the measurements not be exactly the same? Typing hint: Type Pythagorean theorem as a^2 + b^2 = c^2. Do not use special graphs or symbols because they will not appear when pasted to the discussion board. Part B: Using the Library, web resources, and/or other materials, find a real-life application of a quadratic function. State the application, give the equation of the quadratic function, and state what the x and y in the application represent. Choose at least two values of x to input into your function and find the corresponding y for each. State, in words, what each x and y means in terms of your real-life application. Please see the following example. Do not use any version of this example in your own post. You may use other variables besides x and y, such as t and S depicted in the following example. Be sure to reference all sources using APA style. Typing hint: To type x-squared, use x^2. Do not use special graphs or symbols because they will not appear when pasted to the Discussion Board. When thrown into the air from the top of a 50 ft building, a ball s height, S, at time t can be found by S(t) = -16t^2 + 32t + 50. When t = 1, s = -16(1)^2 + 32(1) + 50 = 66. This implies that after 1 second, the height of the ball is 66 feet. When t = 2, s = -16(2)^2 + 32(2) + 50 = 50. This implies that after 2 seconds, the height of the ball is 50 feet.


From Youtube

Binomial Theorem :Thanks for watching the video. This is one of the first videos we have made as Mathematics Incorporated. We decided to make math videos because we think we can make a difference. We are students and we think that its easier for another student to understand an idea if its explained from a student's point of view. We really hope this effort help someone, it makes us proud to think we are somehow helping the world :) Even if nobody finds this useful, we are trying, and that's exactly what the world needs. If you would like to see more videos about math, or learn more about us Please visit us at: mathinc.wetpaint.com There you can find more videos related to math, on various subjects. You can also participate in the forums, where you can ask questions related to math or simply discuss with people who support our cause.

Dividing Polynomials and the Remainder Theorem Part 3 :This lesson shows how to divide a polynomial by a binomial using both long division and synthetic division. The lesson also discusses the Remainder Theorem and shows how to use it to find remainders in algebraic divisions. This is the conclusion of a three part lesson. This video was created for the MHF4U Advanced Functions course in the province of Ontario, Canada.