url
stringlengths 15
1.48k
| date
timestamp[s] | file_path
stringlengths 125
155
| language_score
float64 0.65
1
| token_count
int64 75
32.8k
| dump
stringclasses 96
values | global_id
stringlengths 41
46
| lang
stringclasses 1
value | text
stringlengths 295
153k
| domain
stringclasses 67
values |
|---|---|---|---|---|---|---|---|---|---|
https://www.tunxis.edu/events/math-mania/ | 2017-11-24T05:30:21 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807089.35/warc/CC-MAIN-20171124051000-20171124071000-00503.warc.gz | 0.935601 | 121 | CC-MAIN-2017-47 | webtext-fineweb__CC-MAIN-2017-47__0__78169897 | en | Tunxis students who are enrolled in Prealgebra, Elementary Algebra, and Intermediate Algebra are invited to stop by the Academic Success Center for “Math Mania,” a marathon of studying, on Friday, May 9 from 10 a.m.-2 p.m. This is specifically for students working on sample finals. Tutors will be available to review concepts and answer questions. Light refreshments will be provided. For more information, call 860.255.3570 or email [email protected].
May 9, 2014 James Revillini | mathematics |
http://education.wsu.edu/directory/faculty/rothmcduffiea/ | 2015-08-29T20:54:13 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644064538.31/warc/CC-MAIN-20150827025424-00132-ip-10-171-96-226.ec2.internal.warc.gz | 0.77013 | 1,275 | CC-MAIN-2015-35 | webtext-fineweb__CC-MAIN-2015-35__0__71704780 | en | Amy Roth McDuffie conducts research on the professional development of prospective and practicing teachers in mathematics education. Specifically, she focuses on supporting teachers learning in and from practice in the areas of teachers’ use of curriculum resources and culturally relevant pedagogies as part of developing equitable instructional practices.
Dr. Roth McDuffie regularly teaches methods of teaching mathematics courses for undergraduate prospective teachers. She also teaches masters and doctoral level courses in mathematics education for our EdM program and for our PhD in Mathematics and Science Education.
- Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E.E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (in press). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education.
- Roth McDuffie, A., Foote, M. Q., Drake, C., Turner, E., Aguirre, J. M., Bartell, T. G., Bolson, C. (in press). Mathematics teacher educators' use of video analysis to support prospective K-8 teachers' noticing. Mathematics Teacher Educator.
- Estes, L., Roth McDuffie, A., & Tate, C. (in press). Lesson planning with the Common Core. Mathematics Teacher.
- Aguirre, J., Turner, E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C., (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64 (2), 178-192. doi: 10.1177/0022487112466900.
- Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers towards students' families and communities. Teaching and Teacher Education, 35(126-136).
- Slavit, D. & Roth McDuffie, A. (2013). Self-directed teacher learning in collaborative contexts. School Science and Mathematics, 113 (2), 94-105.
- Turner, E., Drake, C., Roth McDuffie, A., Aguirre, J., Bartell, T., & Foote, M. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15 (1), 67-82. doi: 10.1007/s01857-011-9196-6.
- Roth McDuffie, A., Wohlhuter, K., & Breyfogle, L. (2011). Tailoring tasks to meet students’ needs. Mathematics Teaching in the Middle School, 16 (9), 550-555.
- Wohlhuter, K., Breyfogle, L., & Roth McDuffie, A. (2010). Strengthening your mathematical muscles. Teaching Children Mathematics, 17 (3), 178-183.
- Roth McDuffie, A., & Eve, N. (2009). Developing students’ understanding of area: The work of a professional learning team. Teaching Children Mathematics, 16 (1), 18-27.
- Roth McDuffie, A. (2009). Mathematics Curriculum Implementation via Collaborative Inquiry: Focusing on Facilitating Mathematics Classroom Discourse. In D. Slavit, T. Holmlund Nelson, and A. Kennedy (Eds.), Perspectives on Supported Collaborative Teacher Inquiry (pp. 46 – 71). Oxford, UK: Routledge.
- Roth McDuffie, A. & Mather, M.* (2009). Middle school teachers use of curricular reasoning in a collaborative professional development project. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 302-320). Oxford, UK: Routledge.
Recent grants and awards
- Co-PI on National Science Foundation grant, Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era (2012-2016), funded through the DR K-12 with Choppin, J., Davis, J., & Drake, C.; $2,200,000.
- Co-PI on National Science Foundation grant, Teachers Empowered to Advance CHange in Mathematics (TEACH MATH): Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. (2010-2015), funded through DR K-12 Drake, C., Turner, E., Aguirre, J., Bartell, T., Civil, M., & Foote, M.; $3,497,467.
- Ben and Nancy Ellison Faculty Fellowship for WSU College of Education for research project, Examining Mathematics Curriculum Innovations at Delta (2011-2013); $22,991.
- Co-PI on Paul G. Allen Family Foundation grant, Delta High School research and evaluation (2010-2013) with Nagel, E., Morrison, J., Trevisan, M., & French, B.; $195,000.
Selected recent national service
- National Council of Teachers of Mathematics, Series Editor for Annual Perspectives in Mathematics Education, 2011- present.
- Association of Mathematics Teacher Educators, At-Large Board Member, 2010 – 2013.
- Association of Mathematics Teacher Educators, Research in Mathematics Teacher Education Advisory Committee, 2010 – present.
- Ph.D Mathematics Education, University of Maryland, 1998.
- M.S. Technology for Education, Johns Hopkins University, 1991.
- B.A. Mathematics, Franklin and Marshall College, 1987.
- Maryland Advanced Professional Certificate for Secondary Mathematics and Computer Science, 1989. | mathematics |
http://www.recycledh2o.net/2015/04/10/how-much-water-does-my-lawn-need/ | 2018-10-23T09:51:30 | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583516123.97/warc/CC-MAIN-20181023090235-20181023111735-00064.warc.gz | 0.913103 | 795 | CC-MAIN-2018-43 | webtext-fineweb__CC-MAIN-2018-43__0__42722201 | en | I had a lawn in my front yard. Emphasis on “had”. I took it out after realizing how much water it needed.
Grab a tape measure and measure your lawn. Start at one end and lay the tap measure down, if you run out of tape measure, stop in that spot, coil up the tape and start measuring again from that spot. Then add all the lengths together for that run. Then measure perpendicular from the run you just had so you end with a final Length x Width. Multiply the two numbers together to get your lawn area.
If you don’t have a tape measure, walk out the lawn area by using the length of your foot step either heel to toe or your normal walking pace. If your feet are 12″ long then each step toe to heel is a foot. Otherwise measure your pace, usually between 2-3 feet.
If you have a weird shaped lawn, measure at the widest point, and then at about an average width spot for the other dimension. It will give you a ballpark of about how big your lawn is.
You’ve got this.
I had 546 square feet of lawn in my front yard.
Lawn Area: 21 feet wide x 26 feet long = 546 square feet
Through searching online for “recommended watering for lawns“, I need to water my grass between 1″ – 2.5” of water a week. How much water is that?
1 foot X 1 foot X 1 foot = 1 cubic foot 7.48 gallons = 1 cubic foot Recommended Weekly Watering: 1 inch to 2.5 inches 546 square feet X (1 inch a week/12 inches depth of water) X 7.48 gallons = 340.34 gallons OR 546 square feet X (2.5 inches a week/12 inches depth of water) X 7.48 gallons = 850.85 gallons
1″ weekly watering is 340.34 gallons while 2.5″ weekly watering is 850.9 gallons.
Remember, this assumes 100% of the water coming out of your sprinklers goes into the ground. Here is the catch, if you water during the day when it is warm or windy, as much as 30% of the water will evaporate before hitting the ground. Turn on your sprinklers and watch the mist never hit the ground.
To calculate how much MORE water is needed, I continue using my numbers from above and get this:
340.34 gallons needed for 1 inch weekly watering 30% lost of evaporation (or 70% lands on the ground) Total Water Needed = Total Water Applied X 70% Simply Put: Total Water Needed / 70% = Total Water Applied 340.34 gallons / 70% = 485.71 gallons
For 1″ water a week, I’ll need 485.7 gallons of water.
850.85 gallons needed for 2.5 inches weekly watering 30% lost of evaporation (or 70% lands on the ground) Total Water Needed = Total Water Applied X 70% Simply Put: Total Water Needed / 70% = Total Water Applied 850.85 gallons / 70% = 1215.5 gallons
For 2.5″ water a week, I’ll need 1215.5 gallons!
To put this into perspective, with my 150 gallon tank, if I filled it all the way, I’d need to do 8 trips to the fill station a week to meet this demand. I’m sorry, but this is ridiculous. The lawn has got to go!
If you’d like to download this math in a Microsoft Excel format: http://1drv.ms/1zbpM3B Clicking the link will open in Microsoft Excel Online. Note: you are free to use as you please. | mathematics |
https://oscarbastardo.com/2020-09-03-trig-sum-of-angles/ | 2021-08-02T18:38:20 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154356.39/warc/CC-MAIN-20210802172339-20210802202339-00645.warc.gz | 0.899564 | 776 | CC-MAIN-2021-31 | webtext-fineweb__CC-MAIN-2021-31__0__253100763 | en | Sum of angles identities
6th September 2020
Recently whilst revisiting trigonometry I came across a neat way of proving the sum of angles identities shown below:
I have used these formulas a number of times in the past to solve problems but I had not thought much about how they came to be. It was not until I learnt the proof I will describe on this post that I finally acquired a solid intuition about what these equations mean.
We will only need two of the right-angled triangle definitions for this proof to work: sine and cosine of an angle.
From the image we can derive the two definitions:
- or written in terms of the opposite side:
- or written in terms of the adjacent side:
Draw a rectangle with a right triangle inside as shown in the image.
Assume the hypotenuse of the triangle is of length 1. We name the angle on the bottom left as and work out the lengths of the opposites and adjacent sides of the triangle using the definitions.
We now shift our attention to the triangle that emerged at the top left of the rectangle. We name the angle on the bottom left as and use the definitions to find the length of the opposite and adjacent sides of the triangle, having a hypotenuse of length .
To find the length of the sides of the triangle in the top right, we need to use the angles we currently know and the properties of right triangles. If we focus our attention on the corner of the red triangle touching the top of the rectangle, we can see that we have 3 angles that add up to 180°.
We can find the angle on the left by computing . Then we have a angle from the red triangle. And finally, as all these angles add up to 180° we can find the angle on the right by computing .
With and the hypotenuse of the right-angled triangle on the top right, we can calculate the length of the opposite and adjacent sides using the definitions of sine and cosine with the angle and having a hypotenuse of length
There are only two steps remaining to reach the goal of obtaining the lengths of all sides of the rectangle. Moreover, The right-angled triangle at the bottom will give use the remaining lengths.
Given that the bottom left corner of the triangle forms an angle of 90°, we can define the angle corresponding to the corner of the bottom triangle as .
Having the right angle and the angle described above, the remaining angle of the bottom triangle is equal to .
Now we can find the remaining lengths of the sides of the rectangle by calculating the opposite and adjacent sides of the bottom triangle using the definitions of sine and cosine with the angle .
Having found the total lengths of all four sides of the rectangle, we can use the fact that parallel sides have the same length to draw the following equivalences.
Equating the top and bottom sides:
Equating the left and right sides:
The equations above can be rewritten to reveal the sum of angles identities as shown earlier:
Trigonometry is a fundamental topic on mathematics as well as a prerequisite to subjects like calculus, physics or linear algebra. Having a good understanding of the trigonometric identities allows us to identify when these relations can be used in scenarios where angles are involved, such as when working with vectors in space. Luckily it is relatively easy to visualise trigonometric relations as we can draw triangles and other basic geometric shapes which allows to obtain intuition by using visual proofs.
- I highly recommend watching this excellent video from the YouTube account blackpenredpen where the instructor goes through this proof step by step on a whiteboard.
- Additionally the Wikipedia article about trigonometric identities is a good place to learn in more detail about the sum of angles and other identities. | mathematics |
https://nateandrachael.com/math-money-games-preschool/ | 2023-12-11T11:45:08 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00827.warc.gz | 0.963514 | 573 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__133976763 | en | Our three-year-old loves to pretend to shop. She’ll often get out her shopping cart, purse, coins, and even a (voided) credit card, and ask, “Mommy, will you play grocery store with me and check me out?”
Since she’s just three (well, technically three and a half), I haven’t worried too much about making sure she’s getting the academic basics that I’m sure would be covered in a formal preschool. (We’re homeschooling, for now). But since she’s so interested in coins, bills, and money, I wanted to capitalize on this interest.
So I decided to set up a little restaurant for my daughter.
Math is Fun! Math Money Games for Preschoolers
Affiliate links included where appropriate.
We started by raiding her piggy bank. In addition to the usual pennies, nickels, dimes, and quarters, we also found a few half dollar coins, and two dollar coins. The six types of coins fit nicely in these plastic serving trays.
I made menus and price lists using picmonkey (a free photo editing program) and pictures of our favorite food items (Creativecommons.org has lots of pictures). I plan to laminate the menus eventually or at least put them in plastic sleeves.
The first day we tried this, we had egg salad sandwiches, blackberries, pretzels, and hummus. Our little one LOVED paying for each and every blackberry!
Side note: prices change quickly at our house, so buy fast! I originally listed blackberries for one penny a piece, but when that menu needed a re-do, I changed the price to a more true-to-life price of one nickel each.
When my kiddo ran out of one type of coin (e.g. she had no more dollar coins, and she wanted to buy a $1 glass of milk), she had to figure out how to combine coins to reach the total she needed. Had I just sat her down at the dining room table and drilled her with info about the different values of coins, I guarantee we would have ended up with an epic power struggle, a tired mama, and a frustrated kid.
But she was determined to find the right combination of coins so she could buy her lunch. No fussing, no reluctance, no power struggles. Pretend play for the win!
Now every day around lunch time I hear, “Mommy, can I buy my lunch today?”
Sure, kiddo! Today lunch is on you. 🙂
For more fun preschool play ideas, check out our preschool play board on pinterest! | mathematics |
http://akiti.ca/numInt2.html | 2023-06-10T00:28:24 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656869.87/warc/CC-MAIN-20230609233952-20230610023952-00086.warc.gz | 0.893864 | 490 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__147830891 | en | Numerical Integration Utility: Definite Integral of square-root(x) * sin(x)
This page contains a routine that calculates the definite integral of √ x sin(x) on an interval specified by the user.
Author: David K. Kahaner. Scientific Computing Division, NBS
From the book "Numerical Methods and Software" by
D. Kahaner, C. Moler, and S. Nash
Prentice Hall, 1988
To use this utility, the user must enter two values: b and c, which specify the range [b, c], over which
∫ √ x sin(x) dx will be computed. b and c must be entered as radians, NOT degrees, and they must both be greater than or equal to zero. If a negative value is entered for either of them, an error message appears asking the user to try again.
Note that over intervals for which the function is negative the integral is negative too.
IMPORTANT: Note the Error Code returned.
Error Code = 0: Normal Completion. e < eps (= 1.0e-12) and e < eps*abs(I).
Error Code = 1: Normal Completion. e < eps but e > eps*abs(I).
Error Code = 2: Normal Completion. e < eps*abs(I) but e > eps.
Error Code = 3: Normal completion but eps was too small to satisfy absolute or relative error request.
Error Code = 4: Aborted calculation because of serious rounding error. Probably e and I are consistent.
Error Code = 5: Aborted calculation because of insufficient storage. I and e are consistent.
Error Code = 6: Aborted calculation because of serious difficulties meeting error request.
Error Code = 7: More than 2*NMAX (= 100) iterations of main loop. Subroutine aborted. | mathematics |
https://garbers.co.za/2011/04/20/calculating-the-distance-between-two-gps-points-in-mysql/ | 2023-11-29T18:17:16 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100135.11/warc/CC-MAIN-20231129173017-20231129203017-00131.warc.gz | 0.724104 | 503 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__99855723 | en | There have been many tutorials floating around the ‘net for a while, detailing how to calculate the distance between an entry in your database, and a set of arbitrary GPS points. Not many of these tutorials will allow you to find the distance between two random points you might have.
In order to solve this (and remove the use of the rather large clumsy SQL calculation), I have re-written this MySQL calculation into a function, for easier reference.
DELIMITER $$ CREATE FUNCTION `CALCULATE_DISTANCE`(`@oLat` DECIMAL(10,7), `@oLon` DECIMAL(10,7), `@dLat` DECIMAL(10,7), `@dLon` DECIMAL(10,7)) RETURNS DECIMAL(10,7) NO SQL BEGIN RETURN ( ( ACOS( SIN(`@dLat` * PI() / 180) * SIN(`@oLat` * PI() / 180) + COS(`@dLat` * PI() / 180) * COS(`@oLat` * PI() / 180) * COS((`@dLon` - `@oLon`) * PI() / 180) ) * 180 / PI() ) * 60 * 1.1515 * 1.609344 ); END$$ DELIMITER ;
The format of the arguments are as follows:
|@oLat||The latitude from which the distance will be calculated.|
|@oLon||The longitude from which the distance will be calculated.|
|@dLat||The latitude to which the distance will be calculated.|
|@dLon||The longitude to which the distance will be calculated.|
So, how do I use it?
It’s really easy. Simply execute the SQL provided above. If your database user doesn’t have the necessary privileges to be able to create functions, then you won’t be able to use this. After having run the SQL, you can find the distance between two arbitrary points like that shown below:
SELECT CALCULATE_DISTANCE(-33.91429, 18.42389, -34.079120, 18.446882);
Thanks to zcentric.com for the SQL calculation. | mathematics |
https://blog.goodwillindy.org/dedicated-teacher-makes-a-difference-in-the-classroom | 2024-02-23T07:33:53 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474361.75/warc/CC-MAIN-20240223053503-20240223083503-00290.warc.gz | 0.977804 | 420 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__54421865 | en | Sarah Schwartz graduated from Indiana University Southeast in 2014 with a bachelor’s degree in education and a concentration in math. There weren’t many positions available for math teachers near her home in southern Indiana, so she continued to work part-time in the IU Southeast math lab. She also got a second job at a Goodwill retail store to earn extra income.
Shortly after, she was diagnosed with muscular dystrophy (MD), a disease that causes progressive weakness and degeneration of the skeletal muscles, making it difficult to do things like walking, climbing stairs and sitting and standing. However, Sarah didn’t let her disability stop her from pursuing her passion.
“When I learned that Goodwill was opening an Excel Center in Clarksville, I told one of my co-workers that I was going to be one of the math teachers,” Sarah said. “Not only am I now one of the math teachers, but I also ended up being the first teacher hired at the school.”
The Excel Center is a tuition-free high school for adults that helps students remove barriers to completing their diploma. Ms. Sarah, as her students call her, has had a huge impact on those around her.
“I struggled with math growing up, but Ms. Sarah helped me understand things in a clear way, which helped me build confidence and the belief that I can learn,” said Ashley Neal, one of Sarah’s students at The Excel Center.
Sarah’s position at The Excel Center has provided her with a means to serve by doing what she loves and also allows her to live independently. In addition, she is currently working to complete her master’s degree in math education to help with The Excel Center’s dual credit program.
“Muscular dystrophy doesn’t define me and won’t keep me from doing the things I want to do,” Sarah said.
To learn more about The Excel Center or to enroll, visit: excelcenter.org | mathematics |
http://patkarvardecollege.edu.in/eventdetail.php?eventsubcategoryid=294 | 2020-09-25T16:23:29 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00342.warc.gz | 0.932967 | 234 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__63196284 | en | From June 20 to 22, 2020 the Departments of Information Technology (IT) and Computer Science (CS) jointly organised a RUSA-sponsoredthree-day webinar on “Data Science and Machine Learning”, which was attended by a total of 118 participants.
Mr. Shishir Dubey, Data Scientist at Spocto Solution, was the resource person. Over three days, Mr. Dubey covered various topics of data science and machine learning with Python by discussing Jupiter Notebook along with Panda. He also gave a brief introduction about the various implementation tools available in Python, such as Scikits, Panda, Keras, TenserFlow and Numpy. In addition, he discussed concepts of central tendencies, measures of dispersion, probability distribution, linear regression and K-Nearest Neighbour (KNN) algorithm. He also explained the importance of mathematics in data science by discussing probability and linear regression. Finally, he shared some basic ideas about random forest.
The participants benefited greatly from the Webinar.
All Copyrights Reserved © 2017 PATKAR VARDE COLLEGE | Design by PRAJAKTA SOFTWARE | mathematics |
https://theconfused.me/blog/numerical-integration-of-light-paths-in-a-schwarzschild-metric/ | 2018-04-24T08:41:50 | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125946578.68/warc/CC-MAIN-20180424080851-20180424100851-00525.warc.gz | 0.875423 | 408 | CC-MAIN-2018-17 | webtext-fineweb__CC-MAIN-2018-17__0__111873045 | en | Numerical integration of light paths in a Schwarzschild metric
Differential equations of orbit
The Schwarzschild metric is one of the most famous solutions to the Einstein field equations, and the line element in this metric (in natural units ) is given by:
We are interested in the trajectory of a light ray in such a metric. Since the metric is spherically symmetric, any light ray that starts with a certain must stay in the same plane, hence we can arbitrarily set and do away with all the terms.
Light follows a null (lightlike) trajectory given by . In the absence of external forces, it should also travel along a geodesic. These are governed by the geodesic equations, which can be derived using Euler-Lagrange equations. Due to the symmetry of the metric, applying the Euler-Lagrange equations to the metric gives us two conserved quantities:
where refers to derivative with respect to an affine parameter.
Using the null condition, we have
This can be expressed in terms of , and differentiating again gives the second-order differential equation for :
This can be easily converted into a first-order differential equation to be solved numerically by setting a variable . So we have these 3 differential equations to compute numerically:
(This can of course be solved analytically in the weak gravity limit, which gives the light bending equation .)
In principle, we need the initial values of , , and to start the numerical simulation. However, if we fix the incoming velocity to be horizontal, then we would only need to specify the initial and coordinates.
The initial conditions then can be given as follows:
Then, the only free parameters to specify and , in addition to mass.
For a mass of (corresponding to Schwarzschild black hole radius of 2), this is a plot of the trajectories with different impact parameters :
And they do fit quite well with the theoretical deflection angle, for large impact parameters: | mathematics |
https://earthcomputer.net/fsp.html | 2023-02-04T17:43:06 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500151.93/warc/CC-MAIN-20230204173912-20230204203912-00241.warc.gz | 0.957908 | 168 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__16772804 | en | The Firing Squad Problem (FSP) is about designing a 1D cellular automaton, with n possible states for each cell, such that all cells will end up in the same state, having never been in that state before. Each cell follows the same set of rules (the "automaton"), which take the previous state of itself and its two neighbors, and outputs the next state for that cell. For cells at the edge, their neighbor is a special "null" state, which does not count to n.
A 6-state solution exists for all possible widths. It has been proven that there is no single 4-state solution for all possible widths, although 4-state solutions exist for powers of 2. It is unknown whether there is a single 5-state solution that works for all widths. | mathematics |
https://www.breakthroughcollaborative.org/curriculum-updates-funded-by-all-points-north-foundation-well-received-at-affiliate-level/ | 2023-12-05T07:50:15 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100550.40/warc/CC-MAIN-20231205073336-20231205103336-00315.warc.gz | 0.932299 | 187 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__232189921 | en | Thanks to a grant from the All Points North Foundation, Breakthrough Collaborative has updated its academic curriculum in all four subject areas – literature, writing, math, and science. The new curriculum includes updated materials and resources, assessment tools for all subject areas and grades so teachers can monitor students’ learning, differentiated practice opportunities in math so students at all levels can continue to grow, and a new literature text, The Other Wes Moore, so teachers have more options in tailoring the curriculum to the community’s needs. Last summer, 593 teaching fellows at 19 affiliates used these new resources as they taught a collective 2,950 students. The new materials received positive feedback from from leaders across the Collaborative who appreciated the opportunity to track local growth and differentiate instruction. We are grateful to the All Points North Foundation for making this work possible, and we’re excited to continue to refine our curriculum in the years to come. | mathematics |
http://paullou.me/ | 2019-02-17T12:41:44 | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247481992.39/warc/CC-MAIN-20190217111746-20190217133746-00034.warc.gz | 0.928653 | 126 | CC-MAIN-2019-09 | webtext-fineweb__CC-MAIN-2019-09__0__174154775 | en | Hi! I'm Paul, an undergraduate majoring in computer science, mathematics, and statistics at the University of Pennsylvania. I am fortunate to be doing research with Nadia Heninger. I'm applying to computer science Ph. D. programs this fall. Generally, I'm interested in cryptography, computer security, and related systems building. My research experiences include implementing and designing bignum parallelized algorithms related to cryptography, and theoretical exploration of lattice reduction algorithms.
My other hobbies include running, yoga, listening to podcasts, drinking hot chocolate, and making a variety of oatmeal. I am also fond of animals. | mathematics |
https://www.pauric.blog/Graph-Theory-I-3AIntro-And-Data-Structure-Examples/ | 2019-08-23T21:47:42 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319082.81/warc/CC-MAIN-20190823214536-20190824000536-00061.warc.gz | 0.904956 | 755 | CC-MAIN-2019-35 | webtext-fineweb__CC-MAIN-2019-35__0__103800034 | en | Graph Theory I: Intro And Data Structure Examples
Why use Graph Theory?
Here’s an example from the firehose project:
Say you want to build a data representation of a tweet. How would you represent retweets and favorites? This problem sounds easy in theory, but naturally starts moving towards advanced graph theory searching algorithms. For example, for a particular tweet you may need to write a depth-first-search algorithm to determine if someone with the twitter handle “barackobama” retweeted the tweet that is supplied.
So what exactly is graph theory? Well first of all, computer science graphs have nothing to do with your garden variety real-life graphs. These graphs are effectively ways to represent a bunch of dots connected by lines. Think of a map of cities connected by roads. Got that? Now replace “city” with “node”, and “road” with “edge”. Now you’re talking graph language!
The first thing you need to do to understand graph theory is use a tool to visually represent graphs, otherwise you’ll go insane with confusion. My favorite tool is VisuAlgo (see what they did there?). The runner-up prize goes to Graph Online.
VisuAlgo is great because you can create your own graphs and see how they are represented in the three standard varieties:
- adjacency list
- adjacency matrix
- edge list
Adjacency lists are most useful when we mostly want to enumerate outgoing edges of each node. This is common in search tasks, where we want to find a path from one node to another or compute the distances between pairs of nodes.
So with adjacency lists, you list the edges (connections) for each node in a separate array, starting with node 0:
var adjList = [ , // Node 0 is only connected to Node 1 [0, 2, 3], // Node 1 is connected to everyone // (except itself!) , // Node 2 is connected to Node 1 , // You get the idea ];
With an adjacency matrix, every single possible connect between every node is listed. If there is no edge (connection), a
0 is used. If there is an edge (connection), a
1 is used.
var adjMatrix = [ [0, 1, 0, 0], // Node 0 is only connected to Node 1 [1, 0, 1, 1], // Node 1 is connected to everyone // (except itself!) [0, 1, 0, 0], // Node 2 is connected to Node 1 [0, 1, 0, 0], // You get the idea ];
Edge lists, as the name implies, just lists the edges (connections) between each node.
var edgeList = [ [0, 1] // The first edge is from 0 to 1 [1, 2] // The second edge is from 1 to 2 [1, 3] // The third list is from 1 to 3 ]; // And that's it! Show's over, folks.
You can see that the edge lists are often the most efficient way to represent a graph.
So now we know how to represent graphs. What do we do with them? We can use them to repesent all kinds of network relationships.
The two most popular algorithms to use with graphs are depth-first search and breadth-first search. I’m going to look at implementing a breath-first search in the next part. If you can’t wait for that, you can look at Khan Academy’s excellent introduction to depth-first search. | mathematics |
https://binaryoptionstrade.site/what-it-means-in-2021/ | 2021-07-31T21:56:31 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154126.73/warc/CC-MAIN-20210731203400-20210731233400-00035.warc.gz | 0.938257 | 1,218 | CC-MAIN-2021-31 | webtext-fineweb__CC-MAIN-2021-31__0__14249205 | en | Today we’re going to look at what it means to have the Macd above zero.
Can we use it as a reliable indicator for long or short trades?
Moving average convergence divergence is a widely used indicator for analyzing market dynamics.
Although it doubles as an oscillator, it is not typically used to identify overbought and oversold conditions.
Instead, it is used to identify trends.
The indicator uses two moving averages and tries to predict the formation of a new trend.
The indicator appears in charts as two lines; the MACD line and the signal line.
There is also a zero line above and below which underlying trends emerge.
When the two moving average lines cross, they create crossover patterns that traders want to profit from.
The two lines swing without limits.
The shorter line is usually a 12-period exponential moving average that moves faster.
The longer one is usually a 26 exponential moving average that moves more slowly.
In addition, the MACD indicator has a histogram that shows the number of bars used to calculate the moving average and the difference between the faster and slower moving averages.
The MACD line is usually the difference between the two exponential moving averages, 12 and 26.
It also represents the difference between the two lines.
In the MACD indicator, the MACD line is usually the faster moving average.
On the other hand, the signal line is usually the slower moving average.
The signal line represents the average of the previous MACD line.
In most cases, it is usually the 9-period exponential moving average.
The signal line is used to smooth the sensitivity of the MACD line.
On the other hand, the histogram shows the difference between the MACD line and the signal line, which is shown in bars.
Depending on how the bars form, they can signal that a crossover is imminent.
Whenever the MACD line is above the signal line, the histogram is above the zero line.
Consequently, whenever the MACD line is below the signal line, the histogram is below the zero line.
The histogram basically shows the market dynamics. When the momentum is high, the histogram becomes much larger.
As the dynamics decrease, the histogram also decreases in size.
As the distance between the MACD line and the signal line increases, the histogram becomes larger and leads to Deviations when the MACD line moves away from the signal line,
Similarly, as the moving averages approach, the histogram becomes smaller, resulting in convergence.
This implies that the faster moving average is converging and approaching the slower moving average
Crossing the zero line of the MACD from below is often viewed as a bullish signal.
In most cases, this indicates that upward momentum is building and the price of the underlying security is likely to increase significantly.
The higher the MACD line is from zero, the stronger the signal and the greater the likelihood of price movement.
In this case, traders will try to enter Long positions in anticipation of a price increase.
Likewise, every time the MACD line crosses the zero line from below from above, it is interpreted as a bearish signal, signaling that the price is likely to fall.
In this case, the further the MACD line is from the zero line, the stronger the bearish signal.
Using two moving averages for the same indicator creates a crossover phenomenon.
The faster moving average, in this case the MACD Line, will always react faster to price movements than the slower one, the signal line.
Similarly, every time a new trend occurs, the MACD line, which is the quickest to react to price changes, reacts faster and crosses the slower line, the signal line.
If this crossover occurs in both directions or the MACD line begins to break away from the signal line, it indicates that a new, much stronger trend has formed.
A bullish MACD crossover is manifesting in the NVDA chart above, with the MACD line crossing the signal line right near the zero line.
In this case, it signals that an uptrend is starting on the fast moving average and reacting faster to price changes.
The bullish trend is only confirmed as soon as the MACD line rises above the zero line after crossing the signal line from below.
The price rose significantly from that point on when traders took long positions.
In times of increased market volatility, will lash the MACD line and cross the signal line back and forth.
MACD users often avoid trading during such periods as the unreliable signals come into play.
After the market has completely digested the development that caused the wild fluctuations, the MACD signal line will cross the signal line and signal in which direction the price is likely to move.
The MACD line also crosses the signal line from below and moves above the zero level increased volatility would essentially signal the formation of an uptrend.
