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https://travel-lingual.com/french-numbers/ | 2023-10-02T15:16:16 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511000.99/warc/CC-MAIN-20231002132844-20231002162844-00039.warc.gz | 0.720541 | 3,358 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__189458163 | en | French Numbers: How to Count in French from 1-100+ Before Travel to France
Bonjour and welcome to your guide to learning French numbers! In this post, we will embark on an exciting journey to uncover the secrets of counting in French.
Whether you're a beginner or looking to brush up on your skills, this comprehensive guide will equip you with the knowledge to confidently navigate the world of French numerals.
From the fundamental digits to the more complex numbers extending beyond 100, we will explore each numerical milestone with clarity and precision.
Along the way, we'll also delve into the intricacies of French number pronunciation, ensuring that you not only understand the numbers but can also pronounce them fluently. Get ready to dive into the enchanting realm of French numbers and expand your linguistic horizons.
Before We Get Started
Learning French numbers is an essential skill for anyone planning to travel to France. Beyond just the practicality of everyday interactions, knowing how to count in French enhances your travel experience in numerous ways.
From understanding prices and currency exchanges to reading timetables for trains and buses, mastering French numbers empowers you to navigate with ease and confidence.
Ordering in cafes and restaurants becomes a delightful experience when you can effortlessly communicate quantities and make accurate transactions. Moreover, locals appreciate the effort made to speak their language, and it fosters a deeper cultural connection.
So, embrace the beauty of French numbers before your journey begins, and unlock a world of possibilities during your travels through the charming streets of France. Bon voyage!
Counting in French
The counting system in French is essentially split into three phases.
The first phase is the numbers 1-16; these give you a base for all other numbers. Once you have these memorized, the rest of the French numbers are simple variations of them.
Below, you will find a list of numbers 1 to 100, grouped together in singles, 10s, 20s, 30s, etc.
Each number will be written in the Arabic numeral system, (1,2,3, etc.), then in French. For the first twenty numbers and the first number of each set, I will spell out the French pronunciation of each number, so that you will know the correct way to say each one.
After you practice a bit, I highly recommend you look up videos or recordings of native speakers saying these numbers so that you can get the pronunciation down.
Now, let's start easy with the single-digit French numbers 1-9.
These first nine numbers are the foundation for understanding French numbers pronunciation and for learning how to write out larger numbers.
2 deux duh
3 trois twah
4 quatre kat-ruh
5 cinq sank
6 six sees
7 sept set
8 huit wheet
9 neuf nuhf
10 dix dees
11 onze onz
12 douze dooz
13 treize trez
14 quatorze kah-tohr-z
15 quinze cans
16 seize sez
From 17 to 69, you will use the tens number and add every single number on the end.
For example, below you will see that the number 17 is dix-sept, which literally means ten-seven.
Each of the below numbers in French will follow this rule up until number 69.
Once we get to number 70, you will see that things get a bit more complicated. For now, just focus on this rule.
17 dix-sept dees set
18 dix-huit dees wheet
19 dix-neuf dees nuhf
The 20s follow the same rule as the last three 10s except you sill replace dix with vingt or twenty. This will continue with the 30's, 40's, 50's and 60's.
20 vingt van
30 trente tront
40 quarante ka-ront
50 cinquante san-kont
60 soixante swa-sont
This is when things start to get a bit complicated.
Depending on where you visit, you may hear different types of numbers in French.
The reason for this is that in France, people use the numbers in the first column, which requires a bit of math.
Instead of just saying seventy-two, they say sixty-twelve, because sixty plus twelve is 72.
However, if you go to Belgium or Switzerland, you may encounter a different way of counting.
These countries chose not to use the mathematical technique and so the rules above continue to apply to the numbers above 69.
It is best to learn the France version of these French numbers first. Once you figure the math out, the other versions will be a breeze.
Given that it is not essential to learn these versions of the French numbers, the alternatives will only be listed next to each number in this set of 70s.
This way, you will get a glimpse of how it is different.
French Numbers in France Vs Belgium & Switzerland
70 soixante-dix (literally meaning sixty ten) swa-sont dees 70 __septante
71 soixante-onze 71 septante-et-un
72 soixante-douze (sixty twelve) 72 septante-deux
73 soixante-treize 73 septante-trois
73 soixante-quatorze 74 septante-quatre
75 soixante-quinze 75 septante-cinq
76 soixante-seize 76 septante-six
77 soixante-dix-sept 77 septante-sept
78 soixante-dix-huit 78 septante-huit
79 soixante-dix-neuf 79 septante-neuf
The grouping of eighties starts each number with quatre-vingt, which literally means four twenty because 80 = 4 x 20.
For this grouping, the following numbers will have the French word et in them, which just means and.
A lot of times there will be versions of numbers with et and without et. For this grouping, I have written both versions side-by-side.
80 quatre-vingts (literally meaning four twenties) kat-re van
81 quatre-vingt-et-un (or quatre vingt un)
82 quatre-vingt-et-deux (or quatre vingt deux)
83 quatre-vingt-et-trois (or quatre vingt trois)
84 quatre-vingt-et-quatre (or quatre vingt quatre)
85 quatre-vingt-et-cinq (or quatre vingt cinq)
86 quatre-vingt-et-six (or quatre vingt six)
87 quatre-vingt-et-sept (or quatre vingt sept)
88 quatre-vingt-et-huit (or quarte vingt huit)
89 quatre-vingt-et-neuf (or quatre vingt neuf)
For this grouping, you have the same first two words as the eighties (quatre-vingt), but add teens instead of single numbers.
For example, 90 literally means "four-twenty-ten" because it is twenty times four plus ten (20 x 4 + 10), and 91 means "four-twenty-eleven" (20 x 4 + 11).
See the direct translations next to each of these numbers below so you can understand what each word means.
90 quatre-vingt-dix (four twenty ten) kat-re van dees
91 quatre-vingt-onze (see above)
92 quatre-vingt-douze (four twenty twelve)
93 quatre-vingt-treize (four twenty thirteen)
94 quatre-vingt-quatorze (four twenty fourteen)
95 quatre-vingt-quinze (four twenty fifteen)
96 quatre-vingt-seize (four twenty sixteen)
97 quatre-vingt-dix-sept (f0ur twenty seventeen)
98 quatre-vingt-dix-huit (four twenty eighteen)
99 quatre-vingt-dix-neuf (four twenty nineteen)
French Numbers in the 100s
The triple digits have the same system as above, but they add the word cent to the front.
For numbers in the 100s, each French number will start with cent and add from there.
Below are a few examples of different combinations.
100 cent san
118 cent dix huit
122 cent vingt deux
124 cent vingt quatre
177 100 cent + 77 soixante dix sept = cent soixante dix sept
181 cent quatre vingt un
188 cent quatre vingt huit
194 cent quatre-vingt-quatorze
Numbers Above 200 in French
Each triple-digit number in French after the 100s will continue to use cent or cents. However, it will have a single digit before this word depending on what the number is.
For example, a number like 700 will start with sept (seven) and end with cents.
Based on this rule, the full name for 700 is sept cents.
Below, you can check out several examples of different types of triple digit numbers so that you can see all of the different ways in which they are written.
200 deux cents
217 deux cent dix sept
283 deux cent quatre vingt trois
295 deux cent quatre vingt quinze
298 deux cent quatre-vingt-dix-huit
300 trois cents
321 troi cent vingt et un
373 trois cent soixante treize
387 trois cent vingt sept
390 trois cent quatre vingt dix
399 trois cent quatre-vingt-dix-neuf
400 quatre cents
479 quatre cent soixante dix neuf
480 quatre cent quatre vingts
492 quatre cent quatre vingt douze
493 quatre cent quatre vingt treize
500 cinq cents
525 cinq cent vingt cinq
589 cinq cent quatre vingt neuf
597 cinq cent quatre vingt dix sept
685 six cent huitante cinq
688 six cent quatre vingt huit
French Numbers in the 1,000s
After you have mastered the three-digit numbers, moving on to the four-digit numbers will be a breeze!
Every number follows the same rules that you have learned above, but you will now add a new word, mille, into the mix.
As you can guess, this means one thousand. Below, you can explore a few examples of different combinations of four-digit numbers in French.
If you want to challenge yourself a bit more, try making your own combinations and using the lists above to create the French numbers.
1,080 mille quatre vingts
1,172 mille cent soixante douze
1,225 mille deux cent vingt cinq
1,991 mille neuf cent quatre vingt onze
3,071 trois mille soixante et onze
5,578 mille cinq cent soixante dix huit
6,000 six mille
Numbers in the Ten Thousands and Above
10,000 dix mille
100,000 cent mille
500,000 cinq cent mille
1,000,000 un million
1,000,000,000 un milliard
French Expressions for Counting
Now, let's take a look at some number-related vocabulary in French for various settings.
Multiplié par: multiply by
Divisé par: divide by
Pour cent: percent
Years in French
You can say years the exact same way that you would say the French four-digit numbers.
There are a few examples below.
For practice, think about the year you were born and some other important years and try to write them out.
1996: mille neuf cent quatre vingt seize
1899: mille huit cent huitante cinq
2005: deux mille cinq
First - premier/première
Second - deuxième
Third - troisième
Fourth - quatrième
Fifth - cinquième
Sixth - sixième
Seventh - septième
Eighth - huitième
Ninth - neuvième
Tenth - dixième
Summing Up French Numbers: How to Count in French from 1-100+
Congratulations, you have successfully mastered the art of counting in French from 1 to 100 and beyond. Gone are the days when French numbers seemed intimidating or confusing.
Armed with this newfound knowledge, you can confidently navigate any numerical conversation in the French language.
Remember to keep this comprehensive guide on hand as a quick reference whenever you need a reminder. With these charts and your determination, forgetting French numbers will be a thing of the past.
So go ahead, venture out into the world, and astound your friends with your impressive command of French numbers.
You're now equipped to embrace the beauty of this linguistic skill with confidence and grace. Bonne chance! | mathematics |
http://cems.irb.hr/hr/category/uncategorized/ | 2024-04-24T06:12:51 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819067.85/warc/CC-MAIN-20240424045636-20240424075636-00496.warc.gz | 0.939597 | 486 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__7276902 | en | Invited paper “Non-Kochen–Specker Contextuality” by Mladen Pavičić, Entropy, 25(8), 1117 (2023), DOI: 10.3390/e25081117, has been selected as the cover paper of issue 8 of Entropy Volume 25 (2023) and the publication charges were waived.
The cover story reads as follows.
Let us consider a triangular hypergraph with three vertices and three hyperedges, each pairwise connecting two of the vertices. If we tried to assign 0 and 1 to vertices, so that just one vertex within each of the three hyperedges is assigned 1 (condition X), we would realize that this is not possible. The hypergraph exhibits a non-Kochen–Specker (KS) contextuality. Why “non-“? Because a KS hypergraph violates the same condition X, however in a space of dimension n ≥ 3 in which all of its hyperedges must contain n vertices. In an n-dim non-KS hypergraph at least one hyperedge has less than n vertices.
If we represented vertices by vectors in a hypergraph, n mutually orthogonal vectors in each hyperedge would be indispensable for an experimental implementation of the hypergraph, KS or not. But although all of them are needed for an implementation, we can choose some smaller set of the vertices when considering contextuality for an application, say, for quantum computation or quantum communication. If the hypergraph with chosen reduced number of vertices violated the aforementioned condition X, it would be a non-KS hypergraph.
How to generate non-KS hypergraphs? A previous method of obtaining them was of exponential complexity and their generation in dimensions higher than eight faced a computational barrier. Therefore, in this paper, we make use of dimensional upscaling which does not scale with dimension. This enables us to generate non-KS hypergraphs in well over 32-dimensional Hilbert spaces. In the paper we give explicit examples for all spaces up to 16-dim ones and show that the minimal number of hyperedges fluctuates between eight (odd dimensions) and nine (even dimensions) under the requirement that at least one the hyperedges contains n vertices, all of which share at least two hyperedges. | mathematics |
https://www.crowleyisdtx.org/site/default.aspx?PageType=3&DomainID=11&ModuleInstanceID=6128&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=11230&PageID=15&Comments=true | 2021-04-12T15:44:36 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00003.warc.gz | 0.955244 | 153 | CC-MAIN-2021-17 | webtext-fineweb__CC-MAIN-2021-17__0__111162062 | en | Please note that students will use the TI-Nspire CX handhelds developed by Texas Instruments in all of their math classes during the school year. If you want to buy a calculator for home use, the Crowley ISD Curriculum and Instruction Department recommends that you purchase the one used in your classroom. The TI-Nspire CX can be used on the eighth grade STAAR, Algebra 1 EOC, ACT, PSAT, SAT and AP tests.
If you purchase a TI-Nspire CX from a store or online, please have your students give the back of the box with the barcodes to their teacher. The school will have an opportunity to use these to receive free items from Texas Instruments for their classrooms. | mathematics |
https://www.greatppt.com/downloads/arithmetic-lesson-powerpoint-template/ | 2023-12-05T12:56:32 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100551.17/warc/CC-MAIN-20231205105136-20231205135136-00143.warc.gz | 0.809806 | 191 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__145964517 | en | Arithmetic Lesson PowerPoint Template
Arithmetic Lesson Presentation
Free PowerPoint template and Google Slides theme
Arithmetic is very useful in our lives. Teach your students the core arithmetic skills! Now use this creative template, which contains illustrations of books, cups, and science-related items. Use its maps, charts, timetables and tables to add your information.
With this template, you can add and subtract and multiply and divide easily in your classroom.
Features of this template
- 100% editable and easy to modify
- 27 different slides to impress your audience
- Contains easy-to-edit graphics such as tables, charts, diagrams and maps
- Includes 500+ icons for customizing your slides
- Designed to be used in Google Slides and Microsoft PowerPoint
- 16:9 widescreen format suitable for all types of screens
- Includes information about fonts, colors, and credits of the free resources used | mathematics |
https://barccsyn.org/groups/dynamical-systems | 2019-09-18T14:23:49 | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573289.83/warc/CC-MAIN-20190918131429-20190918153429-00106.warc.gz | 0.861258 | 124 | CC-MAIN-2019-39 | webtext-fineweb__CC-MAIN-2019-39__0__47000297 | en | We develop and analyse mathematical models to elucidate the fundamental mechanisms responsible of neuronal activity and its implications in computation and behaviour. Current projects involve the study of the mechanisms underlying oscillatory activity and its implications for the neuronal communication based on phase coherence; the development of mathematical techniques to address inverse problems of experimentally inaccessible features, such as synaptic conductances; the development and analysis of models of perceptual multistability.
Campus Diagonal Sud, Building H.
Av. Diagonal, 647
Perceptual multistability, Neuronal oscillations, Estimation of conductances, Slow-Fast systems | mathematics |
https://journalistsresource.org/economics/sex-differences-in-mathematics-and-reading-achievement-are-inversely-related/ | 2023-06-04T21:57:21 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650264.9/warc/CC-MAIN-20230604193207-20230604223207-00055.warc.gz | 0.947275 | 683 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__284864385 | en | Gender inequality is a fact around the globe. According to the U.S. Department of Commerce, women occupy nearly half of all U.S. jobs, yet represent less than 25% of those in science, technology, engineering and math (STEM). The White House has framed the need for women in STEM careers as critical to the continuing success of the U.S. economy. According to the Department of Education, 31% of the degrees and certificates in STEM fields were earned by women in 2008-2009. While this represents an increase of approximately 6% since 2000, this is still troubling given that women represent over 50% of enrollment in bachelor’s (57.4%) and master’s (62.6%) degree-granting institutions.
To better understand the factors that could contribute to such imbalances, Gijsbert Stoet of the University of Leeds and David C. Geary of the University of Missouri looked at sex differences in math and reading achievement levels and their relationship with gender equality indicators. The resulting study, “Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data,” was published in PloS One in 2013. The researchers used data collected by the Programme for International Student Assessment (PISA), which included math and reading achievement data for nearly 1.5 million 15-year-olds in 75 countries.
The study’s findings include:
- Sex differences in math are inversely correlated with sex differences in reading, meaning that countries with smaller sex differences in math have larger sex differences in reading, and vice versa.
- The sex difference in math was negligible among the students at the bottom of the math achievement continuum, but the difference increased as performance levels rose. This difference ranged from 1.9 points favoring girls to 2.4 points favoring boys among boys and girls at the bottom 5% of achievers. At the high end of performance scores, the performance difference ranged from 19.3 points to 21.7 points, both favoring boys. The authors note that this large difference between boys’ and girls’ achievement in math has implications for the under-representation of women in STEM fields.
- Conversely, sex difference in reading is smaller at the high end of the performance continuum. The average sex difference in reading was three times larger than the sex difference in math. The average difference increased from 32 points in 2000 to 38.8 points in 2009. In 2009, the bottom 5% of boys scored 50 points lower than the bottom 5% of girls.
- Countries with higher living standards showed larger differences in math.
- Among all countries, as math and reading scores for both boys and girls go up, living standards and gender equality measures are more likely to be higher.
In considering possible approaches to closing the gender gap in STEM employment, the authors argue that increasing national prosperity is not enough. “The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics,” they state. “Interventions that focus on high-achieving girls in mathematics and on low-achieving boys in reading are likely to yield the strongest educational benefits.”
Tags: youth, higher education, technology | mathematics |
https://salesquotasetter.com/calculating-for-sales-success/ | 2023-11-28T12:33:30 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00136.warc.gz | 0.929696 | 521 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__75019389 | en | In sales, it’s important to understand how much effort you need to put in to achieve your income goals.
One way to do this is by understanding the conversion rates for each step in your sales process.
For example, if you know how many emails it takes to get an interview, how many interviews it takes to close a sale, and how much revenue each sale generates, you can start to predict your future income based on the amount of activity you put in.
Let's take a look at some hypothetical sales numbers to illustrate this concept:
- 20 emails convert to 1 interview, or 13 phone calls convert to 1 interview
- 5 interviews convert to 1 close
- 1 close generates $350 in revenue
Using these numbers, we can calculate how many emails, phone calls, interviews, and closes are needed to generate a specific amount of revenue. Here are some examples:
- For example, to earn $55,000 in revenue in a year, you would need to close 157 sales. To close 157 sales, you would need to conduct 785 interviews (157 x 5), which means you would need to have 15,700 emails sent out (785 x 20), or 10,201 phone calls (785 x 13).
- If you want to focus on increasing the number of phone calls you make, you could aim to make 30 calls a day. This would result in 2.3 interviews per day (30/13), and if you close 20% of those interviews, you would close 1 sale every 12 days (5 interviews / 20% = 1 sale, 12 days per sale). To earn $55,000 in revenue, you would need to close approximately 140 sales per year (55,000 / 350), which means you would need to make 690 phone calls per sale (140 sales x 5 interviews x 13 phone calls).
By understanding the conversion rates for each step in your sales process, you can start to set realistic goals for yourself and adjust your activity levels accordingly.
Whether you choose to focus on increasing the number of emails you send, the number of phone calls you make, or the number of interviews you conduct, it’s important to have a clear understanding of how each step contributes to your overall revenue goals.
Automate and simplify the whole calculation process with salesquotasetter.com
So you can measure your conversion rates and production. Know you averages easily with SQS. Set realistic targets that will earn you your commission you want!
Sign up now for a free trial and exceed your targets! | mathematics |
http://iors.ir/book_treasure.php?mod=viewbook&book_id=10015&slc_lang=en&sid=1 | 2022-06-26T04:20:14 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103037089.4/warc/CC-MAIN-20220626040948-20220626070948-00517.warc.gz | 0.950376 | 327 | CC-MAIN-2022-27 | webtext-fineweb__CC-MAIN-2022-27__0__105851682 | en | Conic optimization is a significant and thriving research area within the optimization community. Conic optimization is the general class of problems concerned with optimizing a linear function over the intersection of an affine space and a closed convex cone. One special case of great interest is the choice of the cone of positive semidefinite matrices for which the resulting optimization problem is called a semidefinite optimization problem.
Semidefinite optimization, or semidefinite programming (SDP), has been studied (under different names) since at least the 1940s. Its importance grew immensely during the 1990s after polynomial-time interior-point methods for linear optimization were extended to solve SDP problems (and more generally, to solve convex optimization problems with efficiently computable self-concordant barrier functions). Some of the earliest applications of SDP that followed this development were the solution of linear matrix inequalities in control theory, and the design of polynomial-time approximation schemes for hard combinatorial problems such as the maximum-cut problem.
The objective of this Handbook on Semidefinite, Conic and Polynomial Optimization is to provide the reader with a snapshot of the state of the art in the growing and mutually enriching areas of semidefinite optimization, conic optimization, and polynomial optimization. Our intention is to provide a compendium of the research activity that has taken place since the publication of the seminal Handbook mentioned above. It is our hope that this will motivate more researchers, especially doctoral students and young graduates, to become involved in these thrilling areas | mathematics |
https://www.srhswatch.org/understanding-cash-on-hand-vs-profit/ | 2023-09-28T18:58:04 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510427.16/warc/CC-MAIN-20230928162907-20230928192907-00325.warc.gz | 0.969826 | 562 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__136851372 | en | A reader has requested that we give an explanation of cash on hand and profit. There seems to be some confusion about how the numbers work.
Cash on Hand is exactly what it sounds like – how much cash money is in the bank, right now?
If you’re looking at the balance in your checking account and add that to your savings account, that is “cash on hand.” Let’s assume that amount is $7500.
“Days cash on hand” = Cash on Hand / Daily Operating Expenses
Daily Operating Expenses = Annual Operating Expenses / 365
Let’s assume that it costs you $36,500 each year to run your household (Annual Operating Expense). If you divide that by the number of days in the year (365) you will get your “daily operating expense.”
$36,500 / 365 = $100 $100 is your daily operating expense.
Earlier, we said that you had $7,500 in your bank account (your “Cash on Hand”).
$7,500 / $100 = 75 You have 75 Days Cash on Hand. That means you have enough money to pay your bills for 75.
Profit is a different formula: Profit = Revenue – Expenses
Let’s assume you earn $42,000 each year (Revenue).
Your annual expenses are $36,5000 (Expenses).
$42,000 – $36,500 = $5,500 You had a “profit” of $5,500.
Notice that your profit of $5,500 is not equal to your cash on hand of $7,500.
Cash on Hand answers the question “how much cash do we have, right now?” That could on Jan. 1, Mar. 4, July 31, etc.
Profit answers the question “how much did we get to keep after we paid all the bills, during a certain time?”
The certain time could be a month, a quarter, or a year, “How much did we get to keep this year?”
For most people, the year starts on January 1 and ends December 31.
For Singing River, the year starts on October 1 and ends September 30.
When Singing River has a profit of $600,000 that answers the question “How much did SRHS keep after they paid the bills, from Oct 1, 2014 – Sept 30, 2015?”
According to the audit, as of Sept. 30, 2015, Singing River had $45 million cash on hand, which is approximately 51 days cash on hand. | mathematics |
https://ejournal.unibo.ac.id/index.php/sigma | 2024-04-22T19:38:00 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00113.warc.gz | 0.921175 | 175 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__70788802 | en | SIGMA is an academic open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics and mathematics education. This journal published in Mathematics Education Department at Bondowoso University. It is published twice in a year (February and August). The SIGMA welcomes manuscripts resulted by researchers, scholars, teachers, and professionals from a research project in the scope of Pure Mathematics, Computing Mathematics, Statistics, Mathematics Learning, Evaluation and Assessment in Mathematics Learning, STEAM, Ethnomathematics, ICT in Mathematics Education, Design / Development Research in Mathematics Education and sciences. All submitted manuscripts will be initially reviewed by editors to ensure the quality of the published manuscripts in the journal. The manuscripts should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the SIGMA. | mathematics |
http://dictionary.cnvrg.io/gradient-descent-gd | 2019-12-14T13:58:11 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541157498.50/warc/CC-MAIN-20191214122253-20191214150253-00169.warc.gz | 0.8968 | 114 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__100999849 | en | Gradient descent is an optimization algorithm that finds the local minimum of a function. The algorithm will take iterative proportional steps toward the negative gradient of the function at the current point. The algorithm usually starts with parameters (weights and bias) and improves them slowly as it tries to get a sense of the value of the cost function for weights that are similar to the current weights (by calculating the gradient). Then it moves in the direction which reduces the cost function by repeating this step thousands of times. The algorithm will continually minimize the cost function.
Next: Natural Language Processing | mathematics |
https://www.pmnewsnigeria.com/2020/12/17/experts-urge-more-women-to-develop-interest-in-statistics/ | 2021-03-07T21:28:16 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178378872.82/warc/CC-MAIN-20210307200746-20210307230746-00138.warc.gz | 0.954948 | 749 | CC-MAIN-2021-10 | webtext-fineweb__CC-MAIN-2021-10__0__36292015 | en | Experts in Statistics have advised more women to develop interest in Statistics and Data Science in order to harness their skills for better performance in their careers.
The call was made by various speakers at a South-East regional symposium to mark the 2020 International Year of Women in Statistics and Data Science at the Michael Okpara University of Agriculture, Umudike (MOUAU) in Abia.
It was organised by the Laboratory for Interdisciplinary Statistical Analysis (LISA) 2020 Network, MOUAU chapter, in collaboration with the International Statistical Institute (ISI).
