Are you looking for a way to make or how to pass your WAEC mathematics without making a mistake while writing exam. I know that mathematics is something that is for some people to solve because of its calculations

Are you looking forward to Know how you will pass the fourth coming waec mathematics examination, please don’t forget to ask questions where necessary.

Mathematics is a science ( or a group related science) deals with the logic of quantity and shape and arrangement or it is the ability count, calculate and use different system of mathematics at different levels.

### Description of mathematics

Mathematics is a subject in which we use in our everyday life, so as to build us in our thinking abilities. It is also a subject which must study everyday; because when we are studying mathematics we suppose to avoid such as:-

a. Distraction

b. Drinking alcohol etc.

Mathematics is a fundamental part of human thought and logic, and integral to attempts at understanding the world and ourselves.the abstract science of number, quantity, and space, either as abstract concepts ( pure mathematics ), or as applied to other disciplines such as physics and engineering ( applied mathematics ).

“a taste for mathematics”

the mathematical aspects of something.

plural noun: mathematics

“James immerses himself in the mathematics of baseball”. Mathematicians seek out patterns, formulate new conjectures, and establish truth by rigorous deduction from appropriately chosen axioms and definitions.

### Classification of groups we have in times of studies

I understand that some of you read, and don’t get what they read, and some mathematics is too hard for them to solve, and some will become afraid of what to write especially in the examination hall and some can’t even study at all, even if you study you can’t even study up to an hour. Some people don’t even know how to study their text. Below are the guidelines for your studies.

Temperature Conversion Formula Table

Unit To Celsius To Fahrenheit

Celsius (C) C (°) C(9⁄5) + 32

Fahrenheit (F − 32) × 5⁄9 F

Kelvin K – 273.15 (K – 273.15) * 9/5 + 32

Area and Perimeter Formula Chart

Figures Area Formula Variables

Area of Rectangle Area = l × w l = length w = width

Area of Square Area = a2 a = sides of the square

Area of a Triangle Area = 1/2 b×h b = base h = height

Area of a Circle Area = πr2 r = radius of the circle

Circumference

C=2πr

Before I go on, I want to do a justice to temperature, you is used to measure the hotness and coldness of an object.

Whenever, the temperature of a human is between 37°C or 98.4°F, you know is normal but if it is below or high, you know that your body temperature is abnormal.

Solution to temperature

These are examples of temperature

Convert 10°C to °F

- we know that 9/5 is equivalent to 1
- . 10°C = (10×9/5)=18°F
- To convert °C to °F, you must add 32°F, which is 18 + 32 = 50°C
- . 18°F is the same with 50°C

Convert 302°F to °C

Solution

To convert 302°F to °C, there will be a subtraction

(302-32)=270°C

We know 5/9 is equivalent to 1

- ( 270×5/9) =150°F
- . 270°F is equivalent to 150°F

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### Eligibility to mathematics

- Before you are eligible to write mathematics, you must know the formulas and ways of solution
- Ensure that studied for some hours.
- Always ask questions
- Always approach Your Teacher for Help
- . you must not be a dull person

## Importance of mathematics

- It makes us know calculations
- It develop our brain
- It improves our problem solving skills
- It also enables us to think analytically and have a better reason abilities
- It is important because we use it in our everyday life
- It enables us to go on research
- It build our mental discipline and encourage logical reasoning.

### Steps of passing mathematics with flying colours

This is how people pass with flying colours:

- Avoid Distractions while studying!
- Make Notes for the topic covered!
- Try to Derive formula than Memorization.
- Be clear on your Concept.
- Practice more questions
- make sure that you study like an hour or more.
- Ensure that you do practical of what you have studied by taking a rough paper to solve it.
- Ensure that you don’t cram thing because it will definitely depart from your brain inside the exam hall.
- Avoid fear and failure.
- copy your note before the exam.

## How you can pass Mathematics

The following is how you can pass your fourth coming exam

- Always read your text books
- Organize your study time and space
- After studies of a particular topic take a separate note and write it.
- Ensure that you fix a day your revision of each topic.
- understand what you are studying.

### How to study mathematics

This is how to study mathematics and make excellent in your exam

- Avoid distraction: Distraction is one of the major factors that affects our performances generally. In other words, distraction is a lack of concentration. This simply means that..
- Revise your notes: Revising our note book can make sure (i.e) it will make us hopefully mind.
- Solve problems.
- Ask questions.
- Know different maths formulas.
- Study more.
- Join study groups.
- Rest and eat well.
- Avoid reading when the sun is too much i.e when the sun is much the brain is making move, unless the weather is cool then can use the time to read.

## How to better in mathematics

This is how you will be better in your mathematics and a good mathematician.

- Approach Your Teacher for Help.
- Practice Makes Perfect.
- Focus on the Fundamentals.
- Don’t Skip Your Homework.
- Restricting Distractions.
- Deconstruct Complex Problems into Smaller Ones.
- Make notes and Go Over Them Regularly.
- Relate Real-life Situations to the Abstractions of Math.
- Always study ahead of time.