The MACD line farther away from the signal line would confirm a stronger signal.
Divergence is a powerful indicator of trend reversals.
Fidelity’s chart below shows that the stock is making a significantly lower low.
At the same time, the MACD indicator is reaching a higher low.
This suggests that the downtrend is losing strength and could soon be reversed.
MACD is a reliable trend following momentum indicator that is widely used in technical analysis.
The indicator is often used to show new trends when the fast moving average rises above or below the slow moving average.
The indicator that crosses the zero line is considered bullish while it crosses below the zero line bearish.
Disclaimer: The information above is for For educational purposes only and should not be treated as investment advice. The strategy presented would not be suitable for investors who are unfamiliar with exchange-traded options. All readers interested in this strategy should do their own research and seek advice from a licensed financial advisor. | mathematics |
http://justaddplay.com/2020/10/a-pattern-hunt-pascals-triangle/ | 2023-03-26T15:51:56 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00337.warc.gz | 0.924382 | 464 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__239245206 | en | Pascal’s Triangle is a treasure hunt for sequences and patterns.
Our study of Pascal’s Triangle was inspired by my son’s Folding the Circle class. A father in our co-op hosted this class (it made a great zoom homeschooling activity), and the kids really dug into some amazing geometric art.
During this class my son folded and built giant tetrahedrons out of smaller tetrahedrons, and we searched for a pattern. How many smaller tetrahedrons are added as the giant shape grows a level? How many total, are there? It turns out these patterns — the triangle numbers and the tetrahedral numbers — can be found in Pascal’s Triangle.
So we dropped everything for a couple days to investigate Pascal’s triangle.
As a jumping off point, we used the short-story biography of Pascal, from Mathematicians Are People, Too. The biographies in this book are only a few pages each, and my son really enjoys them. (It’s also great as inspiration for finding special math topics.)
After reading, my son filled in the numbers of Pascal’s Triangle, and searched for patterns.
He discovered the symmetry of the triangle, the counting numbers, the triangle numbers, the tetrahedral numbers, and the doubling of sums when you go down rows. As he learns more math concepts, we’ll be sure to revisit this.
It turns out, Pascal’s Triangle also includes probability values. But when I got out a penny to do some coin tosses, my son shouted “Noooooo! Not THAT kind of math” and ran away. Apparently he’s developed an aversion to statistics… Oh well! Maybe another day.
We also practiced some binomial notation, where he found values based on their position in the triangle. Older kids could learn the binomial theorem and use this to predict tetrahedron and triangle numbers.
For a nice overview of the math concepts in Pascal’s Triangle and a definition of the binomial theorem, check out Math Is Fun.
Below are worksheet downloads for filling out Pascal’s triangle if you want to try this activity with your kids: | mathematics |
https://myteachers.in/shop/videocourses/bms-6th-semestermumbai-univ-full-course-by-madhusudan-sohani/?post_in_lightbox=1 | 2019-05-22T18:58:48 | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256948.48/warc/CC-MAIN-20190522183240-20190522205240-00030.warc.gz | 0.93693 | 143 | CC-MAIN-2019-22 | webtext-fineweb__CC-MAIN-2019-22__0__126038547 | en | Operations Research For BMS 6th Semester(Mumbai Univ.) Full Course By Madhusudan Sohani
₹2,650.00 – ₹4,875.00
- This Course covers full course of BMS Mumbai University for 6th Semester As per latest course
- 1 printed handout of 32 pages
- Over 85 numerical problems have been solved with full explanation
- One video is devoted to solving April 2017 QP fully
- Numerical questions are kept approximately at the level as contained in standard text-books on the subject. Some more difficult problems have been included for brighter students
- About 85 to 90 numerical questions have been solved. | mathematics |
https://wsdbr.warrensd.org/267838_3 | 2020-08-13T16:57:25 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439739048.46/warc/CC-MAIN-20200813161908-20200813191908-00549.warc.gz | 0.969974 | 317 | CC-MAIN-2020-34 | webtext-fineweb__CC-MAIN-2020-34__0__33057635 | en | I graduated from Warren High School is 1991. I attended college at University of Arkansas in Monticello from 1991 to 1994. I started completing on-line classes at Arkansas State University in the Fall of 2016.
I completed my BA in Elementary Education in the Spring 1994. I’ve taught math at Brunson for 23 years. I am currently working on my MSE in Curriculum and Instruction at Arkansas State University.
I began teaching fourth grade math in 1994 at what used to be Westside Elementary. During my time there, the name was changed to honor Thomas C. Brunson. Three years ago we became a charter school, and we renamed the school Brunson New Vision Charter School. I have taught fourth grade math for 23 years. I am also teaching third and fifth grade math skills depending upon the class. School has changed quite dramatically since I first began teaching, but the changes are good. They’ve made me a better instructor.
I was married in 1991 and August 10th will be my 26th wedding anniversary. I have two daughters, Cassidy who’s 19 and Carrigan who’s 12. Carrigan is in the 7th grade at Warren Middle School. Cassidy is married and lives in Tennessee.
I love to read. I absolutely love scary movies.I love to run. I competed on the race circuit last summer and loved it. I have a total of four first place medals, one second place master’s medal, one first place age group medal, and one third place age group medal. | mathematics |
https://troypl.org/digital_library/online_resources/online_learning.php | 2023-12-05T05:28:42 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100545.7/warc/CC-MAIN-20231205041842-20231205071842-00106.warc.gz | 0.887524 | 240 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__143447375 | en | Creativebug offers online video arts and crafts workshops and techniques. Learn how to paint, knit, crochet, sew, screen print, and more.
EdX offers free interactive online classes from the world’s best universities like MITx, HarvardX, BerkeleyX, and UTx. Topics include biology, business, chemistry, computer science, economics, finance, electronics, engineering, food and nutrition, history, law, literature, math, medicine, music, philosophy, physics, science, statistics and more.
Khan Academy is a not-for-profit with the goal of changing education for the better by providing a free world-class education for anyone anywhere. All of the site’s resources are available to anyone. It doesn’t matter if you are a student, teacher, home-schooler, principal, or an adult returning to the classroom after 20 years. Khan Academy’s materials and resources are available to you completely free of charge.
With over 100 instructional videos each, plus interactive drills and quizzes, ProCitizen provides the civics, vocabulary, plus reading and writing practice that new citizens need to succeed on the citizenship test. | mathematics |
http://www.greenvillebusinessmag.com/events/159580/imagine-steam-festival | 2021-06-20T04:49:50 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487655418.58/warc/CC-MAIN-20210620024206-20210620054206-00589.warc.gz | 0.906844 | 227 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__105048212 | en | iMAGINE STEAM Festival
The iMAGINE Upstate festival, which has occurred in Greenville over the past 4 years, is coming to Greenwood. The festival will feature interactive exhibits and shows emphasizing Science, Technology, Engineering, Arts and Math (STEAM) to Greenwood Uptown and Uptown Market on Saturday, March 16, 2019.
The purpose of iMAGINE STEAM Festival, fueled by the Greenwood Arts Center, is to ignite the interest of Pre-K through 12th-grade students (and their families) in STEAM subjects by providing up-close engagement with the latest technologies and giving them exposure to high-skill industries.
iMAGINE partners with corporations, schools, nonprofits, and volunteers to make STEAM come to life through hands-on exhibits and interactive stage shows.
Date & Time
March 16, 2019
10:00AM - 2:00PM
The Arts Center of Greenwood 120 Main St Greenwood 29646 SC US http://www.greenvillebusinessmag.com/businesses/sc-greenwood-the-arts-center-of-greenwood | mathematics |
https://benmoran.wordpress.com/ | 2023-06-07T09:33:26 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653631.71/warc/CC-MAIN-20230607074914-20230607104914-00687.warc.gz | 0.915527 | 1,242 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__97969020 | en | Cauchy-Schwarz for outer products as a matrix inequality
If you read the Wikipedia page on the Cramér-Rao bound in statistics, there is an elegant and concise proof given of the scalar version of the bound. However, no proof of the full multivariate case is given there.
Indeed, it seems at first like the same approach will not work, because multivariate Cramér-Rao is a matrix inequality, while the scalar proof relies on the Cauchy-Schwarz inequality, which is a statement about inner products. Since an inner product is just a real-valued number, surely a different approach is required for proofs about matrices?
But after reading this 1980 paper of Bultheel I think the same short proof goes through, if we generalise the definition of “inner product” slightly. In fact, this form of Cauchy-Schwarz holds for the familiar outer product and the inner product version is just a special case!
Below we’ll confine ourselves to the reals for simplicity, unlike Bultheel who works more abstractly.
We’ll review the scalar case, then extend it to matrices.
Inner product definition
An inner product, on a vector space over the reals takes two vectors and returns a real number. The prototypical example is the dot product on , , but we can allow others if they satisfy these requirements:
- Positive definiteness: , with equality if and only if .
Cauchy-Schwarz from inner products
The Cauchy-Schwarz inequality is the following statement about products of inner products:
We can show this using the definition of the inner product above. Take a vector where is a real scalar.
Positive definiteness says:
We can use bilinearity to expand this:
and symmetry to obtain
Now if we make the choice and simplify:
We obtain the desired inequality:
Matrix-valued inner product axioms
Now we’d like something a little more powerful. We can get this if we are willing to generalise the notion of an inner product to something that returns a matrix instead of a number. I’ll denote this new “inner product” by .
We also need to generalise our axioms slightly for this wider definition. I will follow Bultheel’s definition, simplifying by considering only real-valued matrices. So:
- Symmetry holds up to a transpose. Now is a matrix, we need to add matrix transposition if we swap the arguments, but we still have:
- Bilinearity still applies, not only with scalar coefficients but also with matrices. We have to be careful about whether we are multiplying on the left or right, because matrix multiplication is not commutative. So we have:
- Positive definiteness: we will demand that is itself positive definite, i.e. as a matrix inequality. We can also insist that implies .
Now a multivariate Cauchy-Schwarz follows from these axioms just as it did in the scalar case, though again we must take care of the transpositions.
We substitute :
Using transpose symmetry to tidy up:
we obtain the matrix form of Cauchy-Schwarz:
In particular, in the scalar case, this reduces to the usual scalar form of the inequality.
I think this is cute! For one thing, we’ve just defined the outer product to be an inner product!
(The outer product between two dimensional vectors is the matrix , while the Euclidean dot product is the scalar .)
Yet since the outer product is transpose symmetric, bilinear, and results in a positive definite matrix for a single vector, it’s a perfectly good inner product for these purposes. I wonder why Cauchy-Schwarz is more commonly known in the less general inner product form?
I’m also intrigued by the geometric connotations of “matrix-valued inner products”. The inner product is an algebraic construction which is geometrically motivated, and so bridges these two aspects of mathematics. The inner product is at the core of geometry and defines:
- length of vectors (from the induced norm )
- angles between vectors (from ), and in particular orthogonality when
- projections onto sets (by minimizing the norm, or by orthogonality)
So – what would it mean geometrically for a length or an angle to be matrix valued?
I don’t know! But it does occur to me that if you have two ordinary, independent scalar metrics and , you can always compose these into a new “matrix-valued metric” . (This is still positive definite in the sense above). That declares two vectors to be orthogonal when both of the component metrics are: this means that the trace of our matrix, which is the sum of its eigenvalues, will be zero. (If we had used the determinant instead, it would declare orthogonality whenever any of the constituents did.)
Furthermore, the trace of the outer product recovers the inner product. In fact, the trace already gives a proper inner product between square matrices, thought of as a vector space: . So we can squash our matrix-valued inner product back to an ordinary scalar inner product by taking the trace. And if we do this for our diagonal matrix of independent metrics, we recover the usual metric on ! It was there all along, but the matrix-valued metric additionally preserves more information about along which basis directions the vectors agree and disagree. | mathematics |
https://www.mauldethprimary.co.uk/class/year-6 | 2020-10-30T21:37:31 | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107911792.65/warc/CC-MAIN-20201030212708-20201031002708-00183.warc.gz | 0.8334 | 1,104 | CC-MAIN-2020-45 | webtext-fineweb__CC-MAIN-2020-45__0__18875127 | en | Year 6 2020 - 2021
Welcome to our Year 6 Page
Mrs Rogers is the teacher in Class 6R and Mr Paterson is the teacher in Class 6P.
|Mrs Rogers||Mr Paterson|
We follow the objectives set in the National Curriculum. Below are links to these documents for the core subjects (mathematics, English and science).
- Mathematics: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf
- English: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf
- Science: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf
Click here to download the topic letter for Autumn 1.
Here are some guides to help you access some of the educational websites listed on this page.
- Mathletics guide: https://secure.schoolspider.co.uk/uploads/518/grade/444899_grade_file.doc
- Oxford Owl guide: https://secure.schoolspider.co.uk/uploads/518/grade/444906_grade_file.pptx
- Espresso guide: https://secure.schoolspider.co.uk/uploads/518/grade/444894_grade_file.doc
Support for Home Learning during Coronavirus Pandemic:
On this page, you will find home learning resources, links to websites and a suggested timetable that have been put together to support families having to work with children at home due to school closure. We have also included links to National Curriculum documents for core subjects and half-termly overviews so you have an idea of what is covered in school. Please make sure you scroll through the whole page to see what is included. During this time of school closure, we ask that you check the school website regularly for any important updates or information. We will continue to add to the home learning resources for each year group over this time.
Below are some links to websites that have various resources and interactive games to help with your child’s learning. These are a great way to consolidate what we have learnt in school. Children have been given usernames and passwords for Oxford Owl, Mathletics and Times Tables Rock Stars.
Oxford Owl: https://www.oxfordowl.co.uk
Times Tables Rock Stars: https://ttrockstars.com
Topmarks Education: https://www.topmarks.co.uk
Twinkl (free subscription, enter the code UKTWINKLHELPS): www.twinkl.co.uk/offer
BBC Bitesize Revision: https://www.bbc.co.uk/bitesize/levels/zbr9wmn
Maths Frame: https://mathsframe.co.uk/
- Master the Curriculum: https://masterthecurriculum.co.uk/categories/?year=year-6
- Espresso (username student 22144 password mauldeth): https://www.discoveryeducation.co.uk/
- Hamilton (free English and maths home learning packs updated weekly): https://www.hamilton-trust.org.uk/blog/learning-home-packs/
- Scratch App (free download): https://scratch.mit.edu/
- Number Fun Portal: https://parent.numberfunportal.com
- White Rose Maths (free home learning resources with videos and worksheets): https://whiterosemaths.com/homelearning/
- Literacy Company: http://www.theliteracycompany.co.uk/free-resources/
- NRICH (free online mathematics resources for ages 3 to 18 set up by the Faculties of Mathematics and Education at the University of Cambridge): https://nrich.maths.org/primary
- Robin Hood Academy (weekly home learning packs): https://www.robinhoodmat.co.uk/learning-projects/
- The World of David Walliams (free audio story everyday at 11am): https://www.worldofdavidwalliams.com/elevenses/?fbclid=IwAR1RqmHrK6WyzTDnvyvgkdg6_6Q76wfr3xW6O8E5Zs9qG60K6OLmce4dKg8
- The Maths Factor (free maths website created by Carol Vorderman): http://www.themathsfactor.com
Files to Download
Year 6: News items
There are no News items to display
Year 6: Blog items
There are no blog items to display
Year 6: Gallery items
There are no Gallery items to display
Year 6: Calendar items
There are no Calendar items to display | mathematics |
https://www.concordialibrary.org/events/act-test-prep-with-stephen-collins-2/ | 2019-01-23T17:36:31 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547584336901.97/warc/CC-MAIN-20190123172047-20190123194047-00016.warc.gz | 0.835795 | 126 | CC-MAIN-2019-04 | webtext-fineweb__CC-MAIN-2019-04__0__2561844 | en | Date(s) - 01/26/2019
9:30 am - 11:30 am
Concordia Parish Library
When: Saturday, January 26th @ 9:30am
Where: Ferriday Branch
Details: Tips and tricks for scoring higher on the ACT, understanding you ACT score, and finding scholarship opportunities. Featuring an ACT Math Practice Test, guided math practice and strategies for maximizing your time. Instructor Stephen Collins is Louisiana & Mississippi certified in Mathematics, Business Education, Computer Science and Computer Literacy. Call (318) 757-3550 to register. Free and open to the public! | mathematics |
http://web.univ-ubs.fr/lmba/seminaire/old/2004-5/Resume080405.html | 2019-12-07T17:52:46 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540500637.40/warc/CC-MAIN-20191207160050-20191207184050-00546.warc.gz | 0.942777 | 150 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__62148042 | en | Suppose that we managed to assign some signs to quadrisecants of a knot (i.e., lines cutting it 4 points) so that their total number, counted with signs, does not change under knot isotopy. What kind of invariant is it, and how to assign such signs? While the answer in this case is known, it motivates more general attempts to count (with signs) various geometric objects inscribed into a knot or a plane curve. In all cases invariants are easily seen to be of finite type. I will explain a general setting to produce such invariants (using evaluation maps of configuration spaces and homology intersections) and will formulate some results and conjectures. No prior knowledge of these themes will be assumed. | mathematics |
https://www.orangecountycoast.com/1-04-billion-jackpot-for-mondays-powerball-drawing/ | 2024-02-29T06:38:22 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00199.warc.gz | 0.96543 | 383 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__7875890 | en | The ninth-largest lottery jackpot in U.S. history, $1.04 billion, will be on the line in tonight’s Powerball drawing after no tickets with all six numbers were sold for the 30th consecutive drawing.
There hasn’t been a drawing with a grand prize winner since July 19 when a ticket worth $1.08 billion was sold at a downtown Los Angeles mini-market, the seventh-largest jackpot in U.S. history.
Ticket sales end at 7 p.m., and the drawing will be held at 7:59 p.m. Monday, Oct. 2.
The odds of matching all five numbers and the Powerball number is 1 in 292.2 million, according to the Multi-State Lottery Association which conducts the game. The overall chance of winning a prize is 1 in 24.9.
Buying tickets at a store where tickets with large jackpots have been sold in the past will not increase a purchaser’s chance of winning a jackpot, according to USC mathematics professor Ken Alexander.
“The chance that a given place will sell a winning lottery ticket is just related to how many tickets they sell,” Alexander told City News Service.
However, players wanting a better chance of avoiding sharing the jackpot should choose numbers that aren’t selected as often, Alexander said. Lottery players frequently choose the date of their birthdays as one of their numbers, so numbers higher than 31 would be played less, Alexander said.
Monday’s jackpot is the fourth-largest in the history of the Powerball game, which began in 1992. There have been five Mega Millions drawings with larger jackpots.
The Powerball game is played in 45 states, the District of Columbia, Puerto Rico and U.S. Virgin Islands.
Source: Orange County Register | mathematics |
https://www.info.hazu.hr/en/clanovi/trinajstic-nenad/ | 2023-11-28T20:03:50 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00594.warc.gz | 0.965775 | 704 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__188636435 | en | Trinajstić Nenad, F.C.A.
- October, 26, 1936, in Zagreb
- August 27, 2021, in Zagreb
Trinajstić Nenad, F.C.A.
- Fellow of the Croatian Academy of Sciences and Arts
- Doctor of Science
- scientific adviser, retired – Ruđer Bošković Institute
- full professor, retired – Faculty of Science, University of Zagreb
Functions in Academy:
- member of the Presidency – Croatian Academy of Sciences and Arts (12/17/2015 – 12/31/2018)
- deputy secretary – Department of Mathematical, Physical and Chemical Sciences (01/01/2011 – 12/31/2014)
- member of the Presidency – Croatian Academy of Sciences and Arts (01/01/2004 – 12/31/2010)
Membership in Academy:
- full member – Department of Mathematical, Physical and Chemical Sciences (06/18/1992 -8/27/2021)
Professor Nenad Trinajstić was born on October 26, 1936 in Zagreb, where he finished elementary school (1951) and high school (1956). He graduated from the Department of Chemical Technology of the Technological Faculty in Zagreb in 1960. He won his master’s degree in 1966; his master-thesis supervisor was Professor Milan Randic. He got his doctor’s degree from the Faculty of Science and Mathematics of the University of Zagreb in 1967. His doctoral thesis, entitled “Electronic Structure of Some Polyatomic Molecules”, was the first Croatian dissertation in quantum chemistry.
After receiving his BSc. Chem. Techn. degree, he was employed by the Pliva Research Institute (1960–1961). He moved to the Rugjer Boskovic Institute (RBI) in early 1962, where he spent all his working life. For many years he was the head of the Theoretical Chemistry Group in the Department of Physical Chemistry. He retired at the end of 2001. In 1992 he was elected for a full membership of the Croatian Academy of Sciences and Arts. He was also a member of the International Academy of Mathematical Chemistry from its foundation in 2005, the same year he became emeritus scientist at the Rudjer Boskovic Institute.
He published more than 500 scientific papers, few hundreds of professional articles, and 12 books, among which is the most famous Chemical Graph Theory (CRC Press, 2nd ed. 1992). He is one of the most cited Croatian chemists, with h-factor 59.
His professional interest was in the fields of quantum-chemical and mathematical methods in chemistry. In mathematical chemistry, he worked on the development and application of graph theory and topology to chemistry of conjugated systems. He was also involved in the development of molecular descriptors known as topological indices (Zagreb indices, Harary index, various distance indices, detour index, etc.) and in the development of quantitative relations between the structure, properties and activities of organic molecules and biomolecules. His contributions
in the fields of chemical graph theory and the graph-based computer chemistry made him well known as one of the pioneers in these branches of mathematical chemistry.
Professor Trinajstić will be fondly remembered by all his friends and colleagues. | mathematics |
http://isicad.ru/2004/14.php?print=1 | 2022-08-19T11:24:10 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573667.83/warc/CC-MAIN-20220819100644-20220819130644-00710.warc.gz | 0.93669 | 355 | CC-MAIN-2022-33 | webtext-fineweb__CC-MAIN-2022-33__0__140396036 | en | Geometric Constraint Solving
Product design for manufacture is an activity driven by descriptive information. Increasingly, design includes the use of design constraints that impose conditions on the shape of the product. That is, the designer states specific constraints without telling the system in detail how to satisfy them. It is the task of the underlying constraint solver to derive a plan by which to solve the constraint system.
Constraint solving will be presented in two parts. In the first part, the architecture of a simple planar constraint solver is described that anyone can implement. We then discuss ways in which to extend the solver, both regards geometric coverage as well as more complex constraints patterns.
The second part addresses spatial constraint solving focusing in particular on the algebraic side and some of the techniques that are known for solving the equations.
Before joining the Purdue faculty, Professor Hoffmann taught at the University of Waterloo, Canada. He has also been visiting professor at the Christian-Albrechts University in Kiel, West Germany (1980), and at Cornell University (1984-1986). His research focuses on geometric and solid modeling, its applications to manufacturing and science, and the simulation of physical systems. The research includes, in particular, research on geometric constraint solving and the semantics of generative, feature-based design. Professor Hoffmann is the author of Group-Theoretic Algorithms and Graph Isomorphism, Lecture Notes in Computer Science, 136, Springer-Verlag and of Geometric and Solid Modeling: An Introduction, published by Morgan Kaufmann, Inc. Professor Hoffmann has recieved national media attention for his work simulating the 9/11 Pentagon attack.
He is on the editorial boards of | mathematics |
https://kiwixcompo.com/how-to-type-square-root-on-iphone/ | 2023-12-03T20:59:55 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00453.warc.gz | 0.860438 | 3,270 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__237272435 | en | The square root symbol (√) is an important mathematical function used to denote the principal square root of a number. For example, √9 = 3, since 3 squared equals 9. Being able to quickly and easily type the square root symbol on an iPhone can be invaluable for students, engineers, mathematicians, and anyone else who frequently needs to express square roots in their work.
In this comprehensive guide, we’ll cover multiple methods for typing square root on an iPhone, including using the default keyboard, the character map, and third-party apps. We’ll also provide tips, tricks and examples for using the square root symbol in various iPhone applications like Notes, Calculator, and Pages. Read on to become an expert at typing square root on your iPhone!
- The square root symbol can be typed on an iPhone using the default keyboard, character map, or third-party apps
- On the default keyboard, quickly type square root by pressing and holding the “0” key
- The Character Map provides quick access to symbols like square root
- Third-party apps like Symbol Keyboard allow full customization of the keyboard with math symbols
- Use square root in Notes for math homework assignments and equations
- The Calculator app can evaluate square roots when the symbol is typed
- Square roots can be used in Pages documents and reports to express mathematical concepts
- Customizing your keyboard or using text shortcuts are handy tricks for quick square root typing
Using the Default Keyboard
The default iOS keyboard on iPhone contains many hidden symbols and characters that can be accessed by pressing and holding certain keys. This includes the square root symbol, which is readily available but not visible on the normal keyboard layout. Here are some methods for typing square root using only the default iPhone keyboard:
Press and Hold the “0” Key
The fastest way to type square root on the default iPhone keyboard is to press and hold on the “0” key. After a second or two, a popup will appear showing various symbol options, including the square root symbol. With your finger still pressed on the “0”, slide to select the √ symbol and then release to type it.
This is by far the quickest and most straightforward way to type square root on your iPhone’s default keyboard. The symbol pops up instantly, and you can commit the “press-and-hold 0” movement to memory quite easily with a bit of practice.
Use the Numbers and Symbols Keyboard
Alternatively, you can access the square root symbol from the numbers and symbols keyboard:
- Tap the “123” key on the bottom left of the keyboard to switch from the regular layout to the numbers and symbols keyboard.
- Press and hold the “=” key until a popup appears.
- Slide your finger to the square root symbol and release to type it.
This method adds an extra step compared to pressing and holding “0”, but can be useful if you ever need quick access to other math symbols like fractions or pi.
Switch to the Emoji Keyboard
Here’s one more way to access square root from the default keyboard:
- Tap the emoji icon on the bottom left of the keyboard to switch to the emoji layout.
- Press and hold the “0” key to bring up the symbol popup.
- Slide to and select the square root symbol.
This has the same effect as pressing and holding “0” from the regular keyboard, with the benefit that you can quickly get back to emoji if needed in your message.
As you can see, accessing the square root symbol is quite simple on the default keyboard, especially with the press-and-hold “0” trick. With minimal practice, you’ll be typing √ like a pro on your iPhone in no time!
Using the Character Map
In addition to the default keyboard, your iPhone also includes a character map containing symbols, letters, and characters from a wide variety of languages. Here’s how to use it to type square root:
- Go to Settings > General > Keyboard > Keyboards > Add New Keyboard.
- Tap “Character Map” in the list of available keyboards.
- The character map will now be accessible from your list of keyboards. To access it, tap the globe icon on your keyboard to switch between languages/keyboards.
- On the character map, tap the search icon and type “square root” to find it quickly.
- Tap the square root symbol to type it.
While a bit more complex than the default keyboard method, the character map provides a helpful way to lookup just about any symbol and know you’ll find it. For quick square root typing the keyboard is still faster, but the map can be great for occasional use or finding less common symbols.
Third-Party Keyboard Apps
In addition to the system keyboards, third-party iPhone apps can provide fully customizable keyboard layouts with special math and science symbols included. Some top options include:
Symbol Keyboard provides a highly customizable keyboard experience focused specifically on symbols and characters for math, science and other technical topics.
You can easily add the square root symbol (and many other math operators) to the main keyboard layout for quick access anytime. Advanced options even allow you to create shortcut keys to type the square root symbol in just a tap or two.
If you need to type sqrt and other math symbols frequently, a specialized keyboard like Symbol Keyboard is extremely helpful.
Unicode Map offers another customizable keyboard with an emphasis on symbols from a wide range of languages and writing systems.
It includes a Math Operators section with quick access to the square root symbol, as well as many other math and technical symbols. Easy copy/paste and favorites features help you type special characters fast.
General custom keyboard apps like Fonts Keyboard also provide options to add math symbols like square root to your keyboard layout.
While less specialized for math compared to Symbol Keyboard and Unicode Map, robust custom keyboard apps remain a flexible option for quick sqrt access.
If you need to type square roots and math symbols regularly on iPhone, investing a couple dollars in a specialized keyboard app can improve your typing speed and efficiency significantly.
Typing Square Root in Notes App
The versatile Notes app on iPhone allows you to type notes, homework assignments, reminders, equations, and more. Here are some ways the square root symbol can be particularly helpful in Notes:
Math Homework and Class Notes
For students doing algebra, geometry, trigonometry, or calculus homework, the Notes app already provides ideal math support with features like handwritten notes, shape recognition, and equation editing.
Being able to quickly type square root symbols using the methods in this guide makes completing math assignments and taking class notes even easier. No more confusion over unclear handwritten sqrt symbols – just type it clearly and correctly on your iPhone keyboard.
Reviewing Math Concepts
Beyond completing specific assignments, Notes is also helpful for generally practicing and learning math concepts that involve square roots, like:
- Simplifying radicals
- Finding square roots of perfect squares
- Rationalizing denominators
- Solving quadratic equations
With the flexibility to type and edit equations on the fly, the Notes app on iPhone is a great way for students to learn and review mathematical square root concepts.
Inserting Square Root Examples
Notes allows you to create rich text documents mixing formatted text, math symbols, images, and other media.
For example, you could create a study guide on algebraic concepts and insert square root symbol examples to demonstrate ideas visually:
The square root of 169 is 13, because 13 squared equals 169:
√169 = 13
Being able to accurately type √ into your notes makes incorporating symbolic examples a breeze.
Sometimes examples from textbooks or class slides can further aid learning. In Notes, you can take a screenshot of a relevant math concept and annotate it with your own typed notes, like inserting a square root to illustrate part of an example:
To solve this, we first simplify the sqrt term:
√36 = 6
Notes makes it straightforward to import images and easily add your own explanatory notes including proper sqrt symbols typed from the keyboard.
Whether you’re completing assignments, taking class notes, making study guides, or annotating screenshots, being able to type square root symbols into the Notes app can be a big help for learning math on your iPhone.
Using Square Root in the Calculator App
The Calculator app on iPhone allows you to perform complex math operations with just a few taps. With square root readily accessible on the keyboard, you can evaluate sqrt functions in the Calculator app:
- Open the Calculator app and tap the standard calculator layout (not scientific).
- Tap the number keys to enter a number like 9.
- Press and hold the 0 key to type the square root symbol.
- The app will evaluate √9 to equal 3!
You can follow similar steps to evaluate square roots of other perfect squares. For non-perfect squares and decimal roots, you’ll need to switch to the scientific calculator layout:
- Open the Calculator app and swipe left on the calculator models to select the scientific layout.
- Use the number keys and sqrt symbol to enter an expression like √12
- Tap the “=” sign to evaluate the decimal result (√12 = 3.464)
The Calculator app makes it a breeze to evaluate any square root, perfect square or not. Combined with quick sqrt typing from the keyboard, it becomes easy to experiment with all kinds of square root calculations on iPhone.
As you can see, the Calculator app recognizes and evaluates square root functions when you type the symbol from the keyboard. This makes it super simple to find square roots and experiment with radical expressions.
Using Square Root in Pages for iPhone
Pages is Apple’s word processing app, similar to Microsoft Word or Google Docs. On iPhone, Pages provides robust tools for writing documents, reports, letters, resumes, and more. Here are some ways the square root symbol can be helpful when using Pages on your iPhone:
Science and Math Reports
For science or math-related assignments, being able to type square root into Pages is essential for presenting concepts cleanly and accurately.
Rather than relying on unclear handwritten sqrt symbols, you can insert crystal clear square roots using the methods in this guide – ideal for science lab reports. The equation editor even allows you to lay out square root functions properly.
Beyond school reports, being able to insert square roots is also useful when creating technical documents for work.