Joy Nwabueze, a Professor of Statistics, said that it was important for more women to embrace statistics and data science.
She said that the more women there are in the area, the better for the realisation of the sustainable development goals.
Nwabueze, who is the first female Professor of Statistics in Nigeria, spoke on the topic: “Statistics and Good Governance: the role of Women in Statistics.”
She said that women in statistics and good governance would lead to greater economic stability and prevention of violence against women, amongst others.
She said that women in statistics are also good for development, adding that it would encourage the most use of the nation’s resources.
Nwabueze, who is the immediate past Vice-Chancellor (Administration) of MOAUA, said, “When women are into statistics, the family and society will be better.”
She said that good governance is participatory, consistent with rule of law, responsive, consensus-oriented, equitable and inclusive.
She further said that good governance is effective and efficient as well as accountable.
Also, Dr Hope Mbachu, a Statistics lecturer at the Imo State University (IMSU), encouraged more women to embrace statistics and data science, in order to be involved in social transformation.
According to her, social transformation is the main economic factor that moves countries forward.
Mbachu, who is the IMSU LISA Coordinator, spoke on “Strengthening Statistics and Data Science for Structural Development, the role of Female Statisticians.”
She said that the often neglected side of data science or statistics was the bane of using data erroneously.
Mbachu pointed out that where there was more gender equality, there would be more peace, among others.
“Women have made tremendous strides in Science, Technology, Engineering and Mathematics but there is still work to be done to achieve equality in what have been traditionally male-dominated disciplines,” she said.
The organiser and MOUAU LISA Coordinator, George Uchechukwu, said the programme was to commemorate the 200th anniversary of Florence Nightingale, who made landmark achievements in statistics and data science.
Uchechukwu, a lecturer in the Department of Statistics, MOAUA, advised female students to consider a career in statistics and data science, adding that opportunities abound in the field.
Earlier, the Vice-Chancellor of MOUAU, Prof. Francis Otunta, said the programme was important because there was a dearth of women in Mathematical Sciences.
Otunta, who was represented by Prof. Donatus Igbokwe, Dean, College of Physical and Applied Science, said the event would encourage more women to develop an interest in mathematical sciences, statistics and data science.
The News Agency of Nigeria (NAN) reports that the theme of the event is, “Connecting to build capacity to transform evidence into action and celebrate the International Year of Women in Statistics and Data Science.” | mathematics |
http://cvxm.eyuc.pw/geometry-essential-standards.html | 2020-01-21T06:48:24 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00348.warc.gz | 0.919397 | 7,661 | CC-MAIN-2020-05 | webtext-fineweb__CC-MAIN-2020-05__0__174779486 | en | Share My Lesson offers free lesson plans, teacher resources and classroom activities created by dedicated educators. What we have below is a list of over 100 essential questions examples that we’ve created and collected over time. Note: All students following the Occupational Course of Study are also required to take English I, II, III, and IV, Math I, American History I and American History II, and Health and Physical Education. Common Core State Standards; Math Digital Textbook Content. The new K-8 Mathematics Standards were adopted June 1, 2017 for implementation 2018 - 2019. An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts—interpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material. These curriculum maps are designed to address Common Core State Standards (CCSS) Mathematics and Literacy outcomes. The ACT College and Career Readiness Standards® are the backbone of ACT assessments. this is our classroom website. Visit archived Oklahoma's PK-12 academic standards. Bill McCallum's CCSS-M Learning Progressions pages within his blog, Tools for the Common Core. Cluster 2: Analyze, compare, create, and compose shapes. All standards identified on the blueprint are eligible to appear on a test form and should be taught during instruction. Congruence. Several states, once committed to adopting the standards, have opted to repeal them and move on to something else. Math in Practice is not another curriculum; it’s professional development in a book!. A circle is named by its center. These practices rest on important "processes and proficiencies" with long- standing importance in mathematics education. ELA-Literacy. Standards are a bold initiative. TEKS Review and Revision The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. Medford Lakes School District Math Curriculum Guide – Algebra Survey Grade 8 Written by: Kathy O’Brien Text/Program: “Big Ideas” BOE Approved 8/19/15 EIGHTH GRADE MATHEMATICS - “Algebra Survey”. The standards emphasize depth over breadth, building upon key concepts as students advance. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set. Extended 1 st Grade Mathematics. To become familiar with the changes in the Extended Content Standards 4. Enduring Understandings and Essential Questions Mathematics K-12 Wallingford Public Schools Organization is based on the current State Frameworks in Mathematics. Fluency in Grades K-5. Alternate Assessment Consortium. The Alabama Learning Exchange includes multimedia, learning activities, lessons, and unit plans all “connected” by the Alabama Standards to promote deeper-learning competencies essential for success in college, careers, and our global society. Geometry in Construction is a team taught by both math and applied Technology teachers. Basic education in Washington state is defined by the Legislature (RCW 28A. Common Core is math, language arts and literacy standards fully adopted by 44 states and the District of Columbia. Mathematics: Focus by Grade Level. Loyalty policy – book your preferred writers without extra fees. The Nine Essential Skills are cross-disciplinary skills that students should be developing across grades K- 12. Geometry began to see elements of formal mathematical science emerging in Greek mathematics as early as the 6th century BC. Priority Standards are "a carefully selected subset of the total list of the grade-specific and course-specific standards within each content area that students must know and be able to do by the. would then be repeated with the three or four other Priority Standards assigned to these ELA and math units of study. grade 6 geometry measurement also available in docx and mobi. Answer C is the definition of opposite rays, which form a line. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. Understanding Summative Assessment Design. 150+ Essential Questions for Math. They form a national vision for preschool through twelfth grade mathematics education in the US and Canada. The New York State Prekindergarten Learning Standards: A Resource for School Success, and the New York State Kindergarten Learning Standards: A Resource for School Success, are both now available for the 2019-20 school year. To learn about the process and how to get involved, take the Montana Content Standards 101 course on the Teacher Learning Hub (1 renewal unit). The Geometry Module effectively assists teachers in developing a deeper understanding of the underlying concepts that support the Texas Essential Knowledge and Skills (TEKS) in Geometry and helps teachers develop the pedagogical tools. In North Dakota, the content standards serve as a model. Standards-based curriculum has become the norm in education. In most cases, power standards are developed or selected at the school level by administrators and teachers. Each Element Card presents Essential Understanding(s), which define a range of skills based on a grade-specific Core Content Connector. (Gove, 1993) As you explore the resources and information provided by this LiveBinder the term curriculum refers to the essential standards and clarifying objectives of the standard course of study and any frameworks provided by the. 75 114th CONGRESS 1st Session H. All standards identified on the blueprint are eligible to appear on a test form and should be taught during instruction. GTPS Curriculum - Geometry 3 Weeks Topic: 6 - Inequalities in Geometry Objectives/CPI's/Standards Essential Questions/Enduring Understandings Materials/Assessment A-REI. Scribd is the world's largest social reading and publishing site. Created by experts, Khan Academy's library of trusted, standards-aligned practice and lessons covers math K-12 through early college, grammar, science, history, AP®, SAT®, and more. Extended K Mathematics. Browse or search thousands of free teacher resources for all grade levels and subjects. The material should be connected to real-world situations as often as possible, as suggested in the curriculum. A Correlation of Pearson Geometry, Common Core to the Common Core State Standards for Mathematics - High School PARRC Model Content Frameworks Mathematics Geometry ★ indicates modeling standards 1 SE = Student Edition TE = Teacher’s Edition Common Core State Standards for Mathematics - High School. The essential questions in this lesson are aligned to the Common Core State Standards for second grade mathematics. In Unit 6, seventh-grade students cover a range of topics from angle relationships to circles and polygons to solid figures. In April of 2014, the Indiana State Board of Education approved the adoption of new standards for Mathematics. House of Representatives 2013-10-31 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain. Note: All students following the Occupational Course of Study are also required to take English I, II, III, and IV, Math I, American History I and American History II, and Health and Physical Education. Delaware Content Standards English Language Arts Standards Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. In the United States, the theory has influenced the geometry strand of the Standards published by the National Council of Teachers of Mathematics and the new proposed Common Core Standards. version of Singapore's most popular and proven math curriculum. Colorado Standards - Academic Standards The Colorado Academic Standards (CAS) are the expectations of what students need to know and be able to do at the end of each grade. High school geometry involves solving complicated proofs, and graphing and manipulating 3-D objects in 2-D space. The United States Academic Decathlon’s curriculum is an interdisciplinary curriculum in which a selected theme is integrated across six different subject areas: art, economics, literature, music, science, and social science. Geometry Statistics And Sequences. Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard Deleted Standard. Geometry Quiz - Learning Connections Essential Skills Geometric Reasoning - solve tasks related to shapes and angles Problem Solving - work through a variety of. The standards are presented in a grade-by-grade sequence from pre-K through grade 8, and discrete strands address common high-school music classes, such as Ensembles and Music Composition/Theory. Geometry Module 1: Congruence, Proof, and Constructions. Introduction. Throughout the program the Standards for Mathematical Practice are seamlessly connected to the Common Core State Standards resulting in a program that maximizes both teacher. Moolenaar, Mr. These expectations are aligned to the Show-Me Standards, which define what all Missouri high school graduates should know and be able to do. Provide the Michigan Range of Complexity, which outlines how the skills associated with each target Essential Element (that will be measured as "state accessible") is to be. BrainPOP aligns all topics to the standards that matter to you, including CCSS, NGSS and U. The Standards for Mathematical Practice complement the content standards so that students increasingly engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years. Common Core is math, language arts and literacy standards fully adopted by 44 states and the District of Columbia. 1(continued): Track geometry inspections, assessment and maintenance actions. For more detailed information about unpacking the content standards, unpacking a task, math routines and rituals, maintenance activities and more, please refer to the Grade Level Overview for fourth grade. These are all strategies that are emphasized by the Common Core State Standards, from elementary through secondary school. , we are truly in an exciting era of fulfilling and going beyond Richard Feynman's vision. RATHINDRA NATH has 3 jobs listed on their profile. The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. The California State Standards are a starting point for transforming the way we practice the art of teaching and for building stronger conversations among teachers, grade levels/departments, schools, districts, and states. Before now, students calculated area by. The Math Workgroup has made changes to the content emphasis documents based on what we have learned since 2010. The new standards have been the result of over two years of collaborative work to ensure New York State has the best learning standards for our students. What causes the geometric shapes of molecules? Electron pairs are as far apart as possible 3. The new standards provide teachers with frameworks that closely match the unique goals of their specialized classes. Yet, no one wants to teach to the test. The OGC has also produced the OGC Reference Architecture Profile Advisor, or RAP Advisor to help negotiate the ORM. Unwrapping the Standards: A Simple Way to Deconstruct Learning Outcomes. 114–107, Part I] IN THE HOUSE OF REPRESENTATIVES April 15, 2015 Mr. As announced in Superintendent’s Memo 043-19-This is a Word document. would then be repeated with the three or four other Priority Standards assigned to these ELA and math units of study. Geometry is the fourth math course in high school and will guide you through among other things points, lines, planes, angles, parallel lines, triangles, similarity, trigonometry, quadrilaterals, transformations, circles and area. Dynamic Learning Maps. The mathematics standards set a rigorous definition of college and career readiness by demanding that students develop a depth of understanding and ability to apply mathematics to real-life situations, as college students and employees regularly do. Understand how your team can use essential standards in your work. Tennessee Math Standards. The small one is that, for the rst time, special attention is paid to the need of a proof for the area formula for rectangles when the side lengths are fractions. Mathematical Process Standards Geometry G. Texas Essential Knowledge and Skills for Mathematics. BEST PRACTICES IN TEACHING MATHEMATICS Introduction Mathematics is a form of reasoning. Maryland calls these standards the Maryland College and Career-Ready Standards. A - Know number names and the count sequences. In my last post, I complained about the shrinkage of geometry, a decades-long trend in US math education. Note: All students following the Occupational Course of Study are also required to take English I, II, III, and IV, Math I, American History I and American History II, and Health and Physical Education. Let's look at the definition of a circle and its parts. Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard Deleted Standard. This short video explains the difference between standards and curriculum. 113 HR 3080 EAS: Water Resources Development Act of 2013 U. Common Core Math Curriculum Kindergarten Diocese of Buffalo 2012 1 Math Common Core Curriculum - Kindergarten ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS KINDERGARTEN SKILL VOCABULARY MATHEMATICAL PRACTICES & RESOURCES ASSESSMENT What are numbers? What is counting and how can it be used? Counting and Cardinality K. Create your own educational games, quizzes, class Web pages, surveys, and much more! Explore millions of activities and quizzes created by educators from around the world. ChrisN; We're haaving a version of a conversation that's been had by 2-3 other standards bodies, all of whom came to the decision to favor compatibility over enhancement. Grade 3, Adopted 2012. Each school district may set standards more rigorous than these state content standards, but no district shall use any standards less rigorous than those set forth in IDAPA 08. As required by state law, OSPI develops the state's learning standards (RCW 28A. Essential Assessment is a leading provider of a unique Australian Curriculum, Victorian Curriculum and NSW Syllabus numeracy and literacy assessment and curriculum model that delivers a whole school approach to formative and summative assessment for Australian schools. DONOTEDITTHISFILE!!!!! !!!!!$$$$$ !!!!!///// !!!"!&!&!+!+!S!T![!^!`!k!p!y! !!!"""'" !!!&& !!!'/'notfoundin"%s" !!!) !!!5" !!!9" !!!EOFinsymboltable !!!NOTICE. Overarching Essential Questions. 1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. It is still up to each local school district to adopt its own curriculum (how the standards are taught) to meet these standards. Schools and districts around the country are seeing continuous growth in student achievement using Eureka Math. For students first enrolled in Grade 9 in 2010-2011 or later, three of the Essential Skills are graduation requirements: Students prove that they have mastered these Essential Skills. Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. The topics covered include the definitions and properties of 2D and 3D shapes, the basic concepts and formulas of perimeter, area and volume, the Pick’s formula, the Cavalieri’s principles, the basic geometric transformations, the concepts of tessellations, the Euler’s polyhedral formula. (b) Introduction. Now to the topic of this post. The Essentials of High School Math was designed to help students learn the basics of mathematics that they are supposed to understand upon entering high school, as well as the fundamental lessons within Algebra, Geometry, and Statistics that students typically learn in ninth and tenth grade. Seventh grade state test scores were 62% last year and 70% proficient this year!" — Tammy S. Combined with unprecedented controllability of interactions, geometry, disorder strength, spectroscopy, and high resolution measurement of momentum distribution, etc. From the late 1970s forward, attempts have been made in the United States to provide a framework defining the basic essentials of mathematics that all students. Welcome to Bright Ideas, the e-newsletter of Illuminations. As required by state law, OSPI develops the state's learning standards (RCW 28A. Provide the Michigan Range of Complexity, which outlines how the skills associated with each target Essential Element (that will be measured as "state accessible") is to be. Click on each section of the graphic below to explore more. essential questions. Unit Essential Questions. Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. This document is designed to help North Carolina educators teach the 5th Grade Mathematics Standard Course of Study. B | Understand and apply the Pythagorean Theorem. The frameworks that follow are the result of this work. Focusing on critical and analytical. These practices rest on important "processes and proficiencies" with long- standing importance in mathematics education. Each lesson covers a different standard, gives the objective, new vocabulary words that were introduced, and a video that explains the homework sheet. instruction. GTPS Curriculum – Geometry 3 Weeks Topic: 6 - Inequalities in Geometry Objectives/CPI’s/Standards Essential Questions/Enduring Understandings Materials/Assessment A-REI. NCTE/IRA Standards for the English Language Arts. ] textbooks are often weak, the presentation becomes more mechanical than is ideal. The Queensland Curriculum and Assessment Authority is a statutory body of the Queensland Government. Lucas, Mrs. First Grade Math: Geometry Standards. The New York State Prekindergarten Learning Standards also aligned with the existing New York State K-12 learning standards in science, social studies, and the arts. when the CCSS-M authors wrote the standards and sequenced them into grades as they did, be sure to visit Dr. 1 Count, read, and write whole numbers to 100. the standards and, as needed, provided statements to help teachers comprehend the full intent of each standard. So off you go!. 102, page 11. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set. The Go Math Program is designed to go along with the Common Core Standards. The National Council of Teachers of Mathematics' view of how school geometry should look. The curriculum introduces geometric topics, skills, and concepts. Principles and Standards for School Mathematics outlines the essential components of a high-quality school mathematics program. php(143) : runtime-created function(1) : eval()'d code(156) : runtime-created function(1. The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help. , having four sides), and that the shared attributes can. Resources on Wisconsin Standards for Mathematics. Extended 3 rd Grade Mathematics. com FREE SHIPPING on qualified orders. The seventh-grade Geometry standards are categorized as additional standards, however, there are several opportunities throughout the unit where students are engaged in the major work of the grade. 7 1 Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS GRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES ASSESSMENT What are the properties of operations? How do you translate real-world problems to algebraic expressions? What is the difference between a rational and irrational number?. But, teaching the addition facts doesn’t have to be like this. The Helpful Hints section teaches the next concept. Essential Understanding Studentswill be expected to be able. Chegg's step-by-step geometry guided textbook solutions will help you learn and understand how to solve geometry textbook problems and be better prepared for class. essential questions. HID Global’s Lumidigm multispectral imaging fingerprint technology has been certified compliant with the ISO/IEC 30107-3 Presentation Attack Detection (PAD) standard, after receiving a perfect score in certification testing by independent lab iBeta Quality Assurance. IB Union Calendar No. Welcome to the Kansas State Department of Education website devoted to the Kansas Curricular Standards. Math in Practice is a standard-based, professional learning resource from Sue O'Connell and colleagues. At each grade, students are expected to not only develop an understanding of content standards, but also develop key behaviors outlined in. March 7, 2012. Extended K Mathematics. Common Core Georgia Performance Standards High School Mathematics CCGPS Analytic Geometry ‐ At a Glance Common Core Georgia Performance Standards: Curriculum Map 1st Semester 2nd Semester Unit 1 Unit 2 Unit 3 Unit 4a Unit 4b Unit 5 Unit 6 Unit 7 Similarity, Congruence, and Proof. B | Understand and apply the Pythagorean Theorem. High School Geometry Common Core Math Tests:. The Common Core State Standards for language arts get students reading deeply and connecting with what they have read. The heart of the module is the study of transformations and the role transformations play in defining congruence. To do so would strip. All worksheets created. Listed below are the sub-categories or worksheets in Geometry Worksheets. Performance-level descriptors describe what a typical student at each level should be able to demonstrate based on his/her command of grade-level standards. The Tennessee State Math Standards were reviewed and developed by Tennessee teachers for Tennessee schools. The next Smartgeometry Conference (sg2016) will take place at the Chalmers University of Technology in Gothenburg, Sweden, April 4-9, 2016. TABLE OF CONTENTS Introduction. Visual art is a natural place for students to apply their knowledge and understanding of geometric concepts. The standards are helping educators and education leaders worldwide re-engineer schools and classrooms for digital age. Mathematics Standards Download the standards Print this page For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. TCSS GSE Geometry Unit 2 Curriculum Map TCSS 7/30/2016 2. We demonstrate. Assessment: Standards-aligned assessment, a routine part of ongoing classroom activity, should enhance students' learning and inform instructional decisions. of Public Instruction Exceptional Children Division 1 Objectives 1. Family Math Night Math Standards In Action. Imagine Math (IM) is an online, supplemental math instruction and tutoring program that will help raise student achievement in Idaho by providing students with focused instruction, rigorous math problems, access to live certified teachers, and a motivation program with rewards for working on math problems. 4 Reading Standards and Interpreting their Codes in High School Courses. For a variety of kindergarten vocabulary words to help get a handle on mathematics, look no further than VocabularySpellingCity! Our Kindergarten math terms will help your students get the upper hand on this tough to learn subject by helping them understand what the different terminology means. Common Core Standards: 4. , Assistant Principal from Pullman, WA. The study of Geometry offers students the opportunity to develop skill in reasoning and formal proof. ; Fichtl, G. They are organized by conceptual categories or themes: Number and Quantity, Algebra, Functions, Modeling, Geometry, and Statistics and Data. We have done math centers every day this week and most of last week. The standards serve as goals for teaching and learning. The Texas Performance Standards Project (TPSP) comprises a set of performance standards, curricula, and assessments for differentiating instruction and deepening academic learning. Designed and manufactured in the U. 2 sum 1 | Relation and function with two set of values | ordered pair. The Curriculum Division mathematics team provides direction and leadership to the mathematics programs, Kindergarten through grade 12. Welcome to Bright Ideas, the e-newsletter of Illuminations. The Chinese automaker – and Volvo owners – revealed not. 1 Count, read, and write whole numbers to 100. Gwinnett’s curriculum for grades K–12 is called the Academic Knowledge and Skills (AKS) and is aligned to the state-adopted Georgia Standards of Excellence in Language Arts (K-12), Mathematics (K-12), and literacy standards for Science, Social Studies, and Technical Education for middle and high school students. 0 Construct using straight edge and compass. Before now, students calculated area by. Essential questions organically inspire the kinds of narrative, informational, and persuasive writing required by the Common Core. Extended K Mathematics. These standards are developed by each state. gov/femp/ Introduction Incorporating energy efficiency, renewable energy, and sustainable green design features into all Federal. Throughout the program the Standards for Mathematical Practice are seamlessly connected to the Common Core State Standards resulting in a program that maximizes both teacher. Geometry made simple and relevant This series is going Out of Print. NCTE/IRA Standards for the English Language Arts. Overarching Essential Questions. The Essentials of High School Math was designed to help students learn the basics of mathematics that they are supposed to understand upon entering high school, as well as the fundamental lessons within Algebra, Geometry, and Statistics that students typically learn in ninth and tenth grade. There are so many great lesson plans and resources out there for arts integration in geometry. Academic Standards + Grade Level Expectations. 373X100001 from the U. McCallum frequently responds within. 1 Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. This is a first grade blog designed to help my class with our Go Math Program. Please click the links below to see suggested replacement series: AGS Geometry Power Basics Geometry Through a clear and thorough presentation, this comprehensive program fosters learning and success for students of all ability levels with extensive skills practice, real-life. Given a number from 1 to 24, output the kissing number to the best of current knowledge (some numbers will have more than one acceptable output). During this period, the content of geometry and its internal diversity increased almost beyond recognition; the axiomatic method, vaunted since antiquity by the admirers of. The initial draft of the Dynamic Learning Maps Essential Elements (then called the Common Core Essential Elements) was released in the spring of 2012. No hidden charges – a fair policy is essential for our relation with the customers. In this article, you’ll learn everything you need to know to teach your child the addition facts—without killing your kid’s love of math or wanting to poke your eyeballs out in the process. For students first enrolled in Grade 9 in 2010-2011 or later, three of the Essential Skills are graduation requirements: Students prove that they have mastered these Essential Skills. Hultgren, Mr. Jasmine's class wrote stories about various animals that focused on the setting of their habitats, and wrote informational texts using summary, description, and comparison. Math Connects is correlated to the Common Core State Standards! Click the CCSS logo to check out the new CCSS lessons and homework practice pages. A closed-form equation is derived for root mean square (rms) value of velocity change (gust rise) that occurs over the swept area of wind turbine rotor systems and an equation for rms value of velocity change that occurs at a single point in space. The heart of the module is the study of transformations and the role transformations play in defining congruence. Geometry is an important part of mathematics, one that deals with shapes and spatial relationships. Welding Procedure Specifications (WPS) This document details the practical application of the Procedure Qualification Record (PQR). Math Progressions Prior to the development of the Common Core State Standards in Mathematics, a series of documents were produced by writers of the Common Core that described a specific topic or concept across a number of grade bands. Find the right K-12 lesson plans - for free. First Grade Standards, First Grade Math Standards, First Grade Math, First Grade Skills, Math Standards First Grade, Geometry Standards, Shape Standards. Reading: Literature Standards; Reading: Informational Text Standards. Sep 25, 2019- Grade 5 materials and resources, lessons, printables, worksheets, projects, and games for Science, especially the NC Essential Standards. state standards. The material should be connected to real-world situations as often as possible, as suggested in the curriculum. 12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc. Personally, think it is a worthwhile subject of study, but I don't think that there is much demand for it in today's design environment. Enduring Understandings Essential Questions. Mathematics Course Updates for 2018–2019 • Differential Equations. Read grade 6 geometry measurement online, read in mobile or Kindle. This is a first grade blog designed to help my class with our Go Math Program. NOTICE: Comments, as submitted, shall be filed with the West Virginia Secretary of State's Office and open for public inspection and copying for a period of not less than five years. And, in most districts, standardized tests are the way understanding is measured. are repeated. Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. 1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. Internet: http://www. Thinking mathematically consists of thinking in a logical manner, formulating and testing conjectures, making sense of things, and forming and justifying judgments, inferences, and conclusions. The competency committee members looked at existing competencies within and outside of our state, Oklahoma high school and college course syllabi, vertical alignment documents, our Oklahoma Academic Standards for Mathematics, and the NCTM Essential Standards for High School Mathematics to determine which essential skills should be included in. The topics covered include the definitions and properties of 2D and 3D shapes, the basic concepts and formulas of perimeter, area and volume, the Pick’s formula, the Cavalieri’s principles, the basic geometric transformations, the concepts of tessellations, the Euler’s polyhedral formula. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. “Unwrap” the Standards Definition of “unwrapping”: The analysis of standards and. The first of. These standards are designed to complement other national, state, and local standards and contribute to ongoing discussions about English language arts. Review the geometry topics youve been learning in class with this convenient and self-paced high school geometry course. Math Curriculum Kindergarten 3. Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Use the four operations with whole numbers to solve problems. The aim was to create a set of common learning expectations for Mathematics and for English Language Arts/Literacy in subjects including literature, history. Standards for Mathematical. Geometry is an important part of mathematics, one that deals with shapes and spatial relationships. Overarching Essential Questions. A super beneficial offer for every customer. TPSP enhances gifted/talented (G/T) programs from kindergarten through high school. High School: Geometry » Introduction Print this page. Essential Standards" Essential Standards; Technology" Chromebooks; Essential Standards. , having four sides), and that the shared attributes can. In addition to the requirement that students meet those content standards, students must also (to the extent practicable) develop and demonstrate skills (Fig. To what extent do we make connections to build relationships between algebra, arithmetic, geometry, measurement, discrete mathematics, probability and statistics? Representing mathematical ideas involves using a variety of representations such as graphs, numbers, algebra, words, and physical models to convey practical situations. Illuminations Navigation Guide. Clear statements about what students must know and be able to do are essential to ensure students are given the opportunity to succeed. The standards serve as goals for teaching and learning. essential questions. Everything At One Click Sunday, December 5, 2010. Common Core Math Curriculum Kindergarten Diocese of Buffalo 2012 1 Math Common Core Curriculum - Kindergarten ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS KINDERGARTEN SKILL VOCABULARY MATHEMATICAL PRACTICES & RESOURCES ASSESSMENT What are numbers? What is counting and how can it be used? Counting and Cardinality K. In the nineteenth century, geometry, like most academic disciplines, went through a period of growth verging on cataclysm. Personally, think it is a worthwhile subject of study, but I don't think that there is much demand for it in today's design environment. Grade 8 Math Revised 07/2008 5 Topic: Geometry/2-D Angles Essential Questions: How is geometry used in life? Performance Indicators Guided Questions Essential Knowledge and Skills Classroom Ideas (Instructional Strategies) Assessment Idea s (evidence of understanding) 8. Common Core and Essential Standards Extended Content Standards Claire Greer Dept. Pilot Eureka math. The NCTM published the process standards in Principles and Standards for School Mathematics. Los Angeles Unified School District Office of Curriculum Instruction and School Support 2014-2015 Common Core Geometry Curriculum Map LAUSD Secondary Mathematics Overview of the Curriculum Map – Geometry June 2, 2014 Draft Page 2 Mathematical literacy is a critical part of the instructional process, which is addressed in:. This provides a rich yet balanced curriculum- attention to numeration and computation without neglecting geometry, data, and algebraic thinking. Geometry is an important part of mathematics, one that deals with shapes and spatial relationships. No hidden charges – a fair policy is essential for our relation with the customers. This High School Geometry Web Guide can be a valuable resource for geometry help and final exam preparation for students, a source of geometry lesson plans for teachers and a geometry refresher for parents. Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard Deleted Standard. The standards emphasize depth over breadth, building upon key concepts as students advance. Standards for Mathematical Practice Common Core State Standards for Mathematics To emphasize the Mathematical Practices, the CCSS gives them their own distinct section, but they are not to be thought of as a separate skill set to be handled in special lessons or supplements. All worksheets created. essential standards chart grade 6 math - Free download as Word Doc (. 1) essential for success in professional life. Math was essential to everything from the first wireless radio transmissions to the prediction and discovery of the Higgs boson and the successful landing of rovers on Mars. The Geometry course outlined in this document begins with developing the tools of geometry, including transformations, proof, and constructions. Browse or search thousands of free teacher resources for all grade levels and subjects. 7 Integrate visual information (e. Knowledge of geometry is not essential as the outputs. Assessment: Standards-aligned assessment, a routine part of ongoing classroom activity, should enhance students' learning and inform instructional decisions. INTRODUCTION. Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning. content in the Common Core State Standards to academic expectations for students with the most significant cognitive disabilities. Welcome to Achieve the Core. Extended K Mathematics. (1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. High School Office; High School Principal's Page; 2019-2020 Course Registration Handbook; Counselor's Corner; High School Daily Schedule; Lunch Menus; 2019-2020 School Supply Lists. BIM handbook: A guide to building information modeling for owners, managers, designers, engineers and contractors. To what extent do we make connections to build relationships between algebra, arithmetic, geometry, measurement, discrete mathematics, probability and statistics? Representing mathematical ideas involves using a variety of representations such as graphs, numbers, algebra, words, and physical models to convey practical situations. | mathematics |
https://www.culturalcentre.ca/youth-mental-math | 2021-01-23T10:46:32 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703537796.45/warc/CC-MAIN-20210123094754-20210123124754-00267.warc.gz | 0.887451 | 173 | CC-MAIN-2021-04 | webtext-fineweb__CC-MAIN-2021-04__0__271415410 | en | YOUTH MENTAL MATH
Studying mathematics is not limited to studying quantities and graphs. Mathematics allows children to develop the ability to think using mathematical logic. Learning the mental math is like mental gymnastics for a child’s intellectual development, it is also a strong way in developing a child’s ingenuity and dexterity. Because the mental math requires learners to simultaneously use their heads and hands to compute, the process effectively stimulates cerebral development, exposes intellectual potential, and grants continuous growth for the learner.