However, mathematics, the science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects. It deals with logical reasoning and quantitative calculation, and its development has involved an increasing degree of idealization and abstraction of its subject matter. Since the 17th century, mathematics has been an indispensable adjunct to the physical sciences and technology, and in more recent times it has assumed a similar role in the quantitative aspects of the life sciences. In many cultures—under the stimulus of the needs of practical pursuits, such as commerce and agriculture—mathematics has developed far beyond basic counting. This growth has been greatest in societies complex enough to sustain these activities and to provide leisure for contemplation and the opportunity to build on the achievements of earlier mathematicians.

All mathematical systems (for example, Euclidean geometry) are combinations of sets of axioms and of theorems that can be logically deduced from the axioms. Inquiries into the logical and philosophical basis of mathematics reduce to questions of whether the axioms of a given system ensure its completeness and its consistency. For full treatment of this aspect, see mathematics, foundations of. This article offers a history of mathematics from ancient times to the present. As a consequence of the exponential growth of science, most mathematics has developed since the 15th century CE, and it is a historical fact that, from the 15th century to the late 20th century, new developments in mathematics were largely concentrated in Europe and North America. For these reasons, the bulk of this article is devoted to European developments since 1500.

This does not mean, however, that developments elsewhere have been unimportant. Indeed, to understand the history of mathematics in Europe, it is necessary to know its history at least in ancient Mesopotamia and Egypt, in ancient Greece, and in Islamic civilization from the 9th to the 15th century. The way in which these civilizations influenced one another and the important direct contributions Greece and Islam made to later developments are discussed in the first parts of this article.

India’s contributions to the development of contemporary mathematics were made through the considerable influence of Indian achievements on Islamic mathematics during its formative years. A separate article, South Asian mathematics, focuses on the early history of mathematics in the Indian subcontinent and the development there of the modern decimal place-value numeral system. The article East Asian mathematics covers the mostly independent development of mathematics in China, Japan, Korea, and Vietnam.

The substantive branches of mathematics are treated in several articles. See algebra; analysis; arithmetic; combinatorics; game theory; geometry; number theory; numerical analysis; optimization; probability theory; set theory; statistics; trigonometry.

It is important to be aware of the character of the sources for the study of the history of mathematics. The history of Mesopotamian and Egyptian mathematics is based on the extant original documents written by scribes. Although in the case of Egypt these documents are few, they are all of a type and leave little doubt that Egyptian mathematics was, on the whole, elementary and profoundly practical in its orientation. For Mesopotamian mathematics, on the other hand, there are a large number of clay tablets, which reveal mathematical achievements of a much higher order than those of the Egyptians. The tablets indicate that the Mesopotamians had a great deal of remarkable mathematical knowledge, although they offer no evidence that this knowledge was organized into a deductive system. Future research may reveal more about the early development of mathematics in Mesopotamia or about its influence on Greek mathematics, but it seems likely that this picture of Mesopotamian mathematics will stand.

From the period before Alexander the Great, no Greek mathematical documents have been preserved except for fragmentary paraphrases, and, even for the subsequent period, it is well to remember that the oldest copies of Euclid’s Elements are in Byzantine manuscripts dating from the 10th century CE. This stands in complete contrast to the situation described above for Egyptian and Babylonian documents. Although, in general outline, the present account of Greek mathematics is secure, in such important matters as the origin of the axiomatic method, the pre-Euclidean theory of ratios, and the discovery of the conic sections, historians have given competing accounts based on fragmentary texts, quotations of early writings culled from nonmathematical sources, and a considerable amount of conjecture.

Many important treatises from the early period of Islamic mathematics have not survived or have survived only in Latin translations, so that there are still many unanswered questions about the relationship between early Islamic mathematics and the mathematics of Greece and India. In addition, the amount of surviving material from later centuries is so large in comparison with that which has been studied that it is not yet possible to offer any sure judgment of what later Islamic mathematics did not contain, and therefore it is not yet possible to evaluate with any assurance what was original in European mathematics from the 11th to the 15th century.

In modern times the invention of printing has largely solved the problem of obtaining secure texts and has allowed historians of mathematics to concentrate their editorial efforts on the correspondence or the unpublished works of mathematicians. However, the exponential growth of mathematics means that, for the period from the 19th century on, historians are able to treat only the major figures in any detail. In addition, there is, as the period gets nearer the present, the problem of perspective. Mathematics, like any other human activity, has its fashions, and the nearer one is to a given period, the more likely these fashions will look like the wave of the future. For this reason, the present article makes no attempt to assess the most recent developments in the subject.

### Mathematics in ancient Mesopotamia

Until the 1920s it was commonly supposed that mathematics had its birth among the ancient Greeks. What was known of earlier traditions, such as the Egyptian as represented by the Rhind papyrus (edited for the first time only in 1877), offered at best a meagre precedent. This impression gave way to a very different view as historians succeeded in deciphering and interpreting the technical materials from ancient Mesopotamia.