For example, a computer engineer may need to discuss clock speeds increasing at the square root of the number of transistors. By typing √ cleanly in Pages, technical concepts are communicated precisely.
Research Papers and Theses
Square roots can also appear in academic papers in mathematics, physics, engineering, and more.
Rather than compromising clarity by relying on handwritten symbols or workarounds, just type √ directly on your iPhone keyboard to properly convey complex concepts in research papers and theses.
Brochures, Flyers and Posters
For promoting STEM programs, math tutoring services, technical products, and similar offerings, Pages can be used to design informational flyers, brochures, posters and more.
Inserting square root symbols typed from the iPhone keyboard is an easy way to add technical flair and convey expertise in marketing materials.
Whether you’re a student creating reports, an engineer drafting technical documents, or a teacher designing classroom materials, the ability to easily insert square roots is extremely beneficial when using Pages on your iPhone.
Handy Shortcuts and Tips
Beyond the basic methods for typing square root on iPhone, there are some handy shortcuts and tips worth learning:
Create a Shortcut in Settings
For extremely frequent usage, you can create a custom text shortcut so typing “sqrt” autocorrects to the √ symbol:
- Go to Settings > General > Keyboard > Text Replacement
- Tap the “+” to create a new shortcut
- Type “sqrt” as the phrase and “√” as the shortcut
Now just typing “sqrt” will automatically produce the square root symbol, saving multiple taps and presses.
Add Square Root to the Shortcuts Bar
In some third-party keyboard apps, you can add dedicated sqrt shortcut buttons to the top shortcuts bar for single tap insertion. Very handy for heavy math usage.
Memorize the Press-and-Hold Movement
On the default keyboard, commit the “press-and-hold 0” motion to muscle memory so it becomes second nature when you need to quickly type square root symbols.
Use Square Root Templates
Apps like Pages often include ready-made equation templates. Use these to quickly insert square root functions rather than building them from scratch.
By mastering shortcuts, tweaks, and tips like these, you can optimize your iPhone to type √ symbols faster than ever.
Being able to cleanly type the square root symbol is essential for students, mathematicians, scientists, engineers, and other professionals who work with math concepts and notation. On the iPhone’s default keyboard, square root can be quickly accessed by pressing and holding “0”. The character map provides an alternate way to lookup and insert sqrt and other symbols. Third party keyboard apps can fully customize your typing experience for easy sqrt insertion.
Within the iPhone’s everyday apps, square root comes in handy when completing math homework assignments in Notes, evaluating radical expressions in Calculator, creating scientific reports in Pages, and more. With the typing tricks and tips covered in this guide, you can optimize your iPhone to help insert square roots seamlessly anytime they are needed in your work and studies. So tap into the power of square root – your new math superpower!
Frequently Asked Questions
Q: How do I type square root on iPhone?
A: You can use the keyboard, character map, or third-party apps to type square root on iPhone.
Q: How do I use the square root symbol in iPhone notes?
A: You can copy and paste the symbol from another application or use a third-party keyboard that includes the symbol.
Q: Can I customize the iPhone keyboard to include the square root symbol?
A: Yes, you can add a custom shortcut to the keyboard to type the square root symbol.
Q: How do I type square root on iPhone calculator?
A: You can use the character map to copy and paste the symbol into the calculator or use a third-party calculator app that includes the symbol.
Q: How do I type square root on iPhone Pages?
A: You can use the keyboard, character map, or third-party apps to type square root on iPhone Pages.
Q: What is the shortcut to type square root on iPhone?
A: You can create a custom shortcut to type the square root symbol on iPhone.
Q: How do I use the square root symbol in other iPhone applications?
A: You can copy and paste the symbol from another application or use a third-party keyboard that includes the symbol.
Q: What is the square root character on iPhone?
A: The square root character on iPhone is the symbol used to represent the square root of a number.
Q: How do I type square root on iPhone third-party apps?
A: You can use the keyboard, character map, or third-party apps to type square root on iPhone third-party apps.
Q: Can I use the square root symbol on iPhone without a third-party app?
A: Yes, you can use the character map or create a custom shortcut to type the square root symbol on iPhone without a third-party app. | mathematics |
http://cspnohio.org/index/entrance-exam | 2017-04-26T21:35:55 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00440-ip-10-145-167-34.ec2.internal.warc.gz | 0.898846 | 358 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__226100282 | en | About the test
CSPN uses a proprietary examination which covers reading comprehension and basic math. The reading comprehension portion is 30 minutes in length, and requires a score of 70% or higher to pass.
The math portion consists of 30 basic math problems including:
- Multiplying and dividing whole numbers
- Addition, subtraction, multiplication, and division of fractions
- Division of decimals
- Converting from percentage to decimal to fraction to ratio
Click here to see some sample math problems.
This section of the test is 45 minutes in length, and requires a score of 70% or higher to pass. CSPN will provide a calculator for you to use.
You may take the test twice per enrollment period.
How to register for the entrance exam
The entrance exam fee ($40) is non-refundable.
Please see this page for the most up-to-date available days and times. Registering and paying online assures you of a seat on the date and time of your choice. Alternatively, you may register and pay in cash (or via money order) in person. Limited walk-in seats may or may not be available on the day of the test.
We regret that we cannot accept personal checks the entrance exam fee.
Reviewing for the test
Any book that has reading comprehension practice questions will be helpful. A GED review book would be one example.
For the math portion of the test, remember to download the sample math questions above. Math workbooks and/or web sites are plentiful.
CSPN will consider transcripts of HESI or WorkKeys scores of 70% or higher in place of the CSPN entrance exam. There is no charge for this review. | mathematics |
https://schoolnations-gy.com/how-to-solve-amazons-pair-of-socks-interview-puzzle/ | 2019-10-17T05:19:13 | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986672723.50/warc/CC-MAIN-20191017045957-20191017073457-00328.warc.gz | 0.918242 | 514 | CC-MAIN-2019-43 | webtext-fineweb__CC-MAIN-2019-43__0__184046327 | en | Hey, this is Presh Talwalkar. This problem was part of a written interview test for Amazon in India. A drawer contains twelve identical black socks and twelve identical white socks. If you pick two socks at random: what is the probability of getting a matching pair? Can you figure it out? Give this problem a try and when you’re ready keep watching the video for the solution. Many people think when you pick two socks they will either match or they will not match. Since the number of black and white socks are equal, the probability of matching should be 50%. But this tempting answer is wrong! The probability of making a pair is actually slightly less than 50%. Let’s calculate and figure out why? There are 12 white socks and 12 black socks. By symmetry the probability of picking a black pair of socks equals the probability of picking a white pair of socks. So let’s calculate the probability of picking a black pair of socks. There is a 12 over 24 chance the first sock is black. This is because there are 12 black socks out of 24 socks total. 12 over 24 simplifies to be 1/2. Now what’s the chance of picking a black sock on the second draw? For the second sock the chance will be 11 out of 23, because there are 11 black socks remaining out of a total of 23 socks remaining. The asymmetry is because we are sampling without replacement. So what does this all mean? It means, the probability of picking a black pair is 1/2 times 11 over 23. This will also be the probability of picking a white pair by symmetry. So, we can put this all together to get the odds of picking a pair of matching socks. The probability of picking a matching pair will equal the probability of picking a black pair plus the probability of picking a white pair. Each of these is equal to 1/2 times 11 over 23. And therefore the probability of picking a pair of matching socks will be 11 over 23, which is approximately 47.8%. This is slightly less than 1/2. Did you figure it out? Thanks for watching this video. Please subscribe to my channel. I make videos on math. You can catch me on my blog mindyourdecisions. If you like this video you can support me on patreon… …and you can check out my books which are listed in the video description. You can also follow me on social media either at mindyourdecisions or at preshtalwalkar depending on the site. | mathematics |
http://www.jerrydallal.com/LHSP/p.htm | 2021-10-27T02:36:17 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00171.warc.gz | 0.93673 | 1,104 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__89377263 | en | [Notation: The obvious notational choice for proportion or probability is p. The standard convention is to use Roman letters for sample quantities and the corresponding Greek letter for population quantities. Some books do just that. However, the Greek letter has its own special place in mathematics. Therefore, instead of using pfor sample proportion and for population proportion, many authors use p for population proportion and p with a hat (caret) on it, (called p-hat), as the sample proportion. The use of "hat" notation for differentiating between sample and population quantities is quite common.]
There's really nothing new to learn to compare two proportions because we know how to compare means. Proportions are just means! The proportion having a particular characteristic is the number of individuals with the characteristic divided by total number of individuals. Suppose we create a variable that equals 1 if the subject has the characteristic and 0 if not. The proportion of individuals with the characteristic is the mean of this variable because the sum of these 0s and 1s is the number of individuals with the characteristic.
While it's never done this way (I don't know why not*), two proportions could be compared by using Student's t test for independent samples with the new 0/1 variable as the response.
An approximate 95-% confidence interval for the difference between two population proportions (p1-p2) based on two independent samples of size n1 and n2 with sample proportions and is given by
Even though this looks different from other formulas we've seen, it's nearly identical to the formula for the "equal variances not assumed" version of Student's t test for independent samples. The only difference is that the SDs are calculated with n in the denominator instead of n-1.
An approximate 95-% confidence interval for a single population proportion based on a sample of size n with sample proportion is
Comparing Two Proportions
There is a choice of test statistics for testing the null hypothesis H0: p1=p2 (the population proportions are equal) against H1: p1p2 (the population proportions are not equal). The test is performed by calculating one of these statistics and comparing its value to the percentiles of the standard normal distribution to obtain the observed significance level. If this P value is sufficiently small, the null hypothesis is rejected.
Which statistic should be used? Many statisticians have offered arguments for preferring one statistic over the others but, in practice, most researchers use the one that is provided by their statistical software or that is easiest to calculate by hand.
All of the statistics can be justified by large sample statistical theory. They all reject H0 100(1-)% of the time when H0is true. (However, they don't always agree on the same set of data.) Since they all reject H0 with the same frequency when it is true, you might think of using the test that is more likely to reject H0 when it is false, but none has been shown to be more likely than the others to reject H0 when it is false for all alternatives to H0.
The first statistic is
The second is
where is the proportion of individuals having the characteristic when the two samples are lumped together.
A third statistic is
The test statistic z1 is consistent with the corresponding confidence interval, that is, z1 rejects H0 at level if and only if the 100(1-)% confidence interval does not contain 0.
The test statistic z2 is equivalent to the chi- square goodness-of-fit test, also called (correctly) a test of homogeneity of proportions and (incorrectly, for this application) a test of independence.
The test statistic z3 is equivalent to the chi- square test with Yates's continuity correction. It was developed to approximate another test statistic (Fisher's exact test) that was difficult to compute by hand. Computers easily perform this calculation, so this statistic is now obsolete. Nevertheless, most statistical program packages continue to report it as part of their analysis of proportions.
Common sense suggests using z1 because it avoids conflicts with the corresponding confidence interval. However, in practice, the chi-square test for homogeneity of proportions (equivalent to z2) is used because that's what statistical software packages report. I don't know any that report z1. However, z2 (in the form of the chi-square test) has the advantage of generalizing to tests of the equality of more than two proportions.
When testing the null hypothesis H0: the population proportion equals some specified value p0 against H1: the population proportion does not equal p0, there is, once again, a choice of test statistics.
all of which are compared to the percentiles of the standard normal distribution.
Again, z1 gives tests that are consistent with the corresponding confidence intervals, z2 is equivalent to the chi-square goodness-of-fit test, and z3 gives one-sided P- values that usually have better agreement with exact P-values obtained, in this case, by using the binomial distribution.
These techniques are based on large sample theory. Rough rules of thumb say they may be applied when there are at least five occurrences of each outcome in each sample and, in the case of a single sample, provided confidence intervals lie entirely in the range (0,1). | mathematics |
https://www.ejournal.org.cn/CN/abstract/abstract8511.shtml | 2023-05-30T23:46:29 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646181.29/warc/CC-MAIN-20230530230622-20230531020622-00157.warc.gz | 0.66447 | 1,567 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__189603164 | en | Shanker B,Ergin A A,et al.Fast analysis of transient electromagnetic scattering phenomena using the multilevel plane wave time domain algorithm [J].IEEE Transactions on Antennas Propagation,2003,51(3):628-641.
Yilmaz A E,Jin Jian-Ming,Eric Michielssen.Time domain adaptive integral method for surface integral equations [J].IEEE Transactions on Antennas and Propagation,2004,52(10):2692-2708.
任仪,赵延文,聂在平,马文敏.基于高阶叠层矢量基函数的时域电磁场积分方程方法[J].电子学报,2008,36(3):516-519. Ren Yi,Zhao Yanwen,Nie Zaiping,Ma Wenmin.Time-domain integral equations using higher order hierarchical vector basis functions [J].Acta Electronica Sinica,2008,36(3):516-519.(in Chinese)
Rao S M,Wilton D R.Transient scattering by conducting surfaces of arbitrary shape [J].IEEE Transactions on Antennas and Propagation,1991,39(1):56-61.
Vechinski D,Rao S M.A stable procedure to calculate the transient scattering by conducting surfaces of arbitrary shape [J].IEEE Transactions on Antennas and Propagation,1992,40(6):661-665.
Davies P J,Duncan D B.Averaging techniques for time-marching schemes for retarded potential integral equations [J].Applied Numerical Mathematics,1997,23(3):291-310.
Dodson S J,Walker S P,Bluck M J.Implicit and stability of time domain integral equation scattering analysis [J].Applied Computational Electromagnetics Society Journal,1997,13(1):291-301.
Manara G,et al.A space-time discretization criterion for a stable time-marching solution of the electric field integral equation [J].IEEE Transactions on Antennas and Propagation,1997,45(3):527-532.
Weile D S,Pisharody G,Chen N W,Shanker B,Michielssen E.A novel scheme for the solution of the time-domain integral equations of electromagnetics[J].IEEE Transactions on Antennas and Propagation,2004,52(1):283-295.
Hu J L,Chan C H,Xu Y.A new temporal basis function for the time-domain integral equation method [J].IEEE Microwave Wireless Components Letters,2001,11(1):465-466.
Wang P,Xia M Y,Jin J M,Zhou L Z.Time-domain integral equation solvers using quadratic B-spline temperoral basis functions [J].Microwave Optical Technology Letter,2007,49(5):1154-1159.
Pingenot J,chakraborty S,Jandhyala V.Polar integration for exact space-time quadrature in time-domain integral equations [J].IEEE Transactions on Antennas and Propagation,2006,54(10):3037-3042.
Shanker B,Lu M,Michielssen E.Time domain integral equation analysis of scattering from composite bodies via exact evaluation of radiation fields [J].IEEE Transactions on Antennas and Propagation,2009,57(5):1506-1520.
Shi Y F,Xia M Y,Chen R S,Michielssen E,Lu Mingyu.Stable electric field TDIE solvers via quasi-exact evaluation of MOT matrix elements [J].IEEE Transactions on Antennas and Propagation,2011,59(2):574-585.
Yücel A C,Ergin A A.Exact evaluation of retarded-time potential integrals for the RWG bases [J].IEEE Transactions on Antennas and Propagation,2006,54(5):1496-1502.
Ülkü H A,Ergin A A.Analytical evaluation of transient magnetic fields due to RWG current bases [J].IEEE Transactions on Antennas and Propagation,2007,55(12):3565-3575.
赵庆广,赵延文,毕海燕,聂在平.利用时间步进算法精确稳定求解时域积分方程[J].电子学报,2008,36(6):1135-1139. Zhao Qingguang,Zhao Yanwen,Bi Haiyan,Nie Zaiping.Accurate and stable solution of time-domain integral equation using marching on in time method [J].Acta Electronica Sinica,2008,36(6):1135-1139.(in Chinese)
Ülkü H A,Ergin A A.Application of analytical retarded-time potential expressions to the solution of time domain integrals equations [J].IEEE Transactions on Antennas and Propagation,2011,59(11):4123-4131
Ülkü H A,Ergin A A.On the singularity of the closed-form expression of the magnetic field in time domain [J].IEEE Transactions on Antennas and Propagation,2011,59(2):691-694.
Pray A J,Nair N V,Shanker B.Stability properties of the time domain electric field integral equation using a separable approximation for the convolution with the retarded potential [J].IEEE Transactions on Antennas and Propagation,2012,60(8):3772-3781.
Zhu M D,Zhou X L,Yin W Y.Radial integration scheme for handling weakly singular and near-singular potential integrals[J].IEEE Antennas and Wireless Propagation Letters,2011,10(1):792-795.
Rao S M,Wilton D R,Glisson A W.Electromagnetic scattering by surfaces of arbitrary shape [J].IEEE Transactions on Antennas and Propagation,1982,30(3):408-418.
Ma J,Rokhlin V,Wandzura S.Generalized Gaussian quadrature rules for systems of arbitrary functions [J].SIAM Journal on Numerical Analysis,1996,33(3):971-996. | mathematics |
https://www.dansdeals.com/shopping-deals/amazon/metro-mags-clear-colors-60-piece-set-for-just-44-99-shipped-from-amazon/ | 2024-04-14T03:17:29 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816863.40/warc/CC-MAIN-20240414002233-20240414032233-00782.warc.gz | 0.921035 | 203 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__88693711 | en | This is the lowest price ever for these on Amazon. Earlier today the price was $79.95.
-Magnetic Tiles Building Set
-60-piece set of multi-colored, geometric magnetic building tiles with project guide
-Square and triangular tiles adhere on all sides for infinite 2D and 3D building possibilities
-Open-ended manipulative building set engages children of all ages in creative play
-Develops spatial awareness and problem-solving, logical thinking, and math reasoning
-Recommended for children from 3 and up; hours of fun for children and adults
Amazon offers free shipping with $35+ orders or get free next-day shipping on all orders with a free trial of Amazon Prime. Prime members can share benefits with a Household member here, allowing them to double up on Amazon Prime promos! A 6 month trial and discounted Prime membership is available with Amazon Student. EBT/Medicaid Cardholders can save on Prime Membership here. | mathematics |
https://en.sarkariresultshindi.in/abhinay-maths-pdf/ | 2021-06-17T01:59:29 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487626465.55/warc/CC-MAIN-20210617011001-20210617041001-00604.warc.gz | 0.889724 | 1,272 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__96381240 | en | In this post, we’re sharing with you amazing class Notes called Abhinay Maths PDF, which is very useful for learning maths and preparing for the competitive exams.
Abhinay Sharma Maths Notes Book PDF is important for almost every competitive and govt. Exams. This book covers previous exam questions and normal essential questions with detailed explanations and examples, which will help you understand the topics quickly.
Play with Advanced Maths PDF
Abhinay Sharma is the best and popular maths teacher among all students; everyone wants to read his book.
Sometime before, Abhinay Sharma’s identity was only near KD Campus; people didn’t know about him outside; he joined on social media. With the help of digital now, his profile growing, and identity is getting popular.
Special things about Abhinay sir is he qualified 5 times SSC CGL, and he got 4 times 197.5 marks; in all four exams, he made mistakes in only one question. Overall, Play with Advanced Maths by Abhinay Sharma is a good book; you can also order a hard copy of this book from the given link below.
Play with Advanced Maths by Abhinay Sharma PDF
The Play with Advanced Maths by Abhinay Sharma is a good book for SSC and other competitive exams. This book covers all the important questions and the theory straightforward to help you understand the topic quickly.
Play with Advanced Maths Book is made for all the students who are preparing for government exams and other competitive exams. Many books available in the market which are made for exams but in those books, not cover all topics and chapters; that’s why many institutes recommend this book.
Abhinay Sharma Maths Book PDF Details
- Book Name: Abhinay Maths PDF Download
- Size: 53 MB
- Pages: 508
- Format: PDF
- Quality: Excellent
- Language: Hindi
The book covers all previous exam questions that are asked in exams like SSC CGL, SSC CPO, and CDS exams.
This Abhinay Sharma Maths Book PDF book is a good option for preparing for competitive exams, so if you’re preparing for the exams in which mathematics is an important subject, you should read this book.
Abhinay Maths PDF Chapters
All the topics of Abhinay Maths Book PDF book are divided into six chapters, such as –
- Percentage (प्रतिशत)
- Compound Interest (चक्रवृद्धि ब्याज)
- Average (औसत)
- Boat & Streams ( नाव और धारा )
- Geometry Triangles (रेखागणित )
- Mixture & Allegation (मिश्रण)
- HCF & LCM
- Number System (संख्या पद्धति)
- Profit & Loss ( लाभ और हानि )
- Ratio & Proportion (अनुपात)
- Simple Interest ( साधारण ब्याज )
- Time & Work ( कार्य और समय )
- Distance Speed & Time ( समय दूरी और चाल )
- Work & Wages ( कार्य और वेतन )
- Partnership ( साझेदारी )
- Pipe & Cistern ( नल एवं टंकी )
- Algebra (बीजगणित)
Abhinay Sharma Maths Book PDF Download
You can easily download this book from the given link below and open it with any pdf viewer or office software through your mobile or computer.
Abhinay Maths PDF Chapter Wise Notes Download
Notice: Due to the DMCA copyright policy, we removed the pdf of the above Book. I kindly request you to buy this Book from Book Stores or any online stores like Amazon, Flipkart, etc
- Sarvesh Verma Quantum Cat PDF
- Rs Aggarwal Quantitative Aptitude PDF
- Quicker Maths by M Tyra PDF Download
- Rakesh Yadav Class Notes PDF Download
- Fast Track Objective Arithmetic by Rajesh Verma PDF
Suggestion to Viewers: If you’re a little serious about your studies, you should never consider eBooks/Books in PDF. The reason is that electronic devices divert your attention and also cause strains while reading eBooks. Kindly Switch to the hard copy of this Book & Buy it officially from the publishers and utilize your potential efficiently and confidently.
|Hindi Edition: Buy This Book From Amazon – Get This Book Now|
|English Edition: Buy This Book From Amazon – Get This Book Now|
In today’s post, we shared with you an amazing book called Play with Advanced Maths by Abhinay Sharma PDF, which is very useful for preparing for competitive exams.
The Abhinay Sharma Maths Book PDF covers all the topics with an explanation and practical questions that will help you prepare well for your exam.
I hope you liked this post. if you liked this post, or if you’ve any other queries, please comment down below. If you feel this post is useful, share it with your friend on Facebook, Whatsapp, and other social media. | mathematics |
https://presentationassist.info/problem-solving/quadratic-equation-solver-a-b-c | 2023-03-31T16:22:19 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949644.27/warc/CC-MAIN-20230331144941-20230331174941-00503.warc.gz | 0.83203 | 3,008 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__102346250 | en | Quadratic Equation Solver
What do you want to calculate.
- Solve for Variable
- Practice Mode
Example (click to try), choose your method, solve by factoring.
Complete The Square
Example: 3x^2-2x-1=0 (After you click the example, change the Method to 'Solve By Completing the Square'.)
Take the Square Root
Quadratic Equation Calculator
Solve quadratic equations step-by-step.
- One-Step Addition
- One-Step Subtraction
- One-Step Multiplication
- One-Step Division
- One-Step Decimals
- Two-Step Integers
- Two-Step Add/Subtract
- Two-Step Multiply/Divide
- Two-Step Fractions
- Two-Step Decimals
- Multi-Step Integers
- Multi-Step with Parentheses
- Multi-Step Rational
- Multi-Step Fractions
- Multi-Step Decimals
- Solve by Factoring
- Completing the Square
- Quadratic Formula
- Rational Roots
- Equation Given Roots New
- Cramer's Rule
- Gaussian Elimination
- System of Inequalities
- Perfect Squares
- Difference of Squares
- Difference of Cubes
- Sum of Cubes
- Distributive Property
- FOIL method
- Perfect Cubes
- Binomial Expansion
- Logarithmic Form
- Absolute Value
- Partial Fractions
- Is Polynomial
- Leading Coefficient
- Leading Term
- Standard Form
- Complete the Square
- Synthetic Division
- Rationalize Denominator
- Rationalize Numerator
- Interval Notation New
- Pi (Product) Notation New
- Induction New
- Boolean Algebra
- Truth Table
- Mutual Exclusive
- Caretesian Product
- Age Problems
- Distance Problems
- Cost Problems
- Investment Problems
- Number Problems
- Percent Problems
Most Used Actions
Frequently Asked Questions (FAQ)
How do you calculate a quadratic equation.
- To solve a quadratic equation, use the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a).
What is the quadratic formula?
- The quadratic formula gives solutions to the quadratic equation ax^2+bx+c=0 and is written in the form of x = (-b ± √(b^2 - 4ac)) / (2a)
Does any quadratic equation have two solutions?
- There can be 0, 1 or 2 solutions to a quadratic equation. If the discriminant is positive there are two solutions, if negative there is no solution, if equlas 0 there is 1 solution.
What is quadratic equation in math?
- In math, a quadratic equation is a second-order polynomial equation in a single variable. It is written in the form: ax^2 + bx + c = 0 where x is the variable, and a, b, and c are constants, a ≠ 0.
How do you know if a quadratic equation has two solutions?
- A quadratic equation has two solutions if the discriminant b^2 - 4ac is positive.
Related Symbolab blog posts
We want your feedback.
Please add a message.
Message received. Thanks for the feedback.
Calculator Soup ®
Quadratic Formula Calculator
This online calculator is a quadratic equation solver that will solve a second-order polynomial equation such as ax 2 + bx + c = 0 for x, where a ≠ 0, using the quadratic formula .
The calculator solution will show work using the quadratic formula to solve the entered equation for real and complex roots. Calculator determines whether the discriminant \( (b^2 - 4ac) \) is less than, greater than or equal to 0.
When \( b^2 - 4ac = 0 \) there is one real root.
When \( b^2 - 4ac > 0 \) there are two real roots.
When \( b^2 - 4ac < 0 \) there are two complex roots.
The quadratic formula
is used to solve quadratic equations where a ≠ 0 (polynomials with an order of 2)
Examples using the quadratic formula
Example 1: Find the Solution for \( x^2 + -8x + 5 = 0 \), where a = 1, b = -8 and c = 5, using the Quadratic Formula.
The discriminant \( b^2 - 4ac > 0 \) so, there are two real roots.
Simplify the Radical:
Simplify fractions and/or signs:
Example 2: Find the Solution for \( 5x^2 + 20x + 32 = 0 \), where a = 5, b = 20 and c = 32, using the Quadratic Formula.
The discriminant \( b^2 - 4ac < 0 \) so, there are two complex roots.
calculator updated to include full solution for real and complex roots
Cite this content, page or calculator as:
Furey, Edward " Quadratic Formula Calculator " at https://www.calculatorsoup.com/calculators/algebra/quadratic-formula-calculator.php from CalculatorSoup, https://www.calculatorsoup.com - Online Calculators
Quadratic Equation Solver
Is it quadratic.
Only if it can be put in the form ax 2 + bx + c = 0 , and a is not zero .
The name comes from "quad" meaning square, So, the biggest clue is that highest power must be a square (in other words x 2 ).
These are all quadratic equations in disguise:
How does this work?
The solution(s) to a quadratic equation can be calculated using the Quadratic Formula :
The "±" means you need to do a plus AND a minus, so there are normally TWO solutions !
The blue part ( b 2 - 4ac ) is called the "discriminant", because it can "discriminate" between the possible types of answer. If it is positive, you will get two normal solutions, if it is zero you get just ONE solution, and if it is negative you get imaginary solutions.
Quadratic Formula Calculator
Enter the equation you want to solve using the quadratic formula.
The Quadratic Formula Calculator finds solutions to quadratic equations with real coefficients. For equations with real solutions, you can use the graphing tool to visualize the solutions.
Quadratic Formula : x = − b ± b 2 − 4 a c 2 a
Click the blue arrow to submit. Choose "Solve Using the Quadratic Formula" from the topic selector and click to see the result in our Algebra Calculator !
Solve Using the Quadratic Formula Apply the Quadratic Formula
Solve Using the Quadratic Formula x 2 + 5 x + 6 = 0 Solve Using the Quadratic Formula x 2 - 9 = 0 Solve Using the Quadratic Formula 5 x 2 - 7 x - 3 = 0 Apply the Quadratic Formula x 2 - 14 x + 49 Apply the Quadratic Formula x 2 - 18 x - 4
Please ensure that your password is at least 8 characters and contains each of the following:
- a special character: @$#!%*?&
Quadratic Formula Calculator
The calculator below solves the quadratic equation of ax 2 + bx + c = 0 .
In algebra, a quadratic equation is any polynomial equation of the second degree with the following form:
ax 2 + bx + c = 0
where x is an unknown, a is referred to as the quadratic coefficient, b the linear coefficient, and c the constant. The numerals a , b , and c are coefficients of the equation, and they represent known numbers. For example, a cannot be 0, or the equation would be linear rather than quadratic. A quadratic equation can be solved in multiple ways, including factoring, using the quadratic formula, completing the square, or graphing. Only the use of the quadratic formula, as well as the basics of completing the square, will be discussed here (since the derivation of the formula involves completing the square). Below is the quadratic formula, as well as its derivation.
Derivation of the Quadratic Formula
From this point, it is possible to complete the square using the relationship that:
x 2 + bx + c = (x - h) 2 + k
Continuing the derivation using this relationship:
Recall that the ± exists as a function of computing a square root, making both positive and negative roots solutions of the quadratic equation. The x values found through the quadratic formula are roots of the quadratic equation that represent the x values where any parabola crosses the x-axis. Furthermore, the quadratic formula also provides the axis of symmetry of the parabola. This is demonstrated by the graph provided below. Note that the quadratic formula actually has many real-world applications, such as calculating areas, projectile trajectories, and speed, among others.
Please disable adblock in order to continue browsing our website.
Unfortunately, in the last year, adblock has now begun disabling almost all images from loading on our site, which has lead to mathwarehouse becoming unusable for adlbock users.
Quadratic Formula Calculator & Solver
Calculator for solutions to any quadratic equation..
The calculator uses the quadratic formula to find solutions to any quadratic equation .
The quadratic formula calculator below will solve any quadratic equation that you type in. Simply type in a number for 'a', 'b' and 'c' then hit the 'solve' button.
Quadratic Formula Calculator and Solver
The Actual Solutions
Parabola Animated Gifs
More Quadratic Gifs
The calculator on this page shows how the quadratic formula operates, but if you have access to a graphing calculator you should be able to solve quadratic equations, even ones with imaginary solutions.
- Step 1) Most graphing calculators like the TI- 83 and others allow you to set the "Mode" to "a + bi" (Just click on 'mode' and select 'a+bi').
- If you can set your calculator's mode to a + bi you should be able to even calculate imaginary solutions.
- The rest of the steps just involve typing in a,b and c. Make sure that you divide the entire numerator by 2a, just use parentheses.
- Quadratic formula worksheets (several free printable pdfs with answer keys on the quadratic formula)
Create the graph of any Parabola
Save Graph as Image to your desktop
- Quadratic Equations
- Other Free Math Calculators
- All roots calculated
Ultimate Math Solver (Free) Free Algebra Solver ... type anything in there!
Popular pages @ mathwarehouse.com.
Shows you the step-by-step solutions using the quadratic formula! ... Solve an equation of the form a x 2 + b x + c = 0 by using the quadratic formula:.
Quadratic Equation Solver · Step-By-Step Example. Learn step-by-step how to solve quadratic equations! · Example (Click to try) · Choose Your Method. There are
To solve a quadratic equation, use the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a). What is the quadratic formula? The quadratic formula gives solutions
This online calculator is a quadratic equation solver that will solve a second-order polynomial equation such as ax2 + bx + c = 0 for x, where a ≠ 0, using the
Quadratic Equation Solver. We can help you solve an equation of the form "ax2 + bx + c = 0" Just enter the values of a, b and c below:.