In this course, students will learn how to calculate mathematical problems using the abacus. The standard abacus can be used to perform addition, subtraction, division, and multiplication. The abacus can be used to calculate with great speed.
Course ID: T7100
No. of Classes: 10
Instructor: Lucy Ao | mathematics |
http://jsingh.talons43.ca/2019/06/08/graphing-project/ | 2021-09-23T23:45:35 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057479.26/warc/CC-MAIN-20210923225758-20210924015758-00269.warc.gz | 0.927145 | 340 | CC-MAIN-2021-39 | webtext-fineweb__CC-MAIN-2021-39__0__182190207 | en | I decided to create the Toronto Raptors logo using graphs on Desmos. I decided to create this logo because it involved circle equations, quadratic, square root, linear, and trig functions. I used circle equations to create the outside of the ball, as well as the lower vertical curves on the basketball. I changed the radius and the multiplier on the x/y variables to match the shape. I used quadratic equations to create the horizontal and vertical-middle basketball curves because they fit the small curve shape. I compressed, vertically and horizontally translated, and reflected the graph. I used square root functions to create the vertical-upper basketball curves because it fit the medium curves. I horizontally and vertically translated the graph. I used a trig function for one of the horizontal-middle curves because the sin function matched the light curve of the ball. I also needed a new equation. Finally, I used linear equations for the claw marks on the ball. The claws required a series of straight lines, hence why I used a linear equation. The major challenge I encountered was completing the claw marks. There were so many of them and it took me a long time to complete them. Copying and pasting equations helped me speed it up. I asked other students for input on how to manipulate my graph to make it match. My strategy at the end was to use the sliders to find the values and input them into the variables. I didn’t use this strategy at the beginning, so I had to change all my equations and delete the sliders at the end. Through this project I learned how transform functions with translations, expressions/compressions, and reflections through variables in equations. | mathematics |
http://archive.is/20130111034655/https:/sites.google.com/site/largenumbers/home/2-1/largernumbersinscience | 2018-07-16T21:36:25 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589470.9/warc/CC-MAIN-20180716213101-20180716233101-00635.warc.gz | 0.843645 | 3,879 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__75915531 | en | This article continues from the previous article, by continuing the trend into even larger numbers. These are Numbers that are rarely mentioned outside of tables of large figures cited in physics and astronomy ...
Next up ...
At this point it's getting difficult to keep track of all of those zeroes. One sextillion is rarely heard of, and not well known, but it is officially recognized and the legitimate continuation after quintillion. One Sextillion is 1 followed by 21 zeroes ( 7 groups of 3 ).
The earth has a mass of about 5.98 Sextillion metric tons ( 1 Metric Ton = 1000 kilograms ).
There are about 6 sextillion cups of water in all the oceans of the world
The volume of the earth is about 1.085 Sextillion cubic meters.
The distance between one end of the universe and the other may be about 87.9 sextillion miles !
Now another order of a thousand ...
One Septillion is 1 followed by 24 zeroes ( 8 groups of 3 zeroes ). A Septillion is a Trillion Trillions !
One liter of water contains about 33.4 Septillion water molecules.
The earth has a mass of about 5.98 Septillion kilograms.
One Octillion is 1 followed by 27 zeroes ( 9 groups of 3 zeroes ) . An octillion is a billion billion billions !! It's almost impossible to even comprehend that.
The earth has a mass of about 5.98 Octillion grams.
The mass of the sun is about 1.989 Octillion metric tons.
The volume of the sun is about 1.412 Octillion cubic meters
One Nonillion is 1 followed by 30 zeroes ( 10 groups of 3 zeroes ). A nonillion is a quadrillion quadrillions !? Or a million trillion trillions.
The mass of the sun is about 1.989 nonillion ( 1.989x10^30 ) kg
One Decillion is 1 followed by 33 zeroes ( 11 groups of 3 zeroes ).
The Area of the Milky Way galaxy is approximately 702 Decillion square kilometers.
The mass of the sun is about 1.989 decillion ( 1.989x10^33 ) grams
One Undecillion is 1 followed by 36 zeroes ( 12 groups of 3 zeroes ).
The volume of the M Supergiant Star , Betelguese , is roughly 1.21 undecillion cubic meters.
One Duodecillion is 1 followed by 39 zeroes ( 13 groups of 3 zeroes ).
The great lakes contain roughly 52.92 duodecillion water molecules !!
One tredecillion is 1 followed by 42 zeroes ( 14 groups of 3 zeroes ).
There are about 200 Tredecillion atoms contained in the entire atmosphere of earth
There is about 100 tredecillion grams of matter contained in the grand total of all the stars in the milky way galaxy.
One quattuordecillion is 1 followed by 45 zeroes ( 15 groups of 3 zeroes ), and yes that is the official name. quattuor means "four" in latin, and deci means "ten".
There are about 41.75 quattuordecillion water molecules in all the water on the earth.
One quindecillion is 1 followed by 48 zeroes ( 16 groups of 3 zeroes ). A quindecillion is equal to a trillion trillion trillion trillions !
The earth is composed of about 89 quindecillion molecules
One Sexdecillion is 1 followed by 51 zeroes ( 17 groups of 3 zeroes ).
The volume of the milky way galaxy is about a sexdecillion cubic miles
One Septendecillion is 1 followed by 54 zeroes ( 18 groups of 3 zeroes ).
The Volume of the Pleiades star cluster ( a near by star cluster within the milky way galaxy ) is roughly 226 Septendecillion cubic centimeters
One Octodecillion is 1 followed by 57 zeroes ( 19 groups of 3 zeroes ).
The Pleiades star cluster may contain roughly 800 Octodecillion hydrogen atoms
One Novemdecillion is 1 followed by 60 zeroes ( 20 groups of 3 zeroes ).
The Volume of the milky way galaxy is about 147 Novemdecillion cubic feet.
One Vigintillion is 1 followed by 63 zeroes ( 21 groups of 3 zeroes ). Currently it is the largest "official illion" that is part of a continuous nomenclature starting from million , billion , trillion , etc.
The volume of the sphere approximating the Virgo Super Cluster ( The super cluster in which we reside ) is roughly 3.54 Vigintillion cubic kilometers
ONE THOUSAND VIGINTILLION
A Thousand Vigintillion does not have a proper number name, there is no "illion name" for it. Scientists are perfectly comfortable using "scientific notation" and calling it simply "ten to the sixty sixth". The most common proposal for this number is naturally enough "unvigintillion", based on the trend established with decillion, undecillion, duodecillion, etc.
There are about a thousand vigintillion atoms in our galaxy
ONE MILLION VIGINTILLION
One million vigintillion is also known by number ethusiasts as "duovigintillion".
Note that by the time we reach numbers this big, it becomes very difficult to think of any example at all, not because numbers this big don't have physical representers, but simply because it is difficult to find an example that falls exactly in this range.
The Volume of the observable universe may be roughly a million vigintillion cubic miles
The Virgo Super cluster may contain close to 200 million vigintillion hydrogen atoms in it's 200 trillion stars
ONE BILLION VIGINTILLION
One Billion vigintillion, better known simply as "trevigintillion".
The volume of the virgo super cluster is roughly 3.54 billion vigintillion cubic meters.
The volume of the great wall Super structure ( a giant "filament" composed of galaxy clusters ) is roughly 1.9 billion vigintillion cubic meters
ONE TRILLION VIGINTILLION
One Trillion vigintillion, also called "quattuorvigintillion".
Unfortunately I was not able to come up with an example for this tremendous number, although there must certainly be a trillion vigintillion of something because this number is smaller than the lower bound for the number of sub-atomic particles in the observable universe. Let's just say that there is about a trillion vigintillion sub-atomic particles in 1/1000 of the volume of the observable universe.
ONE QUADRILLION VIGINTILLION
One Quadrillion vigintillion , also called "quinvigintillion".
It is estimated that the observable universe may contain roughly a quadrillion vigintillion sub-atomic particles
ONE QUINTILLION VIGINTILLION
One Quintillion vigintillion, also called "sexvigintillion".
The volume of the universe is roughly a quintillion vigintillion cubic feet
ONE SEXTILLION VIGINTILLION
One Sextillion vigintillion, also called "septenvigintillion".
The volume of the universe is roughly a sextillion vigintillion cubic inches
ONE SEPTILLION VIGINTILLION
One Septillion vigintillion, also called "octovigintillion".
The Volume of the universe is about 47 septillion vigintillion cubic millimeters.
ONE OCTILLION VIGINTILLION
Also called "novemvigintillion".
ONE NONILLION VIGINTILLION
Also called "trigintillion", from the latin word "triginta" for 30.
ONE DECILLION VIGINTILLION
Because of the tremendous scale of these numbers, it is no longer practical to make jumps of a 1000 fold. Instead I will now be making jumps of a billion fold ! Because of this certain "illions" here will have no entries.
One decillion vigintillion is also called "untrigintillion".
The Volume of the universe is 47 decillion vigintillion cubic micrometers.
A micrometer = 10^-6 meters. Microbes can be measured in micrometers.
ONE UNDECILLION VIGINTILLION
Also called "duotrigintillion".
ONE DUODECILLION VIGINTILLION
Also called "tretrigintillion".
ONE TREDECILLION VIGINTILLION
One tredecillion vigintillion is also called "quattuortrigintillion".
The volume of the universe is 47 tredecillion vigintillion cubic nanometers.
A nanometer = 10^-9 meters.
Note: Recall that a Googol = 10^100 . This means that the volume of the universe is
4,700,000 googol cubic nanometers. The Googol is often regarded as impractically large, an not representative of anything in reality. However when we consider the entirety of the known universe divided by the some of the smallest known units of space, we easily exceed the googol. This proves that numbers as big as a "googol" are not as impratical and meaningless as once thought.
ONE QUATTUORDECILLION VIGINTILLION
Also called "quintrigintillion".
ONE QUINDECILLION VIGINTILLION
Also called "sextrigintillion".
ONE SEXDECILLION VIGINTILLION
One sexdecillion vigintillion is also called "septentrigintillion".
The volume of the universe is 47 sexdecillion vigintillion cubic picometers.
A picometer = 10^-12 meters.
ONE SEPTENDECILLION VIGINTILLION
Also called "octotrigintillion".
ONE OCTODECILLION VIGINTILLION
Also called "novemtrigintillion".
ONE NOVEMDECILLION VIGINTILLION
Also called "quadragintillion" from the latin word "quadraginta" for 40.
The volume of the universe is 47 novemdecillion vigintillion cubic femtometers.
A femtometer = 10^-15 meters. It is said that the diameter of protons and neutrons is about 1 femtometer, and that this is also the range of the strong nuclear force.
ONE VIGINTILLION VIGINTILLION
Also called "unquadragintillion".
ONE THOUSAND VIGINTILLION VIGINTILLION
Also called "duoquadragintillion".
ONE MILLION VIGINTILLION VIGINTILLION
Also called "trequadragintillion".
The volume of the universe is 47 million vigintillion vigintillion cubic attometers.
An attometer = 10^-18 meters. It is said that the diameter of electrons and quarks is about 1 attometer.
ONE BILLION VIGINTILLION VIGINTILLION
Also called "quattuorquadragintillion".
ONE TRILLION VIGINTILLION VIGINTILLION
Also called "quinquadragintillion".
ONE QUADRILLION VIGINTILLION VIGINTILLION
Also called "sexquadragintillion".
The volume of the universe is 47 quadrillion vigintillion vigintillion cubic zeptometers.
A zepto meter = 10^-21 meters.
ONE QUINTILLION VIGINTILLION VIGINTILLION
Also called "septenquadragintillion".
ONE SEXTILLION VIGINTILLION VIGINTILLION
Also called "octoquadragintillion".
ONE SEPTILLION VIGINTILLION VIGINTILLION
Also called "novemquadragintillion".
The volume of the universe is 47 septillion vigintillion vigintillion cubic yoctometers.
A yoctometer = 10^-24 meters.
ONE OCTILLION VIGINTILLION VIGINTILLION
Also called "quinquagintillion" from the latin word "quinquaginta" meaning 50.
ONE NONILLION VIGINTILLION VIGINTILLION
Also called "unquinquagintillion".
ONE DECILLION VIGINTILLION VIGINTILLION
Also called "duoquinquagintillion".
The volume of the universe is 47 decillion vigintillion vigintillion cubic milli-yoctometers.
A milli-yoctometer = 10^-27 meters. Normally one is not allowed to combine prefixes, but in this case there is no prefix for 10^-27. We will learn more about this in the next chapter when we discuss SI prefixes.
ONE UNDECILLION VIGINTILLION VIGINTILLION
Also called "trequinquagintillion".
ONE DUODECILLION VIGINTILLION VIGINTILLION
Also called "quattuorquinquagintillion".
ONE TREDECILLION VIGINTILLION VIGINTILLION
Also called "quinquinquagintillion".
The volume of the universe is 47 tredecillion vigintillion vigintillion cubic micro-yoctometers.
A micro-yoctometer = 10^-30 meters.
ONE QUATTUORDECILLION VIGINTILLION VIGINTILLION
Also called "sexquinquagintillion".
ONE QUINDECILLION VIGINTILLION VIGINTILLION
Also called "septenquinquagintillion".
ONE SEXDECILLION VIGINTILLION VIGINTILLION
Also called "octoquinquagintillion".
The volume of the universe is 47 sexdecillion vigintillion vigintillion cubic nano-yoctometers.
A nano-yoctometer = 10^-33 meters.
ONE SEPTENDECILLION VIGINTILLION VIGINTILLION
Also called "novemquinquagintillion".
ONE OCTODECILLION VIGINTILLION VIGINTILLION
Also called "sexagintillion" from the latin word "sexaginta" meaning 60.
There is a theoretical "smallest unit of distance" that arrises in modern physics. It is the result of combining quantum mechanics with general relativity. In general relativity deals with the large scale features of our universe, while quantum mechanics deals with the small scale features.
In general relativity, gravity is reinterpreted as a force which distorts the fabric of space-time, and by doing so, effects the motion of neighboring objects. In otherwords, the theory says that the presense of matter distorts the local space-time.
In Quantum mechanics, what we can't observe is ultimately unknowable. It postulates that at the smallest scale the universe is random and chaotic, and is only governed by laws of statistics. As a by-product of this, it is said that on small scales, "virtual particle pairs" can spontanteously pop in and out of existence. Because these virtual particles are created and destroyed so rapidly, it is argued, that the conversation law of mass-energy is not broken. Another even weirder consequence of the theory is that as the scale gets smaller and smaller, more energy will pop in and out of existence in shorter time frames.
When we combine the 2 theories there is an interesting result. As we go down into smaller and smaller scales, eventually we encounter a scale where highly massive virtual pairs are created. Because of the huge amount of mass, general relativity says there will be a very huge local distruption in the space-time fabric. Eventually these distortions become so severe that the equations literally explode. This "bubbly space-time" is sometimes refered to as "quantum foam".
The result is that the continuity and consistency of space and time ceases to be meaningful. It is said that concepts such as "here" or "there", "past" and "future", get scrambled, so that there is no concept of sequence.
It is therefore impossible to measure distances smaller than this threshold. Hence, it becomes meaningful to talk of a "smallest possible distance that can be meaningfully measured". This minimum distance is called the "Planck Length", and it is approximately 10^-35 meters. So Now what if we take the entirety of the known universe and divide it by the smallest possible spatial unit ? ...
In this case we can say that the volume of the universe is 47 octodecillion vigintillion vigintillion cubic Plank lengths, that's 4.7 x 10^184 Pl^3 .
Note that this volume is computed by treating the universe as if it were the hyper-surface of a 4-dimensional sphere ( sometimes called the "glome" among the polychorists ). One can think of this "glome" as starting out as an infintesimal point at the big bang, and then expanding like a 4 dimensional balloon 4-space. In other words, this volume is only the volume of the universe 'now'. At an earlier time the volume would have been smaller, and in the far future it may be much larger still ! And notice the exponent, 184. Most people think numbers these large have no physical meaning, but what these estimates show is that they may very well represent tangable and measurable things !!
So that's it right ? We have reached the end of physical numbers ... not quite. Assuming the universe will continue to exist and expand the volume will increase with time. Cosmologists usually say the big bang occured somewhere around 15,000,000,000 years ago. What if we were to consider the universe a long long time from now ? ...
This page is now getting too large, so I will continue this discussion in a third part. Now we will consider the very limits of numbers that can have meaning in physics !! | mathematics |
https://lu-csml.github.io/post/ridall2017/ | 2021-12-06T10:38:54 | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363292.82/warc/CC-MAIN-20211206103243-20211206133243-00625.warc.gz | 0.920246 | 313 | CC-MAIN-2021-49 | webtext-fineweb__CC-MAIN-2021-49__0__103535617 | en | Sequential Bayesian estimation and model selection
Work done in collaboration with Tony Pettitt from QUT Brisbane.
I would like to:
- Introduce the Dirichlet form, which can be thought of as a generalisation of expected squared jumping distance, and show that the spectral gap has a variational representation over Dirichlet forms.
- Introduce the asymptotic variance of a Markov chain, which is the theoretical equivalent of the practical measure of 1/effective sample size, and provide a variational representation of this. Amongst other results this leads to a trivial proof of the Peskun ordering.
- Introduce the conductance of a Markov kernel; if this is strictly positive then all sensible asymptotic variances are finite.
Over the last 40 years, Bayesian estimation and model selection has been implemented to address a large variety of complex real-world problems through the use of sophisticated sampling schemes. However, for each stochastic method, there is a computational cost. For our application, the cost of using stochastic techniques is so high that we explore the use of an alternative deterministic method. Through the use of a proposal mechanism we assemble potential models sequentially and in parallel, truncating those with insufficient cumulative evidence. Our model shows big improvements in speed over RJMCMC and also is able to accommodate parameter drift. This was not modelled satisfactorily in the paper of Ridall et al., 2006.Page created on Wednesday, Dec 20, 2017 | mathematics |
https://certa-auto.com/s9ps5960nt/Microsoft-Equation-download.html | 2021-12-05T13:41:43 | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363189.92/warc/CC-MAIN-20211205130619-20211205160619-00356.warc.gz | 0.877184 | 5,514 | CC-MAIN-2021-49 | webtext-fineweb__CC-MAIN-2021-49__0__99071406 | en | To install this download: Click the Download button next to the MASetup.exe file, and save the file to your hard disk.; Make sure that all instances of Word, OneNote, or OneNote Quick Launcher are closed. Double-click the MASetup.exe program file on your hard disk to start the Setup program.; Follow the instructions on the screen to complete the installation Microsoft Equation Editor 3.0 is no longer supported. Math Equations created using Microsoft Equation Editor 3.0 may not display due to absence of MT Extra font. To fix the issue download and install MT Extra font and restart the Office application The Microsoft Equation Editor also allows users to export their equations to several image formats such as JPG, PNG, BMP, and GIF. Microsoft Equation Editor 3.0 free download lets you save your mathematical equations in different sizes, colors, and styles. You can also modify the background to fit what you want
Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor. The content here describes this feature for users who have installed this update EquatIO. Easily create mathematical equations, formulas and quizzes. Intuitively type or handwrite, with no tricky math code to learn. EquatIO digital math can only be inserted to and extracted from Microsoft Word. Until now, writing equations and math expressions on your computer has been slow and laborious. EquatIO makes math digital, helping. Office now includes a newer equation editor. Microsoft makes no warranty, implied or otherwise, regarding the performance or reliability of these products. Resolution While the new equation editor will not edit existing equations that were created by Equation Editor 3. Free Microsoft Equation Editor Downloads
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Microsoft Equation 3.1 - newjerseyclever. Microsoft Equation 3.1. Step 1 Equations. Microsoft Equation 3.1 Download. Microsoft Equations Shortcuts. Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor Math equations that are created by Microsoft Equation Editor 3.0 are no longer supported. Such equations will not be displayed when the MT Extra font is missing from the local system. This update installs the MT Extra font to enable display of math equations that are created by Microsoft Equation Editor 3.0. How to download and install the. Microsoft Equation Editor 3.0 (MEE) was a third-party component that was included in many versions of Office to help users add math equations to documents. MEE was pulled from the product, retroactively back to Office 2007, due to security concerns MathType, the world's most famous equation editor, is now available in its new version as an Add-In for Microsoft Word. MathType is available for: - Word online - Word for Windows and Mac (Microsoft 365) - Word for iPad. One subscription, all office tools include Microsoft Math Solver. Solve Practice Download. Solve Practice. Topics Solve Equations
Easy to use. Write equations with an interface that provides a user-friendly experience from day one; forget about having to learn LaTeX to write math on a computer. It does not matter if you are a beginner or an advanced user, MathType is for everyone and adapts to your personal style of writing math, so you can focus on your projects at hand .Windows 8, 7, & Vista..
