A–F

amplitude
Unit 6 Lesson 4

The height from the midline (center line) to the maximum (peak) of a periodic graph. Half the distance from the minimum to the maximum values of the range.

For functions of the form or , the amplitude is .

a trigonometric graph with labels for amplitude, midline and distance from minimum to maximum xyamplitudemidlinedistance fromminimum to maximum
angle of rotation in standard position
Unit 6 Lesson 3

To represent an angle of rotation in standard position, place its vertex at the origin, the initial ray oriented along the positive -axis, and its terminal ray rotated degrees counterclockwise around the origin when is positive and clockwise when is negative. Let the ordered pair represent the point where the terminal ray intersects the circle.

2 diagrams of circles with terminal rays. The first circle show a positive rotation, and the second shows a negative rotation initial ray+positive rotationinitial ray-negativerotation

Angular speed is the rate at which an object changes its angle in a given time period. It can be measured in . Typically measured in .

arc length
Unit 6 Lesson 7

The distance along the arc of a circle. Part of the circumference.

Equation for finding arc length:

Where is the radius and is the central angle in radians.

A circle with a segment created from 2 radii
argument of a logarithm
Unit 2 Lesson 1

See logarithmic function.

associative property of addition or multiplication
Unit 10 Lesson 3E

See properties of operations for numbers in the rational, real, or complex number systems.

A line that a graph approaches, but does not reach. A graph will never touch a vertical asymptote, but it might cross a horizontal or an oblique (also called slant) asymptote.

Horizontal and oblique asymptotes indicate the general behavior of the ends of a graph in both positive and negative directions. If a rational function has a horizontal asymptote, it will not have an oblique asymptote.

Oblique asymptotes only occur when the numerator of has a degree that is one higher than the degree of the denominator.

a diagram showing vertical asymptotes between curves verticalasymptoteverticalasymptote
a diagram showing the oblique asymptote within a 1/x function obliqueasymptote
a diagram showing the horizontal asymptote within a 1/x function horizontal asymptote
augmented matrix
Unit 10 Lesson 1E

An augmented matrix for a system of equations is a matrix of numbers in which each row represents the constants from one equation (both the coefficients and the constant on the other side of the equal sign) and each column represents all the coefficients for a single variable.

Given the system:

Here is the augmented matrix for this system:

an augmented matrix
base of a logarithm
Unit 2 Lesson 1

See logarithmic function.

bimodal distribution
Unit 9 Lesson 1

A bimodal distribution has two main peaks.

The data has two modes.

See also: modes.

a bimodal histogram 2224446662020204040406060608080800002 modesbimodal distribution
binomial
Unit 3 Lesson 2

A polynomial with two terms.

a binomial of (ax b) termtermaddition or subtraction
binomial expansion
Unit 3 Lesson 2

When a binomial with an exponent is multiplied out into expanded form.

Example:

Pascal’s triangle (shown) can be used to find the coefficients in a binomial expansion. Each row gives the coefficients to , starting with . To find the binomial coefficients for , use the row and always start with the beginning variable raised to the power of . The exponents in each term will always add up to . The binomial coefficients for are , , , , , and — in that order or

The first 6 rows of Pascal's triangle
Central Limit Theorem (CLT)
Unit 9 Lesson 8

This theorem gives you the ability to measure how much your sample mean will vary, without having to take any other sample means to compare it with.

The basic idea of the CLT is that with a large enough sample, the distribution of the sample statistic, either mean or proportion, will become approximately normal, and the center of the distribution will be the true parameter.

clockwise / counterclockwise
Unit 6 Lesson 2

clockwise: Moving in the same direction, as the hands on a clock move.

counterclockwise: Moving in the opposite direction, as the hands on a clock move.

a clock with labels for counterclockwise and clockwise directions
closure
Unit 3 Lesson 6

A set is closed (under an operation) if and only if the operation on any two elements of the set produces another element of the same set.

A diagram showing that 5 2=7 is closed under addition and 2-5=-3 is not closed under subtraction 5 and 2 and 7 are natural numbersThe natural numbers areclosed under addition2 and 5 are natural numbersThe natural numbers are NOTclosed under subtraction-3 isNOT anaturalnumber.
cluster sample
Unit 9 Lesson 5

See sample.

common logarithm
Unit 2 Lesson 5

A logarithm with base , written , which is shorthand for .

a diagram showing a base 10 logarithm When the base is missing, it's 10.A base 10 logarithm is so“common,” it's not written.
commutative property of addition or multiplication
Unit 10 Lesson 3E

See properties of operations for numbers in the rational, real, or complex number systems.

complex conjugates
Unit 3 Lesson 5

A pair of complex numbers whose product is a nonzero real number.

The complex numbers and form a conjugate pair.

The product , a real number.

The conjugate of a complex number is the complex number .

The conjugate of a complex number is represented with the notation .

complex number
Unit 3 Lesson 5

A number with a real part and an imaginary part. A complex number can be written in the form , where and are real numbers and is the imaginary unit.

When , the complex number can be written simply as It is then referred to as a pure imaginary number.

the complex number defined as a bi with the square root of negative 1=i the “a” and “b” are real.imaginary
complex plane
Unit 3 Lesson 8E

A coordinate plane used for graphing complex numbers, where the horizontal axis is the real axis and the vertical axis is the imaginary axis.

The diagram shows the complex numbers

, ,, and graphed in the complex plane.

a complex plane with the points -1 1i, 2 2i, -2-1i, and 1-2i graphed real axis–2–2–2–1–1–1111222imaginary axis–2i–2i–2i–1i–1i–1i1i1i1i2i2i2i000
composition of functions
Unit 8 Lesson 2, Unit 8 Lesson 4

The process of using the output of one function as the input of another function.

Replace with .

a digram showing g(x) as the input for the composition of functions f(g(x))
conjugate pair
Unit 4 Lesson 4

A pair of numbers whose product is a nonzero rational number.

The numbers and form a conjugate pair.

The product of , a rational number.

continuous compound interest
Unit 2 Lesson 6

Continuously compounded interest means that the account constantly earns interest on the amount of money in the account at any time, which includes the principal and the interest earned previously.

a diagram with the formula for compound interest amountrate of interesttime in yearsthe mathematicalconstant eprincipal–the initialinvestment
control group
Unit 9 Lesson 6

The control group is used in an experiment as a way to ensure that your experiment actually works. It is a baseline group that receives no treatment or a neutral treatment. To assess treatment effects, the experimenter compares results in the treatment group to results in the control group.

convenience sample
Unit 9 Lesson 5

See sample.

coterminal angles
Unit 6 Lesson 3

Two angles in standard position that share the same terminal ray but have different angles of rotation.

The diagram shows a positive rotation () of ray from through to . The dotted arc () shows a negative rotation of ray from through to .

The two angles are coterminal.

a circle diagram showing a shared terminal and coterminal ray with the angle of rotation for each.