Quadratic Equation Solver. If you have an equation of the form "ax2 + bx + c = 0", we can solve
Enter the equation you want to solve using the quadratic formula. The Quadratic Formula Calculator finds solutions to quadratic equations with real coefficients
A quadratic equation can be solved in multiple ways, including factoring, using the quadratic formula, completing the square, or graphing. Only the use of the
The calculator uses the quadratic formula to find solutions to any quadratic equation. ... The quadratic formula calculator below will solve any quadratic
Inuyasha The Final Act (Subbed) · ALEKS - Drawing the Haworth projection of a ketose from its Fisher projection · Solving Linear Equations Using | mathematics |
http://www.gcschool.org/page/shortcuts/abacus | 2015-09-03T08:49:17 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645310876.88/warc/CC-MAIN-20150827031510-00297-ip-10-171-96-226.ec2.internal.warc.gz | 0.942468 | 280 | CC-MAIN-2015-35 | webtext-fineweb__CC-MAIN-2015-35__0__59524457 | en | The 18th Annual Abacus International Math Challenge runs from September, 2014 through April 30th, 2015.
Categories & Contacts
In your first e-mail, please indicate your name, your grade/age, the name of your school, and the city where you live. Make sure that you indicate the number of the problem you are responding to. For proper identification, every e-mail you send should include your name.
SHOWING YOUR SOLUTION:
The solution to a problem should include the results and your reasoning. Make sure that you try to find all the possible solutions for a problem. Your reasoning has to be given in English, but do not be discouraged if English is your second language. If we have a question about your answer, we will contact you.
Try to send your answers by the last day of the month for the posted problem, however solutions to any of the problems will be accepted until April 30, 2015. (You are welcome to participate in higher grade groups by solving their problems.)
You get five points for a thorough solution with reasoning; fewer points for a partial solution or solution with no reasoning, and more points if you find additional different solutions or prove more than required.
You may earn extra points if you design your own problems and they get posted in the challenge. So, try to make up some problems and solve them. | mathematics |
https://beginnerdetail.com/omni-calculator/ | 2022-10-05T15:18:53 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337631.84/warc/CC-MAIN-20221005140739-20221005170739-00674.warc.gz | 0.916194 | 360 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__202581945 | en | In a surprisingly large part, our reality consists of computable problems. Should I buy or rent this? What is my ideal calorie intake? Can I take this loan? Or even how many items do I need to sell at what price in a business venture to reach a point where profits equal costs? Often we are unable to solve these problems because we lack the knowledge, skills, time or will to do the calculations. And then we make bad, uninformed decisions.
Omni Calculator is here to change all that – solving every calculation-based problem will make it a trivial thing for anyone.
This site seeks to solve all the little math problems that people do on an everyday basis. You can always use the calculator on your device or do a quick search, but for more complex answers there are 1585 calculators on this site to try to help.
Omni Calculator is a web/mobile calculator that solves tangible problems like mortgage payment, gross margin, body mass index, cooking, zombie invasion and everything else you can think of (within reason).
Omni Calculator exists to give you a superpower – to see the world through the lens of science. There are 1000+ custom calculators built here that take just seconds to use and give you exactly the numbers you need.
It’s simple to use, find the calculator group you want, click it, and choose from several specialized calculators in the following categories:
- Everyday Life
Omni Calculator works on the web, mobile and as an embedded web widget. | mathematics |
https://blog.playo.co/math-based-approach-to-win-slot-games/amp/ | 2024-02-25T15:09:26 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474617.27/warc/CC-MAIN-20240225135334-20240225165334-00879.warc.gz | 0.952743 | 588 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__130271056 | en | Quite simply, slots use mathematics to function, so to win at slot games, youâll have to use maths too! Donât worry, you donât need to be a mathematical whizz kid to win at slot games, playing free slot games here is really quite simple, but understanding the maths behind the game will help you to get to grips with how they work and ultimately choose the best slot game to play on.
If you havenât heard of a random number generator, this is the algorithm that determines the outcome of every spin of the slot machine. Often abbreviated to RNG, a random number generator, as you might have guessed from the name generates the symbols that appear on the reels at complete random. This means that they cannot be influenced externally by anyone, including players. This is in order to protect the game, players and the industry. After all, if you could predict the outcome of the slot, thereâd be no fun in that, it wouldnât be fair for other players and the industry would collapse, meaning no slots for anyone! The number codes generated at random correspond to symbols on the reels and if you land a certain combination, you win!
A maths-based approach to winning slot games includes working out the probability of you winning a slot game and to work out the probability of a particular slot, you will need to know what the winning combination pays out in addition to what the probability will be of getting that combination.
Your first port of call should be the paytable, which will list how much certain combinations payout. Then you will need to calculate the probability of getting that combination during the game. Itâs easy enough to calculate, all you need to do is calculate the amount of stops there are in the slot. For example, if the slot has three reels with five symbols on each reel, simply multiply the number of symbols on each reel to calculate the possible combination: 5 x 5 x 5 = 125 possible winning combinations! If the jackpot in the same slot then pays out for three lemon symbols, and only one lemon symbol occurs on each reel, to calculate the probability of a jackpot would be: 1/5 x 1/5 x1/5 which means you would have a 0.008% chance of landing the jackpot in that slot game.
So, as long as you know the number of times a certain symbol appears of each reel, itâs easy to work out the probability of getting any combination! It can get tricky however with slot games which have a large number of reels and winning combinations, especially as many modern slot games have up to 10 reels with 200+ stops.
To help you decide which slot to play, check the Return to Player percentages (RTP) which shows the overall percentage of the total bets which a slot game would theoretically payout over a prolonged period of time. | mathematics |
https://www.mcgillschoolofsuccess.org/math | 2023-12-06T01:29:43 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00300.warc.gz | 0.91132 | 192 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__224822607 | en | McGill provides Common Core math through its Houghton Mifflin Expressions (TK-3rd) and Go Math (3rd-5th) programs. Math manipulatives and school-to-life connections are saught for the internalization of math concepts.
To support the various mathematical concepts from number sense, to algebraic thinking and problem solving, we offer online math programs for students to practice their daily math skills. Our TK/K and 1st grade teachers use Sumdog.com, our second grade teacher uses Turtlediary.com, and 3rd-5th use Aleks and LeverEd.
Recognizing the dilemma of multiple programs, McGill is in the process of selecting one math curriculum to create a TK-5th grade continuum.
McGill assesses students with Renaissance STAR assessments four times a year to keep track of learning progress and need for Response to Intervention supports. | mathematics |
https://nawafnet.net/how-do-the-areas-of-the-parallelograms-compare.html | 2023-09-29T14:46:34 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510516.56/warc/CC-MAIN-20230929122500-20230929152500-00067.warc.gz | 0.924799 | 4,379 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__33538161 | en | Comparing Areas of Parallelograms in Mathematics Education
What is a Parallelogram?
A parallelogram is a geometric shape that has two pairs of parallel sides. It is similar to a rectangle or a square, but the opposite sides are not necessarily perpendicular. The opposite sides of a parallelogram are equal in length, and the opposite angles are also equal.
Parallelograms are important because they are used in many real-world applications such as engineering, architecture, and construction. They are also commonly used in mathematics to illustrate concepts such as vectors and transformations. Comparing the areas of parallelograms is an important aspect of studying them, as it helps us understand their relationships with other shapes and their geometry.
How to Compare the Areas of Parallelograms
The formula for calculating the area of a parallelogram is base x height, where the base is one of the parallel sides and the height is the perpendicular distance between the two parallel sides. If two parallelograms have the same base length but different heights, then the one with the greater height will have the greater area. Similarly, if two parallelograms have the same height but different base lengths, then the one with the greater base length will have the greater area.
Another way to compare the areas of parallelograms is to use the formula for the area of a triangle, which is 1/2 base x height. If we draw a diagonal line through a parallelogram, we can split it into two equal triangles. The area of each triangle is half the area of the parallelogram. So, we can compare the areas of two parallelograms by comparing the areas of the triangles that they are split into.
Examples of Comparing Areas of Parallelograms
Let’s take two parallelograms with the same height but different base lengths. The first parallelogram has a base length of 6 cm and the second parallelogram has a base length of 8 cm. Since they have the same height, the second parallelogram will have the greater area because it has the greater base length.
Now, let’s take two parallelograms with the same base length but different heights. The first parallelogram has a base length of 5 cm and a height of 4 cm. The second parallelogram has a base length of 5 cm and a height of 6 cm. Since they have the same base length, the second parallelogram will have the greater area because it has the greater height.
Comparing the areas of parallelograms is an important aspect of geometry and is used in many practical applications. To compare the areas of two parallelograms, we can compare their base lengths and heights or use the formula for the area of a triangle. By understanding how the areas of parallelograms compare, we can better understand their properties and geometry.
What is a Parallelogram?
A parallelogram is a two-dimensional shape that has four sides and four vertices. A parallelogram has two pairs of parallel sides, which means that the opposite sides of the parallelogram are both parallel and congruent. This means that if you were to draw a line across the parallel sides of the parallelogram, you would create two identical triangles. The properties of a parallelogram include opposite angles being congruent and opposite sides being congruent, the diagonals bisecting each other, and the sum of the interior angles equaling 360 degrees.
How do the areas of parallelograms compare?
The area of a parallelogram can be found by multiplying the base (one of its sides) by its height (the perpendicular distance between the two parallel sides). The formula for finding the area of a parallelogram is:
Area = base x height
The base and height of the parallelogram can be any pair of opposite sides, as long as the height is perpendicular to the base. Therefore, the area of parallelograms with the same base and height will be equal to each other, regardless of the congruency of its sides and angles.
However, if the parallelograms do not have the same base and height, their areas will differ. This means that if two parallelograms have the same base, but different heights, the one with the longer perpendicular distance will have a larger area. Similarly, if two parallelograms have the same height, but different bases, the one with the longer base will have a larger area.
It is also worth noting that the area of a parallelogram is equal to the area of a rectangle with the same base and height. This is because a rectangle is simply a special type of parallelogram where all angles are right angles, which makes calculating its area easier since it only requires multiplying its length and width.
In conclusion, when comparing the areas of parallelograms, it is essential to consider the length of its base and height. The area of two parallelograms with the same base and height will be equal, but if either of those measures differ between the parallelograms, then so will their area.
Area of a Parallelogram
Parallelograms are geometric shapes that have two pairs of parallel sides. The area of a parallelogram is the amount of space inside the parallelogram. To calculate the area of a parallelogram, you need to know the length of the base (b) and the height (h). By multiplying the base by the height, you can determine the area of the parallelogram.
The formula for the area of a parallelogram is:
Area = base x height
Area = b x h
For example, if the base of a parallelogram is 6 units and the height is 8 units, the formula would be:
Area = 6 x 8 = 48 square units
The area of the parallelogram would be 48 square units.
It is important to note that the unit of measurement used for the base and height must be the same. If the base is measured in feet, then the height should also be measured in feet. Otherwise, the formula will not produce the correct answer.
You can also use trigonometry to calculate the area of a parallelogram if the lengths of two sides and the angle between them are known. The formula for the area using trigonometry is
Area = a*b*sin(θ)
where a and b are the lengths of two sides and θ is the angle between them.
Overall, calculating the area of a parallelogram is a simple process once you have the length of the base and the height. By using the formula, you can determine the amount of space inside the parallelogram and compare areas of different parallelograms.
Comparison of Areas
Parallelograms are geometric shapes that have two pairs of parallel sides. They come in different shapes and sizes and can be classified based on their properties. One of the most important properties of a parallelogram is its area. The area of a parallelogram is the amount of space it takes up, measured in square units.
When comparing the areas of different parallelograms, it’s important to consider the dimensions of each shape. The formula for finding the area of a parallelogram is base x height. Therefore, the area of a parallelogram will increase or decrease depending on the length of its base and height.
Example 1: Let’s consider two parallelograms: parallelogram A and parallelogram B. Parallelogram A has a base of 5 cm and a height of 8 cm. Parallelogram B has a base of 10 cm and a height of 4 cm. To find the area of each parallelogram, we can use the formula base x height:
Area of parallelogram A = 5 cm x 8 cm = 40 cm²
Area of parallelogram B = 10 cm x 4 cm = 40 cm²
In this example, we can see that even though parallelogram A and B have different dimensions, they both have the same area. Therefore, we can say that the areas of parallelogram A and B are equal.
Example 2: Let’s consider two more parallelograms: parallelogram C and parallelogram D. Parallelogram C has a base of 6 cm and a height of 9 cm. Parallelogram D has a base of 4 cm and a height of 12 cm. To find the area of each parallelogram, we can use the formula base x height:
Area of parallelogram C = 6 cm x 9 cm = 54 cm²
Area of parallelogram D = 4 cm x 12 cm = 48 cm²
In this example, we can see that parallelogram C has a greater area than parallelogram D. Therefore, we can say that the area of parallelogram C is greater than the area of parallelogram D.
It’s important to note that the area of a parallelogram can also be expressed in terms of its diagonals. The formula for finding the area of a parallelogram using its diagonals is ½d₁d₂, where d₁ and d₂ are the lengths of the diagonals.
Example 3: Let’s consider two parallelograms with the same base and height, but different diagonals: parallelogram E and parallelogram F. Parallelogram E has diagonals of 10 cm and 6 cm. Parallelogram F has diagonals of 8 cm and 4 cm. To find the area of each parallelogram, we can use the formula ½d₁d₂:
Area of parallelogram E = ½ x 10 cm x 6 cm = 30 cm²
Area of parallelogram F = ½ x 8 cm x 4 cm = 16 cm²
In this example, we can see that even though parallelogram E and F have the same base and height, their areas are different because their diagonals are different. Therefore, we can say that the area of parallelogram E is greater than the area of parallelogram F.
In conclusion, the areas of parallelograms can be compared using their base, height, and diagonals. By understanding and applying the formulas for finding the area of parallelograms, we can determine which shapes have greater or lesser areas.
Why the areas of parallelograms are comparable?
When we talk about geometry, one of the basic shapes that come to mind is the parallelogram. You may have learned that the area of a parallelogram equals the base times the height, and while this is true, have you ever wondered why this formula works? The answer lies in the fact that all parallelograms are similar to each other.
Similarity means that two shapes have the same shape but may differ in size. Two parallelograms are similar if they have the same shape and all angles are congruent, but not necessarily the same size. This is important because when we compare the areas of parallelograms, we can use proportions to easily calculate them.
Relationship between parallelograms and triangles
Another important relationship to note is the one between parallelograms and triangles. Both shapes have similar features, such as having bases and heights that can be used to find their areas. Additionally, any parallelogram can be divided into two congruent triangles, which helps us understand the similarities between these shapes even further.
One way to find the area of a triangle is to use the same formula as a parallelogram and divide the result by 2. For example, if you have a parallelogram with a base of 6 and a height of 4, the area would be 24. If you divide 24 by 2, you get 12, which is the area of the triangle formed by half of the parallelogram.
Parallelograms and rectangles
Another shape that is closely related to parallelograms is a rectangle. While a parallelogram can have any angle measure, a rectangle has four right angles, making it a more specific type of parallelogram. One way to think about a parallelogram is as half of a rectangle, where the height is not perpendicular to the base.
To find the area of a rectangle, we use a simpler formula: length times width. This formula can also be used to find the area of a parallelogram if we know the height and the length of the side that the height intersects. Essentially, we can think of the height as the width of the parallelogram, and the base as the length, which makes it easier to compare the areas between these shapes.
Parallelograms and trapezoids
Lastly, we can see the relationship between parallelograms and trapezoids. A trapezoid is a shape with one pair of parallel sides and one pair of non-parallel sides. While the area formula for a trapezoid is a bit more complicated than a parallelogram, they share the same base concept of using the height and the length of the side that the height intersects to find the area.
A parallelogram with a right angle is a special type of trapezoid called a right trapezoid. In this case, we can use the formula for finding the area of a rectangle to find the area of our right trapezoid since one of the legs is perpendicular to the base.
The relationships between parallelograms and other geometric shapes are important to understand. Parallelograms are similar to each other, allowing us to compare their areas easily using proportions. Additionally, we can see the similarities between parallelograms and triangles, rectangles, and trapezoids, which helps us better understand these shapes as a whole. Overall, geometry is a fascinating subject full of connections and relationships between shapes that can help us better appreciate the world around us.
Real Life Applications
The concept of comparing areas of parallelograms is not just a math problem that students learn in school but has many applications in everyday life. One of the fields where this concept is widely used is architecture. Architects and engineers use parallelogram-shaped structures extensively in their designs, and they should have good knowledge of finding the correct areas of those structures.
When designing a building, architects have to work with measurements related to floor areas, wall areas, and roof areas. A building with a larger area often requires a stronger foundation, more support, and higher costs for construction. This is where the concept of comparing areas of parallelograms comes in handy as it allows architects to efficiently determine the size and shape of a building that would fulfill the requirements within a budget. For example, in a commercial building, an architect may need to calculate the area of a parallelogram-shaped roof for installation of solar panels or HVAC units.
In civil engineering, finding the area of a parallelogram is also essential for calculating the amount of material required for road construction, pavement, and drainage systems. Engineers use the formula to estimate the amount of asphalt required to pave a parallelogram-shaped stretch of road. It is also useful for stormwater management, where the engineers need to calculate the areas of the parallelogram-shaped drainage basin that can hold a specific amount of water to ensure that the water is channeled appropriately.
The concept of comparing areas of parallelograms finds extensive use in product design. Designers visualize and create a product in a 3D design software before manufacturing it. The software helps the designers to estimate the material required for manufacturing the product.
For example, if a designer wants to create a parallelogram-shaped phone case, it is essential to know the area to determine the amount of material required for manufacturing the case. In this case, the length and width of the parallelogram and the perpendicular height are necessary for calculating the area of the shape. Moreover, artists and sculptors use the concept of comparing areas of parallelograms to create various art pieces such as paintings, pottery, and sculptures. They may use this concept to calculate the area required for creating a specific shape or to create different ratios of areas to make their artwork more visually appealing.
Land surveying refers to the measurement and mapping of land and the related natural features. It finds application in the construction industry, environmental management, and agriculture. The concept of comparing areas of parallelograms is essential in land surveying as the surveyor needs to determine the exact size and shape of plots of land.
Land surveyors use specialized tools and equipment to measure the length and width of the land parcel to calculate its area. The land parcels are sometimes in the shape of parallelograms. For example, a farmer can use the measurements to determine the area of a farm and decide how much fertilizer would be required to accommodate the crop. A land surveyor also uses this concept in construction projects to calculate the land area required for the construction of buildings, roads, or bridges.
The concept of comparing areas of parallelograms is essential in everyday life, and it finds extensive application in architecture, engineering, product design, and land surveying. By understanding this concept, people can make more informed decisions before constructing buildings or purchasing land. The importance of this concept cannot be overstated as it plays a significant role in various industries and has practical implications.
Importance of Understanding and Comparing the Areas of Parallelograms
Parallelograms are one of the most common shapes in geometry, and understanding their areas is essential in various real-life applications. The formula for finding the area of a parallelogram is simple; it is the product of base length and height. The straightforwardness of this formula is exactly what makes it such a useful tool for measuring surface areas in various fields and disciplines. Here are some of the reasons why understanding and comparing the areas of Parallelograms is essential:
1. Geometric Calculations
In geometry and trigonometry, the area of a parallelogram plays a significant role in calculations related to shapes and angles. For example, understanding and comparing the areas of parallelograms is essential when calculating the area and perimeter of a polygon. It is also used in determining the angle between vectors in physics and engineering.
2. Construction and Architecture
Parallelograms are very useful shapes in the fields of architecture and construction. Architects and builders use parallelograms to create a variety of structures and designs. For instance, they can use parallelograms to create roofs, gables, and other shapes. By understanding the areas of parallelograms, they can determine the amount of material required to build these structures, which helps them estimate project costs.
3. Transportation and Logistics
The transportation and logistics industry uses parallelograms in a variety of ways, such as calculating the volume of cargo required for shipment. By understanding the areas of parallelograms, transportation and logistics professionals can determine the size of the containers required to ship products efficiently. This knowledge helps them optimize space in storage and shipping containers, resulting in fewer trips and lower costs.
4. Land Surveying
Land surveyors use parallelograms in their work, determining the size of plots and land ownership boundaries. They can also use the area of parallelograms to calculate the location of roads, buildings, and other structures. Without an understanding of parallelograms, accurate land surveying would be impossible.
5. Agriculture and Farming
The cultivation of crops often requires area measurement since it is crucial in determining how many plants or seeds are needed to fill a given field. Farmers and agriculturalists use the area of parallelograms to estimate the potential yield of their crops and create accurate planting plans. This knowledge helps them maximize their harvests, resulting in better crop productivity.
6. Everyday Life
Parallelograms are prevalent in our everyday lives, such as in packaging and home décor. Understanding the areas of parallelograms can help us measure and calculate the amount of material required for packaging products, such as gift wrapping paper. Measuring the areas of floor spaces, wall surfaces, and ceiling spaces in home decor is also possible by using parallelograms.
7. Education and Learning
Understanding and comparing the areas of parallelograms is essential in education and learning, specifically in geometry and trigonometry. A clear understanding of the formula for finding the area of parallelgrams, as well as other common geometric shapes, is required for students to progress through math courses and understand various real-life applications. Additionally, knowledge of the areas of parallelograms is required when studying more advanced mathematical concepts, such as calculating the surface area and volume of three-dimensional shapes.
In conclusion, understanding and comparing the areas of parallelograms are essential in various fields, disciplines, and everyday life applications. As highlighted in this article, different sectors rely on the formula for finding the area of parallelgrams to calculate surface areas, optimize spaces, improve productivity, and estimate project costs, among others. Additionally, knowing the areas of parallelograms is a basic requirement for learning geometry, trigonometry, and more advanced mathematical concepts. | mathematics |
http://www.metalformingmagazine.com/magazine/article.asp?aid=7893 | 2017-04-26T15:42:54 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121453.27/warc/CC-MAIN-20170423031201-00439-ip-10-145-167-34.ec2.internal.warc.gz | 0.892724 | 104 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__244829183 | en | Here’s a free 1-hr. webinar, Thursday, December 13, 12:00 PM EST, covering robot specification and how fabricators can ensure they select the right robots for the tasks at hand. Come a understanding robot reach, work envelope, payload, inertia, moment of arm and cycle time. Presented by the Robotic Industries Association with support from its members ABB, Kawasaki and Omron STI, the webinar also addresses the concepts of mathematical modeling and simulation. Register here. | mathematics |
http://bioinformatics.bc.edu/clotelab/Expected5to3distance/index.spy | 2021-03-02T06:53:13 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178363782.40/warc/CC-MAIN-20210302065019-20210302095019-00508.warc.gz | 0.831887 | 197 | CC-MAIN-2021-10 | webtext-fineweb__CC-MAIN-2021-10__0__32356625 | en | Webserver to compute b> Expected 5-3 distance in RNAb>
The C program averageDistance5to3.c and its Python prototype distance5to3.py are efficient and exact computations of the expected distance between 5' and 3' ends of all secondary structures for a given RNA sequence. The expectation or average is taken with respect to the Boltzmann probability exp(-E(S)/RT)/Z, where E(S) is the Turner energy for secondary structure S, R the universal gas constant, T absolute temperature, and Z the partition function.
If you use our code or this server for your work, please consider citing the paper:
Expected distance between terminal nucleotides of RNA secondary structures. P. Clote, Y. Ponty, J.-M. Steyaert. J Math Biol. 2012 Sep;65(3):581-99. Epub 2011 Oct 9.Supplementary information is here. | mathematics |
https://appnations.com/article/video-your-maths-homework-done-in-just-one-picture | 2023-12-03T23:53:29 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00700.warc.gz | 0.96688 | 346 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__107439910 | en | After high school, the majority of the population throws out their advanced calculators and rejoices in the thought of never having to look at another equation again. That is, until you have to help kids with their homework and your phone’s calculator just doesn't cut it.
Photomath claims to solve all of your maths problems (literally and figuratively) and it's being dubbed a “smart camera calculator”.
It's as simple as pointing your camera at a math problem and the app will produce the answer as well as a step-by-step guide on how to solve the problem. While the app can literally do kids’ homework for them, it can also give them an understanding of the logic behind the answer in a few steps.
The app was created by a company called MicroBlink, which uses text recognition technology that interprets the math problem once it has been scanned – providing instant feedback. Photomath supports basic arithmetics, fractions, decimal numbers, linear equations and several functions like logarithms. The app doesn't recognise handwritten text, for now, meaning that users can only scan textbook equations by placing the equation within the red frame.
There are a few kinks that need to be worked out along the way, aside from only recognising printed text, such as the text recognition technology mistaking an "X" variable for a multiplication symbol, and the red frame limiting the length of the equation that can be scanned.
However, maths equations are just the beginning for MicroBlink as they plan to make advances in using the technology to revolutionise online banking.
Photomath is available on iOS and Android operating systems at no cost! | mathematics |
http://perso.ensta-paristech.fr/~pcarpent/MNOS/ | 2017-11-19T08:22:47 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805466.25/warc/CC-MAIN-20171119080836-20171119100836-00158.warc.gz | 0.75359 | 616 | CC-MAIN-2017-47 | webtext-fineweb__CC-MAIN-2017-47__0__243826347 | en | ENSTA ParisTech - Université Paris 1 Panthéon-Sorbonne
Master MMMEF - Track "Optimization, control and operations research"
Academic year 2014/2015
"Stochastic Optimisation: Numerical Methods"
The aim of this course is to provide a framework for extending the optimization methodology already studied in the convex deterministic case to the stochastic case, both from the theoretical and the numerical points of view.
The course consists of two parts:
During the first part of the course, we put the focus on large-scale optimization problems and decomposition/coordination methods.
- we are first interested in stochastic open-loop optimization problems, and we thoroughly study the stochastic gradient method and its variants,,
- we then move to closed-loop optimization problems, and study on the one hand the significance of the information structure for such problems, and on the other hand the difficulties related to the discretization of these problems.
The course takes place on Tuesday afternoon from 14:00 to 17.30 at ENSTA
(Getting to ENSTA),
and is given in English.
Lesson 1 (January 13, room 2.4.30)
Introduction to Stochastic Optimization: motivations and objectives
of the course, reminders from the deterministic case and transition
to the stochastic case. Overview of the stochastic gradient method.
Lesson 2 (January 20, room 2.4.30)
Generalized stochastic gradient method: introduction to the Auxiliary
Problem Principle, convergence in the cases without and with constraints.
Lesson 3 (February 3, room 2.4.12)
Exercises on the stochastic gradient method and presentation of extensions
of the method to the case of constraint in expectation and in probability.
Lesson 4 (February 10, room 2.4.12)
Dual effect in stochastic optimization: information structure, dual
effect issues and application in stochastic optimal control.
Lesson 5 (February 17, room 2.4.12)
Discretization: issues of discretization in stochastic optimization,
counterexample, convergence theorem.
Lesson 6 (March 3, room 2.4.30).
Course notes about stochastic optimization (in English)
Course notes about the stochastic gradient method (in French)
Toolbox ''Stochastic Gradient''(in French)
Le but de cette boîte à outils (écrite en langage Scilab) est d'illustrer sur un exemple simple le comportement du gradient stochastique ainsi que sa vitesse de convergence, et de montrer ce qu'apporte la technique de moyennisation.
Page managed by P. Carpentier
(last update: February 18, 2015) | mathematics |
https://marshfieldmail.com/stories/being-one,70982? | 2024-02-24T17:12:06 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00063.warc.gz | 0.969458 | 118 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__162720038 | en | As I sat in the elementary art class, on assignment as a substitute at the school, I listened to the teacher’s lesson to the children on concentric circles. The exercise would begin with a dot being drawn. A small circle would be drawn around the dot, then a larger one around that, and then a larger one, and so on, and so on. Each circle shared the same center. In this particular exercise, several series of concentric circles would be drawn on a large sheet of paper, overlapping each other. The different color patterns made quite a cool effect. | mathematics |
https://lambdacentauri.com/software_lambdadice.htm | 2021-05-18T05:43:25 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989820.78/warc/CC-MAIN-20210518033148-20210518063148-00039.warc.gz | 0.88322 | 156 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__127723386 | en | Lambda Dice Version 1.01
Lambda Dice is a small and compact program for generating random numbers and simulating die rolls. It is intended to be used with tabletop or pen-and-paper gaming, but it can be used for any purpose that requires random numbers.
The program lets you generate any number of rolls using dice with any number of sides, including strange or unrealistic numbers, such as a 7-sided or 1000-sided die.
It requires version 4.5 or newer of the .NET Framework. If you need that, you can get it from Microsoft
Lambda Dice is free software and may be distributed freely.
Lambda Dice has had more than 13000 downloads.
Copyright © 2006-2021 Jason Champion | mathematics |
https://gurgaonmoms.com/10-educational-games-for-kids-to-play-and-learn/ | 2024-04-16T23:21:30 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00631.warc.gz | 0.94882 | 1,516 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__135572009 | en | People of all ages love to play games that are fun and motivating. Therefore one of the best ways to make learning fun is ensuring that you organise exciting and engaging educational games for children during your interactions with them. Educational games for children offer opportunities to deepen an understanding of concepts learnt in school and teaming them up with HP Print Learn Center’s worksheets will ensure that your child’s learning journey is filled with smiles, laughter and conceptual clarity.
Educational games and worksheets give kids opportunities to explore fundamental learning concepts across subjects, for example counting sequence, one-to-one correspondence, computation strategies in math and language conventions, comprehension, fluency, phoneme awareness in literacy. At HP PLC you can avail of age level worksheets from ages 3-12 years. These worksheets include activities and fun educational games as well. All these educational worksheets have been designed by experts. The worksheets target age-appropriate learning goals and reinforce concepts taught in school. These are a list of some educational games for kids you can play with your child.
I Spy is a game that is always a favourite with kids. It can always have an interesting educational twist as well. For example, you can play the game at home or when you’re having a walk in the park or even when you’re thinking about what ingredients to use when you’re making a sandwich.
Here are many variations on this game:
- Something beginning with sound…
- Something that rhymes with the word…
- Something that is shaped like a…
- Something the colour of…
You will find similar educational games online that can also be paired with HP PLC worksheet. For example in this worksheet here the children have to play the ‘I Spy’ game and find the numeral 6
Magnet wand Game
Activities do not always have to be online educational games for kids to learn something, in fact you can make up educational games at home. For this activity attach a magnet to a ruler to make it into a wand. Take a tray with magnetic letters and have your child pick up the letters with the help of the magnetic wand. Team this up with HP PLC worksheet of Alphabet Sequencing.
Deck of Cards Game
A deck of number cards can be used as an excellent educational game for children and can be used in many fun ways to practice math concepts. For example, you can practice the concept of greater, lesser than and equal to using the cards. To play the game, have the child pick up a card and place it in a manner that shows the number on top. Next, let the child pick up another card and place it next to the previous card. Let him/ her compare the 2 numbers after identifying them. Which number card is greater/lesser or equal and place the correct sign in the middle. You may also play the game with 2-digit numbers to increase the complexity of the game. Team this up with the HP PLC worksheet of Comparison of Numbers.
Math with Dice
Manipulatives such as dice are a great learning resource which can be used to play a variety of educational games. For instance, a great way for children to practice addition can be through a quick and fun dice game. Have your child pick up a number chit and read aloud the written number. Next, ask the child to use 2 dice to form the given number. For example, the child may use 2 dice that show numbers 5 and 6 to make number 11. Similarly encourage the child to come up with different number combinations that add up to the given number. Team this up with the HP PLC worksheets of Addition.