Microsoft Equation Editor 3.0 Mac Download. Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor. LaTex Equation Editor v.1.01 A LaTeX equation editor for Windows with OLE Server capabilities. Microsoft Mathematics provides a set of mathematical tools that help students get school work done quickly and easily. Thanks to Microsoft Mathematics, students can learn to solve equations step-by-step while gaining a better understanding of fundamental concepts in pre-algebra, algebra, trigonometry, physics, chemistry, and calculus
Microsoft Equation Editor 3.0 free download - Microsoft XML 3.0 Core Services Vulnerability Patch, Microsoft Agent Character Editor, Microsoft .NET Framework 3.0 Service Pack 1 , and many more. Microsoft Equation Editor 3 0 free download - Microsoft DirectX Redistributable (June 2010), Microsoft DirectX Drivers (Windows 95), Microsoft DirectX Drivers (Windows 98/98SE/Me), and many more.
. Windows. Mac. MathType is a powerful interactive equation editor for Windows and Macintosh that lets you create mathematical notation for word processing, web pages, desktop publishing, presentations, elearning, and for TeX, LaTeX, and MathML documents Creare espressioni aritmetiche, funzioni ed equazioni Equation Editor 64 bit download - X 64-bit Download - x64-bit download - freeware, shareware and software downloads To use the Equation Editor in an Office application. Open the desired Office application. Click Insert, and then Object . In the list of Object types, choose Microsoft Equation (this will open the Equation Editor). In the Equation Editor window, form your equation; when finished, click the red X in the upper right to close the window Saavvii for Microsoft Word v.1.8.1130. Saavvii for Microsoft Word is a free plug-in that allows you to tell Word what you want, in your own way, in your own words. It frees you from having to memorize menus and toolbars - just type in what you want, in your own words, and Word will do it. File Name:SaavviiWordSetup.exe
An introduction to using the equation editor feature of Microsoft Word 2007 These equation editor shortcut as termed as Math AutoCorrect and are available in versions of Microsoft Word 2007 and above. Equation editor shortcut has a potential to save a lot of time and effort. For e.g., to get Greek letter , you can type \alpha instead of going to Symbols in Insert Tab and searching for Download Microsoft Equation Editor Linux Software. Advertisement. Advertisement. SMArTH v..05.02 sMArTH is a SVG and ECMAScript-powered equation editor for MathML and.
hi this is about add ons for a normal computer, not a Tablet PC How can you get microsoft equation editor without having to buy the cd? There is no link on the microsoft downloads page. i need it for GCSE coursework. please help and send me a link or something. And also, is it free?? · Hi adasha, the equation editior ships as part of Office, I don't. Microsoft Office has many frequently used equations built in, so that users are able to insert them quickly, and need not to use equation editor any more. The present problem is that where to find out the equations in Microsoft Word 2007, 2010, 2013, 2016, 2019 and 365. Now this article will illustrate two ways to get it, simple and fast Convert Microsoft Equation 3.0 Download For Office 2016 Editing equations created using Microsoft Equation Editor. Microsoft Equation Editor 3.0 (MEE) was a third-party component that was included in many versions of Office to help users add math equations to documents Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor. Equation editor 3.0 free download, EditPlus 3.41, EditPlus 3.50, Equation 2012
Microsoft suggested affected users can edit Equation Editor 3.0 equations without security issues with Wiris Suite's MathType, a commercial application that costs $97 ($57 academic). They did not specify the basis upon which the phrase without security issues was provided, but MathType seems to have a clean public security record so far This is mainly of concern to those dealing with equations in files created prior to Office 2007, which includes a separate equation writing component not implicated by the security issue. Microsoft retained Equation Editor 3.0 in later versions of Office to maintain backward compatibility. Resurrected. That isn't the end of it, however Download function in Power Apps. 05/04/2020; 2 minutes to read; g; t; N; In this article. Downloads a file from the web to the local device. Description. The Download function downloads a file from the web to the local device.. In native players (Windows, Android, and iOS), the user is prompted for a location to save the file Attempt to insert an equation. From the top menu, select Insert → Object → Create New. If you see Microsoft Equation 3.0 or Math Type in the Objects list, select it to insert an equation. Otherwise, go to the next step. Once you've inserted an equation, a small window will open with various symbols Resolution. While the new equation editor will not edit existing equations that were created by Equation Editor 3.0, it allows you to insert new equations, common equations, or ink equations written by hand. The equation function can be found in Word, Excel, or PowerPoint under the Insert tab. For more information about inserting and editing.
. A LaTeX equation editor for Windows with OLE Server capabilities. Microsoft Photo Editor ships with Microsoft Office 97 and the stand-alone versions of Microsoft Word 97 and Microsoft PowerPoint 97. EqualX is a handy, easy to use tool specially designed to offer you an interactive equation editor that helps you create. Microsoft Equation Download Software Microsoft Configuration Change Windows 2000/XP/200 v.870669 Microsoft teams have confirmed a report of a security issue known as Download .Ject affecting customers using Microsoft Internet Explorer, a component of Microsoft Windows Download Microsoft Equation Software Microsoft SQL Server Desktop Engine v.2000 Download Microsoft SQL Server 2000 Desktop Engine (MSDE 2000) Release A Download Microsoft SQL Server 2000 Desktop Engine (MSDE 2000) Release A, a new release of MSDE 2000 that is now available for free
. Compatible with Excel, Word, and PPT. 100% free and safe Download Microsoft Math Add-in for Word for free. Microsoft Math Add-in for Word - The Microsoft Math Add-in for Microsoft Office Word 2007 makes it easy to create graphs, perform calculations, and solve for variables with equations created in Word
Free Microsoft Equation Editor Software. LaTex Equation Editor v.1.01. A LaTeX equation editor for Windows with OLE Server capabilities.. File Name:latexee101.zip. Author: Emilio Martinez Leyva. License:Freeware (Free) File Size: Runs on: WinXP, Windows Vista, Windows 7, Windows 7 x64. Advertisement Download Microsoft Mathematics Add-In for Word and OneNote - A simple and intuitive addin for Microsoft Word or OneNote which can help you insert complex equations into your documents with eas
.0 Service Pack 2 (WSUS 3.0 SP2) delivers updates to corporate environments from Microsoft Update. This release adds new features and fixes issues found since the release of the product. WSUS 3.0 SP2 delivers important customer-requested management, stability, and performance improvements.Some of the features and improvements include the following: * Integration. Download mathtype for 64 bits for free. Office Tools downloads - MathType by Design Science, Inc. and many more programs are available for instant and free download a) If [Alt=] is implemented inside a document paragraph, then the equation is known as in-line equation mode. Example: If we have , the system will b) If [Alt=] is implemented at a separate line (no attached text before or after the equation), then the result is on the off-line mode and will be centered automatically Microsoft Office 2019 lets you add SVG (Scalable Vector Graphics) to documents, worksheets, and presentations. It has a built-in translator that works with Microsoft Word, Excel, and Powerpoint. Microsoft Office 2019 lets you create math equations using LaTeX syntax. You can now make smooth transitions, object movements across your slides with. Downloads. Download universal GrindEQ installer (32-bit and 64-bit compatible) DOWNLOAD GrindEQ Math Utilities 2021. If your antivirus blocks downloading, try this link: GrindEQ_Math_Utilities_2021.zip . Please register your copy of GrindEQ: Microsoft Equation [GrindEQ] Languages and themes
Download LaTeX Equation Editor for Windows for free. LaTeX Equation Editor provides an interactive editor for LaTeX equations. View the results of your edits live without having to recompile your entire thesis Microsoft Excel 2021. Download. All in all, Microsoft Excel is capable of handling various types of data and provides you the facility of opening and editing these files with the help of various useful options. You can access data from many resources, store it in tabular form, apply formulas to perform calculations, generate graphical. It is also integrated with other office and productivity software like Microsoft Word, Microsoft Powerpoint, and Apple Pages. By collaborating with these desktop applications, you can quickly add equations and formulas onto your documents. MathType for Windows is compatible with Windows 7 or newer as well as Microsoft Office 2007 or newer
TK Solver Player. Download. 4.8 on 6 votes. TK Solver™ Player for Excel is free software for sharing packaged Excel applications and mathematical models created in TK Solver 5. TK Solver ™ Player for in TK Solver 5.0 Premium Edition is a collaborative math engine that. Free mathtype 5 software download. Office Tools downloads - MathType by Design Science, Inc. and many more programs are available for instant and free download Microsoft Equation Editor 3.0 Download. Convert Microsoft Equation 3.0. The converting capabilities of Word-to-LaTeX are illustrated on a numbered MathType equation, a few inline MathType expressions, one inline Word equation, and one displayed Word equation. Let us convert a short sample document containing both MathType and Microsoft Word.
Microsoft Math solver app provides help with a variety of problems including arithmetic, algebra, trigonometry, calculus, statistics, and other topics using an advanced AI powered math solver. Simply write a problem on screen or use the camera to snap a math photo. Microsoft Math problem solver instantly recognizes the problem and helps you to. Download Microsoft Equation Editor Software. EqualX for Linux v.0.42 EqualX is an interactive equation editor that helps you create mathematical notation for word processing, web pages, desktop publishing, presentations, elearning in LaTeX. FREE Equation Illustrator (tm) v.188.8.131.52 FREE Equation Illustrator (tm) is designed to ease the.
Plot an equation as an interactive graph. Just insert it onto your canvas/page, and enter an equation. The text box will automatically accomodate math view! When you are done typing, hit Enter. And voila! An interactive graph for your equation is ready to play with! Add-in capabilities. When this add-in is used, it Insert Inline Equation Ctrl+Alt+Q (Windows), Ctrl+Q (Mac) . Opens a new MathType window ready for you to enter an equation. If you have defined equation preferences for new equations (using the Set Equation Preferences command), these settings will be used in the MathType window. Otherwise MathType 's current preferences for new equations will be used. The resulting equation is inserted inline. Microsoft Equation helps you add fractions, exponents, integrals, and so on to Word documents. You start building an equation by opening Microsoft Equation: To insert an equation in your document, on the Insert tab, in the Symbols group, click the arrow next to Equation equation 3.0 free download. DWSIM - Open Source Process Simulator DWSIM is an open source, CAPE-OPEN compliant chemical process simulator for Windows, Linux and macO
Microsoft Equation Editor Download; Ad. A LaTeX équation editor for Home windows with OLE Machine capabilities. Microsoft Photo Editor ships with Microsoft Workplace 97 and the stand-alone variations of Microsoft Term 97 and Microsoft PowerPoint 97. Microsoft Image Editor will be set up when you perform a custom made or complete set up from. Hypatia is a next generation smart math equation editor designed to work the way you do. Finally, a fast and easy way to include math equations in Microsoft Word and Powerpoint. Hypatia offers an unparalleled user experience, this will be your fastest math editor hands down. - Easy-to-use user interface with the fastest math equation editor in. information when, for example, you select an equation in a Microsoft Word document. Word's status bar near the bottom of the screen will show something like, Double-click to Edit MathType 5 Equation. MathType Setup automatically registers MathType 5 as the editor for equations created by all earlier versions of MathType and Equation Editor After finishing equations, you can use Shift+Enter to render the equations. Insert LaTeX equation in PowerPoint Install IguanaTex. To type LaTeX in PowerPoint, you can use IguanaTex. Download it from here. Following instructions on the website (there is a installation part) and set up IguanaTex properly Change The Equation Font In MS Word. First, you need to insert an equation. On the ribbon, go to Insert>Equation. Type in an equation. Once you're done, select it and on the 'Design' tab, click the 'Normal Text' button on the Tools box. Next, go to the Home tab, and from the Font dropdown, select any font you like. The equation font.
Microsoft Office 365, 2016, 2013, 2010, & 2007 — MathType Ribbon Tab in Word and PowerPoint: MathType takes full advantage of Office's Ribbon User Interface making it easier than ever to do equation operations in documents and presentations. New equation numbering and browse features work with all Word equation types Now, lets explore how we can use it in PowerPoint 2010, first of all launch MS PowerPoint 2010 and click Insert . You will be able to see Equation editor option as shown in following screenshot. Now it is very easy to add different types of formulas and equations. Just click the drop down button located under Equation option Select Microsoft Equation 3.0 from the list. In PPT 2003, it was possible to drag an Equation Editor icon to the toolbar, but you can't do that in PPT 2007. One solution is to put Insert/Object on the Quick Access Toolbar (QAT -- it's in the upper left of the PPT window, to the right of the Office icon) Writing equations in LaTeX. Producing Einstein's famous equation in LaTeX is almost as simple as writing E = mc^2. The only formatting there is the caret (^), which indicates a superscript. But.
Now the object will be opened where you choose Microsoft Equation 3.0 and click on Ok button. Step 11. A new window will be opened where you can choose the equation you need. But Word 2013 will treat this as a Microsoft Office Word's object. It is the main difference between this equation and a previous equation Cut the equation ( Ctrl + X is a convenient way to do this), open MathType, paste the equation into MathType, edit it if you need to, then insert it into Visio as in step 1. The equation will be unscrambled. Do not double-click an equation to edit it. This is the best advice we can give. As described in step 4b above, this can work if the. In addition in the 2007 version when I used microsoft equation editor 3.0, and I would type 2 characters beside each other, the would seperate significantly. fx would become f x with a great big space inbetween. Shagbark says: September 13, 2013 at 3:56 am. There is no Insert Object in Microsoft Word 2010.. To change or edit an equation that was previously written, Select the equation to see Equation Tools in the ribbon.. Note: If you don't see the Equation Tools, the equation may have been created in an older version of Word. Choose Design to see tools for adding various elements to your equation. You can add or change the following elements to your equation L A T E X-to-Word. LaTeX-to-Word converts LaTeX, AMS-LaTeX, Plain TeX, or AMS-TeX documents to Microsoft Word format. Choose either Microsoft Equation, Equation Editor 3.x, or MathType format for converted equations; LaTeX cross-referencing and Microsoft Word cross-referencing fields are supported; Convert a whole LaTeX document or a selected part
Works with Microsoft Word for Windows, 32-bit and 64-bit compatible. Convert your Microsoft Word documents to LaTeX or TeX; Convert equations (Microsoft Equation, Equation Editor 3.x, and MathType) in editable form; Prepare equations for publication on the Internet using the optional MathJax compatibility mode; Edit article and book styles The issue is that Microsoft Word was using a licensed cut-down version of MathType to edit equations. That licence ran out, so they can no longer legally include MathType in their product. Microsoft instead uses the new PC-version of Microsoft Equation in Word 2016. That software cannot edit Equation 3.0 artefacts Version 6.9. Now supports Microsoft Office 2013 and Office 365: Office 2013 and Office 365: MathType 6.9 is fully compatible with Office 2013 and Office 365 installed on Windows 7 and 8 computers. Office 2010, 2007, 2003, and XP: MathType 6.9 is fully compatible. Office Web Apps, Office Mobile, and Office RT: MathType equations cannot be edited in these Office versions but equations created in.
Windows patches: Microsoft kills off Word's under-attack Equation Editor, fixes 56 bugs. Microsoft removes Equation Editor from Word after finding more attacks on Office users LaTeX-to-Word in 3 steps. Step 1. Open your LaTeX document (*.tex) in Microsoft Word: on the File tab, click Open and then click Browse. in the type list, click LaTeX [GrindEQ] (*.tex) and Open the document. Step 2. Update cross-references if needed: press Update button, or select Update command Shay Riggs · April 11, 2018 at 4:23 am . To use the new equation editor, you need a font that contains the appropriate OpenType Math features. On Windows this should just be a case of right-clicking the font in Explorer and selecting Install, or dragging it into the Fonts folder The vulnerability lies in the Office Equation Editor process (EQNEDT32.EXE), a legacy formula editor that allows users to construct math and science equations. The editor is included in the Microsoft Office package and several other commercial applications. Although the application can be used on its to formulate mathematical equations, it's. For Microsoft Equation Editor Users. MathType is the professional version of the Equation Editor in Microsoft Office and many other products. When Equation Editor users experience MathType, they are amazed when they see all the features they've been missing. We invite you to download a free, fully functional, 30-day MathType evaluation
Word 2019 or later on Mac Word on iPad (Microsoft 365) Word on Windows (Microsoft 365) Word online The process described on this page is for MathType add-in that's available through Word's Add-ins dialog. Creating and editing an equation is straightforward. Just click the MathType i.. | mathematics |
https://cpm.org/testimonials-1/2015/3/20/wuw2ety2do7a6tv54u51rp6u80uf1t | 2019-08-24T13:35:57 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027321140.82/warc/CC-MAIN-20190824130424-20190824152424-00175.warc.gz | 0.980911 | 178 | CC-MAIN-2019-35 | webtext-fineweb__CC-MAIN-2019-35__0__148507755 | en | I was taught math in high school using CPM and those experiences are why I chose teaching as a career. I remember being in college and being able to explain the "why" a concept works while other students were trying to memorize material. CPM built a pathway in my mind that I was able to access because I had a deeper understanding of the ideas and how they fit together. Now I am able to share the program with my students.
I now see the same results with my students. They don't just know the Pythagorean theorem, they know why it works and where it comes from. The discovery and applications of the ideas are things that stay with the students for future math classes. There is a connection that allows students to apply the new ideas over and over. CPM is not only teaching math; it is teaching problem solving skills for all parts of life. | mathematics |
https://www.internationalphoneticassociation.org/icphs-proceedings/ICPhS1999/p14_0925.html | 2024-04-19T15:09:00 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817438.43/warc/CC-MAIN-20240419141145-20240419171145-00248.warc.gz | 0.847649 | 192 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__94864724 | en | 14th International Congress of Phonetic Sciences (ICPhS-14)
San Francisco, CA, USA
The work reported in the paper explores the possibility of formulating (parts of) a model for Danish intonation in mathematical terms. It is hypothesised that - if the prosodic phrasing is known - F0 of a stressed syllable can be described by a linear function with two independent variables, viz. its position in the sentence and in the prosodic phrase. Analysis of a material of read-aloud sentences shows the hypothesis to be tenable. Further analysis indicates that the mathematical model can be used for generating sentence and phrase intonation contours in a text-tospeech system.
Bibliographic reference. Petersen, Niels Reinholt (1999): "Modelling Danish sentence and phrase intonation", In ICPhS-14, 925-928. | mathematics |
https://www.surrey-chambers.co.uk/news-listing/new-specialist-maths-school-for-guildford-gets-government-green-light-to-proceed/ | 2023-12-07T20:52:35 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00226.warc.gz | 0.943147 | 879 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__275675409 | en | New specialist Maths School for Guildford gets Government green light to proceed
21st May 2019
++ SuMS to encourage more girls into STEM ++
++ University of Surrey and GEP Academies join forces to find the next generation of mathematicians ++
University of Surrey and Guildford Education Partnership (GEP Academies), the Multi Academy Trust behind George Abbot, Kings College and five other local schools, today announce that the Department for Education has given the go-ahead to progress to the next stage of development of a new specialist Maths School in Guildford. The proposed new school is targeting an opening date of September 2021.
Delivering A-level education for 16-19 year olds with particular aptitude and promise in maths, the Surrey Maths School (SuMS) will help increase the numbers of highly talented students applying to do STEM degrees at university. Recruitment will particularly target female students who are still underrepresented in Science, Technology, Engineering and Mathematics (STEM) subjects, as well as other groups who might otherwise not have had the support to win places on the most competitive and prestigious STEM courses at university.
Today’s announcement of SuMS coincides with a parallel announcement of another specialist Maths School in Lancaster. There are currently only two such schools in operation – at Kings College London and Exeter University – with two more, associated with the Universities of Liverpool and Cambridge, already in development.
Combining the University of Surrey’s outstanding STEM expertise and GEP Academies’ outstanding contribution to initial teacher training, SuMS will also play a leading role in supporting the development of maths teachers and teaching in other local schools.
SuMS will also focus on widening participation in Higher Education, focusing on young people from disadvantaged backgrounds, bringing additional benefit to local schools and the community more generally.
Because of its highly specialist focus, SuMS will focus on recruiting a small number of outstanding post-16 pupils from a wide range of schools across Surrey and the surrounding area. This will complement and support existing STEM provision at sixth form level in Guildford and neighbouring areas. The partners are working towards an opening in 2021.
Minister for Schools, Lord Agnew said:
“Maths schools support talented young people to reach their potential by tapping into the expertise of top universities – and Ofsted has found that they excel in recruiting students from disadvantaged backgrounds to fulfil their potential.
“I’m confident that this exciting partnership between the University of Surrey and Guildford Education Partnership will build on those successes and boost the prospects of talented mathematicians in the region.”
Chris Tweedale, Chief Executive of GEP Academies said:
“We are delighted that SuMS has been given the Ministerial green-light to progress to the next stage of development. Our close partnership with the University of Surrey will ensure that this exciting new maths school will become a real beacon of excellence for talented mathematicians across Surrey. We are particularly keen to encourage more girls to take forward their interest in STEM subjects, and we are equally passionate about the role SuMS will play in helping train and develop maths teachers in the region.
Professor Max Lu, Vice Chancellor at the University of Surrey, said:
“We are thrilled with this opportunity to generate excitement and enthusiasm amongst the next generation of outstanding STEM students across Surrey. The significant schools expertise of GEP Academies and our own excellence in STEM subjects in higher education means we can look forward to equipping talented students with the knowledge and skills to build influential and rewarding STEM careers.”
Professor Ian Roulstone, Head of the Department of Mathematics at the University of Surrey, said:
“Harnessing the expertise in the leadership and teaching staff at SuMS, with our own considerable academic experience in mathematics, we’re committed to boosting capabilities and enthusiasm for enhancing STEM education at schools across Surrey in a variety of novel and innovative ways. This new school will play an important role in widening participation in STEM subjects for girls and other groups underrepresented on the most prestigious university courses in maths and related subjects.”
With the go-ahead to proceed to the next stage of development, the University of Surrey and GEP Academies will be working in close partnership to progress plans, as SuMS moves towards opening in September 2021. | mathematics |
https://filmashqip.xyz/john-baez-gauge-fields-knots-and-gravity-49/ | 2019-11-22T16:40:35 | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496671363.79/warc/CC-MAIN-20191122143547-20191122172547-00408.warc.gz | 0.935219 | 1,022 | CC-MAIN-2019-47 | webtext-fineweb__CC-MAIN-2019-47__0__26706101 | en | This is an introduction to the basic tools of mathematics needed to understand the relation between knot theory and quantum gravity. The book begins with a. Title, Gauge Fields, Knots and Gravity Volume 4 of K & E series on knots and everything. Author, John C. Baez. Edition, reprint. Publisher, World Scientific, Gauge Fields, Knots and Gravity has 44 ratings and 3 reviews. Jon said: This text is aimed at undergraduates, but I would readily recommend it to grad st.
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The relation of gauge theory to jphn newly discovered knot invariants such as the Jones polynomial is sketched. This text is aimed at undergraduates, but I would readily recommend it to grad students as well. No trivia or quizzes yet.
Gauge Fields, Knots and Gravity
Backgrounds Of Arithmetic And Geometry: To ask other readers questions about Gauge Fields, Knots and Fisldsplease sign up. The writing is not overly dense, the exercises are well thought out and usually easy, and the authors easily switch back and forth between mathematical and physical language. For the individual reader, it is a great way to be lured into the study of the mathematics that underlies contemporary theoretical physics.
Tim Robinson rated it really liked it Jan 19, Evgueni Foelds rated it it was amazing Jun 06, It offers an excellent way of treating the subject with mathematical rigor while keeping the physical motivation and usefulness of these mathematical concepts close at hand. World Scientific- Science – pages. Lists with This Book.
The book begins with a rapid course on manifolds and differential forms, emphasizing how these provide a proper language for formulating Maxwell’s equations on arbitrary spacetimes.
I read this little book some years ago and I really enjoyed.
Gauge Fields, Knots And Gravity
Books by John C. It is a disadvantage since it can’t be deep enough, so suddenly you may find yourself confused if you haven’t seen these topics before. There are no discussion topics on this book yet. Nicolas Delporte rated it gravith was amazing Nov 03, George Hagstrom rated it it was amazing Apr 05, May 08, David rated it really liked it Shelves: The authors then introduce vector bundles, connections and curvature in order to generalize Maxwell theory to the Yang-Mills equations.