Owing to the durability of the Mesopotamian scribes’ clay tablets, the surviving evidence of this culture is substantial. Existing specimens of mathematics represent all the major eras—the Sumerian kingdoms of the 3rd millennium BCE, the Akkadian and Babylonian regimes (2nd millennium), and the empires of the Assyrians (early 1st millennium), Persians (6th through 4th century BCE), and Greeks (3rd century BCE to 1st century CE). The level of competence was already high as early as the Old Babylonian dynasty, the time of the lawgiver-king Hammurabi (c. 18th century BCE), but after that there were few notable advances. The application of mathematics to astronomy, however, flourished during the Persian and Seleucid (Greek) periods.

### The numeral system and arithmetic operations

This is how numeral system and arithmetic operate.

Unlike the Egyptians, the mathematicians of the Old Babylonian period went far beyond the immediate challenges of their official accounting duties. For example, they introduced a versatile numeral system, which, like the modern system, exploited the notion of place value, and they developed computational methods that took advantage of this means of expressing numbers; they solved linear and quadratic problems by methods much like those now used in algebra; their success with the study of what are now called Pythagorean number triples was a remarkable feat in number theory. The scribes who made such discoveries must have believed mathematics to be worthy of study in its own right, not just as a practical tool.

The older Sumerian system of numerals followed an additive decimal (base-10) principle similar to that of the Egyptians. But the Old Babylonian system converted this into a place-value system with the base of 60 (sexagesimal). The reasons for the choice of 60 are obscure, but one good mathematical reason might have been the existence of so many divisors (2, 3, 4, and 5, and some multiples) of the base, which would have greatly facilitated the operation of division.

For numbers from 1 to 59, the symbols mathematics for 1 and mathematics for 10 were combined in the simple additive manner (e.g., mathematics mathematics mathematics mathematics mathematics represented 32). But to express larger values, the Babylonians applied the concept of place value. For example, 60 was written as mathematics, 70 as mathematics mathematics, 80 as mathematics mathematics mathematics, and so on. In fact, mathematics could represent any power of 60. The context determined which power was intended. By the 3rd century BCE, the Babylonians appear to have developed a placeholder symbol that functioned as a zero, but its precise meaning and use is still uncertain.

Furthermore, they had no mark to separate numbers into integral and fractional parts (as with the modern decimal point). Thus, the three-place numeral 3 7 30 could represent 31/8 (i.e., 3 + 7/60 + 30/602), 1871/2 (i.e., 3 × 60 + 7 + 30/60), 11,250 (i.e., 3 × 602 + 7 × 60 + 30), or a multiple of these numbers by any power of 60.

The four arithmetic operations were performed in the same way as in the modern decimal system, except that carrying occurred whenever a sum reached 60 rather than 10.

Multiplication was facilitated by means of tables; one typical tablet lists the multiples of a number by 1, 2, 3,…, 19, 20, 30, 40, and 50. To multiply two numbers several places long, the scribe first broke the problem down into several multiplications, each by a one-piece number, and then looked up the value of each product in the appropriate tables. He found the answer to the problem by adding up these intermediate results. These tables also assisted in division, for the values that head them were all reciprocals of regular numbers. Regular numbers are those whose prime factors divide the base; the reciprocals of such numbers thus have only a finite number of places (by contrast, the reciprocals of non- regular numbers produce an infinitely repeating numeral). In base 10, for example, only numbers with factors of 2 and 5 (e.g., 8 or 50) are regular, and the reciprocals (1/8 = 0.125, 1/50 = 0.02) have finite expressions; but the reciprocals of other numbers (such as 3 and 7) repeat infinitely Depiction of the reciprocal of 3. and Depiction of the reciprocal of 7., respectively, where the bar indicates the digits that continually repeat). In base 60, only numbers with factors of 2, 3, and 5 are regular; for example, 6 and 54 are regular, so that their reciprocals (10 and 1 6 40) are finite. The entries in the multiplication table for 1 6 40 are thus simultaneously multiples of its reciprocal 1/54. To divide a number by any regular number, then, one can consult the table of multiples for its reciprocal.

An interesting tablet in the collection of Yale University shows a square with its diagonals. On one side is written “30,” under one diagonal “42 25 35,” and right along the same diagonal “1 24 51 10” (i.e., 1 + 24/60 + 51/602 + 10/603). This third number is the correct value of Square root of√2 to four sexagesimal places (equivalent in the decimal system to 1.414213…, which is too low by only 1 in the seventh place), while the second number is the product of the third number and the first and so gives the length of the diagonal when the side is 30. The scribe thus appears to have known an equivalent of the familiar long method of finding square roots. An additional element of sophistication is that by choosing 30 (that is, 1/2) for the side, the scribe obtained as the diagonal the reciprocal of the value of Square root of√2 (since Square root of√2/2 = 1/Square root of√2), a result useful for purposes of division.

In conclusion, mathematics is not what you will stand up and said that you want to be a mathematician. You must follow the procedures before you can be able to be. Always ask how can I achieve this from it you make it.