Bowling for Sight Words
Movement while learning helps in breaking the monotony and keep children engaged. Write the sight word written on a paper cup and place them like bowling bottles. Let the child bowl using a ball. Next, ask him/her to read aloud the sight word written on the fallen cup. The same activity can be used with any new words that the child has learnt related to different subjects, be it Science/Math/English etc wherein the child can explain the meaning of the new terms learnt using the same activity. This same concept can be explored through the HP PLC worksheet on sight words.
Racing Ramps Game
Science is all about experimenting. Children love playing with toys such as vehicles in particular. Build a ramp to test the speed of different objects. Race the cars and balls on the ramp and discuss why some objects move faster than others. Consider the weight and shape of each object. You may also explore racing the objects on different textured surfaces. For example, place a towel on the ramp and observe the difference in the speed as well as explore the concept of friction. Pair this activity with a HP PLC worksheet that will help children record their observations.
Mathematical concepts such as measurements need not be only practiced through word problems. A more practical approach to understand this concept is by observing and measuring things in your surroundings. The HP PLC printable worksheets on measurement can be used to move around the house and measure the different areas of the home with one’s feet. You may also have the child explore areas outside the home such as in a park or a playground and use a particular unit of measurement later as a variation to the same activity.
Online educational games for kids offer exciting opportunities for children to practice the concepts learnt. Some educational games online that children can play are –
Twelve a Dozen
This is one of the educational games online that introduces the initial thought process involved in solving algebra and exploring longer, more complex algebraic equations. The child has to help Twelve save her family from being destroyed – by solving puzzles based on core math concepts. Team this game up with HP PLC math worksheets that can be downloaded from the platform
Think rolls Play and Code
This is a puzzle online educational game for kids that introduces kids to concepts in physics and develops precoding skills. Kids need to help the character navigate the maze by solving puzzles. They learn about gravity, force, spatial reasoning, elasticity, and more. And because they also learn coding, kids can create their own puzzles in the game as well! Strengthen more such Physics concepts by downloading the science worksheets from the HP PLC platform.
Learning is fun when there is an auditory and visual effect involved in it. This online educational game for kids will allow the animated monsters to teach your kids everything from basic ABCs to complex sentences. It has puzzle games with talking letters and well-illustrated definitions to help your child learn to read. Pair this game with Language and Literacy worksheets available on the HP PLC platform.
Educational games for kids encourages strategic thinking as children find different strategies for solving problems and deepen their understanding of various concepts. When played repeatedly, these educational games support students’ development of computational fluency. Educational games online, also present opportunities for practice, often without the need for teachers and parents to provide the problems. Educational games for children support a school-to-home connection that can be reinforced with Hp PLC printable worksheets. Parents can learn about their children’s level of comprehension by playing these with them at home. | mathematics |
http://weepingwillowhome.blogspot.com/2008/11/counting-game.html | 2018-06-25T04:18:02 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00206.warc.gz | 0.984341 | 257 | CC-MAIN-2018-26 | webtext-fineweb__CC-MAIN-2018-26__0__37668624 | en | I introduced a new game with my 8th graders yesterday. It is always hard to know whether a game will be a hit or a flop, so I was surprised by the enthusiasm with which they received this very simple activity.
The instructions are very simple: the students are to count a range of numbers, say from 1 -20, 100 and up or whatever you choose (I am also planning to use letters of the alphabet, simple German verb conjugations etc.). Instead of having an order of which student goes when, they are to say the number out when it feels like it's their turn. The only rule is that if two students speak at the same time, they have to start over.
As I was watching the 8th grade, I saw just how deeply this game meets the children. For one, it is a rhythmical activity which helps them relax into class. They also have to get very still, listening to each other. This prepares them extremely well for the rest of class. Finally, the children love a challenge, and this game sets the tone for trying to do better all the time, an element that I have found can be challenging for some of the students.
So this one was a winner which we will be playing regularly. | mathematics |
https://adams470.vivelaorganics.com/204.html | 2021-06-12T20:53:30 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487586390.4/warc/CC-MAIN-20210612193058-20210612223058-00619.warc.gz | 0.942434 | 982 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__186929284 | en | Best Probability of Winning in Casino Gambling
A casino game is any of a variety of casino games that make use of random chance as a way of determining the outcome of the game. The outcome of a single game is not influenced by the choices of any more than one person. Casino action is often referred to as “payback” or “cash out” compared to conventional casino games where there is absolutely no payout; these games are rather characterized by the “pot”, which is often won or lost. Recently, there has been an increase in using casino game machines as a means of recreation, gambling, and even as income generators for operators of the modern casino hotels.
There are three basic categories of casino game games: table games, gaming machines, and random number machines. Gaming devices, including pachinko and slot machines, are generally played by one person at a time and don’t require the active participation of casino personnel to play. Random number machines alternatively, like roulette, craps, baccarat, and keno, require the lively participation of the players in order to make the odds move in the casino’s favor. The random number machines found in many training video poker casinos are referred to as blackjack, roulette, and poker machines.
All three forms of casino game equipment are governed by the same mathematical laws of probability. Blackjack, roulette, and poker devices all utilize random quantity generators or random variety processors to determine the odds of success. These same regulations of probability govern the results of all other games including slot machines. In most cases, it is possible to alter the odds slightly through the use of a few of the many slot gaming devices on the market, though it should be noted that even this small change will have little effect on the ultimate outcome of the overall game.
The most popular of the casino game devices may be the slots. Slots are carefully identified with gambling thrillers, since they require luck and are made to keep people playing for long periods of time. Of all the games available on the Las Vegas strip, slots are the most popular attraction, drawing thousands of visitors each night. While the prospect of winning major may entice some people, the long wait necessary for a single gain poses another barrier to access, making slots probably the most appealing casino game options for the traveler.
Blackjack, like slots, is really a game of chance. Fortune is involved in a great deal of casino game outcomes, although expertise also plays a part. A well-planned strategy can help one improve the odds of winning, but there is no inherent strategy that guarantees good results. For this reason, no matter which casino game is performed, skill, patience, and a bit of knowledge can help one improve the odds of hitting the jackpot. One valuable strategy would be to analyze casino game outcomes using the binomial distribution.
Binomial distribution probabilities can be used to examine casino games at any degree of play, including the novice person. The binomial distribution capabilities as a robust tool for identifying the 모나코 카지노 best odds of hitting in certain slot odds and table games. In roulette and other table games with typical deviation probabilities, the binomial distribution can be used to identify the best odds of hitting in a set number of trials. Common deviation probabilities take random dimensions of casino results and will be used to examine the probability of casino results from the random event. Once again, a basic understanding of statistics is necessary to understand how these probabilities may be used to identify the best odds in casino video games.
It ought to be noted, even so, that the binomial model will not apply to all casino games also to all casino gaming equipment. It applies most efficiently to games with standardized random outcomes, such as roulette, blackjack, and the slot machines featured in many casinos. Because the outcome of any casino game is totally random, the probability of hitting a jackpot with one machine is the same whether you are playing at an online internet casino or at a offline casino. Hence, in cases like this, the binomial model wouldn’t normally use.
Slot machines are by far the most popular games of all casino floors and so are the focus of much of the entertainment at casinos around the world. Blackjack, craps, baccarat, and other slots are the most popular games in Las Vegas, Atlantic City, and Macao, and there are literally hundreds of slots per floor at most NEVADA hotels. The large variety of slot machines on any given casino ground raises the odds of hitting a jackpot and makes it more likely that players will be successful in their bets. Slots are the most reliable way to increase your likelihood of winning for the most part casinos. | mathematics |
http://damoncrockett.com/DV/Seoul-slice-flat-hist.htm | 2023-06-05T14:02:41 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652116.60/warc/CC-MAIN-20230605121635-20230605151635-00217.warc.gz | 0.855721 | 301 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__11301512 | en | ||flat slice histogram
||Software Studies Blog
This is a "flat slice histogram", a slice histogram where each bin is forced to a fixed height. Normally, histogram bins are fixed "width", meaning they cover the same range of the distribution variable. Here, the bins are fixed height, and thus the variable ranges they cover are unknown (without additional markings on the plot, which is of course a possible modification here). Note that the flat histogram would be perfectly useless for traditional statistical plotting, but since we are making image histograms, they can reveal a lot. The left-to-right visual patterns do still map roughly to the distribution variable. Here, hue is the distribution variable, and we sort vertically by brightness (a couple times). We can see quite clearly that in this dataset, blues and reds tend to be darker than the greens and yellows. | mathematics |
http://www.sempaxconsulting.com/ | 2015-07-30T20:11:31 | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042987628.47/warc/CC-MAIN-20150728002307-00267-ip-10-236-191-2.ec2.internal.warc.gz | 0.881293 | 651 | CC-MAIN-2015-32 | webtext-fineweb__CC-MAIN-2015-32__0__76345331 | en | Statistical Consulting Services
Our team can help you unleash the power of statistical analysis. The use of an advanced mathematical approach to solve difficult problems can greatly increase the productivity of your business.
Give us a call at 1-818-850-7850 for a FREE initial phone consultation, or send us an e-mail, or send us a FAX at 1-651-691-2616 to tell us about the project you need help with
No matter the type of problem, we can take care of your math and statistical needs. Our commitment is to offer customized help that is designed to fit your specific and unique situation.
We provide thesis help (we work with all major statistical software packages), data mining and analysis, and can help you with business intelligence tools.
• Areas of Specialization
We specialize on a wide spectrum of topics, which include:
- SPSS®, Minitab®, Excel®, STATA® , SAS®, EVIEWS®, JMP®, R projects
- Multiple Regression Analysis, Logistic Analysis
- Analysis of Variance and Hypothesis Testing, Factorial ANOVA, Repeated Measures and Mixed Designs
- Power Analysis and Sample Determination, Meta-Analysis
- Non-Parametric Statistics
- Survey Design, Sampling Methodologies
- Reliability Analysis, Analysis of Scales and Dimensions
- Factor Analysis and Principal Component
- Time Series Analysis
- Linear and Nonlinear Optimization, Models
- Qualitative Analysis, Survey
- Paper Analysis and Review, APA editing
- Longitudinal Analysis
- Business Intelligence (backend, data processing and intelligent reporting)
• Who could benefit from using our services?
The use of applied statistics is arguably one of the most powerful analytical tools today, and it can be
applied to a variety of practical uses.
- Researchers and Students: Many areas of study necessitate the use of statistical analysis, but researchers may not
be familiar with all the statistical tools at their disposal. We can help with conducting research, graduate student theses, experiment design and clinical trials.
- Law Offices: We can analyze data and make statistical conclusions based on sample evidence.
- Business Owners and companie in general: We can use a variety of analytical tools to improve your productivity. We can develop customized business intelligence tools for you.
- Hotel Managers: We can use Time Series to analyze historical trends and make statistical predictions about the
occupancy rate of a given season, week or day of the year.
- Marketing Companies: Statistical Analysis can be extremely valuable to assess the results
of marketing campaigns and to identify patterns and trends.
• What should I do to contact you?
Call us for a FREE initial phone consultation at 1-818-850-7850. You can also
e-mail us or send us a FAX at 1-651-691-2616 describing your problem and we will send you a proposal and an estimate of the time and cost.
Our rates depend on the complexity of the project, and can be on an hourly basis, or on a completed project basis, depending your needs. Our rates are very competitive | mathematics |
https://rambambashi.wordpress.com/2010/02/21/common-errors-31-pythagoras/ | 2022-12-04T18:35:19 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710978.15/warc/CC-MAIN-20221204172438-20221204202438-00737.warc.gz | 0.947609 | 579 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__24594844 | en | One of the most famous anecdotes from Antiquity deals with the philosopher-mathematician Pythagoras (c.570-c.495), who discovered the theorem that is named after him, and sacrificed an ox – or even one hundred oxen – to celebrate this. The joke that ever since the oxen are afraid of scientific progress has been used a bit too often by scientists dismissing critical reviews.
For several reasons, this anecdote is problematic. In the first place, because it is probably one of those unhistorical tales attributed to Pythagoras. Another example is his legendary visit to the ancient Near East, which is referred to for the first time in the second century CE, when Apuleius says that the Samian sage was “believed by some to have been a pupil of Zoroaster” (Apology, 31). In his Refutation of All Heresies (1.2.12), Hippolytus of Rome (early third century CE) implies that he had read this story in a book by Aristoxenus of Tarentum, a contemporary of Alexander the Great. Yet, even if Hippolytus’ is right (which is doubtful), this means that Pythagoras’ eastern trip is unmentioned by earlier authors describing Pythagoras’ life and opinions, even though Herodotus, Plato, and Aristotle had many opportunities to discuss it. The story is almost certainly invented, just like Pythagoras’ visit to India.
The same applies to the theorem that in right-angled triangles the square on the hypothenuse is equal to the sum of the squares on the sides containing the right angle. Pythagoras and his pupils were interested in mathematical proof, certainly, but the first to attribute the theorem to the Samian sage is Proclus (412-485), who lived almost one thousand years after Pythagoras (On Euclid I, 426.6-14 [Friedlein]).
A second problem is that the principle was already well-known prior to Pythagoras. Several cuneiform texts from the twenty-first and twentieth century BCE prove the that the ancient Babylonians not only knew that a²+b²=c², but also knew that this principle was generally applicable. There is a difference in the way Babylonians and Greeks proved this rule, but it is possible to overstate Pythagoras’ importance.
J. Høyrup, ‘The Pythagorean “Rule” and “Theorem” – Mirror of the Relation between Babylonian and Greek Mathematics’ in: J. Renger (red.): Babylon. Focus mesopotamischer Geschichte, Wiege früher Gelehrsamkeit, Mythos in der Moderne (1999). | mathematics |
https://informingnews.com/student-test-scores-worst-in-decades/ | 2024-04-15T22:04:15 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817033.56/warc/CC-MAIN-20240415205332-20240415235332-00767.warc.gz | 0.967255 | 407 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__23738865 | en | Math and reading scores for 9-year-olds in the US fell between 2020 and 2022 by a level not seen in decades, a foreboding sign of the state of American education two years after the Covid-19 pandemic began.
The results were part of the National Assessment of Educational Progress long-term trend reading and math exams, often called the “Nation’s Report Card,” conducted by the National Center for Education Statistics. The exams were administered to age-9 students in early 2020 before the pandemic and then again in early 2022, the group said.
The average scores in 2022 declined 5 points in reading and 7 points in math compared to 2020 – the most significant decline in reading since 1990 and the first ever decline in math, the organization said.
US Secretary of Education Miguel Cardona said the drop was due to remote learning versus in the classroom. “In-person learning is where we need to focus. We need to double down our efforts. I’m very concerned about those scores, and I know that we have the resources now, and we need to maintain the same level of urgency we had two years ago to get our students back into making sure that our students get support.”
It was also reported that states with more stringent lockdowns had the most severe underperformance in testing. With places that pushed ‘at home learning’ the longest seeing the most significant declines.
For more on this story, please consider these sources:
- Student test scores plummeted in math and reading after the pandemic, new assessment finds CNN
- The Pandemic Erased Two Decades of Progress in Math and Reading The New York Times
- Students’ math, reading scores during COVID-19 pandemic saw steepest decline in decades: Education Department Fox News
- Reading and Math Scores Plummeted During Pandemic, New Data Show The Wall Street Journal
- Reading, math scores fell sharply during pandemic, data show CTPost | mathematics |
https://mortgagemark.com/home-loan-process/mortgage-loan-process/mortgage-rate-lock/apr-annual-percentage-rate/ | 2023-10-04T09:18:37 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511364.23/warc/CC-MAIN-20231004084230-20231004114230-00530.warc.gz | 0.935643 | 864 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__302330495 | en | APR is an acronym for Annual Percentage Rate. The purpose of the mortgage APR is to inform the borrower during the home loan process that there are costs associated with a home loan beyond the interest paid with each payment.
APR is a combination of the interest rate, mortgage closing costs, and if applicable mortgage insurance, all converted into a one-year yield. The APR is not the mortgage interest rate. The amount of interest paid on a mortgage is a result of the actual interest rate, not the APR.
The APR’s true purpose is to help consumers shop and compare mortgage offers. In a perfect world borrowers would be able compare two APRs and determine which loan program has the overall lower costs. Unfortunately, the world is not perfect and this isn’t always the case.
APR vs. Interest Rate
The APR is supposed to be higher than the interest rate because it accounts for the fees. The only instance when the APR will equal the interest rate is when there are zero fees and it’s a “free” loan.
APR Calculation Explained
Here’s how to calculate the APR:
- First, determine the monthly principal and interest payment using the actual interest rate. You can use our mortgage payment calculators, a scientific calculator, or an Excel spreadsheet to determine the P&I payment.
- Next, subtract all APR fees from the loan amount. Let’s call this the “APR loan amount.” Note: you will not know the APR fees on your own. A mortgage lender would need to disclose the APR fees.
- Finally, using a scientific calculator or excel spreadsheet and solve for a new interest rate (the APR) using the P&I payment as PMT and the “APR loan amount” as the loan amount.
For example, a $300,000 loan with a 6% interest rate that is fixed for 30 years has a P&I monthly payment of $1,798.65. Let’s assume the loan has $3,000 of APR fees.
To calculate the APR we solve for an interest rate using the following: a monthly payment of $1,798.65, a loan amount of $297,000, a term of 360 months (12 x 30 years), and 0 (zero) for a future value. The APR is calculated to be 6.094%.
APR Can Be Misleading
There three major flaws that exists when comparing APR’s. First, APR calculations don’t consider credits toward closing costs. Second, the APR fees can vary from lender to lender. Finally, the calculation doesn’t consider variable interest rates.
Different loan programs can have different methods to pay for closing cost. This makes comparing APRs moot. For example, one loan program may have a slightly higher APR but offers a large lender credit. Even though the lender credit is absorbing a large amount of the costs, the APR calculations don’t take who’s paying those costs in to consideration.
Another flaw when comparing APRs from different lenders is that APR fees vary from lender to lender. As a result two identical Closing Disclosures (CD) from two lenders could have different APRs. This makes it difficult to compare apples to apples between lenders if one lender is including more fees in the calculation.
The final flaw with the APR, as if the previous two aren’t big enough, is that the APR isn’t truly accurate for Adjustable Rate Mortgages (ARMs). Because the monthly payment changes throughout the term of the loan the initial APR isn’t accurate for the life of the loan.
Ultimately the APR is meant to help you be an information consumer. Just realize that it’s an imperfect method to compare loan options. As always, you’re welcome to contact the Mortgage Mark Team with any questions.
Loan Officer, NMLS # 729612 | mathematics |
http://www.alicemillerschool.com/years-7-10/ | 2017-12-14T22:32:15 | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948551162.54/warc/CC-MAIN-20171214222204-20171215002204-00028.warc.gz | 0.935869 | 247 | CC-MAIN-2017-51 | webtext-fineweb__CC-MAIN-2017-51__0__36251141 | en | We see Year 7 as an introductory year, laying the foundation for secondary school. Subjects offered at this level include English, Maths, Art, Science, Humanities, French, Dance, Music and Philosophy. Students have several free periods a week, to enable them to explore their own interests.
In Years 8, 9 and 10, the only mandatory subjects are English, Maths, and Music. All others are electives, involving choices from VCE and other subjects which include Beginners French, Intermediate French, Advanced French, Art, Drama, Music, PE, Chemistry, Biology, Physics, Forensic Science, Outdoor Education, Dance, “Nerd Club” (ICT), Chinese, Philosophy and Anthropology, Motion Media, Guitar Club, and History. Classes in Years 8, 9 and 10 are frequently grouped according to subject choice, allowing for greater diversity of interaction, and a greater range of electives.
We encourage keen and able students in Years 9 and 10 to tackle at least one VCE subject during this time. In exceptional circumstances, Year 8 students may also take on a VCE subject.
During free time, many optional activities are offered, including sport, martial arts, chess and writing workshops. | mathematics |
https://qhelp.qqi.ie/learners/higher-education-links-scheme-2017/scoring-system-2017/ | 2023-12-05T06:14:05 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100545.7/warc/CC-MAIN-20231205041842-20231205071842-00578.warc.gz | 0.933707 | 155 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__245549551 | en | The best score for each applicant is calculated and the results are forwarded to the CAO in July of each year.
You can calculate your score using the free online points calculator at www.careersportal.ie/qqi/, which is based on the following scoring system:
Each level 5 and level 6 component is scored:
- 3.25 for a Distinction
- 2.16 for a Merit
- 1.08 for a Pass
This number is then multiplied by the individual component credit value to a maximum of 120 credits (a total of 390 points).
It may be easiest to multiply the individual component credit value by 3 for Distinction, 2 for Merit, and 1 for Pass, multiplying by 13 and dividing by 12. | mathematics |
https://www.wellsprimary.co.uk/maths-help/ | 2022-05-18T04:17:55 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662521041.0/warc/CC-MAIN-20220518021247-20220518051247-00747.warc.gz | 0.966599 | 126 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__175043593 | en | Year 4 will be taking a times table check this year. Click here for a good online resource to support their learning. There are games as well as tests and activities to check their speed recall of the facts. Please encourage your child to practise them whenever they have free time.
All the children have log in details for the website Sumdog. This is a safe learning and games environment that will encourage your child to practise their maths knowledge. Click the image below to take you to the website. If you need your childs details please contact Mrs Rolfe who will be pleased to re-issue them. | mathematics |
http://www.noufaljo.com/?p=326 | 2018-07-21T15:09:20 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676592636.68/warc/CC-MAIN-20180721145209-20180721165209-00381.warc.gz | 0.926529 | 227 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__234962526 | en | I want to design a space in which the user is the architect of the space and constructs it using the help of others stepping in within the defined boundaries. Users act as anchor points and restructure the space dynamically as they move around. My explorations do not intend to be a game, or an interactive installation but merely a reinterpretation of how space and architecture is created/defined. In these diagrams, users are anchor points that form Delaunay triangulations.
In mathematics and computational geometry, a Delaunay triangulation for a set P of points in a plane is a triangulationDT(P) such that no point in P is inside the circumcircle of any triangle in DT(P). Connecting the centers of the circumcircles produces the Voronoi diagram.
In these diagrams, users act as points that form Delauney Triangulaltions. After a certain number of points, then a Voronoi is created and the users (with the help of each other) will then see the fruits of their labour: the construction of a 3D geometric shape. | mathematics |
https://gaimfoundational.wordpress.com/ | 2017-11-23T08:55:38 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806768.19/warc/CC-MAIN-20171123085338-20171123105338-00645.warc.gz | 0.875196 | 554 | CC-MAIN-2017-47 | webtext-fineweb__CC-MAIN-2017-47__0__180411348 | en | You can find instructional videos by clicking on: topics in the table of contents below, the categories to the right, the tags to the right and down, or by searching in the search bar to the right and up.
- Essential Algebra
- 1 – Substitution, like terms, expanding, binomials, fractions, absolute values, index laws
- 2 – Factorising, substitution, surds
- 3 – Changing the subject of formulas, solving linear equations, solving quadratic equations
- 4 – Linear equations and straight lines, gradient/slope, intercepts, gradient intercept form of a line, one point gradient formula, two point equation of a line, general form of a line, midpoint, distance
- 5 – parallel and perpendicular lines, simultaneous equations, surds
- 6 – Relations and functions, domain, range, independent/dependent variables, vertical line test
- 7 – Examples of functions, piecewise, absolute values, polynomials
- 8 – Exponential functions, logarithmic functions, log laws
- 9 – Solving exponentials, inverse functions
- 10 – Trigonometric ratios, identities, cosine and sine rules
- 11 – Unit circle for trig functions, reference/special triangles, radians, arc length, area of a sector
- 12 – Graphs of trig functions, shifts, modelling, solving equations
Learning and Practicing Mathematics via the Internet
The Khan Academy, available at http://www.khanacademy.org/, has over 2600 videos, many of which are mathematics. You can watch videos without logging in, but signing up only requires a Google account or a Facebook account and means your activity is recorded so that points and badges are earned by watching videos.
When each problem in the video is presented you should pause the video and attempt to solve the problem yourself. Once you have had an attempt or two, continue watching the video to see the approach taken by the presenter. At the end of the video you can often click the green ‘Practice this concept’ button above and to the right of the video.
Some of the videos start very basic and progress, some are just basic as an introduction for the next video, but if you can’t understand something in the video, there is help available. You could leave a comment on the post that sent you to the video, leave a comment on the video in the Khan Academy, search YouTube (Bullcleo1, AlRichards314 and PatrickJMT are some recommended channels) or other sites for another explanation.
GAIM Foundational – Getting Ahead in Mathematics Foundational – MATH1002 University of Newcastle, Australia | mathematics |
http://track.ahsdistance.org/track/alltimelists/conversion.html | 2022-01-28T18:48:56 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00555.warc.gz | 0.923882 | 403 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__161471710 | en | Prior to the early 1980s, all running events were run in yards. Since running event records exist in both meters and yards it is necessary to convert these earlier performances.
The basic procedure is that of interpolation, taking the following steps (I've also given an example below):
Suppose a person runs the 100 yard dash in 12.1 seconds. Since the time is only in seconds, we can skip step one above. The yard conversion factor from the table below is 91.44. Dividing 12.1 by 91.44, we obtain an answer of 0.1323272. Multiplying this answer by the race distance of 100 meters, and then rounding to the nearest tenth of a second, the final time becomes 13.2. Running a 100 yard dash in 12.1 is equivalent to running a 100 meter dash in 13.2.
Calculating the yard conversion factor
The yard conversion factor is simply the result of converting the distance in yards into its equivalent distance in meters. For example, take the distance of 100 yards. 100 yards is the same as 300 feet, which is the same as 3600 inches. Since 1 inch equals .0254 meters, 3600 inches equals 91.44 meters. That is, 100 yards is equal to 91.44 meters (making 91.44 the conversion factor for 100 yards).
The table below lists the yard conversion factors for each race.
(equivalent meter distance)
|100 yards||91.44 meters|
|110 yards||100.584 meters|
|220 yards||201.168 meters|
|330 yards||301.752 meters|
|440 yards||402.336 meters|
|880 yards||804.672 meters|
|1760 yards (1 mile)||1609.344 meters|
|3520 yards (2 mile)||3218.688 meters| | mathematics |
http://eyelevelmilpitas.com/News/?id=6036 | 2019-04-18T23:29:55 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578526904.20/warc/CC-MAIN-20190418221425-20190419003425-00401.warc.gz | 0.873868 | 141 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__119717957 | en | 2017 Math Olympiad
Eye Level Math Olympiad is an annual global math contest that began in 2004. Eye Level members and non-Eye Level members around the world can participate.
The Eye Level Math Olympiad is a test designed to challenge students’ math skills in a variety of areas including problem-solving, reasoning, communication, and critical thinking.
-Event Date: Nov 4th
-Location: Ohlone College - Building 5 (SF Area)
-Registration Deadline: 10/15/2017
-Online registration at http://olympiadusa.myeyelevel.com
-Registration Fee: $20 members; $30 non-members | mathematics |
https://www.investorgeeks.com/articles/2006/05/13/buying-a-financial-calculator/ | 2023-12-05T15:17:42 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00504.warc.gz | 0.976671 | 159 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__11139722 | en | Tools are designed to help their users do their tasks more efficiently and crunching numbers is no exception. I’ve been humming along with Excel and my trusty scientific calculator just fine, but as I’m getting more involved with calculations such as discounting I’ve decided it may be worth the time to pick up a financial calculator that has many of these formulas built-in.
I ended up buying the HP 10BII, which is among the most popular financial calculators out there. It’s very reasonably priced, has training modules on the HP web site, contains advanced functions such as IRR and NPV, and has a user-friendly keypad. For $30-40, this is a must have for anyone in finance or real estate. | mathematics |
http://spaceguard.iaps.inaf.it/tumblingstone/issues/num20/eng/keyhole.htm | 2019-04-22T00:19:31 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578532948.2/warc/CC-MAIN-20190421235818-20190422021818-00332.warc.gz | 0.934688 | 979 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__65371170 | en | |Number 20: 24/05/2003
A scientific publication by SGF and NEODyS
A rather popular word in NEO jargon is "keyhole". It was introduced by Paul Chodas to denote the following: suppose that a certain small body (a comet, an asteroid or, far more often, a small meteoroid) encounters the Earth in a certain year. It can happen that the perturbation imparted by the Earth to the small body puts the latter in a resonant orbit such that, on the same day of some later year, when the Earth is again at the same place, also the small body comes back there, and a collision takes place.
The "coming back" of the small body after a certain number of years is called a "resonant return", and the collision takes place only if the small body passes through a certain small region of the "target plane" in the vicinity of the Earth; this small region is the keyhole associated to the given impact.
Examples of keyholes can be seen on the JPL website (http://neo.jpl.nasa.gov/news/news018.html); they were computed by Paul Chodas in May 1999, when the impact possibilities of 1999 AN10 in the years following the 2027 encounter with the Earth were being analyzed.
To obtain such results one needs a state-of-the-art orbit computation program, able to take into account all the perturbations one can possibly think of, so as to compute with the highest accuracy the precise positions of the collision solutions. One wonders whether it is possible to have an idea of the location, size and shape of impact keyholes, leaving aside the achievement of great precision, in exchange of some geometric understanding. In fact, with the help of Opik's theory of close encounters, we can say a lot about location, size and shape of impact keyholes.
Let us start by discussing the location. As we said before, for a resonant return to be possible, the orbital period of the small body after the first encounter must be in a certain resonant relationship with the orbital period of the Earth: its value in years must be equal to a fraction like p/q, with p and q integer and not too large (say, up to something like 50 or so).
It turns out that, if we compute, using Opik's theory, the target plane points where the small body has to pass in order to be put by the gravitational pull of the Earth in an orbit of prescribed period, we find that these points lie on a circle, whose radius and center are simple functions of the initial orbit of the small body, and of the given period of the post-encounter orbit.
On the other hand, we know that, on the target plane, the region of uncertainty is essentially very narrow, so as to resemble a line segment. Its intersections with the "resonant" circle thus give us the locations of the keyholes; in fact, there are generally two keyholes associated to the same resonant return, and one of them is much smaller than the other, for reasons that will be clear in a moment.
We now discuss the size of keyholes, and especially why they are in most cases very small. Let us see what happens to two imaginary particles that cross the target plane of the first encounter, and let us further suppose that they are very close to each other at the beginning. As a consequence of their different positions on the target plane, between their orbital parameters after the encounter there will be slight differences; the most important of these is the one in semimajor axis, i.e., in orbital period, since it is the one that forces the two particles to become more and more spatially separated over time.
|The dotted line shows the circle, in the b-plane of the 7 August 2027 encounter of 1999 AN10 with Earth, leading to a resonant return in 2044. Units are Earth radii and the Earth is shown as a circle in the center. The continuous lines on the circle enclose the keyholes resulting in impacts on the Earth in 2044. The vertical line at about 5.8 Earth radii from the centre corresponds to the region of uncertainty.|
Thus, the recipe is the following: first, take the disk of the Earth of the second target plane and put it on the first target plane, at one of the intersections between the appropriate resonant circle and the region of uncertainty; second, squeeze the disk by the appropriate compression factor, in the direction normal to the resonant circle (i.e., radially). Voila', it's done: the keyhole resembles an extremely thin lunar crescent, lying on the resonant circle. | mathematics |
https://playmlijkli.netlify.app/houey48707ro/the-mathematics-of-poker-by-bill-chen-453.html | 2024-04-12T17:34:00 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816045.47/warc/CC-MAIN-20240412163227-20240412193227-00756.warc.gz | 0.905251 | 907 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__113494879 | en | The mathematics of poker by bill chen
The Mathematics of Poker by Bill Chen is considered by a fair amount of people to be one of the standards, it's very deep though. I haven't read ...
by Bill Chen and Jerrod Ankenman ... Applying the tools of computer science and mathematics to poker and sharing the information across the Internet, these ... Poker Mathematics | Using Math In Poker - The Poker Bank A quick overview of the mathematics that can be used during poker to help you ... mathematics, look no further than The Mathematics of Poker by Bill Chen . Jerrod Ankenman - Poker Training | Coach | IveyLeague.com In 2006, Jerrod co-authored The Mathematics of Poker with Bill Chen. The book is an introduction to game theory and quantitative techniques as they relate to ... Learning the math of poker - Learning Poker - CardsChat™
Книга The Mathematics of Poker (Bill Chen, Jerrod…
The Mathematics of Poker by Bill Chen and Jerrod… A book review of the Mathematics of Poker by Chen and Akenman.Chen and Ankenman have created a unique text, one that deals far more with a meta approach to the game of poker from a mathematical perspective and offers very little in the way of traditional, scenario-focused advice. The Mathematics of Poker by Bill chen and... | Cool … This book provides an introduction to the quantitative techniques as applied to poker and to a branch of mathematics that is particularly applicable to pokerBill chen and Jerrod Ankenman do a terrific job explaining how math can, amoung other things, show you exactly how to mix up your play in such a...