Check out the top books of the year on our page Best Books of Jonathan Shock rated it really liked it Apr 06, We’re featuring millions of their reader ratings on our book pages to help you find your new favourite book.
Home Contact Us Help Free delivery worldwide. The Best Books of James rated it really liked it Jun 30, Andrei rated it liked it Jul 01, The book begins with a rapid course on manifolds and differential forms, emphasizing how these provide a proper language for formulating Maxwell’s equations on arbitrary The explanations are clear and the style is one that physicists will certainly appreciate also mathematicians, but perhaps they would prefer more theorem and proof style, absent here.
Gauge Fields, Knots And Gravity by Baez/Muniain | Physics Forums
Jack Wimberley rated it really liked it Jun 18, Goodreads helps you keep track of books you want to read. Jessica Zu rated it really liked it May 31, Gauge Fields, Knots And Gravity. John rated it it was amazing Mar 25, Looking for beautiful books? From Order To Chaos – Essays: Matthew Tornowske rated it it was amazing Nov 06, Sam Roelants rated it really liked it Nov 22, Table of contents Electromagnetism: A change of a topological property that creates a really big problem and literally divides physics in two.
Description This is an introduction to the basic tools of mathematics needed to understand the relation between knot theory mnots quantum gravity.
Review quote “This book is a great introduction to many of the modern ideas of mathematical physics including differential geometry, group theory, knot theory and topology. Sep 06, Jon Paprocki rated it really liked it.
Oct 10, Saman Habibi Esfahani rated it really liked it. To sum up it is a good book to gain a picture about the bsez but not a good book to understand the details and it is a problem since the book tries to prove gfavity explain a lot of these details. It can be read by advanced undergraduates, as it assumes nothing more than advanced calculus and linear algebra I read this little book some years ago and I really enjoyed. My ideal textbook is somehow both pedagogical and an excellent reference, an almost impossible feat to achieve.
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https://www.eagleequip.com/STORAGE_LIFT_ILLUSTRATION.html | 2023-01-29T09:11:41 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499710.49/warc/CC-MAIN-20230129080341-20230129110341-00146.warc.gz | 0.897619 | 315 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__274053040 | en | The lift will undoubtedly fit in your garage. The post height is only 84" on the 8000 and 92" on the 8000XLT.
The real question is whether your cars will fit on top of and underneath the lift and that is dependent upon the height of your vehicles and the height of your garage ceiling. Simple math will help here. Add the height of both vehicles together and add another 8" to that. The result must be less than your ceiling height in order for the lift to work in your garage.
(A) Height of vehicle 1- + (B) Height of vehicle 2-
Plus + (C) Track Thickness & Clearance- 8"
Equals = (D) Total height:
(E) Your Ceiling height:
(E) measurement must be equal to or greater than (D) measurement.
Next, the lift will have a maximum clearance underneath of 70" on the 8000 model and 77" on the 8000XLT model when resting on the highest safety lock position. The vehicle you park underneath must be lower than 70" to use the 8000 model or 77" for the XLT model. The vehicle you park on top must be lower than your ceiling height less 74" for the 8000 or 81" for the 8000XLT. (Also, consider the location of your garage door when open and garage door opener if you have one.)
Safety locking positions are spaced at 4 ½ " intervals so if you need to stop the lift at a lower height you may do so. | mathematics |
https://ph.hisvoicetoday.org/1963-decibel-db-calculator.html | 2022-01-18T10:34:49 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300810.66/warc/CC-MAIN-20220118092443-20220118122443-00445.warc.gz | 0.688131 | 164 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__129089132 | en | The calculation of decibels requires the use of logarithms. Tables of other calculators may not always be available and the calculator below provides a very easy method of calculating a value in decibels from a knowledge of the input and output power levels.
Simply enter the values for the input and output levels into the decibel calculator, press calculate, and the calculated answer will be provided.
Decibel calculator for power levels
To use the calculator, enter the values of the input and output power levels and then click 'Calculate' and the decibel result will be calculated and presented in the output box.
Decibel Calculator for Power Levels
The decibel, dB calculator enables values of decibels to be calculated on-line from a knowledge of the input and output power levels. | mathematics |
http://amk2012.math.sze.hu/invitation | 2017-04-28T02:20:28 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122726.55/warc/CC-MAIN-20170423031202-00542-ip-10-145-167-34.ec2.internal.warc.gz | 0.8889 | 378 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__107300440 | en | The János Bolyai Mathematical Society in cooperation with the Széchenyi István University in Győr organizes the János Bolyai Applied Mathematics Conference 2012 from June 21st until the 23rd , 2012. The conference will be held in Győr on the University campus.
The objective of the conference is to present current social, technological and economical challenges in the formulation and solution of which mathematics plays the key role. It also intends to create a new forum to develop multidisciplinary co-operations and to inspire mathematical research in new directions.
The conference program is structured according to the following application areas:
Financial and Actuarial Mathematics
Vehicle- and Machine Industry, Energy
Biology, Medical Applications, Pharmaceutical Industry
Telecommunication and Web-Technologies
We organize the presentations related to these areas in parallel streams. In cca 50% of the presentations the focus will be on the introduction of novel mathematical tools motivated by a relevant application. The language of the conference is Hungarian and English.
A single stream includes four 45 minutes special invited talks, plus five invited sessions each consisting of three 30 minutes talks. PhD students will be given the opportunity to present their works at a brief poster session. For each stream we will have a plenary talk of general interest. In addition, a panel discussion on the potential and financing of applied mathematics research will also take place.
As for the mathematical aspects of the conference we consider SIAM events and publications as appropriate references. Professional supporters of the conference are the Hungarian Operations Research Society and the John von Neumann Computer Society. In addition, financial aid for young researchers the support of Széchenyi István Egyetem, AUDI Hungaria Motor Kft, Morgan Stanley Hungary Analytics and MTA SZTAKI is greatfully acknowledged. | mathematics |
https://www.march2success.com/main/learnmore/stem | 2022-10-01T18:33:23 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336880.89/warc/CC-MAIN-20221001163826-20221001193826-00166.warc.gz | 0.827696 | 234 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__129528058 | en | SCIENCE, TECHNOLOGY, ENGINEERING AND MATH
March 2 Success includes materials to help meet STEM requirements. Teaming with Petersons, we have added practice test banks with detailed explanations in the following categories:
- Social Science: A total of 1002 practice questions covering Macroeconomics, Microeconomics, Financial Accounting and Personal Finance.
- Nursing: Practice materials for all standards nursing entrance exams – PAX-RN, PSB-Registered Nursing School Aptitude Examination (RN), Test of Essential Academic Skills (TEAS), and PSB-Health Occupations Aptitude Examination.
- Technology: A total of 1200 practice questions covering Information Systems and Computer Applications, Introduction to Computing, Management Information Systems and Technical Writing.
- Pre-Engineering: A total of 725 practice questions covering Pre-Calculus, Calculus, and Physics.
- Math: Includes 1194 practice questions covering Algebra, College-Level Algebra, Data Analysis and Probability, Geometry, Numbers and Operations, Trigonometry, Pre-Calculus, Statistics and Business Math. The Math unit also includes learning modules with interactive exercises. | mathematics |
http://www.econ.cam.ac.uk/graduate/mphil/index.html?mphil=Economics | 2017-02-21T05:38:35 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170651.78/warc/CC-MAIN-20170219104610-00179-ip-10-171-10-108.ec2.internal.warc.gz | 0.922779 | 631 | CC-MAIN-2017-09 | webtext-fineweb__CC-MAIN-2017-09__0__38837550 | en | MPhil in Economics
PLEASE NOTE - these courses will run from September 2017.
This masterís degree is intended to equip you with the tools needed by a professional economist. The degree will give the technical training required to undertake a career in government, central banking, international organisations or private sector firms such as economic consultancies. The Course will provide a broad analysis of macroeconomics and will contain a mix of theory, policy and empirical evidence. Microeconomics will cover the standard economic models of individual decision-making with and without uncertainty, models of consumer behaviour and producer behaviour under perfect competition and the Arrow-Debreu general equilibrium model. Econometrics will give a solid understanding of basic applied econometric methods in order to be able to analyse different kinds of economic data.
Each student will take 7 modules plus a dissertation. Each Module consists of 18 hours of lectures - except for Econometrics, which will be 27 hours - together with supporting classes.
- to attend the preparatory course in mathematics and statistics
- five compulsory modules
- two optional courses
- a dissertation of up to 10,000 words
Preparatory Course in Mathematics and Statistics
A good understanding of mathematics is needed to cope with much of the theory in modern economics and a sound knowledge of statistics is essential for applied work. The aim of the compulsory three-week preparatory course, which runs from mid-September to early October, is to review and develop the required technical methods for the compulsory core modules in macroeconomics, microeconomics, and econometrics. The topics covered are: linear algebra; statistics; static optimisation; dynamic optimisation; differential and difference equations. Students are expected to pass a two hour examination at the end of this preparatory course.
Examination of the Modules will be in May/June. The modules account for 80% of the overall mark and the dissertation accounts for 20% of the overall mark. (Modules with a higher number of lecture hours will have a higher weighting)
During the second term, each student is allocated a supervisor for the dissertation (maximum length 10,000 words). The topic of the dissertation is associated with either a core subject or a specialist subject and must be formally approved by the Faculty. During the second and third terms the student will meet the supervisor to discuss an outline of the topic, a bibliography, the use of appropriate data and methods of analysis, and a draft of the dissertation. After the written examinations in the third term, students can concentrate entirely on their dissertations, with supervisors permitted to give comments until the end of June (maximum of two hours supervision). Dissertations will be submitted by the end of July.
Continuation to PhD
The MPhil in Economics is designed for students who wish to obtain a one-year master's qualification before leaving academic economics, so it will not normally be possible for students to continue from the MPhil onto the PhD programme. However, in very exceptional circumstances a transfer to the MPhil in Economic Research may be possible in the first week of the Course. | mathematics |
https://www.barksuppliers.co.uk/bark-calc | 2024-02-21T21:00:34 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00745.warc.gz | 0.907654 | 153 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__52890526 | en | How Much Bark Do I Need?
Bark is usually sold by volume in litres or cubic meters (m3) so it is relatively easy to calculate how much you need to fill an area. All you have to do is measure the length, width and depth of the area (preferably in meters) and multiply the three figures together to give you the volume in cubic meteres or m3.
We have made a simple bark calculator below to make things even easier, you can select the units you measured your area in, (choose from feet, yards or meteres for the length and width and cm or inches for the depth).
Tip - There are 1000 litres in a cubic meter.
Check out our other product calculators online : | mathematics |
http://www.lilianbaylis.com/as-a2-level-maths-further-maths | 2019-08-24T04:13:09 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319470.94/warc/CC-MAIN-20190824020840-20190824042840-00341.warc.gz | 0.922851 | 194 | CC-MAIN-2019-35 | webtext-fineweb__CC-MAIN-2019-35__0__111436002 | en | Students require a minimum of 5 GCSEs at Grade 6 or above (or equivalent), including English, and Mathematics. To study Further Maths students require at least a Grade 7 in Mathematics.
AS Level Mathematics includes both pure mathematics and statistics. In particular, students learn the essential pure mathematical methods that can be applied to real world scenarios.
Topics include the solving of equations, graphs and transformations, coordinate geometry, logarithms and exponentials, sequences and series, trigonometry and the formation of differentiation and integration.
Unit 1: 1hr 30min written paper.
Unit 2: 1hr 30min written paper.
Unit 3: 1hr 30min written paper.
Into the future…
Students who successfully complete this course can go on to become accountants, teachers, engineers and various other professionals. In fact, Mathematics is a highly sought after qualification which is held in high esteem by universities for almost all degree courses. | mathematics |
https://www.firminolithi597.xyz/wiki/Daniele | 2020-10-28T20:29:12 | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107900860.51/warc/CC-MAIN-20201028191655-20201028221655-00475.warc.gz | 0.854775 | 199 | CC-MAIN-2020-45 | webtext-fineweb__CC-MAIN-2020-45__0__123185653 | en | Torrence Douglas Parsons (1941–1987) was an American mathematician.
He worked mainly in graph theory, and is known for introducing a graph-theoretic view of pursuit-evasion problems (Parsons 1976, 1978). He obtained his Ph.D. from Princeton University in 1966 under the supervision of Albert W. Tucker.
- Parsons, T. D. (1976). "Pursuit-evasion in a graph". Theory and Applications of Graphs. Springer-Verlag. pp. 426–441.
- Parsons, T.D. (1978). "The search number of a connected graph". Proc. 10th Southeastern Conf. Combinatorics, Graph Theory, and Computing. pp. 549–554.
Memorial articles in
- Journal of Graph Theory vol. 12
- Discrete Mathematics vol. 78
|This article about an American mathematician is a stub. You can help Wikipedia by expanding it.| | mathematics |
https://doomsteaddinerbeta.wordpress.com/2017/05/26/calculation-engineering-in-the-post-industrial-world/ | 2018-03-18T03:44:22 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00183.warc.gz | 0.948556 | 4,437 | CC-MAIN-2018-13 | webtext-fineweb__CC-MAIN-2018-13__0__79991092 | en | Published on the Doomstead Diner on April 17, 2016
Discuss this article at the Science & Technology Table inside the Diner
One of the many things we have come to take for granted in the Age of Oil is the ease with which we can do long and tedious calculations, these days with electronic computers, but even before that with electronic calculators,, and before that with various types of mechanical adding machines. Nowadays, the ubiquity of machines which will do all your daily calculations has resulted in a population largely unable to just do basic arithmetic of adding, subtracting, multiplying and dividing without the aid of a calculator.
In general, if you can at least do those things, this covers you most daily math tasks a person will face in a day, unless you start building things in which case you start having to deal with angles and geometry and (gasp) even trigonometry, and then it gets worse still if you have to start multiplying up or dividing fairly large numbers, like say you have 173 Acres of land with each acre averaging 19,400 lbs/acre of organically grown carrots and you have 97 people living on your SUN☼ community property, how many pounds of carrots each year will each SUN☼ community member get?
ORGANIC CROP INFORMATION FROM:
The Owner-Built Homestead, by Ken &Barbara Kern
|#||VEGETABLE NAME||YIELD: POUNDS / ACRE|
I can tell you quite easily how many poiunds each person gets, it is 173X19400/97=34,600 lbs of carrots! That is a LOT of carrots, more than I could eat in a year anyhow. Of course, your whole 173 Acres will not be dedicated to monoculture growing of carrots, so there will be a good deal less than that amount of carrots each year coming off the property. This is just an example of a typical math problem you might face though in terms of allocating how much land to grow carrots on, how much for potatoes, how much for spinach…etc.
So how did I get that result? Well, I'm an ex-math teacher so I can ballpark this kind of calculation in my head, but I didn't do that in this case, I just Googled up a Calculator, plugged in the numbers, hit ENTER, and POOF I got the correct result! No muss, no fuss, and really fast too!
What if I did NOT have an electronic calculator at my fingertips though? Well, I could do the multiplication and long division on paper, but this is time consuming and tedious shit. Do you think Einstein did all his calculations on paper this way when he was checking out his Special Theory of Relativity? OF COURSE NOT! Einstein would still be doing the calculations today if he had tried to do it that way.
Einstein and just about every scientist or mathematician before 1970 or so who wanted to check the validity of his equations by plugging in some numbers did so by using a Slide Rule. Slide rules traditionally were manufactured in a linear format, like a regular ruler. Except you didn't use them to measure the length of lines, you used them to do quick calculations on large numbers, and to get numbers you would otherwise need to look up in a table, like logarithms and trigonometric functions.
How accurate you could be with one of these things depended on several factors:
1- How big the slide rule was. The bigger the better to spread out the scales.
2- How well machined the slide rule was. Scales had to be accurately scribed onto the rule, and the sliding part had to be very solid and not wobbly.
3- How good your eyesight and ability to estimate fractions of a space were.
Back in those days, a really high quality slide rule (usually from a German manufacturer) could cost a lot of money. For myself in HS, I just had a cheap 6" job that served its purpose pretty well. I still have it too! 🙂 As I headed off to college though, the first of the scientific calculators were being produced by Texas Instruments and Hewlett-Packard, and I coveted the HP-45, the most expensive of these coming in at $450 in 1970s dollars. I worked all summer in a shower curtain factory to afford this fabulous gizmo. With it, you could calculate everything a slide rule could, and with far more accuracy to around 12 digits as I recall. It was more expensive than the finely machined German slide rules, but actually by not that much and way more accurate and EZ to use.
These devices also got cheaper quite quickly, and by the time I graduated were about 1/2 my purchase price. Now you can get similar models for $20 of 2010 dollars. So they put the Slide Rule manufacturers out of bizness pretty quickly, except a few who produce them as novelty items and nostalgia items for aging scientists. lol.
Since they are no longer made or used much anymore, nobody learns how to use them either. Not even in science and math prep schols like Bronx High School of Science or my alma mater, Stuyvesant HS. It's one of those lost arts that probably fewer people know how to do than know how to make a stone axe out of obsidian. lol.
Recently however I began thinking about how we will do calculations for building things in a post-industrial world, stuff which we still have materials to build with and a reason for building the device. Wooden bridges to span medium size rivers, trebuchets to hurl boulders at the enemy, that sort of thing. LOL. No electronics in this projected world of the future, so we need to return to the Old Ways in this area also.
We're also not likely to have the fine machining capabilities of German factories so making really good linear slide rules would be almost as difficult as making an HP-45. Is there an answer to this problem? Yes, there is. ROUND SLIDE RULES! You can make these out of paper or cardboard or even wood or stone as long as you can cut out an accurate circle with accurately placed center, which is not that hard to do. Having Accurate scales to scribe onto your circle is necessary also, you can make these from scratch but it is tedious. Fortunately, there are numerous Circular Slide Rule templates available for FREE download online, and you can print out few to have a hard copy available when the grid goes down for good.
A serviceable slide rule is not the only thing you'll need around to to good engineering in the post collapse world of course, to make your circles to begin with you'll want to have a good Compass as well. They're not electronic so you can make one of them if need be out of a couple of sticks, but you probably won't be able to tune the size of the radius as accurately as a well machined one with a screw adjustment. For doing your designs at scale, one of these will be very handy to have in your preps.
When you are ready to scale up to your full size Trebuchet capable of hurling tons of rock at the Zombies or you want to build a Sun Dial or a Solstice calculator like Stonehenge on your SUN☼ property, you'll need to be able to measure out and draw much bigger circles. How do you do that?
Fortunately that is actually easier than the small circles for the design, all you need is some rope at the desired length of the radius and a stake driven into the ground at the center of that radius. Then walk around the circle holding the rope or string tight, and your footsteps will trace out a perfect circle. Your big circle will also prove valuable for scaling up anything, since you can use fractions of it's total radius and get a good measurement. You'll also want to have Angles marked off on both your large and small circles to do angle measurements, important for any engineering design. Marked off into 360 degrees, these circles are known to most grade school children as Protractors. A good protractor better than a cheap plastic one is another good thing to keep in your preps if you want to make accurate measurements in the post-collapse world.
However, what if you neglected to keep such a valuable tool in your bugout bag? Can you make one of reasonable accuracy with just your straight edge and compass or string & stake arrangement? Yes you can!
Dividing your circle into halves of 180 degrees is EZ, just use your straight edge to draw a straight line from the edge of the circle throuh the center to the other side. Now you have 180 degree markings on your circle.
Step 2, Bisect the line forming the diameter of your circle with your compass. I won't explain that, you should have learned how to bisect a line with a compass by the 6th grade. Draw a straight line through the bisection points, and now you are down to 90 degrees. Connect those points on the circle and you now have a perfect square. Bisect each of those lines, connect to the center, and now you are down to 45 degrees, the 8 main direction points of a Navigation compass, N, NE, E, etc.
Getting 30 degree increments is a little trickier, for this you need to take your compass set at the original radius of the circle, put the center on the edge of the circle and then draw another circle. Then you move around the circle placing the point of the compass on each place the circles intersect and draw a new circle, and then you keep moving around the original circle until you return to your start point. Assuming you did good drawing, you will get exactly 6 circles surrounding the first circle. This is called "close packing", and it's the reason Honeycombs for Bees are shaped like Hexagons, Snowflakes have 6 points and numerous other examples in the natural world.
Connect up the intersection points to each other, and you will get a perfect regular hexagon, connect to the center and you will now have 60 degree angles. You also already have 45 degree angles, so breaking up into 15 degree increments is EZ, just use your compass on the radius to measure the distance on the circle edge between the 60 and 45 degree marks and work your way around the circle marking them off as you go. You will get from this 24 increments of 15 degrees each, which is where your 24 hour clock and 12 hour analog clock face come from.
Your final divisions to get down to 360 are a bit trickier than getting down to 15 degrees. 15 is the product of two Prime Numbers, 5 & 3. So in order to get down to perfect 1 degree increments so you can be nice and accurate with your engineering projects, you have to divide this by 5 and by 3, with nothing but your compass and straight edge.
Trying to figure out how to do this is pretty tough, but fortunately a bunch of Greeks with nothing better to do with their time like Pythagoros and Archimedes worked out some methods for this a couple of thousand years ago. In the effort to not let this bit of knowledge be forgotten as we move down the collapse highway, I am disseminating it here.
To divide into 5ths, you'll need to divide your circle up into a Regular Pentagon. The interior angles of a regular pentagon are all 72 degrees. If you can do this, then 72 degrees minus 60 degrees gives you a 12 degree angle, and then a 15 degree angle minus a 12 degree angle gives you a 3 degree angle. 🙂
The problem of course here is dividing up the circle into a regular pentagon, not so EZ as a regular hexagon. Explaining how to do this in text without illustration is just about impossible, however fortunately there are Utoob tutorials on how to do it. Here is one:
The final 3 degree split to get you down to 360 one degree increments is really the toughest bear, because there is no really "pure" way to trisect an angle. When I make an impromptu protractor, I just fudge this part and eyeball it. This is good enough for most purposes, in fact for most engineering type purposes you will rarely find you need anything below 15 degrees, and 3 degrees is enough for even geodesic domes, which have pretty complex angles in them.
However, Archimedes and a few others who also had way too much time on their hands like I do did work out methods for trisecting an angle using fudges of their own. Here is the full description of how to trisect an angle from the UIUC Geometry Forum:
Most people are familiar from high school geometry with compass and straightedge constructions. For instance I remember being taught how to bisect an angle, inscribe a square into a circle among other constructions.
A few weeks ago I explained my job to a group of professors visiting the Geometry Center . I mentioned that I wrote articles on a newsgroup about geometry and that sometimes people write to me with geometry questions. For instance one person wrote asking whether it was possible to divide a line segment into any ratio, and also whether it was possible to trisect an angle. In response to the first question I explained how to find two-thirds of a line segment. I answered the second question by saying it was impossible to trisect an angle with a straightedge and a compass, and gave the person a reference to some modern algebra books as well as an article Evelyn Sander wrote about squaring the circle. One professor I told this story to replied by saying, "Bob it is possible to trisect an angle." Before I was able to respond to this shocking statement he added, "You just needed to use a MARKED straightedge and a compass." The professor was referring to Archimedes' construction for trisecting an angle with a marked straightedge and compass.
When someone mentions angle trisection I immediately think of trying to trisect an angle via a compass and straightedge. Because this is impossible I rule out any serious discussion of the manner. Maybe I'm the only one with this flaw in thinking, but I believe many mathematicians make this same serious mistake.
Why tell people it is impossible to trisect an angle via straightedge and compass? Instead we could say it is possible to trisect an angle, just not with a straightedge and a compass. When told that it is impossible to trisect an angle with a straightedge and compass people then often believe it is impossible to trisect an angle. I think this is a mistake and to rectify my previous error I will now give two methods for trisecting an angle. For both methods pictures are included that will hopefully illuminate the construction.
The first method, Archimedes' trisection of an angle using a marked straightedge has been described on the Geometry Forum before by John Conway. First take the angle to be trisected, angle ABC, and construct a line parallel to BC at point A.
Next use the compass to create a circle of radius AB centered at A.
Now comes the part where the marked straightedge is used. Mark on the straightedge the length between A and B. Take the straightedge and line it up so that one edge is fixed at the point B. Let D be the point of intersection between the line from A parallel to BC. Let E be the point on the newly named line BD that intersects with the circle. Move the marked straightedge until the line BD satisfies the condition AB = ED, that is adjust the marked straightedge until point E and point D coincide with the marks made on the straightedge.
Now that BD is found, the angle is trisected, that is 1/3*ANGLE ABC = ANGLE DBE. To see this is true let angle DBC = a. First of all since AD and BC are parallel, angle ADB = angle DBC = a. Since AE = DE, angle EAD = a, and so angle AED = Pi-2a. So angle AEB = 2a, and since AB = AE, angle ABE = 2a. Since angle ABE + angle DBC = angle ABC, and angle ABE = 2a, angle DBC = a. Thus angle ABC is trisected.
The next method does not use a marked ruler, but instead uses a curve called the Quadratrix of Hippias. This method not only allows one to trisect an angle, but enables one to partition an angle into any fraction desired by use of a special curve called the Quadratrix of Hippias. This curve can be made using a computer or graphing calculator and the idea for its construction is clever. Let A be an angle varying from 0 to Pi/2 and y=2*A/Pi. For instance when A = Pi/2, y=1, and when A=0, y=0. Plot the horizontal line y = 2*A/Pi and the angle A on the same graph. Then we will get an intersection point for each value of A from 0 to Pi/2.
This collection of intersection points is our curve, the Quadratrix of Hippias. We will now trisect the angle AOB. First find the point where the line AO intersects with the Quadratrix. The vertical coordinate of this point is our y value. Now compute y/3 (via a compass and straightedge construction if desired). Next draw a horizontal line of height y/3 on our graph, which gives us the point C. Drawing a line from C to O gives us the angle COB, an angle one third the size of angle AOB.
As I mentioned before this curve can be computed and plotted via a computer. The formula to find points on the curve is defined as x = y*cot(Pi*y/2). Yes here the vertical variable, y, is the independent variable, and the horizontal variable, x, is the dependent variable. So once the table of values is found, the coordinates will need to be flipped to correctly plot the Quadratrix.
Now a justification for the formula. In the following figure, B =(x,y) is a point on the Quadratrix of Hippias. Let BO be a line segment from the origin to B and and BOC be our angle A. If we draw in a unit circle, and drop a vertical line from the intersection of the angle we get similar triangles and see that sin(A)/cos(A) = y/x, or tan(A) = y/x. But earlier we defined a point (x,y) on the Quadratrix to satisfy y=2*A/Pi. So we get tan(Pi*y/2)=y/x or equivalently x = y*cot(Pi*y/2).
So we now have two different ways of trisecting an angle. I learned about the construction of the second method in Underwood Dudley's book: "A Budget of Trisections". In the book Dudley describes several other legitimate methods for trisecting an angle as well as compass and straightedge constructions that people have claimed trisect an angle. The book also contains entertaining excerpts of letters from these "angle trisectors".
Besides stating it is impossible to trisect an angle, I think other problems occur in discussing angle trisection. One difficulty is in explaining what it means for something to be impossible in a mathematical sense. I definitely remember in high school being told that it was impossible to trisect an angle. But I think at the time it meant the same thing to me as that it was impossible for me to drive a car. I was only 14 years old and I could not get a license to drive a car for another two years so it was just not possible AT THAT TIME. I do not remember being told that when something is impossible in mathematics, it was not possible five million years ago, it is not possible now, and it will never be possible in the future. Granted I may not have been ready for an explanation of mathematical logic and proof, but a statement like, "It is impossible to trisect an angle with a straightedge and a compass. This means it is no more possible to trisect an angle with those tools, then it is to add 1 and 2 and get 4" would have been much more powerful. (I am assuming here that we all count the same way: 1, 2, 3, 4, …)
I did not intend to attack my high school teacher; I learned an incredible amount of mathematics from her as well as a deep love for the subject. Maybe my teacher did explain what the words "mathematically impossible" meant, and I just do not remember her comments. Regardless, I think a discussion of impossible in the mathematical sense would be an interesting and valuable topic to discover in high school. Are there any teachers out there who have spent time talking about mathematical impossibilities?
I was going to detail methods for creating your own rulers for measuring distances and methods for creating your own measures of mass and weight and all the rest of the stuff we deal with in the 3D World, but I think the class is mostly asleep by now so I will stop for today for recess. Go out and PLAY! | mathematics |
https://assignmenthelp.tutoriage.us/eoq-analysis-thompson-paint-company-uses-60000-gallons-of-pigment-per-year/ | 2019-05-20T20:44:16 | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256147.15/warc/CC-MAIN-20190520202108-20190520224108-00202.warc.gz | 0.911373 | 109 | CC-MAIN-2019-22 | webtext-fineweb__CC-MAIN-2019-22__0__53043681 | en | EOQ analysis Thompson Paint Company uses 60,000 gallons of pigment per year. The cost of ordering pigment is $200 per order, and the cost of carrying the pigment in inventory is $1 per gallon per year. The firm uses pigment at a constant rate every day throughout the year.
a. Calculate the EOQ.
b. Assuming that it takes 20 days to receive an order once it has been placed, determine the reorder point in terms of gallons of pigment. (Note: Use a 365-day year.) | mathematics |
http://disciple.gamingmoneyslot.xyz/bonuses/80-in-pounds-and-ounces.html | 2021-03-03T18:19:30 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178367183.21/warc/CC-MAIN-20210303165500-20210303195500-00326.warc.gz | 0.886744 | 1,243 | CC-MAIN-2021-10 | webtext-fineweb__CC-MAIN-2021-10__0__15265880 | en | The pound or pound-mass is a unit of mass used in the imperial, United States customary and other systems of measurement.Various definitions have been used; the most common today is the international avoirdupois pound, which is legally defined as exactly 0.453 592 37 kilograms, and which is divided into 16 avoirdupois ounces. The international standard symbol for the avoirdupois pound is lb.
Weight Conversions Calculator. Convert kilos to pounds, pounds to kilograms and pounds to stones and more with our weight converter. Set your own weight loss goal and track your progress. Try it free for 24 hours. Pounds to Stones. Type in the number of pounds and click the Convert button for pounds to stones conversion.
Since the batch size is 2 pounds, the batch size is equivalent to 32 ounces (2 pounds x 16 ounces). Converting to Grams: Let's assume that we have a small digital scale that is capable of measuring in grams. There are 453.60 grams in a pound. The batch size is 2 pounds, equivalent to 907.20 grams (2 pounds x 453.60 grams).Definition of pound. One pound, the international avoirdupois pound, is legally defined as exactly 0.45359237 kilograms. Definition of avoirdupois ounce and the differences to other units also called ounce. One avoirdupois ounce is equal to approximately 28.3 g (grams). The avoirdupois ounce is used in the US customary and British imperial systems.Convert Kg to Lbs (Kilos to Pounds and Ounces) Welcome to the internet's favourite converter site. Here you can convert kg to lbs and oz (kilos to pounds and ounces) with ease and accuracy. Convert kg to lbs now by using the form below. Alternatively, if you want to convert stones to kilos, click here or convert kilos to stones, click here.
The decimals value is the number of digits to be calculated or rounded of the result of pounds to ounces conversion. You can also check the pounds to ounces conversion chart below, or go back to pounds to ounces converter to top. From Our Blog. Structure and Height of the Atmosphere 25 January 2017; The Imperial Units 4 December 2016; The Size of Atom 30 October 2016; What You Need to Know.Read More
Likewise, you will not find a conversion from pounds to metres - the basic units must remain the same - mass converted to mass, length converted to length, et al. You won't usually find a conversion from kilograms to grams - the prefix ' kilo ' means '1,000' so a kilo gram is in fact 1,000 grams in the same way as a kilo meter is 1,000 metres (or about 1,000 yards in 'old money').Read More
To convert any value in ounces to pounds, just multiply the value in ounces by the conversion factor 0.0625.So, 80 ounces times 0.0625 is equal to 5 pounds.Read More
One pound (symbol: lb), the international avoirdupois pound, is legally defined as exactly 0.45359237 kilograms. Using our kilograms to stones and pounds converter you can get answers to questions like: - How many stones and pounds are in 80 kg? - 80 kilograms is equal to how many stones and pounds? - How to convert 80 kilograms to stones and.Read More
Nowadays, the most common is the international avoirdupois pound which is legally defined as exactly 0.45359237 kilograms. A pound is equal to 16 ounces. Using the Grams to Pounds converter you can get answers to questions like the following: How many Pounds are in 80 Grams? 80 Grams is equal to how many Pounds? How to convert 80 Grams to Pounds?Read More
So, if you want to calculate how many ounces are 80 pounds you can use this simple rule. Did you find this information useful? We have created this website to answer all this questions about currency and units conversions (in this case, convert 80 lb to ozs). If you find this information useful, you can show your love on the social networks or link to us from your site. Thank you for your.Read More
How to convert 80 ounces to pounds To convert 80 oz to pounds you have to multiply 80 x 0.0625, since 1 oz is 0.0625 lbs. So, if you want to calculate how many pounds are 80 ounces you can use this simple rule. Did you find this information useful? We have created this website to answer all this questions about currency and units conversions (in this case, convert 80 oz to lbs). If you find.Read More
Definition of pounds of water provided by Merriam-Webster. any of various units of mass and weight; specifically: a unit now in general use among English-speaking peoples equal to 16 avoirdupois ounces or 7000 grains or 0.4536 kilogram.Read More
Convert ounces to pounds. Please provide values below to convert ounce (oz) to pound (lbs), or vice versa. From: ounce: To: pound Ounce. Definition: An ounce (symbol: oz) is a unit of mass in the imperial and US customary systems of measurement. The avoirdupois ounce (the common ounce) is defined as exactly 28.349523125 grams and is equivalent to one sixteenth of an avoirdupois pound. History.Read More
Convert pounds to ounces. Please provide values below to convert pound (lbs) to ounce (oz), or vice versa. From: pound: To: ounce Pound. Definition: A pound (symbol: lb) is a unit of mass used in the imperial and US customary systems of measurement. The international avoirdupois pound (the common pound used today) is defined as exactly 0.45359237 kilograms. The avoirdupois pound is equivalent.Read More | mathematics |
https://ask.fxplus.ac.uk/exeter-biosciences-and-geography-maths-and-stats-support/pablocapilla-lasheras | 2019-08-19T00:37:59 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027314353.10/warc/CC-MAIN-20190818231019-20190819013019-00041.warc.gz | 0.915729 | 152 | CC-MAIN-2019-35 | webtext-fineweb__CC-MAIN-2019-35__0__227499036 | en | I regularly build and interpret a wide range of statistical models. I can help you build and understand linear models (e.g. ANOVA, regression) and generalised linear models (e.g. analyses of Poisson and binomial data). I can also help you with mixed models if you are keen to understand random effects. I have quite a few years of experience with R and can guide you to solve your coding/programming questions.
For my PhD research, that investigates the evolution of cooperation and its environmental drivers, I am working with genomic data and can also provide help if your project involves bioinformatics (e.g. UNIX) or the analysis of genetic variation (e.g. SNPs, microsats). | mathematics |
http://lingoforall.com/spanish-flashcards/number-flashcards.htm | 2023-02-07T04:53:01 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500384.17/warc/CC-MAIN-20230207035749-20230207065749-00803.warc.gz | 0.884935 | 711 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__89529067 | en | following colorful and fun number flashcards
have been created to encourage children to learn
Spanish numbers from an early age. These numbers in
words flashcards include Spanish flashcards with
pictures for number zero, one, two, three, four,
five, six, seven, eight, nine and number ten with
numerals and number words in Spanish and English
languages. The characterized number pictures
make learning Spanish with flashcards interesting to capture the
attention and imagination of children. This is a
very useful, free teaching resource which may be
used by schools, teachers and tutors of the
Spanish language. The number flashcards with
pictures are free to everyone and very simple to
print. Please follow the printing instructions
at the bottom of this page for information about
how to print number flashcards.
Kids can learn the numbers in Spanish and English from
very young. Showing number flashcards to babies will
encourage their speech and pronunciation when they start
speaking Spanish. This is a very fun way to learn
Spanish, particularly for younger kids such as
preschoolers, kindergarten, infants, toddlers and first
grade children. There are audit videos on many pages of
this website to help children with their pronunciation
of Spanish words and vocabulary including the numbers in
Spanish and how to say them correctly. The audio videos
can be paused at any point to allow kids time to
practice listening to the sound of the numbers and
saying the numbers aloud. This is a great way for
children to gain confidence with speaking Spanish and to
check that their pronunciation is correct.
Print Number Flashcards:
The Spanish number flashcards are printable for free to
everybody. Each card can be printed in small or large
sizes very easily. To print a study card right click on
the image and select print. The number cards with
pictures on this page will print out small cards. To
print a big flashcard, simply select the link below the
relevant image which will open up a larger version of
the selected number image. Spanish teachers may print
this set of number flashcards for free as they make
excellent handouts for school kids to take home to use
as a study aid for practicing the numbers in Spanish.
The bright, high quality flashcard number pictures will
help children to remember the numbers and associate the
numerals with the English and Spanish words for numbers.
Flash cards can be used to create a fun activity or
learning game for kids practicing the different numbers
in Spanish or English number 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and
number 10 flashcards.
Numbers Pronunciation Video - How to count from 1 to 10
Printable Spanish Number Flashcards for Kids and ideas for lesson planning and teaching languages.
Fun study cards for Toddlers and Kids free and easy to print. Basic study cards, study games and activities for children.
Free printable number flash cards for kids and teachers.
Spanish picture cards with numbers 1-10 cero, uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve y diez
All images are hand drawn and copyright belongs to Sarah Johnstone | mathematics |
https://the-hug.org/pentominoes.html | 2023-11-29T14:57:54 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00565.warc.gz | 0.945527 | 211 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__135416639 | en | A pentomino is a polyomino composed of five congruent squares, connected along their edges (which sometimes is said to be an orthogonal connection).
There are twelve different free pentominoes. Ordinarily, the pentomino obtained by reflection or rotation of a pentomino does not count as a different pentomino.
I discovered pentominoes as a nerdy kid, probably when I read one of Martin Gardner's books based on his "Mathematical Games" columns in "Scientific American". Many of them are still available and I recommend them to anyone who has a mathematical mind (or whose children have).
The logo at the top of each of my pages is one example of a 5x12 tiling of free pentominoes and the the strip at the bottom is repeated copies of a 3x20 tiling.
The logo and strip are derived from the above work by a Wikipedia contributor and are used under a Creative Commons licence. See here for the gory details. | mathematics |
http://baseball.tomthress.com/Articles/ContextNeutralWinProbabilities.php | 2016-02-09T20:36:30 | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701157472.18/warc/CC-MAIN-20160205193917-00058-ip-10-236-182-209.ec2.internal.warc.gz | 0.96097 | 1,213 | CC-MAIN-2016-07 | webtext-fineweb__CC-MAIN-2016-07__0__101806047 | en | Traditionally, win-probability systems
are purely context-dependent. In fact, however, I do not think that this is necessarily the appropriate starting point for measuring player value. Rather, I am interested in beginning with an assessment of players’ performances in the absence of the contexts in which the players actually performed. That is, what would the expected won-lost record be for a player, given his actual performance, assuming that performance had come in a neutral context? To answer this question, I construct a set of context-neutral Player Game Points. Once these are constructed, I can then add back in the contextual information
in a way that clearly identifies how players’ values were affected by the context in which they performed.
Context-Neutral win probabilities are constructed as follows. Player Game Points are divided into three categories for the purpose of calculating context-neutral win probabilities: independent events, base-state dependent events, and purely contextual events.
1. Independent Events
Most events can happen regardless of the base-out situation. One can strike out at any time, regardless of how many baserunners or outs there are. Similarly, a triple could happen at any time regardless of the number of baserunners. All batter results, except for double plays (which are base-state dependent), intentional walks, and bunts, fall into the category of independent events. Intentional walks and bunts are treated as purely contextual events, which are described below.
For independent events, the expected win probability of such an event is calculated for each event within the league-year using the Win Probability Matrix for the ballpark in which the event took place.
For example, the win probability of a home run at Wrigley Field in 2005 is calculated by taking every plate appearance that took place in a National League ballpark in 2005 and calculating, for that plate appearance, what the added win probability would have been had the game been played in Wrigley Field and the batter hit a home run. The context-neutral win probability of a home run at Wrigley Field in 2005 is then equal to the average of all of these probabilities. In this case, the average win probability added by a home run at Wrigley Field in 2005 was 0.141 wins.
In the case of events which may or may not lead to baserunner advancement – e.g., outs, singles, doubles – expected results are calculated based on average baserunner advancement, just as is done with contextual Player Game Points.
2. Base-State Dependent Events
Some events can only happen given certain baserunners or a certain number of outs. For example, one can only ground into a double play with at least one baserunner on and less than two outs. Any Player Game Points accumulated by a baserunner on third base can, of course, only be accumulated in a base-out state that includes a runner on third base.
For baserunner game points (except for stolen bases, which are treated as purely contextual events and discussed below) and double plays, the context-neutral win probability of the event is calculated the same as for independent events, except that the average win probability is only calculated across events with relevant base-out states.
So, for example, the context-neutral Player Game Points associated with a double play are calculated as the average win probability, given the ballpark in which the game takes place, added from hitting into a double play across double-play situations (runner on first base and less than two out). For a ground ball to the shortstop at Wrigley Field in 2005, the average win probability added by a double play is 0.011 losses (from the batter’s perspective) (on top of the 0.046 losses accrued from the initial ground-out).
For baserunner advancements and baserunner outs, context-neutral win probabilities are only averaged given the specific batting event and hit type. That is, the context-neutral Player Game Points for a runner on third base advancing on a fly out are calculated only considering plays in which a runner on third base advances on a fly out. Similarly, the context-neutral Player Game Points for a runner on first base who only advances to second base on a single are calculated only considering plays in which a runner on first base does not advance to third on a single.
3. Purely Contextual Events
While it is possible to remove much, if not all, of the context from most plays, there are certain plays which are, essentially, purely elective plays, and are therefore inextricably tied to the context in which they take place. In my opinion, it would be wrong to attempt to divorce these plays from their context.
Three types of plays fall into this category: intentional walks, stolen base attempts (including stolen bases, caught stealings, pickoffs, and balks), and bunts (regardless of either situation or outcome). In each of these three cases, the context-neutral Player Game Points are simply set equal to context-dependent Player Game Points.
Context-neutral win values for specific events by season are presented and discussed in a separate article
Context-neutral Player Game Points form the basis for context-neutral, teammate-adjusted Player wins and losses, which I call eWins and eLosses. The calculation of eWins and eLosses is described in more detail in a separate article
All articles are written so that they pull data directly from the most recent version of the Player won-lost database. Hence, any numbers cited within these articles should automatically incorporate the most recent update to Player won-lost records. In some cases, however, the accompanying text may have been written based on previous versions of Player won-lost records. I apologize if this results in non-sensical text in any cases.
List of Articles | mathematics |
https://www.newclassictoys.de/bouwen-stapelen/octagon-puzzle.html | 2024-04-23T00:45:23 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818452.78/warc/CC-MAIN-20240423002028-20240423032028-00223.warc.gz | 0.901272 | 109 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__148487060 | en | Meet the wonderful world of geometry with the octagon puzzle from New Classic Toys. Create a whole range of different shapes and figures with the 72 triangular wooden blocks in the frame. This octagon puzzle offers endless puzzle possibilities, both inside and outside the frame. Let your imagination run free! This beautiful puzzle is ideal for the development of creativity, problem-solving ability and pattern recall. In addition, playing with this set stimulates the development of fine motor skills. For hours of fun! From 3 years. | mathematics |
https://iazeemi.com/what-is-the-rule-of-72-how-is-it-calculated/ | 2023-03-22T18:24:35 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.74/warc/CC-MAIN-20230322180852-20230322210852-00172.warc.gz | 0.952374 | 1,432 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__49469647 | en | what is the rule of 72?
The rule of 72 is a calculation that estimates the number of years it takes to double your money at a specific rate of return. If, for example, your account earns 4 percent, divide 72 by 4 to get the number of years it will take for your money to double. in this case, 18 years.
The same calculation can also be useful for inflation, but it will reflect the number of years until the initial value has been halved, rather than doubled.
The rule of 72 is derived from a more complex calculation and is an approximation, so it is not perfectly accurate. the most accurate rule of 72 results are based on the 8 percent interest rate, and the farther you go from 8 percent in either direction, the less accurate the results will be. Still, this handy formula can help you better understand how much your money can grow, assuming a specific rate of return.
the rule of 72 formula
The rule of 72 can be expressed simply as:
years to double = 72 / rate of return on investment (or interest rate)
There are some important caveats to understand with this formula:
- The interest rate should not be expressed as a decimal of 1, such as 0.07 for 7 percent. it should just be the number 7. So, for example, 72/7 is 10.3 or 10.3 years.
- The rule of 72 focuses on compound interest compounded annually.
- for simple interest, simply divide 1 by the interest rate expressed as a decimal. If you had $100 at a 10 percent simple interest rate with no compounding, you would divide 1 by 0.1, which would give you a 10-year doubling rate.
- for continuous compound interest, you will get more accurate results if you use 69.3 instead of 72. the rule of 72 is an estimate, and 69.3 is more difficult for mental math than 72, which is easily divided by 2, 3, 4, 6, 8, 9, and 12. However, if you have a calculator, use 69.3 to get slightly more precise results.
- The further away you are from an 8 percent return, the less accurate your results will be. the rule of 72 works best in the 5 to 12 percent range, but it’s still an approximation.
- To calculate based on a lower interest rate, such as 2 percent, reduce 72 to 71; to calculate based on a higher interest rate, add one to 72 for every three percentage point increase. so, for example, use 74 if you’re calculating the doubling time for 18 percent interest.
how the rule of 72 works
The actual mathematical formula is complex and derives the number of years until it doubles based on the time value of money.
I would start with calculating the future value for periodic compounding rates of return, a calculation that helps anyone interested in calculating exponential growth or decay:
fv = pv*(1+r)t
fv is the future value, pv is the present value, r is the rate, and t is the time period. to isolate t when it is in an exponent, you can take the natural logarithms of both sides. Natural logarithms are a mathematical way of solving for an exponent. a natural logarithm of a number is the logarithm of the number raised to e, an irrational mathematical constant that is approximately 2.718. Using the example of a doubling of $10, deriving the rule of 72 would look like this:
20 = 10*(1+r)t
20/10 = 10*(1+r)t/10
2 = (1+r)t
ln(2) = ln((1+r)t)
ln(2) = r*t
The natural log of 2 is 0.693147, so when you solve for t using those natural logs, you get t = 0.693147/r.
Actual results are not round numbers and are closer to 69.3, but 72 breaks down easily for many of the common rates of return people earn on their investments, which is why 72 has gained popularity as a value for estimate the doubling time.
For more accurate data on how your investments are likely to grow, use a compound interest calculator based on the full formula.
how to use the rule of 72 for investment planning
Most families intend to continue investing over time, often monthly. You can project how long it will take to reach a given target amount if you have an average rate of return and a current balance. If, for example, you have $100,000 invested today at 10 percent interest and you are 22 years from retirement, you can expect your money to double about three times, going from $100,000 to $200,000, then to $400,000, and then to $800,000.
If your interest rate changes or you need more money due to inflation or other factors, use the results of the rule of 72 to help you decide how to keep investing over time.
You can also use the rule of 72 to choose between risk and reward. If, for example, you have a low-risk investment that pays 2 percent interest, you can compare the doubling rate over 36 years with that of a high-risk investment that pays 10 percent and doubles in seven years.
Many young adults just starting out choose high-risk investments because they have the opportunity to take advantage of high rates of return for multiple doubling cycles. Those approaching retirement, however, will likely choose to invest in lower-risk accounts as they get closer to their retirement target amount because doubling down is less important than investing in safer investments.
rule of 72 during inflation
investors can use the rule of 72 to see how many years it will take for their purchasing power to be halved due to inflation. For example, if inflation is running around 8 percent (as in mid-2022), you can divide 72 by the inflation rate to get 9 years until the purchasing power of your money drops by 50 percent.
72/8 = 9 years to lose half of your purchasing power.
The rule of 72 allows investors to realize the seriousness of inflation in a concrete way. Inflation may not stay elevated for such a long period of time, but it has in the past over a period of several years, which really hurt the purchasing power of accumulated assets.
The rule of 72 is an important guideline to keep in mind when considering how much to invest. Investing even a small amount can have a big impact if you start early, and the effect can only increase the more you invest, as the power of compounding works its magic. You can also use the rule of 72 to assess how quickly you can lose purchasing power during periods of inflation.
note: georgina tzanetos from bankrate contributed to a recent update to this story. | mathematics |
http://wtt.pauken.org/?page_id=57&page=2 | 2017-04-28T10:15:13 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122933.39/warc/CC-MAIN-20170423031202-00443-ip-10-145-167-34.ec2.internal.warc.gz | 0.915906 | 617 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__147979380 | en | When all of the partials (component frequencies) in a complex tone are all integer multiples of the same fundamental frequency, the sound is said to have a harmonic spectrum. Each component of a harmonic spectrum is called a harmonic partial, or simply a harmonic. The sum of all those harmonically related frequencies still results in a periodic wave having the fundamental frequency. The integer multiple frequencies thus fuse “harmoniously” into a composite harmonic wave form and is perceived by the human ear as a single tone.
In the middle of the nineteenth century, the German physician and physicist Hermann von Helmholtz (1821-1894) recognized that a musical tone conveying a clear sense of pitch must have several strong harmonic overtones in order to create a harmonic spectrum. Writing on the sensation of tone, he pointed out that tones with a moderately loud series of harmonics up to the sixth partial sound rich and musical. 1
All instruments in today’s modern orchestra generate complex tones however, not all vibrate with harmonic motion and therefore do not create harmonic partials or create a composite harmonic wave. A good example would be the sounds emitted from cymbals or gongs, which are definitely complex tones but they are not all harmonic. Timpani do not generate harmonic partials either yet they are considered to be a “pitched” percussion instrument.