Review "For those who think poker math is only about probability, pot odds, and straightforward, rote play, think again. Chen and Ankenman do a terrific job explaining how math can, among other things, show you exactly how to mix up your play in such a way that even champion players cannot get the best of you.
Chen holds a Ph.D. in mathematics (1999) from the University of California, Berkeley. He was an undergraduate at Washington University in St. Louis triple-majoring in Physics, Math, and Computer Science, and was also a research intern in Washington University's Computer Science SURA Program where he co-wrote a technical report inventing an Argument Game. Top 100 Poker Books for Texas Holdem: Places 11 to 20 12. The Mathematics of Poker. by Bill Chen, Jerrod Ankenman. Poker has been dominated by players who have learned the game by playing it, people who cultivated an intuition for the game and are adept at reading other players’ hands from betting patterns and physical tells. The Mathematics Of Poker by Bill Chen - Booktopia "For those who think poker math is only about probability, pot odds, and straightforward, rote play, think again. Chen and Ankenman do a terrific job explaining how math can, among other things, show you exactly how to mix up your play in such a way that even champion players cannot get the best of you. Chen Formula - The Poker Bank
Book Review: The Mathematics of Poker – Thinking Poker
The Mathematics of Poker - Bill Chen.pdf磁力链接种子下载 The Mathematics Of Poker, Book by Bill Chen (Paperback) | chapters.indigo.ca Buy the Paperback Book The Mathematics Of Poker by Bill Chen at Indigo.ca, Canada's largest bookstore. + Get Free Shipping on Entertainment books over $25!
- Gala casino leeds poker results
- No deposit min payout 1 cent casino online
- 21 black jack online cuevana
- Colt inn casino battle mountain nv
- Free sea monkey slot machine
- Woman wins 8.5 million casino refuses to pay
- Free slot games 4u
- Pitch black x jack frost lemon
- Sac roulette reine des neiges
- 888 poker bonus 8 dolares
- Club 23 crown casino location
- Blazing sevens slot machine free
- Free bingo games online no download
- No deposit casino bonus codes cool cat casino
- Ni hao holland casino groningen
- Free slots las vegas
- Deposit dewa poker lewat hp
- Pokerstars european poker tour london
- Belterra casino group bus rates & bonus | mathematics |
https://hhlearning.com/classes/elementary-courses/elementary-mathematics/ | 2019-01-20T03:41:43 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583690495.59/warc/CC-MAIN-20190120021730-20190120043730-00505.warc.gz | 0.887994 | 706 | CC-MAIN-2019-04 | webtext-fineweb__CC-MAIN-2019-04__0__43552423 | en | Course: Elementary Math – Grade 5
Grade Level: Advanced 4 – 5 (struggling 6th graders may apply)
Day/Time: Monday 9:00 – 10:15am
Instructor: Cathy Youngblood
Cost: $48 per month + $20 application fee
Books: Saxon Math Homeschool 6/5, Student textbook (3rd Ed.), ISBN# 1591413184. Saxon Math Homeschool 6/5, Tests and Worksheets (3rd Ed.), ISBN# 1591413222; Saxon Math Homeschool 6/5, Solutions Manual (3rd Ed.), ISBN# 1591413265. You can purchase all three as a kit at CBD.
Description: We will cover the concepts students need to master as they prepare for Middle School Math. Various concepts include: order of operations, geometry and measurement, integers, divisibility concepts, ratios, statistics and probability, prime and composite numbers, patterns and sequences, decimals and percentages, powers and roots. Students will specifically learn about making a multiplication table, adding/subtracting fractions with a common denominator, multiplying by multiples of 10 and 100, perimeter, simple probability, decimal parts of a meter, reciprocals, volume, square roots, graphing points on a coordinate plane, and more. In addition to classroom teaching, other resources will be used to enhance the class and help students to better understand the course material when they are working on their own. Homework will be assigned for each day of the week, and tests will be given periodically to solidify the student’s understanding of the material. If your child is advanced in math as a 5th grader, and will be heading into 6th grade math, please look into Middle School Math #1 class.
Course: Middle School Math # 1
Grade Level: Advanced 5 – 6 (struggling 7th graders may register)
Day/Time: Wednesday 9:00 – 10:30am
Instructor: Ellie Ingle
Cost: $58 per month + $30 application fee
Books: Prentice Hall Mathematics: Course 1 (2003/2004 ed.), ISBN# 0130631361; Prentice Hall Math Course 1 Study Guide and Practice Workbook (2004 – paperback), ISBN# 0131254553. Order used online or call 1-800-848-9500.
Description: This is an introduction to what students will face as they enter middle school math. We create a path for students to develop an in-depth understanding of key mathematical concepts needed to succeed in higher level math classes. This foundational class introduces the concepts needed for Middle School Math #2 (7th grade math) and some early Pre-Algebra. We will cover whole numbers, rational numbers, decimals, number theory, fractions, ratios, proportions, percentages, data/graphs, geometry concepts, and integers in preparation for one-and two-step equations and inequalities. In addition to classroom teaching, some on-line teaching resources (videos & examples) will be used to enhance the class and help students when they are working on their own to better understand the course material. Homework will be assigned to enhance classroom lessons and given for each day of the week, while tests will be given at the end of each chapter. If your child is advanced in math as a 6th grader, please look into Middle School Math #2 class. | mathematics |
https://www.jalc.edu/news/2017/02/10/wyse-competition-held-at-jalc | 2020-01-23T17:55:16 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00051.warc.gz | 0.964562 | 832 | CC-MAIN-2020-05 | webtext-fineweb__CC-MAIN-2020-05__0__191094255 | en | WYSE Competition Held at JALC
February 10, 2017
CARTERVILLE — It’s one of the biggest academic competitions held at John A. Logan College each year: The Worldwide Youth in Science and Engineering (WYSE) Academic Challenge.
At stake are three tuition waivers for two years, including summer terms, awarded to the highest scoring junior or senior in each division. This year’s winners were Walter Shaw of Carbondale Community High School, Division 1500; Xander Goffinet of Carterville High School, Division 700; and Kara Bunselmeyer of Trico High School, Division 300.
The Worldwide Youth in Science and Engineering (WYSE) Academic Challenge is a high school academic competition run by the University of Illinois Urbana-Champaign. John A. Logan College began hosting this event under the name JETS (Junior Engineering Technical Society) in 1975. This competition later became known as WYSE.
This was the 43rd annual competition at John A. Logan College, and area high school students — who were chosen to compete by teachers at their respective schools — took two tests each from the areas of computer science, engineering graphics, mathematics, chemistry, English, physics, and biology. Difficult subjects, but the payoff for highest scores will save the winners thousands of dollars in tuition costs.
“The students who win this competition are certainly among the brightest students in Southern Illinois,” said Lora Hines, chair of business, computer science and mathematics, and a WYSE coordinator at John A. Logan College. “Each year, it is wonderful to watch so many amazing students compete in this academic challenge.”
The competition was divided into three divisions: Division 300 consisting of Crab Orchard High School and Trico High School; Division 700 consisting of Carterville High School, Du Quoin High School, Frankfort Community High School, Johnston City High School, and Murphysboro High School; and Division 1500 consisting of Carbondale Community High School, Herrin High School, and Marion High School. First place team winners by division were Trico High School, Carterville High School, and Carbondale Community High School. These teams each received a plaque for their efforts.
Jennifer Jeter, associate professor of mathematics and WYSE test administrator coordinator, participated in the WYSE Academic Challenge 20 years ago as a junior at Marion High School.
“As a high school student, I looked forward to preparing and competing in the WYSE Academic Challenge and felt honored to be chosen to participate in the challenge for three years,” Jeter said. “It allowed me to challenge myself academically in the areas of chemistry and mathematics. Twenty years later, I look forward each year to proctoring the exam for current high school students. It is definitely one of the highlights of my spring semester.”
Kathirave Giritharan is associate professor of mathematics and the WYSE event coordinator for John A. Logan College.
“The preparation for each year’s competition begins shortly after the completion of the previous year’s competition,” Giritharan said. “Hosting this event, which involves 10 area high schools and coaches, is not possible without the support of John A. Logan College administration, mathematics faculty, and other faculty members and staff, especially Adrienne-Barkley Giffin, director of Student Activities, who has been a tremendous help to make this event run smoothly each year.”
The students who placed first or second including ties in Logan’s Regional Competition will advance to Sectional Competition on March 15, 2017 at Southern Illinois University Carbondale. The winning teams and individual students will advance to the State Finals at the I-Hotel and Conference Center, Champaign, from April 17 – 20, 2017. The Awards for both teams and individuals are given at all three levels; Regionals, Sectionals, and the State Finals. Each level of competition gets progressively harder, Giritharan explained. | mathematics |
http://www.almanaraa.com/en/what-is-volumetric-weight-volume-calculator | 2024-04-23T05:13:57 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818464.67/warc/CC-MAIN-20240423033153-20240423063153-00415.warc.gz | 0.947568 | 332 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__78817738 | en | What Is Volumetric Weight Volume Calculator
Volumetric weight refers to the overall size of a parcel and is measured in volumetric kilograms. Volumetric weight can be calculated by multiplying the length, width and height of a parcel (in cm) and dividing that figure by 5000 (some carriers use a divisor of 4000).
You may often find that the price of your shipment is dictated by the volumetric weight of your parcel(s) rather than the physical weight. This is because our pricing is calculated based on whichever is the greater out of the volumetric weight and the physical weight.
For example, you could have a box of feathers that is quite large, say 100 cm X 50 cm X 50 cm but is relatively lightweight at 5kgs. Using the above calculation (length X width X height / 5000), the volume of this parcel is 50 volumetric kilograms. As the volume 'outweighs' the physical weight of 5kgs, the price is based on 50 kilograms. For this reason, it is extremely important to measure parcel(s) their widest, longest and highest points. Any bulge handles, tags or packaging that could break the beam of a measuring laser must be included.
It's worth noting that it works the other way around too. You could have a small box of heavy metal components (30 cm x 30 cm x 20cm) weighing 10kg in physical weight. The volume of this parcel is 5.4kgs. So in this instance, the volumetric weight is lower than the physical weight meaning that the price would be calculated at 10kg. | mathematics |
https://www.aidasheshbolouki.com/publications | 2021-10-24T16:49:12 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323586043.75/warc/CC-MAIN-20211024142824-20211024172824-00313.warc.gz | 0.904564 | 1,103 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__56882118 | en | sGrapp: Butterfly Approximation in Streaming Graphs
This paper studies the fundamental problem of butterfly (i.e. (2,2)-bicliques) counting in bipartite streaming graphs. Similar to triangles in unipartite graphs, enumerating butterflies is crucial in understanding the structure of bipartite graphs. This benefits many applications where studying the cohesion in a graph shaped data is of particular interest. Examples include investigating the structure of computational graphs or input graphs to the algorithms, as well as dynamic phenomena and analytic tasks over complex real graphs. Butterfly counting is computationally expensive, and known techniques do not scale to large graphs; the problem is even harder in streaming graphs. In this paper, following a data-driven methodology, we first conduct an empirical analysis to uncover temporal organizing principles of butterflies in real streaming graphs and then we introduce an approximate adaptive window-based algorithm, sGrapp, for counting butterflies as well as its optimized version sGrapp-x. sGrapp is designed to operate efficiently and effectively over any graph stream with any temporal behavior. Experimental studies of sGrapp and sGrapp-x show superior performance in terms of both accuracy and efficiency.
Sheshbolouki, Aida, and M. Tamer Özsu. "sGrapp: Butterfly Approximation in Streaming Graphs." arXiv preprint arXiv:2101.12334 (2021).
Read the paper (Will update the most recent version soon)
Delightful Event: sGrapp is accepted to appear in ACM Transactions on Knowledge Discovery from Data!
EIC comment: "The paper discusses butterfly formation in graphs. A very well written paper that is a pleasure to read. Some minor changes are suggested"
Emergence of Global Synchronization in Directed Excitatory Networks of Type I Neurons
The collective behaviour of neural networks depends on the cellular and synaptic properties of the neurons. The phase-response curve (PRC) is an experimentally obtainable measure of cellular properties that quantifies the shift in the next spike time of a neuron as a function of the phase at which stimulus is delivered to that neuron. The neuronal PRCs can be classified as having either purely positive values (type I) or distinct positive and negative regions (type II). Networks of type 1 PRCs tend not to synchronize via mutual excitatory synaptic connections. We study the synchronization properties of identical type I and type II neurons, assuming unidirectional synapses. Performing the linear stability analysis and the numerical simulation of the extended Kuramoto model, we show that feedforward loop motifs favour synchronization of type I excitatory and inhibitory neurons, while feedback loop motifs destroy their synchronization tendency. Moreover, large directed networks, either without feedback motifs or with many of them, have been constructed from the same undirected backbones, and a high synchronization level is observed for directed acyclic graphs with type I neurons. It has been shown that, the synchronizability of type I neurons depends on both the directionality of the network connectivity and the topology of its undirected backbone. The abundance of feedforward motifs enhances the synchronizability of the directed acyclic graphs.
Ziaeemehr, Abolfazl, Mina Zarei, and Aida Sheshbolouki. "Emergence of global synchronization in directed excitatory networks of type I neurons." Scientific reports 10, no. 1 (2020): 1-11.
Synchronization is a phenomenon that occurs in systems of interacting units, and is widespread in nature, society and technology. Recent studies have enlightened us regarding the interplay between synchronization dynamics and interaction structure. However, most of these studies neglect that real-world networks may actually be directed and disconnected. Here, we study the synchronization of directed networks with multiple leaders using the Kuramoto model. We found that in networks with high driving strength, the steady-state frequency of each node is determined by the linear combination of leaders' natural frequencies, with structural coefficients that can be calculated using the eigenvectors of a network Laplacian matrix corresponding to zero eigenvalues. The steady-state frequencies of the nodes following multiple leaders are not fixed and have sharp peaks between consecutive time instances where leaders meet each other in the phase circle. The results suggest a new way of understanding how leadership style influences the synchronization dynamics of directed networks.
Sheshbolouki, Aida, Mina Zarei, and Hamid Sarbazi-Azad. "The role of leadership in the synchronization of directed complex networks." Journal of Statistical Mechanics: Theory and Experiment 2015, no. 10 (2015): P10022.
Are Feedback Loops Destructive to Synchronization?
We study the effects of directionality on synchronization of dynamical networks. Performing the linear stability analysis and the numerical simulation of the Kuramoto model in directed networks, we show that balancing in- and out-degrees of all nodes enhances the synchronization of sparse networks, especially in networks with high clustering coefficient and homogeneous degree distribution. Furthermore, by omitting all the feedback loops, we show that while hierarchical directed acyclic graphs are structurally highly synchronizable, their global synchronization is too sensitive to the choice of natural frequencies and is strongly affected by noise. | mathematics |
https://puzzlemystery.com/Sudoku/SudokuTutorial/SudokuRules.aspx | 2023-12-01T09:10:46 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00377.warc.gz | 0.945731 | 266 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__22473178 | en | Sudoku is a logic-based number-placement puzzle that normally consists of a 9x9 grid (of 81 squares) subdivided into nine 3 by 3 sub-grids. The individual squares in a grid are usually called cells, and sub-grids often called boxes, blocks, submatrices, regions, or sub-squares.
Sudoku rules are simple: each 3x3 block, each row, and each column has to contain all the numbers from 1 to 9 and each number should only appear once in each box, row, and column. The puzzle provides a partially completed grid, and the goal is to find the remaining entries. Puzzles should have a unique solution.
Usually, Sudoku puzzles are ranked according to the difficulty level. There is no standardized ranking system or metric. Ranking is usually based on the techniques required to generate a solution. While Easy Sudokus can be solved in less than 10 minutes, solving Hard puzzles requires some really difficult logic and may take well over one hour.
While the classic 9×9 Sudoku grid with 3 by 3 regions is by far the most common, there are numerous variations of the basic Sudoku format. Some of them change the size of the grid, add extra constrains, or replace squares by other shapes. | mathematics |
http://rantonse.no/en?inf_contact_key=4d2f58373161ea3212e70759b4f82ca96b085156c81e2a9ed8c33a5a9f534e92 | 2017-06-24T06:54:27 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00380.warc.gz | 0.94444 | 289 | CC-MAIN-2017-26 | webtext-fineweb__CC-MAIN-2017-26__0__257559412 | en | Roger is a logician, mathematician, computer scientist, researcher, author, lecturer, science communicator, and public speaker. You can find him at UC Berkeley, California, where he is a Visiting Scholar, otherwise at the University of Oslo, where he is an Associate Professor at the Department of Informatics in the research group Logic and Intelligent Data (LogID).
Experienced and engaging, Roger enjoys giving inspiring and entertaining talks within a wide variety of topics, ranging from mathematics and computer science to philosophy and art. He challenges his audiences to question their perspectives and think differently. Roger is available to give talks both within Norway and abroad.
Roger teaches mathematics and computer science at the University of Oslo, Norway. His course, Logical Methods for Computer Science, has been well reviewed by students and peers.
Roger's academic interests are logical calculi, proof theory, mathematical logic, complexity theory, automata, combinatorics, and the philosophy of mathematics. His PhD thesis is about sequent calculi for first-order logics with free variables.
Logical Methods: The Art of Thinking Abstractly and Mathematically, The University Press (2014, in Norwegian) This book provides a solid foundation for study in the sciences with an introduction and explanation of the most important and essential concepts within mathematics and science. The book is based on lecture notes from several years of teaching introductory courses and is intended for first semester students. | mathematics |
https://www.datalakehouse.io/resources/blog/how-to-visualize-time-series-data-with-examples/ | 2023-03-30T18:01:56 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949355.52/warc/CC-MAIN-20230330163823-20230330193823-00454.warc.gz | 0.915931 | 2,950 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__68680134 | en | Think about some of the most common data visualizations you see in newspapers:
- Graphs showing a country’s GDP growth
- Stock market trends
- Charts that capture business performance year-to-date
- Rates of inflation
While most of these mean different things, they’re all the same at their core—they are all based on time series data.
What Is a Time Series?
A time series is a set of data points that are collected over a period of time, usually at regular intervals.
The most common type of time series data is financial data, such as stock prices or exchange rates. However, time series can also be used to track other types of information, such as meteorological data or sales figures.
Time series can be either univariate or multivariate.
- Univariate Time Series Data: Based on one variable, such as stock prices or the number of cases of a disease
- Multivariate Time Series Data: Based on multiple variables, such as weather data (which could include variables such as temperature, humidity, and rainfall)
Time series are often graphed to visualize the data, and they can be analyzed using statistical methods. Time series analysis can be used for forecasting future values, and it is a powerful tool for understanding complex data.
Types of Time Series Data
There are two main types of time series data:
- Continuous data: This type of data is collected at regular intervals and can be represented by a line on a graph. For example, data from a thermometer would be considered continuous data.
- Discrete data: This type of data is collected at specific points in time and can be represented by a dot on a graph. For example, data from a survey would be considered discrete data.
Continuous data is more common than discrete data since most real-world phenomena are continuous.
For example, the population of a country is a continuous variable that changes over time—it doesn’t jump from one value to another. In contrast, the results of an election are discrete since there are only a finite number of outcomes (e.g., candidate A wins, candidate B wins, etc.).
What Is the Best Way to Visualize Time Series Data?
Time series line graphs are the best way to visualize data that changes over time. This is because line graphs show how a variable changes from one point in time to another, making it easy to see trends and patterns.
For example, consider the following graph of stock prices for Tesla:
The line graph makes it easy to see that the stock prices have been decreasing over the course of the last year.
If the data were presented in a different way, such as a bar graph, it would be much harder to see this trend.
Line graphs are also useful for identifying specific points in time when there was a sudden change in the data (known as an anomaly). For example, the sharp drop in stock prices on October 29th, 1929, is easily visible on the line graph, but it would be much harder to spot on a bar graph.
When to Use Other Temporal Visualizations
Other types of graphs can be used to visualize time series data, but they are less common.
For example, you could use a scatter plot to visualize how two variables are related. This would happen in cases where you have multivariate time series data.
For example, consider the following scatter plot of stock prices and interest rates:
The scatter plot shows that there is a positive relationship between stock prices and interest rates—as one variable increases, the other variable also tends to increase.
This relationship would be much harder to see if the data were presented in a line graph.
Another example would be a bar graph, which could be used to compare different time periods. For example, you could use a bar graph to compare the stock prices of two different companies:
The bar graph makes it easy to see that Company A’s stock price is higher than Company B’s stock price.
However, the bar graph is not as useful for seeing trends over time since it doesn’t show how the data changes from one point in time to another.
Best Platforms to Visualize Data
There are a few different platforms that businesses and data scientists use to visualize data:
- Microsoft Power BI
These platforms are powerful tools that can be used to create complex visuals, but they can also be used to create simple line graphs.
Most analysts and data scientists prefer to visualize data in R, Power BI, or Tableau because these platforms offer more features and flexibility than a platform like Excel or Google Sheets.
However, Excel is still a solid data visualization tool for beginners who want to create simple visuals or who don’t have access to more sophisticated software.
How to Visualize Time Series Data In R
R is a programming language that is commonly used for data analysis and statistical computing.
It’s also a popular choice for data visualization since it has many different packages (i.e., sets of functions) that can be used to create complex visuals.
The most popular packages for data visualization in R are ggplot2, plotly, and leaflet.
These packages can be used to create a variety of different types of graphs, but they are most commonly used to create line graphs.
For an in-depth tutorial on data visualization in R, watch this video.
How to Visualize Time Series Data In Tableau
Tableau is a data visualization platform that is used by businesses and organizations to create complex visuals. It’s a popular choice for data visualization because it’s easy to use and it has many different features.
A few benefits of Tableau include:
- It can be used to create interactive visuals
- It has a wide range of built-in charts and graphs
- It integrates with many different data sources, including Snowflake, BigQuery, and Amazon Redshift
To learn how to use Tableau, check out this tutorial.
How to Visualize Time Series Data In Microsoft Power BI
Microsoft Power BI is a platform that many use to create temporal visualizations. Similar to Tableau, its drag-and-drop interface makes it easy to use and it offers a wide range of features.
The main difference between Power BI and Tableau is that Power BI is a part of the Microsoft ecosystem, so it seamlessly integrates with other Microsoft products like Excel and SQL Server.
To learn how to use Microsoft Power BI, watch this tutorial.
7 Time Series Data Visualization Examples
Now that we’ve given you the resources to learn how to visualize time series data and shown you the best platforms to use, we’ll show you seven different visualizations with a dashboard example for each.
- Line Graphs
- Bar Graphs
- Gantt Charts
- Heat Maps
- Stacked Area Charts
1. Line Graphs
Like we mentioned earlier, a line graph is the simplest and most common type of time series data visualization. It uses points to show how a dependent variable and an independent variable change over time.
The independent variable—as the name implies—remains the same, regardless of other parameters. The dependent variable depends on the independent variable and changes based on the relationship between the two variables.
In this graph, the independent variable is time and the two dependent variables are Ireland’s population and Europe’s total population.
In it, you can clearly see the sudden drop in Ireland’s population in the mid-1800s due to the Irish Potato Famine.
In this example, note the two separate y-axis scales—the two dependent variables represent Ireland and the European population as a whole. Europe’s population is considerably higher and is represented as such, but to the viewer, it might seem like they represent the same numerical values.
Use multiple y-axis scales when the dependent variables have different orders of magnitude (i.e., when one is much higher or lower than the other), and use them carefully. Remember to remind your audience that the two figures are presented to show a pattern or relationship, not to make an apples-to-apples comparison.
2. Bar Graphs
You might not think of a bar graph as a means of visualizing time series data, but it can be a helpful tool, especially when comparing multiple variables.
Bar graphs represent data in horizontal or vertical bars, and while they aren’t a good option for representing continuous data, they’re excellent for showing your audience the impact of discrete variables.
To effectively compare multiple variables, use different colors for each set of bars. In this example, note how the color makes it easy to see Turkey’s rapid population growth compared to Germany’s stagnation over the course of a decade.
In some cases, it’s better to use a stacked bar graph view. To show the relative proportions of each sub-group, stack the bars on top of each other.
This stacked bar graph shows the international population from 1990-2030. When comparing the data this way, you can see the steady population growth projection in developing countries as growth in developed countries (i.e., OECD countries) stands still.
Stacked bar graphs are best used when you want to show the proportion of a whole, not the absolute value.
3. Gantt Charts
A Gantt chart is a type of bar graph that’s often used in project management to visually track the progress of tasks over time. Each task is represented by a horizontal bar that starts on the date the task begins and ends on the date the task is completed.
Gantt charts are most commonly used to show project timelines, but they can also be useful for visualizing temporal data. If you need to track short-term data or changes over time, a Gantt chart can give you a high-level overview of what’s happening.
Suppose you’re a data analyst working with a web development team. You might use a Gantt chart to track the progress of different features as they’re being developed.
In this dashboard example, you can see that different activities are attributed to different team members. And each step is meant to be completed in a specific time frame.
When visualizing time series data, use a Gantt chart if your data is represented in a series of discrete steps or if you need to track the progress of tasks over time.
4. Heat Maps
A heat map is a type of graph that’s used to depict how different elements interact with each other. It shows relationships between data points using color to indicate the strength of the relationship.
The most common type of heat map shows how different variables relate to each other in a two-dimensional grid. The darker or more intense colors typically indicate a stronger relationship or larger values.
In this example, you can see how Seattle’s rainfall changes over the month, as well as how many inches of rain it gets per day in that given month.
5. Stacked Area Charts
Stacked area charts are among the most digestible and professional-looking ways to visualize time series data. They essentially take a line graph and turn it on its side, then fill the area between the lines with color.
By nature, they are an excellent visualization tool when you need to compare three or more variables over the same period of time.
This stacked area chart reveals how much revenue a company gained by selling different cosmetic produce across the world. The product names and values are placed along the horizontal X axis and vertical Y axis, with the crosshair enabled to help you compare the real-time value of different products from different regions.
If you need to compare multiple variables and show how they develop over time, a stacked area chart is a fantastic option.
But for visualizing a single variable, line graphs are usually the better choice. And for two variables, a scatter plot is usually the better choice.
6. Scatter Plots
Scatter plots are another type of graph used to depict relationships between data points. But unlike heat maps, scatter plots don’t use color to indicate relationship strength. Instead, they use the position of data points on a two-dimensional grid.
Scatter plots are great for visualizing relationships between two variables. They’re mostly used to demonstrate statistical relationships, such as correlation and causation.
This scatter plot shows how the US equity market compares to the 10-year US treasury bond over the course of 25 years. Although the relationship is nonlinear, the data shows a clear negative correlation over time.
7. Waterfall Charts
Waterfall charts show how an initial value is increased or decreased by a series of intermediate values. They’re often used in accounting to visualize the different components of a total income or expense.
This waterfall chart shows how a company’s cash flow increased and decreased over the course of one year. In red, months of net loss are highlighted. In green, revenue is a net positive and the difference between revenue and expenses month-to-month is shown.
If you need to visualize how an initial value changes as a result of intermediate values, a waterfall chart is the way to go.
Make Sense of All Your Data With DataLakeHouse
Visualizing your data is the easy part—accessing it is the hard part. In most cases, this data comes from several different sources and in several different formats.
Getting this data to a single source of truth can be difficult and time-consuming. But it doesn’t have to be. The DataLakeHouse platform enables you to bring data from multiple on-premise or cloud sources and connect it to your databases and business applications.
When you automate your data load into Snowflake from any source with our data synchronization tool, you’ll save hours each week and be able to make better decisions with your data. And when you use our industry-specific conformed data models, you’ll be able to spend less time preparing data and more time using it to improve your business.Click here to open your free account with DataLakeHouse. | mathematics |
https://thriveverge.com/all-you-need-to-know-about-a-tetrahedron/ | 2022-08-09T22:00:01 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00231.warc.gz | 0.942965 | 892 | CC-MAIN-2022-33 | webtext-fineweb__CC-MAIN-2022-33__0__50624976 | en | Tetrahedron: A type of triangle-based 3-dimensional prism with four triangles forming the faces of the shape is called a tetrahedron. Sometimes it is also referred to as a triangular pyramid with 4 faces, 6 edges, and 4 vertices.
Understanding the basic tetrahedron shape
Generally speaking, any polyhedron with four faces is called a tetrahedron. The faces are triangular. The term is most probably used for a regular shape of a polyhedron of four sides.
Definition of tetrahedron
This is a sort of pyramid, that is one of the various types of a polyhedron having a flat polygonal base and triangle-shaped faces joining the base with the same common point. In the case of a tetrahedron, the base is a triangle and hence the figure gets its name as a “triangular pyramid”.
The figure is a convex polyhedron with two nets and any triangular face can be taken as a base as all the faces are regular.
Properties of a tetrahedron
- The figure is made by compiling four congruent triangles together. Thus it has 4 faces, 6 edges, and 4 vertices.
- Any of the four faces can be taken as the base.
Describing different types of tetrahedrons
The tetrahedrons are of different types are followings:
- Regular tetrahedrons have all the dimensions equal: The sides of all the triangles are congruent to each other and identical in measurements. In other words, the regular tetrahedron has equilateral triangles as its faces.
- Non-regular or irregular tetrahedrons: Any pyramid whose base with sides of different lengths is an irregular tetrahedron. The base has unequal sides of the base triangular face is either a scalene triangle or it may also be an isosceles triangle with two of its sides equal.
- Right tetrahedrons: The tetrahedron with a base angle same as the measurement of a right angle i.e., 90 degrees is a right tetrahedron.
Explaining the net of a Tetrahedron
A net of the tetrahedron is formed when its surface is spread out flat giving a complete view of each triangular face of the figure just like the 2- d figures. For various solids, the net pattern is different. For finding the net pattern of a solid take note of the following points:
- The pyramid and the net must have equal faces.
- The shapes of the faces of the pyramid should be the same as the shapes of the faces in the net.
- The respective folds forming the pyramid should be considered and it should be assured that all the sides fit together properly.
Calculating the volumes and surface areas
VOLUME: The formula of Volume of a tetrahedron = ⅓ × Base Area × Height, i.e., one-third of the product of the area of base and height gives the volume of the respective figure.
SURFACE AREA: The relation for the surface area of any tetrahedron = (Base area) + ½ × Perimeter × (Slant length), i.e., the sum of the base area with half the product of perimeter and slant height of the figure. For any regular, this calculation is simple. First, find the measurements of the base and the height of any triangle.