Of the orchestral instruments that do generate a harmonic spectrum and create a composite harmonic wave (strings, brasses and winds etc.), we hear various pitches according to whether a string or column of air is vibrating as a unit through its whole length or in particular fractions of it. The vibration along the whole length of a string or column of air gives the lowest or fundamental tone. The vibrations taking place at various fractions of the length produce higher pitches called harmonics or upper partials. The stationary points along a string or column of air (i.e., where the waves cancel each other out) are called nodes or nodal points.
In mathematical terms, the frequency of each harmonic is in inverse proportion to the size of the fraction. This means that the vibration of equal halves of a string or a column of air produces double the frequency of the whole (and thus sounds an octave higher), the vibration of equal thirds triples the frequency (and therefore sounds an octave and a fifth higher than the fundamental note) and so on. The range of notes produces what is called the harmonic series or overtone series.
The examples in the next section show what the harmonic series looks like when it is notated in traditional musical staff notation and what the individual partials sound like. There is also a sound clip of what a harmonic series sounds like when all of the harmonics are added together. Follow the notes on the grand staff as you listen to each sound clip. Listen closely to the intonation of each partial, especially as they progress higher on the grand staff. Each note or partial you hear is a simple sine wave.
Pages: 1 2 | mathematics |
https://ses.sunmandearborn.k12.in.us/class-web-pages/holly-honchell/pages/my-page | 2018-06-19T15:58:54 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863100.8/warc/CC-MAIN-20180619154023-20180619174023-00533.warc.gz | 0.894765 | 591 | CC-MAIN-2018-26 | webtext-fineweb__CC-MAIN-2018-26__0__114591706 | en | April 29th- May 4th- Book Fair (our shopping day is Thursday)
May 3rd- PAWS Meeting, Trash for Cash Collection
May 4th- Breakfast with Mom
May 8th- Art and Science Show (Kona Ice Truck will be here!)
May 9th-Farm Fit (brown bag lunch and drink)
May 17th- wear blue mission t-shirt
May 23rd- Field Day
*Please check Smart Snack Guidelines on the school webpage.
*Remember to watch for class Dojo messages on your email.
Your child may want to bring in a sweatshirt or sweater to keep in his/her locker as our room stays very cool.
Week of April 30th-May 4th (Unit 29, Two of Everything)
Target Skill- Understanding Characters, Point of View
All tests now online - (unless Chromebooks are being used for upper grade testing) *This week's tests will be paper/pencil due to ISTEP testing
This week our grammar skill will focus on possessive pronouns. We will work on persuasive writing.
Spelling List (Week of April 30th-May 4th )
1. aim 11. bright
2. snail 12. fright
3. bay 13. tray
4. braid 14. try
5. ray 15. below
6. always 16. saw
7. gain 17. something
8. sly 18. thought
9. chain 19. both
Basic word test on Thursday
**Sitton spelling words are # 15-19 on list.
Our current unit will focus on measurement. We will learn about customary units of measure. We will finish up learning about metric units of measure and take our test midweek. Next we will look at measuring capacity in cups, pints, quarts, and gallons. We use the X-tra Math computer program to help us practice our basic math facts. We work once a week on the Accelerated Math program. Each child works at his/her own level and at his/her own pace in this program. We use the Math Facts in a Flash computer program to work on memorizing/speed of our addition and subtraction facts.
This week we will go back to Social Studies to cover a unit on cultures and traditions. We have a consumable Science book with our new Science series this year.
Chapter 4- Celebrating Our Traditions
Lesson 1- Culture Is Our Way of Life
Lesson 2- Cultures in Our Country
Each week we will follow the A, B, C, D, schedule for special classes.
A- P. E.
We will have A, B, C, D, then repeat. It would be a good idea to keep a pair of tennis shoes in your child's locker so that he/she will be prepared on P.E. days. | mathematics |
https://www.i-buildmagazine.com/features/i-nterior/1765-05-easy-steps-to-ensure-your-wood-flooring-measures-up | 2021-04-16T07:02:49 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038088731.42/warc/CC-MAIN-20210416065116-20210416095116-00393.warc.gz | 0.899552 | 246 | CC-MAIN-2021-17 | webtext-fineweb__CC-MAIN-2021-17__0__207501203 | en | Here are The Natural Wood Floor Co.’s five quick steps to measuring your floor for real wood flooring.
1. Do the maths
For square rooms, calculate the area of the room by multiplying the width by the length.
2. Make it easy
If your room is L-shaped, simply divide the room into two easy-to-measure rectangle areas. Measure the lengths and widths of each space and multiply them by each other.
3. Convert it
Measuring in feet and inches? Follow the first step to get the area and divide the total by 10.76. This will convert square feet into square metres.
4. Plan ahead
Allow for wastage – between 5 to 10% for a board or strip floor, or between 7 to 15% if you’re opting for parquet woodblocks, the waste allowance is for unusable offcuts. Please note, there are more offcuts when the rooms are smaller or of an intricate shape.
5. Use supplier tools
You can input the room measurements into the price calculator on each product page of The Natural Wood Floor Co.’s website to see the price of your chosen flooring. | mathematics |
https://radio.foxnews.com/2015/10/28/nations-report-card-how-did-students-score/ | 2020-05-29T18:16:31 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347405558.19/warc/CC-MAIN-20200529152159-20200529182159-00593.warc.gz | 0.961015 | 188 | CC-MAIN-2020-24 | webtext-fineweb__CC-MAIN-2020-24__0__111590864 | en | A new report card on the nation's schoolchildren shows a decline in math and reading scores.
FOX News Radio's Tonya J. Powers has more on the assessment results:
The 2015 "Nation's Report Card" doesn't get all A's.
The report, officially known as the National Assessment of Education Progress, says only about a third of the nation's eighth-graders were at proficient or above in math and reading - slipping over the last two years.
Among four graders, the results were slightly better - about two in five scored proficient or better.
And while scores slipped a little in reading, both fourth and eighth-graders were higher than 1990's results.
The report also found a continuing achievement gap between white and black students.
One of the bright spots?
Washington DC and Mississippi both saw substantial gains in reading and math.
Tonya J. Powers, FOX News Radio. | mathematics |
https://ndcsydney.com/speaker/jaya-mathew/ | 2019-07-18T09:06:37 | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525587.2/warc/CC-MAIN-20190718083839-20190718105839-00370.warc.gz | 0.954848 | 103 | CC-MAIN-2019-30 | webtext-fineweb__CC-MAIN-2019-30__0__153152212 | en | Jaya Mathew Senior Data Scientist, Microsoft
Jaya Mathew is a Senior data scientist at Microsoft where she is part of the Artificial Intelligence and Research team. Her work focuses on the deployment of AI and ML solutions to solve real business problems for customers in multiple domains. Prior to joining Microsoft, she has worked with Nokia and Hewlett-Packard on various analytics and machine learning use cases. She holds an undergraduate as well as a graduate degree from the University of Texas at Austin in Mathematics and Statistics respectively. | mathematics |
https://shop.halilit.co.uk/products/edushape-letters-numbers | 2019-12-07T01:20:49 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540491871.35/warc/CC-MAIN-20191207005439-20191207033439-00151.warc.gz | 0.738941 | 99 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__39510092 | en | Edushape Letters & Numbers - 36 Foam Playtiles
Edushape Letters & Numbers
Edutiles Letters and Numbers are a set of 36, thick, 30 x 30 cm Edu-foam interlocking tiles, perfect for providing a safe play area for children. Features pop-out letter and number shapes which can encourage the development of counting skills letter recognition. Contains 26 alphabet tiles A-Z (upper case) and 10 number tiles 0 - 9.
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https://help.pageproof.com/en/articles/4125442-how-to-use-the-ruler-to-measure-artwork-elements-on-the-proof | 2024-04-22T03:04:03 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818072.58/warc/CC-MAIN-20240422020223-20240422050223-00825.warc.gz | 0.81378 | 140 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__180466831 | en | To use the ruler
Click the dimensions pill found at the bottom left of the proofing screen.
Select use ruler, then use your mouse to click and drag to draw a line or box to see the measurements.
To change the units of measurements, click the units and select a different option (pixels, millimeters, inches etc)
Use the keyboard shortcut ‘-’ to turn the ruler on/off, or click off the proof.
You can change the scale.
To measure a diagonal line, draw a box around the element and you’ll see the diagonal measurement displayed along with the width x height. | mathematics |
https://mrsmithchemistry.com/ | 2019-02-21T06:22:03 | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00134.warc.gz | 0.873019 | 178 | CC-MAIN-2019-09 | webtext-fineweb__CC-MAIN-2019-09__0__186293493 | en | Calculations are a key part of National 5 Chemistry (and chemistry in general). Love ’em or hate ’em, you still gotta do ’em.
An important part of carrying out calculations is actually understanding what the question is asking and how to tackle it.
Below is a detailed walkthrough of a Volumetric Titration Calculation, where you’re asked to calculate the concentration of a solution but you’re only given a volume. Remember, to calculate number of moles, concentration or volume of a solution you use the following triangle:
However, you need 2 values to be able to calculate the unknown. What the video explains is how you can work out the number of moles of a known solution and use that value (depending on the mole ratio) in your c=n/v calculation.
You can do it! | mathematics |
https://wuhrr.wordpress.com/2011/04/07/determine-the-last-day-of-a-month/ | 2018-03-23T05:01:55 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257648178.42/warc/CC-MAIN-20180323044127-20180323064127-00726.warc.gz | 0.858873 | 331 | CC-MAIN-2018-13 | webtext-fineweb__CC-MAIN-2018-13__0__232864384 | en | Given a year and a month, I want to determine the last day of that month. For example, if the year is 2004 and the month is 2, then the last day is 29th because of leap year.
Calculating the last day of a month is not hard, but complicated by the leap year. If the year is a leap year, then February’s last day will be 29th instead of the usual 28th. My algorithm to find the last day of the month is simpler than that: take the first day of the next month and count backward by one day. Here is the code.
#!/usr/bin/env python import datetime def get_last_day_of_the_month(y, m): ''' Returns an integer representing the last day of the month, given a year and a month. ''' # Algorithm: Take the first day of the next month, then count back # ward one day, that will be the last day of a given month. The # advantage of this algorithm is we don't have to determine the # leap year. m += 1 if m == 13: m = 1 y += 1 first_of_next_month = datetime.date(y, m, 1) last_of_this_month = first_of_next_month + datetime.timedelta(-1) return last_of_this_month.day
The code above is easy enough to understand. The datetime.timedelta(-1) on line 22 basically says, “subtract one day.” | mathematics |
http://www.gentlemanspoker.com/card-counting-streamlines-a-tactical-game-of-blackjack/ | 2021-06-23T17:25:59 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488539764.83/warc/CC-MAIN-20210623165014-20210623195014-00382.warc.gz | 0.943964 | 636 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__193518173 | en | Card counting in blackjack is somehow a nightmare for those us who are a bit forgetful or are dealing with mathematical anxiety. But this article will overpower all your fears and lack of coherent strategy. A punter doesn’t actually need to remember how many aces, queens or 4s are dealt out of the shoe. As we know that in the intense game of blackjack, all the picture cards hold a value of 10 and aces may be treated as 1s or 11 as per the hand played. So, more the aces and 10 value cards are lasting with the shoe more it is beneficial for the player. It influences the odds of winning. So, truly it is not mere keeping the track of number of cards dealt but it is actually hi low card counting i.e. the ratio of low value cards to high value cards.
Let’s simplify blackjack card counting practice by understanding few basic steps.
-> Assignment of values to cards:
Card of 2 to 6 holds a value = +1
Card of 7 to 9 holds a value = 0 and,
Card of value 10 to ace holds a value = -1.
-> Keeping a Running Count
These values signify that with each card dealt, a player will not be keeping the count of that card, rather will either be adding 1, subtracting 1 or doing nothing as per the above assigned values. This is done card after card and for each and every round until the dealer shuffles the card from the shoe. This strategy was quite helpful with the single deck game of blackjack. Higher the count, more are the odds of winning for the player. The high value cards pay out well and increases the chances of dealer going “bust” or over 21.
-> Keeping a True Count for multiple deck game of blackjack.
Maintaining a true count actually means to calculate a running count per deck. Casinos are smart enough nowadays to play with more than one deck. So, a shrewd player actually needs to calculate the true count by dividing the running count by the number of remaining decks . Maintaining this true count can take the bet to your advantage and you can place your strategic moves for much more cash.
-> Playing Deviations
Experts suggest to raise your bets as the true count rises and lower down the bets with the falling true count. Even a neutral true count doesn’t favour the player much.
Card counting is also about speed and accuracy. So, rather than each time going with calculations of getting a 4 (+1) and a jack (-1), resulting in a running count of “0”, take the card counting in pairs. Just keep in mind that whenever you get a high card and a low card, they cancel each other out and will simply be a “0”. This way, you will be a hands on expert in Las Vegas style card counting. Gradually a smart player can master other variants of card counting as well, like Omega, KO and halves. So here’s wishing you the best of both the worlds with luck and strategy. | mathematics |
https://www.bonus.ca/online-casinos/live-dealer/roulette-wheel | 2023-06-11T00:21:51 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00711.warc.gz | 0.904127 | 961 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__29530797 | en | Roulette Wheel Numbers
Roulette Wheel has the numbers 0-36 in three colours: green, red and black. Zero is Green. Half of the numbers 1-36 are Red, and half are Black.
Red numbers of the Roulette Wheel are 1, 3, 5, 7, 9, 12, 14, 16, 18, 19, 21, 23, 25, 27, 30, 32, 34 and 36.
Black numbers of the Roulette Wheel are 2, 4, 6, 8, 10, 11, 13, 15, 17, 20, 22, 24, 26, 28, 29, 31, 33 and 35.
The Green number of the Roulette Wheel is zero. European Roulette only has one green zero. American Roulette also has a green double zero (00). Some online Roulette games also have triple zeros (000).
The sum of all the Red numbers is 332 and Black 334. Summed up, all the numbers of the Wheel are 666. This gives Roulette its nickname, “the devil’s game”.
How it Works
The mechanical Wheel (in a real-life brick-and-mortar casino) is made of wood and metal. The Wheel rests on precision bearings, carefully selected to keep the spin results random (non-biased). The ball, originally made of ivory, is nowadays a special plastic mix. The construction of a wheel is an extremely detailed process, as any imperfection would lead to the results not being random enough. Only a few companies make Roulette wheels for top-end casinos, among them TCS John Huxley whose tables are often seen at live online casinos too.
Virtual Roulette Wheels are coded like any online game, but much work goes towards the game’s random number generator. This piece of coding ensures that the spin results are random. These RNGs are nowadays verified by special testing laboratories, where millions (or even billions) of results are drawn and then analyzed to ensure that the Wheel’s results are random. Game providers like Microgaming and Netent provide simulated games to online casinos.
Typical Roulette Wheel odds for getting a winning number on a European Roulette game are:
- Red: 48.6% (18 out of 37 numbers)
- Black: 48.6% (18 out of 37 numbers)
- Odds: 48.6% (18 out of 37 numbers)
- Even: 48.6% (18 out of 37 numbers)
- Low (Manque): 48.6% (18 out of 37 numbers)
- High (Passe): 48.6% (18 out of 37 numbers)
- Zero: 2.7% (1 out of 37 numbers)
- Street: 29.7% (3 out of 37 numbers)
The odds are slightly lower for double and triple zero games as there are 1-2 more non-winning numbers on the Wheel.
How to Calculate Odds
First, see how many numbers there are on the Wheel. This is either 37 (European single zero games), 38 (two zeros) or 39 (three zeros). Then divide the number of winning results by how many numbers there are on the Wheel.
For example, the “first dozen” bet has 12 winning numbers. Therefore its odds in an American Roulette game with two zero fields (0 and 00) are 12/38 = 0.31578 = 31.6%.
Roulette is a game of luck, so there are no working strategies for it. Casinos maintain the wheels daily, so they don’t favour any numbers over the others. Online casinos, on the other hand, use random number generators that are tested to be fully random; thus, you can’t predict what number will come up next.
Try it Yourself
You can try simulated Roulette Wheels on many sites. You can, of course, choose any online casino and try playing Roulette for free. Roulette is the most popular table game at casinos, so you’ll find at least a dozen different games at each casino.
The other option is to visit Roulette-Simulator.info, which features a great Roulette simulator you can play for free. You can play the simulator’s virtual game as long as you like and get yourself familiar with the ins and outs of Roulette Wheels. The game even keeps track of your results (if you so wish) so you can try to gamble yourself on the game’s high score list!
Last updated: 2023/03/14 | mathematics |
http://mazur.ag-sites.net/index.htm | 2023-03-20T13:23:33 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943483.86/warc/CC-MAIN-20230320114206-20230320144206-00102.warc.gz | 0.924597 | 266 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__215536669 | en | JOSEPH MAZUR (born in the Bronx in 1942) is Professor Emeritus of Mathematics at Marlboro College, in Marlboro, Vermont.
He holds a Ph.D. in Mathematics from M.I.T., is a recipient of fellowships from the Guggenheim, Bogliasco, and Rockefeller Foundations, among others. His works have appeared in Nature, The New York Times, The Guardian, The Wall Street Journal, Slate, Science, and many other publications. He has been profiled in media venues such as NPR's "The Hidden Brain" and PRI's "Innovation Lab", CBS, the BBC, Vox, Radio Australia, Radio Ireland, and dozens of others. He is the author of Euclid in the Rainforest: Discovering Universal Truth in Mathematics; The Motion Paradox: The 2,500-Year Old Puzzle Behind All the Mysteries of Time and Space; What’s Luck Got to Do with It? The History, Mathematics, and Psychology behind the Gambler’s Illusion; Enlightening Symbols: A Short History of Mathematical Notation and Its Hidden Powers; and Fluke: The Math and Myth of Coincidence. The Clock Mirage: Our Myth of Measured Time is his latest book. | mathematics |
https://megaincomestream.com/unlock-the-power-of-compound-interest-learn-how-to-calculate-your-investment-growth/ | 2024-03-02T03:07:50 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475727.3/warc/CC-MAIN-20240302020802-20240302050802-00396.warc.gz | 0.950126 | 2,266 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__155358632 | en | Are you ready to unlock the power of compound interest and take control of your financial future? Understanding how to calculate your investment growth can be a game-changer when it comes to maximizing your wealth. Whether you’re a seasoned investor or just starting out, this knowledge is essential to ensure your money is working as hard as possible for you. In this guide, we will break down the concept of compound interest and show you step-by-step how to calculate your investment growth. From simple interest to compound interest, we’ll explain the differences and why compound interest is the key to exponential growth. We’ll also provide you with practical examples and tools to help you visualize the potential of your investments over time. So, if you’re ready to take charge of your financial destiny and make your money work for you, let’s dive in and discover the incredible power of compound interest.
What is compound interest?
Compound interest is a powerful concept that allows your investments to grow exponentially over time. Unlike simple interest, which only calculates interest on the initial amount invested, compound interest takes into account the accumulated interest as well. This means that the interest earned in each period is added to the principal, and subsequent interest calculations are based on this new total. In other words, compound interest is interest on top of interest. This compounding effect can have a significant impact on the growth of your investments.
Understanding the concept of compound interest is crucial for anyone looking to build long-term wealth. By harnessing the power of compounding, you can potentially turn a small investment into a substantial nest egg over time. The key is to start early and let time work in your favor. Even small contributions made consistently can lead to significant wealth accumulation thanks to the magic of compounding.
The power of compound interest
The true power of compound interest lies in its ability to generate exponential growth. As your investments grow, the amount of interest earned also increases. This creates a compounding effect where your money starts working for you, instead of the other way around. Over time, the growth curve becomes steeper, and your investments can experience rapid growth.
To illustrate this, let’s consider a hypothetical scenario. Imagine you invest $10,000 at an annual interest rate of 5% with monthly compounding. After one year, you would earn $500 in interest. However, instead of withdrawing the interest, you reinvest it, bringing your new principal to $10,500. In the second year, you would earn interest on the new principal, resulting in $525. This process continues, and with each passing year, the interest earned becomes larger. By the end of 10 years, your initial investment would have grown to approximately $16,386. This is the power of compound interest in action.
Understanding the compounding period
The compounding period refers to how often interest is calculated and added to the principal. It can have a significant impact on the growth of your investments. The more frequent the compounding, the more interest you will earn. For example, monthly compounding will generate more interest compared to annual compounding.
To understand the impact of compounding periods, let’s consider two scenarios. In the first scenario, you invest $10,000 at an annual interest rate of 5% with monthly compounding. In the second scenario, you invest the same amount at the same interest rate, but with annual compounding. After 10 years, the investment with monthly compounding would grow to approximately $16,386, while the investment with annual compounding would only reach around $16,289. This shows that even a small difference in compounding frequency can lead to a significant disparity in investment growth.
How to calculate compound interest
Calculating compound interest may seem daunting at first, but it’s actually quite simple once you understand the formula. The formula to calculate compound interest is:
A = P(1 + r/n)^(nt)
– A is the future value of the investment
– P is the principal (initial investment amount)
– r is the interest rate (expressed as a decimal)
– n is the number of compounding periods per year
– t is the number of years the money is invested
Let’s break down the formula using an example. Suppose you invest $5,000 at an annual interest rate of 6% with quarterly compounding. You want to calculate the value of your investment after 5 years. Plugging the values into the formula, we get:
A = 5000(1 + 0.06/4)^(4*5)
Simplifying the equation, we have:
A = 5000(1.015)^20
Using a calculator, we find that the future value of your investment after 5 years would be approximately $6,416.40.
Examples of compound interest calculations
To further illustrate the power of compound interest, let’s consider a few examples.
You invest $1,000 at an annual interest rate of 8% with monthly compounding. After 20 years, your investment would grow to approximately $4,661.39.
You invest $10,000 at an annual interest rate of 3% with quarterly compounding. After 10 years, your investment would grow to approximately $13,439.85.
You invest $500 at an annual interest rate of 6% with annual compounding. After 15 years, your investment would grow to approximately $1,197.96.
These examples demonstrate how compound interest can significantly boost the growth of your investments over time. The longer you stay invested and the higher the interest rate, the greater the impact of compound interest.
The impact of different interest rates and compounding periods
The interest rate and compounding period have a direct impact on the growth of your investments. A higher interest rate or more frequent compounding can accelerate the growth of your money.
To understand this concept, let’s compare two scenarios. In the first scenario, you invest $10,000 at an annual interest rate of 4% with monthly compounding. In the second scenario, you invest the same amount at the same interest rate, but with quarterly compounding. After 20 years, the investment with monthly compounding would grow to approximately $24,117.14, while the investment with quarterly compounding would only reach around $23,847.23. This shows that a higher compounding frequency can result in slightly higher investment growth.
Similarly, if we compare two scenarios with the same compounding frequency but different interest rates, we can observe a significant difference in investment growth. For instance, if you invest $10,000 at an annual interest rate of 3% with monthly compounding, your investment would grow to approximately $18,061.41 after 20 years. However, if you increase the interest rate to 5%, the investment would grow to approximately $26,533.88. This demonstrates the exponential growth potential of compound interest when paired with higher interest rates.
The Rule of 72: A quick way to estimate investment doubling time
The Rule of 72 is a handy rule of thumb that allows you to estimate the time it takes for an investment to double based on the compound interest rate. The formula is simple:
Years to Double = 72 / Interest Rate
For example, if you have an investment with an annual interest rate of 6%, it would take approximately 12 years for your investment to double (72 / 6 = 12). This rule provides a quick and easy way to gauge the potential growth of your investments over time.
Strategies to maximize compound interest growth
Now that you understand the power of compound interest, you may be wondering how to maximize its growth potential. Here are a few strategies to consider:
1. Start early: The earlier you start investing, the longer your money has to compound and grow. Time is one of the most critical factors in generating substantial wealth through compound interest.
2. Increase your contributions: By consistently contributing more money to your investments, you can accelerate the growth of your portfolio. Even small increases in contributions can have a significant impact over time.
3. Take advantage of tax-advantaged accounts: Utilize tax-advantaged accounts such as 401(k)s or IRAs to maximize the growth of your investments. These accounts offer tax benefits that can help your money grow faster.
4. Diversify your investments: Spread your investments across different asset classes to minimize risk and maximize returns. Diversification can help you weather market fluctuations and increase the overall growth potential of your portfolio.
5. Reinvest your earnings: Instead of withdrawing your earnings, reinvest them to take advantage of the compounding effect. By reinvesting your dividends or interest payments, you can accelerate the growth of your investments.
6. Regularly review and adjust your portfolio: Keep an eye on your investments and make necessary adjustments to ensure they align with your financial goals. Regular reviews can help you identify under-performing investments and make informed decisions to optimize your portfolio’s growth.
By implementing these strategies, you can harness the full potential of compound interest and maximize the growth of your investments.
Compound interest vs simple interest: Key differences
While compound interest is a powerful wealth-building tool, it’s essential to understand the key differences between compound interest and simple interest.
Simple interest is calculated based on the principal amount and the interest rate, without taking into account any accumulated interest. Unlike compound interest, simple interest does not have a compounding effect. This means that the interest earned remains constant throughout the investment period.
On the other hand, compound interest considers the accumulated interest and calculates future interest based on the new principal amount. This compounding effect can lead to exponential growth, making compound interest a more favorable option for long-term wealth accumulation.