Then find the product of those and get half of it. This area is of the triangle. Now, multiply this area by four to get the total surface area. For an irregular tetrahedron, the area of every triangle is calculated individually, using the area formula and then all the areas are added together to get the final surface area.
Cuemath explains the topic of such polyhedrons with examples and applications. In geometry, we have a large number of such concepts, one of which is Dodecahedron. It is a 12-sided flat polyhedron with 12 faces, 30 edges, and 20 vertices. It has regular pentagons on its face and is also known as a dodecahedron.
Cuemath experts explain such geometrical concepts in an efficient manner making the topics simple to understand and use. | mathematics |
https://themathtranslator.com/pricing-math-support/ | 2023-09-26T12:54:36 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00417.warc.gz | 0.860234 | 346 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__237876696 | en | Invest In Your Future
Four options are available for subscription for students. Monthly subscriptions are ideal for those who do not know how long they will be using the product. 3 Month subscriptions are ideal for students on the quarter system. 4 Month subscriptions are ideal for students on the semester system. Yearly subscriptions are also offered for anyone wanting a longer subscription at a discounted price.
If you’re a math teacher at a high school, two year college, or four year college that is interested in using The Math Translator videos in your courses, please reach out and request a Free Instructor Login.
Available Subscriptions All subscriptions have the following features:
All subscriptions start with a free 7-day trial
Each subscription provides one login and users may only be logged into one device at a time
One subscription provides full access to the entire video library
Each video library contains hundreds of hours of high-quality video instruction from a tenured math professor
Additional resources include written solutions manuals for the practice tests in each chapter of each book
Instruction accompanies the free online OpenStax™ math textbooks
- Monthly subscriptions are $18.99 per month plus tax. Subscriptions will automatically renew each month until canceled.
3 Month Subscription
- 3 month subscriptions are $56.98 plus tax. Best for students on the quarter system. Subscriptions will not automatically renew.
4 Month Subscription
- 4 Month subscriptions are $75.98 plus tax. Best for students on the semester system. Subscriptions will not automatically renew.
- Yearly subscriptions are $199.98 plus tax. Subscriptions will not automatically renew. | mathematics |
https://nitrogenn15.imascientist.ie/profile/ricardosegurado/ | 2022-09-29T10:42:16 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335350.36/warc/CC-MAIN-20220929100506-20220929130506-00121.warc.gz | 0.949192 | 824 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__58020895 | en | St Andrew’s College Booterstown until 1993, Trinity College Dublin until 2003
I have a bachelor’s degree in Biochemistry, a doctorate (PhD) in Genetics, and two diplomas in Statistics
Trinity College Dublin, Cardiff University – in statistical genetics
I am a lecturer in Biostatistics
I am a statistician, which means I work with numbers, mostly on a computer. My background is in biochemsitry (the chemsitry of biology) and in genetics. While I was studying I realised that I need to know more and more maths and statistics (don’t let anyone tell you that no one uses maths in the real world), and less and less about how to run experiments in a lab.
So I studied by myself, mostly in evenings, and soon became the go-to person in our lab for anyone that need maths done. Nowadays I do three things
I work out how to use maths to figure out disease risk, using genetics
I advise a lot of people on data analysis – using maths to show whether medicine (or some other treatment) works or doesn’t, or whether something increases your risk for disease or not
I teach genetics, statistics, and epidemiology (the study of the causes of disease) in UCD, in Dublin
My Typical Day
A mix of giving advice to students, doctors & other scientists, messing with other people’s numbers, and working on computer programs to do genetics research
Two hours answering e-mails and advising people;
Two hours running some computer programs to analyse some data;
Two hours writing my own computer programs; 3 cups of coffee, a scone, a sandwich, and a litre of chocolate milk.
Maybe an hour in meetings in the School of Public Health, and an hour reading scientific journals. I also read on the bus, when I can. And at home. And weekends.
What I'd do with the prize money
I want to donate it to the Maths Sparks people in UCD
The Maths Sparks projects organise workshops to teach maths to students in DEIS schools. They are mostly students here in UCD, so their work is a mix of getting school students learning maths, and getting University students to learn how to teach maths. I think that’s a very cool way of doing it.
Maths isn’t cool at all. I think it’s really important, though. If people understand maths and manage to work with it even a little bit, I think they’re training themselves how to think logically, and being able to do that will be one of the most useful things they can do when they’re older.
How would you describe yourself in 3 words?
Intense, laid-back, contradictory
What did you want to be after you left school?
A scientist. Or a carpenter.
Were you ever in trouble at school?
Can’t remember… Next question!
Who is your favourite singer or band?
I love Stina Nordenstam’s songs
What's your favourite food?
Anything with cheese in it, or on it
What is the most fun thing you've done?
Hung out with my girlfriend. She is very funny.
If you had 3 wishes for yourself what would they be? - be honest!
I’d invent unlimited free electricity, I’d stop people littering on the street, and … world peace? No, a beach house maybe.
Tell us a joke.
Why are elephants big and gray? Because if they were small and purple they would be grapes. | mathematics |
https://saraannon.wordpress.com/2012/12/12/fractals-and-the-world-tree/ | 2022-08-20T06:27:15 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573908.30/warc/CC-MAIN-20220820043108-20220820073108-00779.warc.gz | 0.963489 | 373 | CC-MAIN-2022-33 | webtext-fineweb__CC-MAIN-2022-33__0__25543036 | en | ‘Although fractals are very complex shapes,
they are formed by repeating a simple process over and over’
Jonathan Wolf www.fractalfoundation.org
I want to pursue the thought that the shamanic world view is essentially as pragmatic as any scientific pursuit here. Both are based on astute observation of the world around us. They use very different language to describe their interactions. It is in the places where the filter of language intersects that we might be able to get a glimpse of what is common to both. This card deck representing a contemporary World Tree is essentially a fractal map. What does that mean?
A French mathematician named Mandelbrot coined the term fractal in 1975 to describe a specific kind of mathematical concept that addressed repeating patterns in nature as well as in theory. Computers have allowed people to see the fractal patterns these kind of equations create even though mathematicians are still arguing about how to define them. The criteria the mathematicians have agreed on are remarkably similar to the qualities of the shamanic World Tree.
Mathematicians say that fractals are self-similar, echoing an ancient alchemical concept of the microcosm as a complete mirror of the macrocosm. They transcend scale, and their patterns are interconnected. They are not limited to geometrical shapes in the material world, but can describe processes occurring in time. Like shamans, fractals tell the story of the process that creates them. Most wondrously, with fractals as in nature, universal rules result in infinite diversity and beauty.
The language of numbers appears to have had limited appeal in human culture, while metaphors of images, journeys, and relationships endure. While the mathematician will talk about the inherent lines of symmetry in a fractal image, the shaman will describe the trunk of the world tree. | mathematics |
http://trigonometric-equation-calculator.freeware.filetransit.com/ | 2018-07-20T17:59:48 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591719.4/warc/CC-MAIN-20180720174340-20180720194340-00325.warc.gz | 0.844953 | 1,765 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__66653108 | en | Trigonometric Equation Calculator
Equalculator is an equation calculator. It is currently in the "pre-alpha" stage of development, so don't expect it to do miracles. You type in your equation, it will ask you for the variables and Voila!, it gives you the answer.
|License: Freeware||Size: 71.68 KB||Download (35): Equalculator Download|
A quadratic is a curve of the parabola family. They are written in the format ax2+bx+c=0. Enter values for a, b and c and the calculator returns | pt the curve intercepts x-axis | gradient of the curve | value of curve at x and y. Special thanks to "Taydron" who provided the logic for the...
ChemPal is a chemistry equation calculator designed to make your life easier - it knows the equations by heart, so you don't have to. It also knows many of the hard-to-remember constants, to help ease the process of going from the lab or from data to final results. Requirements: iOS 7.1 or...
|License: Freeware||Size: 11.8 MB||Download (11): ChemPal Download|
Chemical Equation Expert is an integrated tool for chemistry professionals and students. You'll find complicated work such as balancing chemical equations and related calculations so easy and even enjoyable!
Key Feafures -
1. An intelligent balancer Chemical Equation Expert balances chemical...
|License: Freeware||Size: 3.2 MB||Download (719): Chemical Equation Expert Download|
Advanced Trigonometry Calculator is a small, simple, command prompt application specially designed to help you with your trigonometry.
Advanced trigonometry Calculator is an application of trigonometry able to solve advanced calculations with scientific notation and amplitudes in positive and...
Platforms: Windows, Windows Vista, 7, 7x64
|License: Freeware||Download (54): Advanced Trigonometry Calculator Download|
This application works correctly in Windows XP, Vista, and 7. This application is available in two versions due to the two languages supported, Portuguese and English, these versions are in the folder of installation files or in the portable version "Advanced Trigonometry Calculator.zip". If you...
|License: Freeware||Size: 420 KB||Download (107): Advanced Trigonometry Calculator Portable Download|
Quadratic equation has the form ax2 + bx + c = 0. It will generally have two solutions; that is, two different values of x that make the equation true.
It can happen that both solutions are the same number, and it is possible that the solutions will be complex or imaginary numbers. To use...
Platforms: Windows, Windows CE
|License: Freeware||Size: 1.37 MB||Download (44): Quadratic Equation Solver Download|
Easy-to-use 3D grapher that plots high quality graphs for 2D and 3D functions and coordinates tables. Graphing equations is as easy as typing them down. Both cartesian and polar coordinates are supported as well as parametric equations and inequalities. Graphs are beautifully rendered with...
|License: Freeware||Size: 6.6 MB||Download (34): Graphing Calculator 3D Download|
CurvFit (tm) is a curve fitting program for Windows. Lorentzian, Sine, Exponential and Power series are available models to match your data. A Lorentzian series is highly recommended for real data especially for multiple peaked and/or valleys data.
CurvFit is another improved productivity...
Platforms: Windows, Windows 8, Windows 7, Windows Server
|License: Freeware||Size: 3.68 MB||Download (543): CurvFit Download|
eCalc is a free Windows calculator with basic and scientific functions. The calculator is designed with a high level of aesthetics, including large buttons and an easy to read display. The calculator operates with a frameless border and stays open above your other programs - making it an ideal...
|License: Freeware||Size: 728.95 KB||Download (255): eCalc Calculator Download|
Advanced Arithmetic Calculator is a small, simple, easy to use application specially designed to help you solve sums of numbers, subtractions of numbers, multiplications and divisions of numbers.
Basically this tool will open in your command prompt enabling you to enter the equation to solve and...
|License: Freeware||Download (118): Advanced Arithmetic Calculator Download|
About CalculatorMaX 2
CalculatorMaX 2 is an algebraic and RPN calculator with other capabilites such as: store and recall, trigonometric funtions (in Radians, Degrees, as well as Hyperbolic), scientific notation, and more. CalculatorMaX 2 contains tools that add power to the application: -...
|License: Freeware||Size: 460.8 KB||Download (33): CalculatorMaX 2.1 Download|
Sicyon is all-in-one freeware tool for every researcher and engineer. The core of Sicyon is an expression (VBScript/JScript) calculator with features as: estimate a function using variables, user-defined functions and Sicyon objects; plot/tabulate a function; solve an equation, minimums, maximums...
|License: Freeware||Size: 4.93 MB||Download (228): Sicyon Lite calculator Download|
TTCalc is an open source mathematical calculator. It features arithmetical functions, trigonometric functions, inverse trigonometric functions, hyperbolic functions, inverse hyperbolic functions, logical operators, logarithms, functions for converting between degrees and radians and so on....
|License: Freeware||Size: 616.92 KB||Download (641): TTCalc Download|
ODEcalc for Windows: An Ordinary Differential Equation (ODE) Calculator! State your equation and boundary or initial value conditions and it solves your problem. Plots solution y and derivative ydot versus x.
Solves most Boundary Value Problems (BVP) and Initial Value Problems (IVP) for...
Platforms: Windows, Windows 8, Windows 7, Windows Server
|License: Freeware||Size: 3.81 MB||Download (443): ODEcalc Download|
This calculator allows you to enter equations as you would write them on paper, for example - 17-(9*8) - 7 + 34.23 - but where this calculator really shines is in the "steps" box, there it will show you how it solved the equation step by step. Advance features display the result in hexadecimal,...
|License: Freeware||Size: 704 KB||Download (148): Metalogic Calculator Download|
This is a very useful calculator for science students. The system contains a scientific calculator that can calculate molecular mass, and from this main calculator over 80 other calculators and science tools can be called.
These include an extensive measurement converter, an area and volume...
|License: Freeware||Size: 1.22 MB||Download (636): Science Calculator Download|
Basically an equation editor, however not focused over one single equation, but you can write your mathematical artwork over several pages. You can easily move and copy your equations and expressions by mouse touch. Illustrate your equations using hand-drawing tools. Use symbolic calculator and...
|License: Freeware||Size: 681.9 KB||Download (202): Math-o-mir Download|
Perspolis Command-Line Calculator is, just like the name suggests a small, simple, command-line based application specially designed to help you with your basic math calculations.
If you are looking for a tool that is both tiny and easy to use to assist you with math then Perspolis Command-Line...
|License: Freeware||Download (67): Perspolis Command-Line Calculator Download|
Java Scientific Calculator is a general-purpose scientific calculator that you can use as a computer-desktop calculator or in a web application. In addition to basic arithmetic functions it provides trigonometric functions, logarithms, powers and roots, complex numbers, binary, octal, decimal and...
|License: Freeware||Size: 296.96 KB||Download (19): Java Scientific Calculator Download| | mathematics |
https://cuddleandsnuggle.com/how-to-calculate-finance-charges | 2021-01-26T15:04:49 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704800238.80/warc/CC-MAIN-20210126135838-20210126165838-00661.warc.gz | 0.961322 | 759 | CC-MAIN-2021-04 | webtext-fineweb__CC-MAIN-2021-04__0__216616677 | en | How To Calculate Finance Charges
Having some intelligence of how to calculate finance charges is constantly a good thing. Most lenders, as you know, will do this for you, but it can helpful to be able to check the math yourself. It is imperative, however, to comprehend that what is presented here is a elemental procedure for calculating finance charges and your lender may be using a more complicated method. There may as well be other problems attached with your loan which may affect the charges. The first thing to comprehend is that there are two elemental parts to a loan.
The first problem is called the principal. This is the amount of money that is borrowed. The lender wants to make a profit for his services (lending you the money) and this is called interest. There are a myriad of types of interest from simple to variable. This article will examine simple interest calculations. In simple interest deals, the amount of the interest (expressed as a percentage) does not difference over the life of the loan. This is many times called flat rate or fixed interest.
The simple interest formula is as follows: Interest = Principal × Rate × Time
Interest is the total amount of interest paid. Principal is the amount lent or borrowed. Rate is the percentage of the principal charged as interest each year. To do your math, the rate have got to be expressed as a decimal, so percentages have got to be divided by 100. For example, if the rate is 18%, then use 18/100 or 0.18 in the formula. Time is the time in years of the loan.
The simple interest formula is many times abbreviated: I = P R T
Simple interest math issues can be used for borrowing or for lending. The same formulas are used in both cases. When money is borrowed, the total amount to be paid back equals the principal borrowed plus the interest charge: Total repayments = principal + interest Usually the money is paid back in traditional installments, either monthly or weekly. To calculate the traditional payment amount, you divide the total amount to be repaid by the number of months (or weeks) of the loan. To convert the loan period, ‘T’, from years to months, you multiply it by 12. To convert ‘T’ to weeks, you multiply by 52, since there are 52 weeks in a year. Here is an example issue to illustrate how this works.
A single mother purchases a used car by obtaining a simple interest loan. The car costs $1500, and the interest rate that she is being charged on the loan is 12%. The car loan is to be paid back in weekly installments over a period of 2 years. Here is how you answer these questions:
1. What is the amount of interest paid over the 2 years?
2. What is the total amount to be paid back?
3. What is the weekly payment amount?
You were given: principal: ‘P’ = $1500, interest rate: ‘R’ = 12% = 0.12, repayment time: ‘T’ = 2 years.
Step 1: Find the amount of interest paid. Interest: ‘I’ = PRT = 1500 × 0.12 × 2 = $360
Step 2: Find the total amount to be paid back. Total repayments = principal + interest = $1500 + $360 = $1860
Step 3: Calculate the weekly payment amount. Weekly payment amount = total repayments divided by loan period, T, in weeks. In this case, $1860 divided by 104 weeks equals $17.88 per week.
Calculating simple finance charges is easy once you have done some practice with the formulas. | mathematics |
http://thepineappletart.blogspot.com/2009/09/ideal-weight.html | 2018-05-26T13:49:36 | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867417.75/warc/CC-MAIN-20180526131802-20180526151802-00616.warc.gz | 0.916628 | 106 | CC-MAIN-2018-22 | webtext-fineweb__CC-MAIN-2018-22__0__216817412 | en | Monday, September 7, 2009
Back to School! Here's a mathematical formula (courtesy of Dine Out and Lose Weight - The French Guide to Healthy Eating) to help you calculate your ideal weight (height in cm, weight in Kg).
For the ladies: Weight = (Height - 100) - 1/2(Height - 150)
And for the men: Weight = (Height - 100) - 1/4(Height - 150)
If only losing weight was as simple as calculating it! | mathematics |
https://cransebnartcoldie.gq/multi-parameter-singular-integrals.php | 2020-05-26T16:32:22 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347391277.13/warc/CC-MAIN-20200526160400-20200526190400-00395.warc.gz | 0.897371 | 705 | CC-MAIN-2020-24 | webtext-fineweb__CC-MAIN-2020-24__0__30876660 | en | The final chapter of the book develops a general theory of singular integrals that generalizes and unifies these examples.
- The Psychology of Achievement: Develop the Top Achievers Mindset.
- The International Order of Asia in the 1930s and 1950s!
- Customer Reviews.
This is one of the first general theories of multi-parameter singular integrals that goes beyond the product theory of singular integrals and their analogs. Multi-parameter Singular Integrals will interest graduate students and researchers working in singular integrals and related fields.
AM 62 by Eugene R. By addressing this in a quantitative way we obtain a holomorphic analog of the quantitative theory of sub-Riemannian geometry initiated by Nagel, Stein, and Wainger. We call this sub-Hermitian geometry.
Shop now and earn 2 points per $1
Moreover, we proceed more generally and obtain similar results for manifolds which have an associated formally integrable elliptic structure. This allows us to introduce a setting which generalizes both the real and complex theories. In this paper, we give optimal regularity for the coordinate charts which achieve this realization. We do this by generalizing Malgrange's proof of the Newlander-Nirenberg Theorem to this setting.ccomesacmenwilch.ml
Multi-parameter Singular Integrals. (AM-189), Volume I
Given a finite collection of C 1 vector fields on a C 2 manifold which span the tangent space at every point, we consider the question of when there is locally a coordinate system in which these vector fields have a higher level of smoothness. We give necessary and sufficient conditions for when there is a coordinate system in which the vector fields are smooth, or real analytic, or have Zygmund regularity of some finite order.
Furthermore, we provide a diffeomorphism invariant version of these theories. In the first paper, we study a particular coordinate system adapted to a collection of vector fields sometimes called canonical coordinates and present results related to the above questions which are not quite sharp; these results from the backbone of the series. The methods of the first paper are based on techniques from ODEs.
Analysis seminar: L^2 theory for a class of multi-parameter singular Radon transforms
In the second paper, we use additional methods from PDEs to obtain the sharp results. In the third paper, we prove results concerning real analyticity and use methods from ODEs. We establish optimal Lebesgue estimates for a class of generalized Radon transforms defined by averaging functions along polynomial-like curves. Here at Walmart.
Your email address will never be sold or distributed to a third party for any reason. Due to the high volume of feedback, we are unable to respond to individual comments.
Celebratio Mathematica — Zygmund — Singular Integrals
Sorry, but we can't respond to individual comments. Recent searches Clear All. Update Location. If you want NextDay, we can save the other items for later. Yes—Save my other items for later.
No—I want to keep shopping. Order by , and we can deliver your NextDay items by. In your cart, save the other item s for later in order to get NextDay delivery.
We moved your item s to Saved for Later. There was a problem with saving your item s for later. | mathematics |
https://www.exhallcedars.org/nspcc-number-day-2022/ | 2024-02-25T11:07:56 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474595.59/warc/CC-MAIN-20240225103506-20240225133506-00776.warc.gz | 0.976042 | 102 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__17695080 | en | NSPCC Number Day 2022
Thank you to everyone that took part in our NSPCC Number Day, the children enjoyed lots of maths activities, including spotting links and patterns, playing games and using maths through Art.
The children looked wonderful in their patterned clothes and accessories.
We managed to raise an amazing £68.09 which will go towards all the good work that the NSPCC do to protect and support children, so thank you to everyone that contributed and joined in. Well done! | mathematics |
https://v-aviles.itch.io/space-math | 2019-12-15T18:42:05 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541309137.92/warc/CC-MAIN-20191215173718-20191215201718-00539.warc.gz | 0.903237 | 108 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__108987061 | en | A downloadable game for Windows and Android
Learn math the fun way! Help our little character to solve math problems using only his spaceship, or shoot the right answer on the alien moon. Two games in one!
Select your language (English or Spanish), the difficulty, what kind of problem (addition, subtraction, multiplication or division), and have fun!
Available for Windows and Android.
Click download now to get access to the following files:
Leave a comment
Log in with itch.io to leave a comment. | mathematics |
https://for1807.physik.uni-wuerzburg.de/for1807_publications/imaginary-time-matrix-product-state-impurity-solver-for-dynamical-mean-field-theory/ | 2023-12-08T13:15:52 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100745.32/warc/CC-MAIN-20231208112926-20231208142926-00055.warc.gz | 0.929885 | 223 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__150669134 | en | Imaginary-time matrix product state impurity solver for dynamical mean-field theory
Phys. Rev. X, 5 (4), 041032, (2015)
We present a new impurity solver for dynamical mean-field theory based on imaginary-time evolution of matrix product states. This converges the self-consistency loop on the imaginary-frequency axis and obtains real-frequency information in a final real-time evolution. Relative to computations on the real-frequency axis, required bath sizes are much smaller and less entanglement is generated, so much larger systems can be studied. The power of the method is demonstrated by solutions of a three band model in the single and two-site dynamical mean-field approximation. Technical issues are discussed, including details of the method, efficiency as compared to other matrix product state based impurity solvers, bath construction and its relation to real-frequency computations and the analytic continuation problem of quantum Monte Carlo, the choice of basis in dynamical cluster approximation, and perspectives for off-diagonal hybridization functions. | mathematics |
http://mackinnonschool.wharton.nj.k12us.com/mfreeman | 2024-04-22T19:42:02 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00701.warc.gz | 0.9473 | 138 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__69516773 | en | The MATRIX experience has broadened studentís skills in the area of Mathematics. It has given students the opportunity to enhance their knowledge and abilities to use higher order of thinking skills and apply them to authentic mathematical tasks. The use of technology has added a new level of interest to this subject area. With the use of the Internet, Web Quests, on-line math games, graphing calculators, and the interactive text, students are able to expand their horizons. As a member of the INCLUDE grant team, we are committed to providing an inclusive learning environment that accommodates the diverse learning styles and individual needs of all students to promote life long learners. | mathematics |
https://help.openbom.com/2017/06/07/using-openbom-formulas/ | 2020-01-18T15:58:55 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00283.warc.gz | 0.831107 | 406 | CC-MAIN-2020-05 | webtext-fineweb__CC-MAIN-2020-05__0__191285980 | en | Formulas in openBoM are equations you create in a cell which performs simple arithmetic operations using the designated cells. The basic principle to understand is that a formula equation needs to reference a specific Part Number along with the chosen property. This document has three topics:
- How formulas work
- Formula roll-ups
Note: Formulas are currently only supported for BOMs, not for inventories.
How formulas work
The format for formulas include number property types and arithmetic operators:
Target property = (Property1) <arithmetic operator> (Property2)<aritmetic operator> (Property3)….
Let’s build a formula step-by-step:
(1) Right-click on the desired number property type, e.g. Total Cost
(2) Enter the first desired number property type into the Formula Builder, e.g. “Quantity”. Then select the desired arithmetic operator, e.g. “*”. Arithmetic operators available for formulas are:
Multiplication (*), Division (/), Addition (+), and Subtraction (-)
(3) Add the next desired number property type, e.g. “Cost”. Continue adding properties and operators as desired
(4) Click “Apply for all rows” if you want the formula to be applied to all the components in the BOM. When finished building the formula, clicked “Save”
Here are the steps for creating a rollup:
(1) Click “Enable Rollup” and right-click on the desired rollup cell to “Edit Formula”
(2) Start with “SUM” in the formula builder and add the corresponding number type property, e.g. “Total Cost”. Click “Save” when done.
(3) The roll-up returns the sum of the column with the Property, Total Cost | mathematics |
https://www.loomiswolves.org/vnews/display.v/TP/5cfe8b1ddee64 | 2021-06-14T08:51:13 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487611641.26/warc/CC-MAIN-20210614074543-20210614104543-00103.warc.gz | 0.977491 | 283 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__185669004 | en | Algebra 1 is the first of the four college-prep math classes that Loomis School offers. It is taken during the freshman year.
Because this class is not required (a student could take Prealgebra), we move through the material at a quick pace. We have high expectations for each student to commit the appropriate amount of time and effort to learn the material.
Homework is a critical part of Algebra 1 and will be assigned regularly. Just as athletes must practice their sport often, math students must practice their math often. Homework is the method of practice, and is necessary to help commit the concepts to memory as quickly as possible, as we move forward to new concepts each day. Homework may or may not be graded. Homework should not be looked at as a large part of the overall grade, as its main purpose is practice towards mastery of concepts.
Each chapter will have at least one test. To assure that a student's overall grade reflects concept mastery, tests will be the main portion of the Algebra 1 grade.
Any student that is struggling/concerned with a concept should see me as soon as possible! Algebra concepts build upon one another. Not grasping a concept has an enormous impact on the ability to learn future concepts, and the Algebra 1 grade. I am available before school, after school, during planning time, and during study hall. | mathematics |
http://www.ipni.net/article/IPNI-3437 | 2017-03-27T02:42:28 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189377.63/warc/CC-MAIN-20170322212949-00358-ip-10-233-31-227.ec2.internal.warc.gz | 0.945847 | 316 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__176015269 | en | 25 Aug 2016
WHEN DOES 1 + 1 ≠ 2?
Higher level math teaches us that one plus one does not always equal two. As in math, we often see response to two nutrients applied together greater than the individual response of each separately. In other words, “X can be greater than the sum of its parts”.
The same principle applies to strategic partners. IPNI is successful because of the strategic partners and collaborators we work with. We are a small organization with 32 scientists working across the globe. But in the last 25 years, we have supported almost 2,200 research projects related to nutrient management. We provide ideas and a little seed money and find willing partners to work with. Those 2,200 projects cost us over $13 million, but the total cost of the projects was more than 10 times that.
We leave the “hands-on” research to our academic colleagues and other partners, who have the expertise, the laboratories, and field equipment and we use our expertise in extending the results they generate, in translating and teaching the practical applications to the end-users. Our partners do the research and we tell their stories. It’s a great partnership, with each partner contributing to their strengths.
The benefits of working together are extraordinary and greatly rewarding. Agriculture is the beneficiary. The sum of our contribution plus that of our partners is much greater than either of us alone.
When it comes to fertilizers and ag research … one plus one is a lot more than two.
Terry L. Roberts | mathematics |
http://remotedevice.net/blog/the-trouble-with-five/ | 2018-01-19T01:36:37 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887692.13/warc/CC-MAIN-20180119010338-20180119030338-00354.warc.gz | 0.957797 | 226 | CC-MAIN-2018-05 | webtext-fineweb__CC-MAIN-2018-05__0__81479982 | en | We are all familiar with the simple ways of tiling the plane by equilateral triangles, squares, or hexagons. These are the three regular tilings: each is made up of identical copies of a regular polygon — a shape whose sides all have the same length and angles between them — and adjacent tiles share whole edges, that is, we never have part of a tile’s edge overlapping part of another tile’s edge.
In this collection of tilings by regular polygons the number five is conspicuously absent. Why did I not mention a regular tiling by pentagons? It turns out that no such tiling can exist, and it’s not too hard to see why: a regular pentagon has five interior angles of 108°. If we try to place pentagons around a point, we find that three must leave a gap — because 3 × 108 = 324, which is less than the 360° of the full circle — and four must overlap — because 4 × 108 = 432, which is more than the 360° of the circle (plus.maths.org) | mathematics |
https://hotgist.com.ng/what-is-the-distinction-between-kph-and-mph/ | 2021-02-24T18:08:47 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178347293.1/warc/CC-MAIN-20210224165708-20210224195708-00545.warc.gz | 0.921209 | 331 | CC-MAIN-2021-10 | webtext-fineweb__CC-MAIN-2021-10__0__185864879 | en | The abbreviation “kph” means the variety of kilometers traveled in an hour, whereas “mph” is the variety of miles traveled in an hour. Convert mph to kph by taking the mph and multiply it by 1.61. The inverse method is to take the kph and multiply the determine by 0.61. In different phrases, 1 mile is 1.61 kilometers, and 1 kilometer is 0.61 miles.
The determine for kph is larger than that of the equal mph as a result of a kilometer is shorter than a mile. For example, a automobile touring 60 mph goes 96.5 kph. Conversely, a practice touring 120 kph goes 74.5 mph.
Each kph and mph could be damaged down into toes per second and meters per second. To do that for kilometers, multiply the general pace by 1,000, after which divide by 3,600. For instance, 120 kph is 120,000 meters divided by 3,600, which equals 33.Three meters per second. For mph, multiply the pace by 5,280 earlier than dividing by 3,600. For instance, 60 mph is 316,800 toes divided by 3,600, which equals 88 toes per second.
The main distinction between kph and mph is the metric system and U.S. customary items. There are 1,000 meters in a kilometer. One meter is roughly 3.Three toes, or barely greater than a yard. Subsequently, 1 kilometer is 3,280 toes. One mile is 5,280 toes, or 1,609 meters. | mathematics |
https://www.prairielightsbooks.com/book/9781523524297 | 2024-04-22T18:33:42 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00502.warc.gz | 0.922327 | 179 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__27389633 | en | The Biggest, Bestest Book of Sudoku (Paperback)
It’s the marriage of Workman’s bestselling Sudoku series and a format that gives fans the joy of more, more, more! The Biggest Bestest Book of Sudoku features more than 1,000 sudoku puzzles ranging in difficulty from easy to extra-extra-hard. Each puzzle is handcrafted (not computer generated, like most generic sudoku books) by the experts at Nikoli Publishing, the Japanese creators of the game, so solving one is like pitting your mind against that of a sudoku master. And unlike Workman’s previous small-sized sudoku books, The Biggest Bestest Book of Sudoku will come in a larger 8"x10" format and pack in three times as many puzzles to keep readers happy and busy. | mathematics |
https://abelkonkurransen.no/en/about/ | 2018-12-10T12:39:12 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823339.35/warc/CC-MAIN-20181210123246-20181210144746-00501.warc.gz | 0.943691 | 274 | CC-MAIN-2018-51 | webtext-fineweb__CC-MAIN-2018-51__0__75705612 | en | About the competition
Niels Henrik Abels mathematical competition is a competition in mathematical problem-solving for students in the Norwegian high school system.
Today, the competition consists of two selection rounds and a final round. In the first round, the participants receive 20 problems, each with a choice of five answers, to be solved in 100 minutes. Five points are awarded for every correct answer, one point for every blank answer, and no points for every wrong answer. Thus, the expected score is the same if one guesses or simply do not answer (that is, 20 points). The maximal score is 100 points.
The best 10% of the participants are granted entry to the second round. Here there are 10 problems, each with an answer in nonnegative integers (0-999). The time limit is again 100 minutes. 10 points are awarded for every correct answer, so the maximal score is 100 points.
The results from the initial rounds are summed, and the top 20 students, and possibly a few more, are invited to the final round. Ultimately, however, there must be 16 students in the final who are qualifiable to the IMO (the International Mathematical Olympiad). In the finals, the students have four hours to solve four problems. These problems do not only require correct answers, but also proper argumentation and proof. | mathematics |
http://gadi.agric.za/articles/Agric/calculating.php | 2019-06-24T08:52:26 | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999298.86/warc/CC-MAIN-20190624084256-20190624110256-00260.warc.gz | 0.821333 | 216 | CC-MAIN-2019-26 | webtext-fineweb__CC-MAIN-2019-26__0__202073749 | en | - Calculating inbreeding and cumulative selection differentials in the Grootfontein Merino Stud
|Last update: March 23, 2012 10:51:20 AM|
CALCULATING INBREEDING AND CUMULATIVE SELECTION DIFFERENTIALS IN THE GROOTFONTEIN MERINO STUD
G.J. Delport, J.J. Olivier & G.J. Erasmus
The algorithm presented by Quaas (1976) to calculate the inverse of a large numerator relationship matrix automatically supplies inbreeding coefficients. Far less processing time is used than with conventional methods and far bigger data sets can be handled. The method is illustrated on four generations of the Grootfontein Merino Stud. Inbreeding varied from 0 to 25 percent. The same principle, using the same sort of programme is used to calculate cumulative selection differentials. This method is shown to be simple but very effective and makes provision for unequal number of progeny and over lapping generations.
SASAP Congress 1986 | mathematics |
https://palmarycalc.soft112.com/ | 2017-10-21T17:20:20 | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824824.76/warc/CC-MAIN-20171021171712-20171021191712-00631.warc.gz | 0.826403 | 450 | CC-MAIN-2017-43 | webtext-fineweb__CC-MAIN-2017-43__0__254050164 | en | PalmaryCalc is a calculator with a user-friendly interface. It is all in one: from a simple calculator to a scientific, conversion functions (from cooking to astronomical), credit, base number conversions between binary, octal, decimal, and hexadecimal; 32-bit, 16-bit, and 8-bit integer math calculations and conversions; logical and bit-manipulation operations, currency conversion, or any other calculator configuration that you desire. The variety of input methods (including RPN) enables you to perform almost all operations you need.
- User-friendly interface
- Treo 600/650 support
- Hi Res (320x320) support
- 15-digit display
- 35 basic math and trigonometric functions
- Mortgage rate calculations
- Tip calculations
- Unit and currency converter
- User adjustable currency list
- User adjustable constants list
- 3 different input methods (simple, algebraic, RPN)
- 4 different modes display modes
- RPN stack viewing
- Accurate calculation: features up to 18 digits after the decimal point
- Accurate result display: features up to 12 digits after the decimal point
- Calculation range (1e-300, 1e300)
- Memory capacity up to 10 independent values
- 15 most common constants
- Fully supported Palm clipboard
- Graffiti and Palm portable keyboard support
- Easy first-letter search through the lists
PalmaryCalc is a free trial software application from the Calculators & Converters subcategory, part of the Business category.
The app is currently available in English, German and it was last updated on 2005-03-01. The program can be installed on Palm OS 4.0, Palm OS 5.0, Palm OS 6.0.
PalmaryCalc (version 1.0.1) has a file size of 639.92 KB and is available for download from our website.
Just click the green Download button above to start. Until now the program was downloaded 68 times.
We already checked that the download link to be safe, however for your own protection we recommend that you scan the downloaded software with your antivirus. | mathematics |
http://www.yorgoliapis.com/new-gallery-5/ | 2019-09-15T10:25:57 | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514571027.62/warc/CC-MAIN-20190915093509-20190915115509-00140.warc.gz | 0.939472 | 106 | CC-MAIN-2019-39 | webtext-fineweb__CC-MAIN-2019-39__0__86043128 | en | SEEDS BY SOL
With the support of an Ontario Arts Council grant, I have constructed a large wooden bowl. This piece is a statement to the deep cultural significance of bowls and seeds to people all over the world and throughout history.
I have constructed the bowl by replicating the spirals created by the seeds in sunflower heads, using each spiral as a structural component. This entails a study of the amazing mathematics of sunflowers, which follows the Fibonacci sequence, the golden ratio and the golden angle. | mathematics |
http://federicomuelas.com/wonderfulworldelectronics/shechangedstem/ | 2018-12-10T22:38:09 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823445.39/warc/CC-MAIN-20181210212544-20181210234044-00595.warc.gz | 0.923264 | 398 | CC-MAIN-2018-51 | webtext-fineweb__CC-MAIN-2018-51__0__184965734 | en | Hi Friends, Half of the profits from the sale of "SHE CHANGED STEM" posters and digital files will be donated every week to a different non-profit organization promoting gender equality in STEM fields, The other half will allow us to print extra posters to donate to Schools and educational institutions.
an organization that aims to increase the number of women of color in the digital space by empowering girls of color ages 7 to 17 to become innovators in STEM fields
Act for Gender equality!
"SHE CHANGED STEM" poster series
“One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.”
Former President Barack Obama, 2013
"SHE CHANGED STEM" poster series honors women in the field of STEM that change the way we see the world and revolutionized science with their hard work and brilliant findings.
The series currently includes Katsuko Saruhashi, Daphne Koller, Katherine Johnson, Dorothy Vaughan, Mary Jackson, Rachel Carson, Marie Curie, Jane C. Wright, Barbara McClintock and Alice Hamilton but it will keep growing as we receive more suggestions from our patrons (thanks for your suggestions!)
You can order the printed posters below in 16 x 12 and 24 x 18 inches or download the High-res digital files to print it yourself (3600 x 2700 pixels)
Today, women hold only 27 percent of the jobs in computer science, and 14 percent in engineering. One reason is the lack of female role models in STEM fields to encourage more girls to study math and science.
Now more than ever is time to take action and honor women's legacy in the fields of Science, Technology, Engineering and Math. | mathematics |
https://www.scribbledo.com/product/10-pack-multiplication-boards/ | 2022-06-28T08:42:39 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103360935.27/warc/CC-MAIN-20220628081102-20220628111102-00747.warc.gz | 0.887483 | 217 | CC-MAIN-2022-27 | webtext-fineweb__CC-MAIN-2022-27__0__163521478 | en | 10 Pack Multiplication Boards
Set of 10 Dry Erase 9″x12″ Double Sided Multiplication Practice Lap Whiteboards with 10 Erasers Included
- Double-sided white board with blank times table and equation forms
- 9 x 12 inches with rounded corners
- Set of 10 whiteboards and 10 bonus erasers
Teach multiplication more quickly with patterns, repetition, equations, and rote memorization. ScribbleDo’s premium white board is lightweight and sturdy with a smooth surface that is easy to wipe off and reuse forever. Plus, this educational white board comes with instructions that explain multiplication in kid-friendly terms.
Turn the 9 x 12-inch lap board horizontally to practice filling in the 100 times table. Fill-in-the-blank multiplication formulas stretch down the front of the board, giving kids two effective ways to learn. With more advanced students, you can use the visual aid as an introduction to more complex math problems. Fill in two of the boxes and leave one blank to solve for the missing piece! | mathematics |
https://www.pakway.net/coloring-by-number-worksheets/ | 2022-01-24T04:10:43 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304471.99/warc/CC-MAIN-20220124023407-20220124053407-00498.warc.gz | 0.871766 | 1,060 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__215935429 | en | Color by number worksheets are a fun way to combine fun and games with everyday math facts. However your kiddo will need to use the legend to figure out which colors to use on different parts of the page.
Multiplying by 3 Practice cool coloring activity with our free printable color by number about multiplication a fun way to get kids to pratice math.
Coloring by number worksheets. Select from 36050 printable Coloring pages of cartoons animals nature Bible and many more. These color by number worksheets will engage kindergarten students in learning and add excitement to science language arts math and holiday lessons. Turkey Color by Number Addition.
Three cheers for these preschool color by number worksheets. Just like above students will use the key to figure out what color to make each number. Your image is ready to use for your personal and commercial projects.
Color by number worksheets for kindergarten are a fantastic developmental activity for little ones. These color by number worksheets also help to reinforce students recognition of numerals and color words. The artwork is FREE if you keep my copyright listed on the bottom of the image.
Kids will be challenged to match number words to numerals and color words to colors. Coloring Pages by number. Penguin Color by Number Worksheet.
Additionally when your kids are engaged in art they are stimulating the part of their brain that is needed to master math and logic skills. Christmas Color by Number Addition Worksheet. 3 Digit Addition Winter Themed Color By Code Math Coloring Worksheets Math Coloring Printable Math Worksheets.
Color by Number printables are SO much fun. Free Color by Number Worksheets Art and craft have always been one of the most efficient tools for early education and cognitive development. These free printable color by hundreds chart worksheet are a more advanced color by number activity typically for kindergarten and first grade students.
Free printable multiplication worksheets color by number. Color by Number Printables Worksheets Cuddly zoo animals prehistoric creatures holiday characters sports activities even sweet treats all of these themes and much more are featured in our database of color by number picture pages. They dont just provide preschool kids with necessary coloring fine motor skills practice.
Color By Number Spring Mystery Pictures By Briana Beverly Teachers Pay Teachers Double Digit Addition Double Digit Addition Subtraction Subtraction. Most Popular Math Worksheets Most Popular Preschool and Kindergarten Worksheets Popular Worksheets Top Worksheets New Worksheets Follow Worksheetfun on Facebook -. Color by number is a packet of 24 different printables where students can use their skills in mathematics to create a series.
Bunny Color by Number Worksheet. Preschool Worksheets Kindergarten Worksheets First Grade Worksheets Follow Worksheetfun on Pinterest – 100K Popular Worksheets. Print or download from a large collection of 100 images for kids.
Book Report Critical Thinking Pattern Cut and Paste Patterns Pattern Number Patterns Pattern Shape Patterns Pattern Line Patterns Easter Feelings Emotions Grades Fifth Grade First Grade First Grade Popular First Grade Fractions Fourth Grade Kindergarten Worksheets Kindergarten Addition Kindergarten Subtraction PreK Worksheets Preschool Worksheets Color Trace Draw Coloring. Halloween Color by Number Addition Worksheet. Color by Number Worksheets Coloring pages.
This Cute Narwhal Coloring Pages was posted in the Coloring Pages category. Printable coloring pages and other similar activity sheets are great for toddlers and preschoolers to learn about the concepts of drawing and coloring. Everyone loves color by numbers kids and adults alike.
Added 10 exclusive coloring pages LOL dolls by numbers. This will take you to the individual page of the worksheet. If you want to remove the copyright from the bottom of the image then for a small project the cost will be 15 a medium project 25 and for larger projects I.
When they are done they will reveal a. Each one has the key area underneath the picture so kids know which color goes with each number. Inside these bug and friends coloring pages weve included the following animals.
Holiday Theme Double Digit Addition And Subtraction Without Regrouping Color By Codeare You Looking For A Fun A Addition And. This article Created on the August 27 2021 by Alisha Legerstee. Bug Color By Number Worksheets.
New Worksheets Most Popular Preschool and Kindergarten Worksheets. They are similar to standard coloring pages. Follow the color key and watch the image come to life before your very eyes.
Color by number addition workseets. Easter Egg Color by Number Addition. Color by Number Worksheet.
Students then find the solution number on the coloring page and color it with the color. If your child cant read yet you can color in the crayons at the bottom so they can do this activity independently. See also latest coloring pages worksheets mazes connect the dots and word search collection below.
The more you color the more the picture comes alive. Math and art really go hand in hand. Multiplication Coloring Page Jpg. | mathematics |
https://www.gavin37.org/Page/2136 | 2023-09-28T20:01:54 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00295.warc.gz | 0.93806 | 3,422 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__232325584 | en | Students will learn to see mathematics as a language, a tool, and an art form with which they can communicate ideas, solve problems, and explore the world around them. By the end of eighth grade, students will be taught to see multiple ways of expressing mathematical ideas, to make multiple connections to real life situations, and to work with others in exploring possibilities. Students will have an understanding of how numbers are used and represented. They will be able to estimate and use basic operations to solve everyday problems and confront more involved calculations in algebraic, geometric, and statistical settings.
As a result of the Math Common Core implementation, our curriculum has shifted to become more rigorous and focused K-8. Rigor includes fluency, application and deep understanding of the mathematics. Focus allows teachers the opportunity to help students develop a deep understanding of the concepts. With the shifts it is most important that children master the grade level curriculum. It is equally important that children are exposed to another major shift: a shift in student mathematical practices. Kindergarten through eighth grade classrooms across District #37 are implementing mathematical practice standards through tasks and projects, which include the following:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Mathematicians in kindergarten through fifth grade focus on operations and algebraic thinking, numbers and operations in base ten, geometry, and measurement and data, in addition to the mathematical practices. Materials used for math instruction for kindergarten through fifth grade are based upon the unit math targets. The following domains are the focus of the content.
Operations and Algebraic Thinking
The progression in Operations and Algebraic Thinking deals with the basic operations—the kinds of quantitative relationships they model and consequently the kinds of problems they can be used to solve as well as their mathematical properties and relationships. Primary students develop meanings for addition and subtraction as they encounter problem situations in kindergarten, and they extend these meanings as they encounter increasingly difficult problem situations in grade 1. They represent these problems in increasingly sophisticated ways. And they learn and use increasingly sophisticated computation methods to find answers. By grade 3 students focus on understanding the meaning and properties of multiplication and division and on finding products of single-digit multiplying and related quotients. Fourth graders extend problem solving to multi-step word problems using the four operations posed with whole numbers. As preparation for the Expressions and Equations Progression in the middle grades, students in grade 5 begin working more formally with expressions.
Number and Operations in Base Ten
Students’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them. Work with computation begins with use of strategies and “efficient, accurate, and generalizable methods.” In Kindergarten, teachers help children lay the foundation for understanding the base-ten system by drawing special attention to 10. In first grade, students learn to view ten ones as a unit called a ten. At grade 2, students extend their base-ten understanding to hundreds. At grade 3, the major focus is multiplication, so students’ work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others. At grade 4, students extend their work in the base-ten system; they use standard algorithms to fluently add and subtract. In grade 5, students extend their understanding of the base-ten system to decimals to the thousandths place, building on their grade 4 work with tenths and hundredths. They become fluent with the standard multiplication algorithm with multi-digit whole numbers. They reason about dividing whole numbers with two-digit divisors, and reason about adding, subtracting, multiplying, and dividing decimals to hundredths.
Fractions (grades 3-5)
In grades 1 and 2, students use fraction language to describe partitions of shapes into equal shares. In grade 3 they start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle, a line segment, or any one finite entity susceptible to subdivision and measurement. In grade 4, this is extended to include wholes that are collections of objects. grade 4 students learn a fundamental property of equivalent fractions: multiplying the numerator and denominator of a fraction by the same non-zero whole number results in a fraction that represents the same number as the original fraction. This forms the basis for much of their other work in grade 4, including the comparison, addition, and subtraction of fractions and the introduction of finite decimals. In grade 4, students have some experience calculating sums of fractions with different denominators in their work with decimals, and grade 5 students extend this reasoning to situations where it is necessary to re-express both fractions in terms of a new denominator.
Students in kindergarten, grade 1, and grade 2 focus on three major aspects of geometry. Students build understandings of shapes and their properties, becoming able to do and discuss increasingly elaborate compositions, decompositions, and iterations of the two, as well as spatial structures and relations. In
grade 2, students begin the formal study of measure, learning to use units of length and use and understand rulers. Measurement of angles and parallelism are a focus in grades 3, 4, and 5. At grade 3, students begin to consider relationships of shape categories, considering two levels of subcategories (e.g., rectangles are parallelograms and squares are rectangles). They complete this categorization in grade 5 with all necessary levels of categories and with the understanding that any property of a category also applies to all shapes
in any of its subcategories. They understand that some categories overlap (e.g., not all parallelograms are rectangles) and some are disjoint (e.g., no square is a triangle), and they connect these with their understanding of categories and subcategories. Spatial structuring for two- and three-dimensional regions is used to understand what it means to measure area and volume of the simplest shapes in those dimensions: rectangles at grade 3 and right rectangular prisms at grade 5.
Measurement and Data
As students work with data in grades K-5, they strengthen and apply what they are learning in arithmetic. Kindergarten work with data involves counting and order relations. First- and second-graders solve addition and subtraction problems in a data context. In grades 3–5, work with data is closely related to the number line, fraction concepts, fraction arithmetic, and solving problems that involve the four operations. In geometric measurement, second graders learn to measure length with a variety of tools, such as rulers, meter sticks, and measuring tapes. Second graders also learn the concept of the inverse relationship between the size of the unit of length and the number of units required to cover a specific length or distance. Third graders focus on solving real-world and mathematical problems involving perimeters of polygons. Students in grade 3 learn to solve a variety of problems involving measurement and such attributes as length and area, liquid volume, mass, and time. In grade 4, students build on competencies in measurement and in understanding units that they have developed in number, geometry, and geometric measurement. Students also combine competencies from different domains as they solve measurement problems using all four arithmetic operations, addition, subtraction, multiplication, and division. In grade 5, students extend their abilities from grade 4 to express measurements in larger or smaller units within a measurement system. Grade 5 students also learn and use such conversions in solving multi-step, real world problems.
Mathematicians in fifth through eighth grade focus on units specific to course placement in addition to the mathematical practices. Materials used for math instruction for fifth through eighth grade are based upon the unit math targets.
Students working with the grades 6-8 learning targets in Grades 6-8 Math focus on the following general domains: Ratio and Proportional Relationships; the Number System; Expressions and Equations; Geometry; and, Statistics and Probability. Grades 7 and 8 Algebra content and units include the Number System; Expressions and Equations; Geometry; Statistics and Probability as well as an introduction to Functions. The general descriptions about these domains are described below. Grade 8 Geometry content and units include Circles; Congruence; Geometric Measurement and Dimension; Expressing Geometric Properties with Equations; Modeling with Geometry; and Similarity, Right Triangles, and Trigonometry.
Ratio and Proportional Relationships
The study of ratios and proportional relationships extends students’ work in measurement and in multiplication and division in the elementary grades. Students in grade 6 focus on understanding the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. They also build an understanding of the concept of a unit rate associated with a ratio and use rate language in the context of a ratio relationship.
In grade 7, students extend their reasoning about ratios and proportional relationships in several ways. Students use ratios in cases that involve pairs of rational number entries, and they compute associated unit rates. They identify these unit rates in representations of proportional relationships. They work with equations in two variables to represent and analyze proportional relationships. They also solve multi-step ratio and percent problems, such as problems involving percent increase and decrease.
The Number System
Within the grades 6-8 learning targets, students build on two important conceptions which have developed throughout K–5, in order to understand the rational numbers as a number system. The first is the representation of whole numbers and fractions as points on the number line, and the second is a firm understanding of the properties of operations on whole numbers and fractions. As grade 6 begins, students have a firm understanding of place value and the properties of operations. On this foundation they are ready to start using the properties of operations as tools of exploration, deploying them confidently to build new understandings of operations with fractions and negative numbers. They are also ready to complete their growing fluency with algorithms for the four operations. In grade 6 students learned to locate rational numbers on the number line; in grade 7 they extend their understanding of operations with fractions to operations with rational numbers. Students must rely increasingly on the properties of operations to build the necessary bridges from their previous understandings to situations where one or more of the numbers might be negative. In grade 7 students encountered infinitely repeating decimals, and in grade 8 they understand why this phenomenon occurs, a good exercise in expressing regularity in repeated reasoning. In addition, they glimpse the existence of irrational numbers.
Expressions and Equations
In grades 6-8, students start to use properties of operations to manipulate algebraic expressions and produce different but equivalent expressions for different purposes. This work builds on their extensive experience in K–5 working with the properties of operations in the context of operations with whole numbers, decimals and fractions. In grade 6 they begin to work systematically with algebraic expressions, and they start to incorporate whole number exponents into numerical expressions. In grade 7 students start to simplify general linear expressions with rational coefficients. Building on work in grade 6, where students used conventions about the order of operations to parse, and properties of operations to transform, simple expressions, students now encounter linear expressions with more operations and whose transformation may require an understanding of the rules for multiplying negative numbers. In grade 8 students add the properties of integer exponents to their repertoire of rules for transforming expressions. They prepare in grade 8 by starting to work systematically with the square root and cube root symbols. They begin to understand the idea of a function. Students in grade 8 also start to solve problems that lead to simultaneous equations.
Students working through the grade 6 learning targets work with problems involving areas and volumes to extend previous work and to provide a context for developing and using equations. Students’ competencies in shape composition and decomposition, especially with spatial structuring of rectangular arrays should be highly developed. These competencies form a foundation for understanding multiplication, formulas for area and volume, and the coordinate plane. Using the shape composition and decomposition skills acquired in earlier grades, students learn to develop area formulas for parallelograms, then triangles. They learn how to address three different cases for triangles: a height that is a side of a right angle, a height that “lies over the base” and a height that is outside the triangle.
Composition and decomposition of shapes are used throughout geometry from grade 6 to high school and beyond. Compositions and decompositions of regions continues to be important for solving a wide variety of area problems, including justifications of formulas and solving real world problems that involve complex shapes. Decompositions are often indicated in geometric diagrams by an auxiliary line, and using the strategy of drawing an auxiliary line to solve a problem are part of looking for and making use of structure. Recognizing the significance of an existing line in a figure is also part of looking for and making use of structure. This may involve identifying the length of an associated line segment, which in turn may rely on students’ abilities to identify relationships of line segments and angles in the figure. These abilities become more sophisticated as students gain more experience in geometry. In grade 7, this experience includes making scale drawings of geometric figures and solving problems involving angle measure, surface area, and volume.
Statistics and Probability
Through the grade 6 learning targets, students build on the knowledge and experiences in data analysis developed in earlier grades. Students working through the grade 7 standards move from concentrating on analysis of data to production of data, understanding that good answers to statistical questions depend upon a good plan for collecting data relevant to the questions of interest. The grade 8 mathematics standards have students apply their experience with the coordinate plane and linear functions in the study of association between two variables related to a question of interest.
Before they learn the term “function,” students begin to gain experience with functions in elementary grades. In kindergarten, they use patterns with numbers to learn particular additions and subtractions. A trickle of pattern standards in grades 4 and 5 continues the preparation for functions where a rule is explicitly given. The grades 4–5 pattern standards expand to the domain of Ratios and Proportional Relationships in grades 6–7. In grade 6, as they work with collections of equivalent ratios, students gain experience with tables and graphs, and correspondences between them. In grade 7, students recognize and represent an important type of regularity in these numerical tables—the multiplicative relationship between each pair of values—by equations of the form y = cx , identifying c as the constant of proportionality in equations and other representations. The notion of a function is formally introduced in Grade 8 Math. Linear functions are a major focus, but students are also expected to give examples of functions that are not linear.
Grades 7 and 8 Algebra is a combination of domains of the Grade 8 Algebra content and High School domains, and these include the following: Geometry; Statistics & Probability; Seeing Structure in Expressions; Creating Equations; Reasoning with Equations & Inequalities; Building Functions; Interpreting Functions; Quantities; Interpreting Categorical & Quantitative Data; Linear, Quadratic, & Exponential Models; Arithmetic with Polynomials & Rational Expressions; and, the Real Number System.
Grade 8 Geometry is a combination of the following High School domains: Circles; Congruence; Geometric Measurement and Dimension; Expressing Geometric Properties with Equations; Modeling with Geometry; and Similarity, Right Triangles, and Trigonometry. The Geometry sequence is currently being developed, and the resources used for the program are aligned with the Grant High School Geometry course.
The Illinois Learning Standards are correlated with the Common Core State Standards: Common Core State Standards. District 37's learning targets are aligned with the Illinois Learning Standards.
The Math Proficiency maps below show the math standards and learning target sequences for each course. Assessments are aligned to these proficiency maps. | mathematics |
https://www.thesis-dissertationwritingservices.com/analysis-help/quick-spss-data-analysis | 2023-03-25T20:15:17 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00443.warc.gz | 0.926914 | 1,427 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__248840134 | en | A Ph.D. dissertation is a significant and rigorous endeavor that requires a great deal of planning, research, and analysis. One of the most critical components of a Ph.D. dissertation is the statistical analysis. This section is crucial as it helps to establish the validity and reliability of the research findings. In this article, we will discuss the importance of statistical analysis in a Ph.D. dissertation, the types of statistical analysis commonly used, and the steps involved in conducting a statistical analysis.
The Importance of Statistical Analysis in a Ph.D. Dissertation
Ph.D. dissertation statistical analysis plays a crucial role in a Ph.D. dissertation as it helps to establish the validity and reliability of the research findings. This is particularly important in the social sciences and other fields where quantitative data is collected. The goal of statistical analysis is to draw inferences from the data, and this process requires the use of appropriate statistical techniques to ensure that the findings are accurate and unbiased. For example, statistical analysis can be used to test hypotheses, establish relationships between variables, and identify patterns in the data. This information can then be used to support or refute the research question, and it can also be used to develop new hypotheses for future research. In addition, statistical analysis allows researchers to make generalizations about the population based on the sample data collected.
Types of Statistical Analysis Commonly Used in Ph.D. Dissertations
There are several types of statistical analysis that are commonly used in Ph.D. dissertations. The most commonly used types of statistical analysis include:
- Descriptive Statistics: This type of statistical analysis is used to summarize the data and describe the characteristics of the sample. Descriptive statistics include measures such as mean, median, standard deviation, and frequency distribution.
- Inferential Statistics: This type of statistical analysis is used to make inferences about the population based on the sample data. Inferential statistics include techniques such as t-tests, ANOVA, and regression analysis.
- Non-parametric Statistics: This type of statistical analysis is used when the data does not meet the assumptions of parametric statistics. Non-parametric statistics include techniques such as chi-square, Wilcoxon rank-sum test, and the Kruskal-Wallis test.
- Multivariate Statistics: This type of statistical analysis is used to examine the relationships between multiple variables. Multivariate statistics include techniques such as factor analysis, principal component analysis, and multiple regression analysis.
Steps Involved in Conducting a Statistical Analysis in a Ph.D. Dissertation
The process of conducting Ph.D. dissertation statistical analysis in a Ph.D. dissertation involves several steps, including:
- Defining the research question: The first step in conducting a statistical analysis is to define the research question and determine what type of analysis is needed to answer the question.
- Collecting the data: Once the research question has been defined, the next step is to collect the data. This may involve conducting surveys, experiments, or other forms of data collection.
- Cleaning and organizing the data: After the data has been collected, it needs to be cleaned and organized. This may involve removing outliers, missing data, and other errors in the data.
- Analyzing the data: Once the data has been cleaned and organized, it can be analyzed using appropriate statistical techniques. This may involve conducting descriptive statistics, inferential statistics, non-parametric statistics, or multivariate statistics, depending on the research question.
- Interpreting the results: After the data has been analyzed, the results need to be interpreted. This involves identifying patterns in the data.
Ph.D. Thesis Analysis Using SPSS – How to Analyze Thesis Data
A Ph.D. thesis is a culmination of a student's research efforts and represents the most advanced level of academic accomplishment. As such, it is important to ensure that the data and analysis presented in a thesis is accurate and statistically sound. One tool that can be used to aid in this process is SPSS, or Statistical Package for the Social Sciences. SPSS is a software package that provides a wide range of statistical analysis tools, including descriptive statistics, inferential statistics, and data visualization. It is commonly used in the social sciences, as well as in other fields such as education, psychology, and business. One of the key advantages of Ph.D. thesis analysis using SPSS for analyzing data is its user-friendly interface. The software is relatively easy to navigate, even for those with limited statistical expertise. This allows students to focus on their research and analysis, rather than struggling with technical issues. Another advantage of using SPSS is its wide range of statistical analysis options. The software can be used to perform a variety of statistical tests, including t-tests, ANOVA, and regression analysis. This flexibility allows students to choose the most appropriate test for their data, rather than being limited by the capabilities of a single software package.
When using SPSS for data analysis in a Ph.D. thesis, it is important to ensure that the statistical tests used are appropriate for the data at hand. This includes ensuring that the data meets the assumptions of the test, such as normality and independence. It is also important to interpret the results of the analysis in light of the research question and the limitations of the data. Data visualization is also an important aspect of data analysis in a Ph.D. thesis. Ph.D. thesis analysis using SPSS provides a wide range of options for creating charts and graphs, including histograms, scatter plots, and line graphs. These visualizations can be used to clearly and effectively communicate the results of the analysis to the reader. In addition to the above, it is important to note that SPSS is highly customizable and flexible software. This means that it can be easily integrated with other tools and software, such as Excel or R, to perform more advanced analysis or visualization. Overall, SPSS is a powerful tool that can aid in the analysis of data in a Ph.D. thesis. Its user-friendly interface, wide range of statistical options, and data visualization capabilities make it a valuable tool for students and researchers. However, it is important to ensure that the statistical tests used are appropriate for the data at hand and that the results are interpreted in light of the research question and limitations of the data. In conclusion, SPSS is a powerful tool that can be used to analyze data in a Ph.D. thesis. Its user-friendly interface, wide range of statistical options, and data visualization capabilities make it a valuable tool for students and researchers. However, it is important to ensure that the statistical tests used are appropriate for the data at hand and that the results are interpreted in light of the research question and limitations of the data. With the help of SPSS, Ph.D. students can effectively analyze their data and present their findings in a clear and convincing manner. | mathematics |
https://mkelitsupply.com/general/a-car-is-traveling-at-a-speed-of-48-miles-per-hour-what-is-the-car-s-speed-in-miles-per-minute-how-many-miles-will-the-car-travel-in-2-minutes-do-not-round-your-answers | 2024-04-18T18:08:48 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00109.warc.gz | 0.935562 | 120 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__91366447 | en | A car is traveling at a speed of 48 miles per hour. What is the car's speed in miles per minute? How many miles will the car travel in 2 minutes? Do not round your answers.
To find the miles per minute from the miles per hour, divide the mph by 60 since there are 60 minutes in an hour. So if a car is driving 48 mph, divide 48 by 60 to get the miles per minute. If a car is driving at 48 mph, then the car's speed in miles per minute is .8 miles per minute. | mathematics |
http://prod5.agileticketing.net/WebSales/pages/list.aspx?epguid=20a1ea4d-8346-4280-93a3-1fa6988560e0&= | 2017-03-26T05:36:28 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189127.26/warc/CC-MAIN-20170322212949-00521-ip-10-233-31-227.ec2.internal.warc.gz | 0.950631 | 249 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__93286143 | en | Eugenia Cheng, author, musician, mathematician
Wed, Apr 5 7:00 PM (90 min)
Mathematics can be tasty! It’s a way of thinking, and not just about numbers. Through unexpectedly connected examples from music, juggling, and baking, Dr. Eugenia Cheng will demonstrate that math can be made fun and intriguing for all. Her interactive talk will feature hands-on activities, examples that everyone can relate to, and funny stories. She will present surprisingly high-level mathematics, including some advanced abstract algebra usually only seen by math majors and graduate students. There will be a distinct emphasis on edible examples.
David Fray, piano
Tue, May 9 7:30 PM (120 min)
After being named “Newcomer of the Year” in 2008 by the BBC Music Magazine, French pianist David Fray has embarked on an active career as a recitalist, soloist and chamber musician worldwide. Described as “perhaps the most inspired, certainly the most original Bach player of his generation,” with his natural elegance and exquisite musicality, Fray’s performance and skill must be experienced. Please join us for this exciting evening. | mathematics |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.