In summary, compound interest allows your investments to grow exponentially over time, while simple interest only calculates interest based on the initial principal. Understanding these differences is crucial when making investment decisions and maximizing your wealth-building potential.
Understanding how to calculate your investment growth is essential for anyone looking to take control of their financial future. Compound interest is a powerful tool that can turn a small investment into significant wealth over time. By harnessing the compounding effect, your money can work for you, generating exponential growth and securing your financial well-being.
In this guide, we’ve explored the concept of compound interest, its calculation formula, and practical examples. We’ve also discussed the impact of different interest rates and compounding periods, as well as strategies to maximize compound interest growth. By applying this knowledge and taking advantage of the power of compound interest, you can unlock the full potential of your investments and achieve your financial goals.
So, are you ready to take charge of your financial destiny? Start harnessing the incredible power of compound interest today and watch your investments grow beyond your expectations. Remember, time is on your side, and with the right knowledge and strategies, you can unlock the doors to financial freedom. | mathematics |
http://www.shesugar.com/celiac-disease/carbohydrates-in-common-gluten-free-grains-type-1-diabetes/ | 2017-04-30T10:44:37 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917125074.20/warc/CC-MAIN-20170423031205-00357-ip-10-145-167-34.ec2.internal.warc.gz | 0.925302 | 443 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__49541724 | en | Carbohydrate counts in gluten free grains vary wildly. The nutritional aspects of a grain, including its protein and fiber contents are not standard fare. If you are living with type 1 diabetes and celiac disease, managing these grains and counting carbohydrates demands daily vigilance.
A tenet of dietary dogma is that fiber isn’t digestible and therefore has no effect on the blood sugar. Because insulin is given in relationship to carbohydrates consumed, it is important to get your math right. By subtracting the appropriate amounts of fiber in foods from the total carbohydrates, you get a “net carb” total.
I crafted a list of common gluten free grains, their carbohydrate load, fiber and net carbohydrate totals associated with them. Take a gander and see how your choices rank.
Dietary recommendations and teaching morph over the years and have landed in a math equation of sorts with current standards. The basic tenet of today’s teachings focus on fiber content/ per serving that exceeds 5 grams. The old school way I learned was to simply subtract the fiber from the carbs and that is your net carb total. I actually still stick with this for myself and my daughter with ease and great success. You will notice the old school math on my chart below for net carb counts.
Current recommendations from the American Diabetes Association
According to current dietary teachings from the American Diabetes Association, “Because fiber is not digested like other carbohydrates, for carbohydrate counting purposes, if a serving of a food contains more than or equal to 5 grams of dietary fiber, you can subtract half the grams of dietary fiber from the total carbohydrate serving of that food.”
Carbohydrate Counting for Dummies (a-b=c if b>or =5)
For example if the carbohydrate count of a serving of food is 30 grams, and the fiber content is 5 grams you would subtract 2.5 grams from the total carbohydrate count. In this instance your total carb count would be [30-2.5= 27.5].
Which ever way you choose to calculate your carbohydrates, it is worth looking at this chart to see the fiber totals associated with common gluten free grains. | mathematics |
https://adaptedmindmath.wordpress.com/ | 2019-06-17T04:59:33 | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998376.42/warc/CC-MAIN-20190617043021-20190617065021-00214.warc.gz | 0.951673 | 1,418 | CC-MAIN-2019-26 | webtext-fineweb__CC-MAIN-2019-26__0__158723433 | en | Through an immersive, gamified learning experience, Adapted Mind Math helps K-6 students improve their math skills through instruction and exercises. All of Adapted Mind Math’s offerings are in line with common core standards and are designed specific to each grade level.
Learning math does not have to be an exercise in tedium. The Adapted Mind platform is specifically designed to create a fun and interactive learning environment by operating with a game-centric setting, incentivizing learning through virtual prizes.
As students progress through the learning exercises, they earn points, which they can spend on collecting these virtual prizes. They only way they get points, however, is by learning and mastering new skills. By incentivizing the process, students are more likely to push through barriers and reach new levels of learning. According to a survey of parents whose children have taken part in the platform, more than 95 percent of them show an increase in both confidence and overall math ability.
Adapted Mind Math is a provider of innovative online materials that help young learners navigate complex mathematical concepts and boost competency. Subject areas addressed by Adapted Mind Math include dividing mixed numbers. This starts with turning mixed numbers into improper fractions, such that 1 5/6 becomes 11/6.
Keeping the first fraction constant, the second fraction is flipped over and multiplied across instead of divided. The multiplication is undertaken horizontally, above and below the fraction line. For example, take 2 1/2 divided by 1/4. The first fraction is written as 10/4, the second as 4/1. Multiplying out gives the fraction 40/4, which simplifies down to 10.
AdaptedMind provides targeted repetition that benefits those new to dividing mixed numbers. The program defines problem areas based on students’ correct and incorrect answers, and deploys a tailored set of questions.
Bringing together the knowledge provided by mathematics teachers and the creativity of game designers, Adapted Mind Math offers K-6 mathematics students the opportunity to learn while having fun. Addressing a wide range of topics, including algebra and geometry, Adapted Mind Math adapts to the needs of learners to create an interactive and immersive experience.
As students reach middle school, they will be confronted with the various classifications of triangles, each of which must be understood. They are:
Equilateral Triangles. These have three equal sides and angles. In all cases, each individual angle in an equilateral triangle will measure 60 degrees.
Right Angle Triangles. As the name suggests, these are triangles that feature one right angle. The other two angles will be acute, which means they measure less than 90 degrees.
Isosceles Triangles. These are similar to equilateral triangles, except that an isosceles triangle will only have two equal sides and angles.
Scalene Triangles. Perhaps the most awkward classification of triangles, these have no equal sides. Technically, a right angled triangle is also classified as a scalene triangle.
Acute Angle Triangles. These are triangles in which all three angles are below 90 degrees. Both isosceles and equilateral triangles are also acute angle triangles.
Obtuse Angle Triangles. These are triangles in which one angle is above 90 degrees.
An innovative educational platform provider, Adapted Mind Math is focused on creating fun ways for children to learn mathematical and reading skills. Placing the emphasis on adaptive learning, the Adapted Mind Math platform makes use of incentives, such as virtual badges and trophies, to reward users for their progress.
Such incentives have become common in gaming and are used by designers to encourage players to explore their games in more depth. Badges and trophies not only give players something to work toward, but also set higher expectations than players may have placed on themselves.
Some, including Jamie Madigan in an article posted on The Psychology of Games, a website devoted to examining how video games and psychology intersect, argue that the use of such virtual achievements offers a point of reference that players fixate on until they achieve the goals required to unlock the associated badge or trophy.
Further, achieving goals leads to a sense of satisfaction that encourages players to push toward the next achievement so they can experience the same feelings again. This desire to pursue similar goals increases player engagement with the game and leads to them spending more time with it, resulting in increased familiarity and mastery of the topics around which the game is built.
Adapted Mind Math offers multiple ways to work on math concepts. And because there are a number of ways to practice your mathematics skills, Adapted Mind Math’s available resources can be used to explain difficult concepts from a different angle.
Some of the more common ways to practice math is through repetition and worksheets. These types of exercises give you the chance to practice concepts through a variety of different examples and are a mainstay of elementary education. However, until a concept has been fully grasped, practice sheets can end up being more of a frustration than a help for students. Another resource that can be used are dynamic practice sections on websites that adapt based on what questions you answer correctly. This type of resource gives you more practice with concepts that are unfamiliar or more difficult, and they allow you to move past sections that are more easily grasped, resulting in a more focused practice based on the individual needs of each student.
Adapted Mind Math uses web-based instructional videos and gaming elements to improve a child’s math skills. Adapted Mind Math problems cover a range of mathematical topics, from basic addition and subtraction to advanced algebra and geometry.
Math fluency is a term used to describe a child’s ability instantly to recall the basic components of mathematics. Children generally begin learning addition and subtraction in the first grade, and it is around this time that the development of math fluency begins. Though a first grader’s math fluency may be limited to relatively simple concepts such as 0+0, and later 9+8, these instances of recall serve as the building blocks for more complex equations further down the line.
Basic addition facts can be defined as single digit equations with sums lower than 19. The operations used to solve a problem such as 3+2 should become reflexive as a child progresses in his or her education, to the point that teaching a child to add double digit figures with sums exceeding 19 or 20, equations that require the mathematical skill of regrouping, represents a progressive lesson rather than a brand new academic concept.
Of course, the development of math fluency is not as simple as repeatedly presenting children with addition and subtraction facts. Children learn at vastly different rates, regardless of age and intelligence, and a child must first possess the basic concepts of mathematics before initiating fluency. For example, teachers must first convey to students the concept that the order of numbers does not affect an equation. Without an understanding of basic concepts such as this, the development of math fluency will not progress as intended. | mathematics |
https://avmajournals.avma.org/search?f_0=author&q_0=Kirsten+V.+Henderson | 2024-04-16T05:19:44 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817043.36/warc/CC-MAIN-20240416031446-20240416061446-00424.warc.gz | 0.945937 | 321 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__90498252 | en | OBJECTIVE To identify whether age, sex, or breed is associated with crown height of the left and right maxillary first molar tooth (M1) measured on CT images, to develop a mathematical model to determine age of horses by use of M1 crown height, and to determine the correlation between M1 crown height measured on radiographic and CT images.
SAMPLE CT (n = 735) and radiographic images (35) of the heads of horses.
PROCEDURES Crown height of left and right M1 was digitally measured on axial CT views. Height was measured on a lateral radiographic image when available. Linear regression analysis was used to identify factors associated with crown height. Half the data set was subsequently used to generate a regression model to predict age on the basis of M1 crown height, and the other half was used to validate accuracy of the predictions.
RESULTS M1 crown height decreased with increasing age, but the rate of decrease slowed with increasing age. Height also differed by sex and breed. The model most accurately reflected age of horses < 10 years old, although age was overestimated by a mean of 0.1 years. The correlation between radiographic and CT crown height of M1 was 0.91; the mean for radiographic measurements was 2.5 mm greater than for CT measurements.
CONCLUSIONS AND CLINICAL RELEVANCE M1 crown height can be used to predict age of horses. Results for CT images correlated well with those for radiographic images. Studies are needed to develop a comparable model with results for radiographic images. | mathematics |
http://www.classroom-resources.co.uk/acatalog/Online_Catalogue_Maths_Worksheets_Level_3_58.html | 2017-04-25T08:25:33 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120206.98/warc/CC-MAIN-20170423031200-00217-ip-10-145-167-34.ec2.internal.warc.gz | 0.9069 | 106 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__312956889 | en | Maths Worksheets Level 3
Price: £14.99 (Excluding VAT at 20%)
Age Group: General
Order Number: 13025
A collection of worksheets graded according to ability. It comes in two photocopiable books covering skills and knowledge, one at level 2 and the other at level 3. The worksheets are in an attracive illustrated style that will appeal to Junior pupils. Both books contain 40 worksheets which cover work on numbers, calculations, data and space. | mathematics |
https://gigaio.com/2023/08/one-of-the-most-difficult-problems-of-computational-fluid-dynamics-concorde-during-landing-video/ | 2024-04-21T08:17:33 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817729.87/warc/CC-MAIN-20240421071342-20240421101342-00277.warc.gz | 0.906092 | 473 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__75178684 | en | Dr. Moritz Lehmann, Computational Fluid Dynamics software developer FluidX3D, shared a visualization of the solution to one of the most difficult problems of this kind – the calculation of air flows around a supersonic passenger plane Aérospatiale-BAC Concorde on landing.
Computations were performed on the GigaIO SuperNODE GPU server equipped with 32 AMD Instinct MI210 GPUs with 64 GB and a total volume of video memory of 2 TB.
The calculation task is the simulation of air flows for 1 second during the flight of the Aérospatiale-BAC Concorde at a speed of 300 km/h with an angle of attack of 10°. The Reynolds number (a characteristic number in hydrodynamics based on the ratio of the inertia of a gas, liquid or plasma flow to its viscosity) based on the wingspan is 146 million (that’s a lot).
The simulation resolution is 2976 × 8936 × 1489 = 40 billion blocks, with a block size of only 12.4 mm³. 67,268 simulation steps were computed in 29 hours, plus 4 hours spent rendering 5 × 600 frames (five different angles) at 4K resolution, for a total of 33 hours on the GigaIO SuperNODE server. One render frame is based on 475 GB of data, so 600 frames is 285 TB of data.
The entire simulation is a test of the recently added free-slip algorithms at FluidX3D at object boundaries, which allow for a more accurate model for the turbulent air/fluid boundary layer.
According to the author, on the same hardware, some commercial computational fluid dynamics programs, such as Ansys or Star-CCM+, take several years for similar simulations. FluidX3D does it in a few days.
And, well, in general, it is very beautiful and helps us remember why powerful computers are actually needed.
View source version on mezha.media: https://mezha.media/en/2023/08/03/one-of-the-most-difficult-problems-of-computational-fluid-dynamics-concorde-during-landing-video/ | mathematics |
https://ameliamellorsfantasticnarratograph.wordpress.com/ | 2018-02-22T06:21:25 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814036.49/warc/CC-MAIN-20180222061730-20180222081730-00494.warc.gz | 0.972025 | 484 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__13622826 | en | As a kid, I was a huge puzzle freak.
I liked jigsaw puzzles; the games Rush Hour, Tantrix and Labyrinth; brainteasers; and books like Rowan of Rin and Artemis Fowl and The Eleventh Hour. I loved it when books gave me a chance to solve the problems with the characters. Often, I’d flip back to check out a problem again.
Once, in Grade Three, I had a brilliant teacher who set us a basic substitution code – A = W, but B = F, C = J etc – and I liked it so much, he set me another one. I spent all of playtime figuring it out. I still remember the message: ‘when I was born, I was so surprised that I couldn’t speak for a year and a half!’
Riddles have a very long history indeed. The oldest riddle ever is probably the riddle of the Rhind Mathematical Papyrus, an Ancient Egyptian problem from 1650 BCE that is similar to the ‘As I was going to St Ives’ riddle:
Seven houses keep seven cats; each cat eats seven mice; each mouse would have eaten seven ears of corn; each ear of corn would have produced seven hekat of grain. How many things are described?
Apparently, there are lots of possible answers. The mathematical answer is 19,607, which makes it a straightforward multiplication problem. But you could also say, for instance, that the answer is five: houses, cats, mice, corn and units of volume are five different things.
Riddles show up a lot in folklore and fairytales, which is probably why they show up so often in fantasy. Not complaining! It gives me the perfect excuse to put riddles in my own stories. Here are a few from my research and development for The Celestial Kris and The Grandest Bookshop in the World. Some of these didn’t end up fitting into the stories. For instance, in The Celestial Kris, the riddling character has a fixation on family, motherhood and being loved, so all of her conundrums (yes, it’s a word, we are descriptivists around here) are kind of in that vein.
Below every riddle is the answer in white text, so highlight the words to see them. | mathematics |
http://origin.ny1.com/content/lifestyles/connect_a_million_minds/213213/students-join-twc-to-celebrate-million-minds-milestone/ | 2014-12-22T07:46:12 | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802774899.57/warc/CC-MAIN-20141217075254-00156-ip-10-231-17-201.ec2.internal.warc.gz | 0.950285 | 215 | CC-MAIN-2014-52 | webtext-fineweb__CC-MAIN-2014-52__0__109920832 | en | Students from across the city came to the Intrepid on Thursday to take part in a bundle of science, technology, engineering and math or STEM activities as part of a celebration for Time Warner Cable's Connect a Million Minds initiative.
The celebration brought Time Warner Cable executives and local non-profits together to commemorate the initiative reaching a million mind milestone, connecting one million young people to science, technology, engineering and math.
Students got to share their love for STEM and presented the work they have been doing all summer with their organizations.
Executives say while they have reached one million minds, it's not stopping there.
"No question that this is not the end, it’s another milestone along the way, and we've changed our mantra to connecting a million minds and counting. So it keeps going from here," said Time Warner Cable Chairman and CEO Rob Marcus.
Time Warner Cable is NY1's parent company.
To find hands on science, technology, engineering and math opportunities in your community visit connectamillionminds.com. | mathematics |
https://www.trendmicro.com/vinfo/tw/security/news/security-technology/diving-deep-into-quantum-computing-computing-with-quantum-mechanics | 2024-04-19T10:04:27 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817382.50/warc/CC-MAIN-20240419074959-20240419104959-00208.warc.gz | 0.944341 | 3,630 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__92963059 | en | By Morton Swimmer, Mark Chimley, and Adam Tuaima
Quantum mechanics enables us to build computers that are, in some ways, much more powerful than classical computers. Small, gated quantum computers and experimental quantum computers already exist, but the world might soon see the arrival of quantum computers capable of demonstrating quantum advantage over their classical counterparts. When that happens, it will leave little time for the lengthy process of migrating to new cryptographic algorithms, so it’s best to plan ahead and consider post-quantum cryptography now.
In this entry, the second in our series on post-quantum cryptography, we delve into the history of quantum computing, its foundation in quantum mechanics, and the kind of complex problems quantum computers will be able to solve.
To better comprehend quantum mechanics, it helps to understand how mathematics evolved over time, and with it, our understanding of nature.
Early in history, people’s mathematical understanding of the world was simpler than now: at first, only natural numbers (1, 2, 3, 4, 5, etc.) were used to count. Later, negative numbers (…, -3, -2, -1, 0, 1, 2, 3, ….) were incorporated as well. Eventually, multiplication and division were needed, and these required the concept of fractions created from positive integers. These were classified as rational numbers.
Rational numbers serve well in many practical applications of physics or classical mechanics, where the goal is to measure or approximate something to a sufficient degree of accuracy. However, when the ancient Egyptians wanted to calculate the area of a circle, they tried using fractions in their formula, but the results were not quite accurate. Further examination revealed that a certain number, which will eventually be called pi (symbolized by π and has the value of 3.14159…), can instead be used for this operation. This sparked the idea that there are numbers that cannot be represented by fractions. We call such as real numbers because there’s a tacit assumption that they describe how nature works. So, for a long time, people believed that the world exists on a continuum of scales.
However, the advent of nuclear physics in the late 19th and early 20th centuries started to challenge this view. The smallest unit of matter was initially thought to be the atom, thus it was so named — the ancient Greek “atomos” translates to “indivisible,” or more literally “uncuttable.” In the late 19th century, however, Sir Joseph John Thompson discovered a sub-atomic particle, the electron, and proposed the ‘plum pudding’ model of an atom. In the early 20th century, Ernest Rutherford first theorized the existence of protons and neutrons in an atom’s nucleus, a fact then proven by James Chadwick. Rutherford proposed a model of the atom where the electrons orbited the nucleus like planets around the sun.
Figure 1. Rutherford Atomic Model
But trouble was on the horizon for the planetary model of an atom. Viewed through the lens of classical electromagnetic physics, the electrons would have to continuously lose energy and their orbits would decay rapidly, resulting in the collapse of the atom; but this was not happening.
Meanwhile, Albert Einstein proved Max Planck’s hypothesis that matter has both particle and wave characteristics, for which he later won the Nobel Prize. This is called the wave/particle duality. With this, Niels Bohr, one of the founding fathers of quantum theory, presented a superseding model of the atom in which electrons occupy a set of discrete (or quantized) positions (orbits) based on their energy levels. Describing each orbital by the wave function of the electron explains why the orbitals do not collapse: the smallest orbital is the one composed of a single standing wave. Electrons can move from one discrete state (quantum) to another, but they do so discontinuously; that is, they jump between quanta in a quantum leap. Each jump goes from one wave harmonic to another. The earlier assumption that the world is based on real numbers was proven incorrect. Wolfgang Ernst Pauli later determined that no two electrons can inhabit the same state at the same time, making the model useful in predicting an atom’s chemical properties.
Figure 2. Bohr Model
Most of these might be hard to relate to everyday experiences, but they sit coherently within the quantum mechanical model in terms of mathematics. While many scientists in the early 20th century — for instance, Einstein — were skeptical of quantum mechanics, over time, the field has proven to be sound and useful.
Other observations that fit the quantum model include Heisenberg's uncertainty principle, which states that it is not possible to precisely determine both the momentum and position of an electron. The more accurately we discern one aspect (either momentum or position), the less accurately the other aspect is determined. This is not a limitation of the apparatus. This is a fundamental property of quantum mechanics and plays an important role in quantum computing.
Figure 3. Heisenberg’s Uncertainty Principle
As shown in the left portion of the illustration above, if we use a high frequency to determine the location of an electron, we will not know its momentum with good accuracy. If we use a low frequency, we can find its momentum with good accuracy but will then not know its location well. In the quantum mechanical world, any measurement comes with a trade-off.
Heisenberg’s uncertainty principle changes how we think about computation. While in a classical computer, reading from a memory location doesn’t change it, the same is not true in a quantum computer. Reading the state of a quantum system will invalidate its state, so algorithms need to be designed appropriately.
Two other important topics in quantum mechanics are superposition and entanglement. These are central to quantum computing. Together, they make quantum computing possible.
Until they are measured, particles can exist in infinitely many states. Take an electron, for instance. It is said that it can spin on the x, y, and z axes, as shown in Figure 4. When an electron’s spin is clockwise along some axis, we can call this the “1” state and when it is spinning counterclockwise, we call this the “0” state. However, before measuring the spin, the electron is in a superposition of all possible states. Think of a spinning coin: we cannot say it is in a heads or tails state while it is spinning. Rather, it is in some other in-between state. It’s in a superposition. (Note that the electron doesn’t actually spin. This is just a measurable property of it that we chose to call “spin”.)
The particle is in superposition while it is not observed. When the spin is measured, the state will “collapse” on one choice dictated by its probability distribution, just like when the coin flops down on one side or the other with a 50% chance of being either.
Figure 4. An electron can “spin” on the x, y, and z axes
This is the basis of the famous Schrödinger’s Cat thought experiment (Figure 5). An imaginary cat is placed in a box with a vial of poison and a radioactive source. If radioactive decay is detected, the vial of poison breaks and ends the imaginary cat’s life. But radioactive decay is a random process which may or may not happen.
While this was originally meant to demonstrate the absurdity of quantum mechanics, it turned out to be a reasonable explainer of superposition. When the box is shut, there is no way of observing what happens inside. Whether the cat is alive or dead cannot be concluded. From an observer’s point of view, the cat is in a superposition of dead and alive. In quantum mechanics, opening the box causes the superposition to collapse into a single state of the cat being either dead or alive.
Figure 5. The Schrödinger’s Cat thought experiment
In a classical computer, the smallest unit of storage is called a bit, which can either take a 0 or a 1. In a quantum computer, particles can be used to perform calculations, and these are called qubits (quantum bits). Qubits are different from ordinary bits in that through superposition, they can assume an infinite number of states at the same time, which gives them exponentially more computational power. Qubits are used in quantum circuits, which are comparable to algorithms on a classical computer. The goal of these circuits is to run to the end and amplify the correct result so that the answers can be read by measuring the resulting states. In practice, the circuit is re-run thousands of times to obtain a probability distribution from which the answer is derived. However, a circuit needs gates, and the use of multiple gates requires entanglement. The following section delves into this concept.
In a classical computer, a logic gate can take bits as input and produce a value as output. For example, a “1” bit and another “1” bit combined at an AND gate will result in “1”. On their own, these bits do nothing. However, in a quantum computer, two particles can become “entangled,” which means an operation on one will influence the state of the other, even if they are far apart. This is like picturing two spinning coins that always land down the same way: either showing both heads or both tails. The two particles are not communicating with each other to do this. Instead, imagine them as twins that behave the same even when they are separated. In this way, they are not violating special relativity that disallows travel at the speed of light or faster. In the macro world, however, this would be strange, and we would not expect coins to behave this way.
Einstein was not a fan of the idea and described it as “spooky action at a distance.” It might take some convincing to believe that that two particles could influence each other remotely, but it is mathematically proven by and shown in experiments. Between 1980 and 1982, Alain Aspect performed various experiments proving entanglement is real, for which he won the Nobel Prize in 2022.
Entanglement makes useful algorithms possible. By linking two qubits, conditional quantum gates can be created in quantum circuits. With that, algorithms can be implemented.
When the first serious efforts to build a quantum computer were made in the mid-1990s, one of the main questions raised was, what would it be good for? Actually, this very question serves as the answer itself to one of the main motivations why these computers are developed: they were built so their full potential can be discovered and unleashed.
The original idea of quantum computing was proposed by Paul Benioff and Richard P. Feynman around 1980. Simulations of physical systems, for instance tracking all interactions between atoms in a molecule, are often impossible to run on classical computers because the difficulty of the problem grows exponentially with the number of atoms. In contrast, quantum computers can tackle exponentially larger problems for every qubit in the quantum computer and can deal with this complexity.
Now, while experimental quantum computers are emerging, there are still challenges on how their usefulness can be most effectively maximized. Machines with sufficiently large numbers of usable qubits remain elusive. Furthermore, scalability and noise management remain a concern. Noise could limit scalability. In this context, noise pertains to electromagnetic radiation, magnetic fields, cosmic rays, and the like. For this reason, most quantum computers are operated at temperatures close to absolute zero (which is 0 Kelvin, -273.15℃, or -459.67 ℉) and are heavily shielded from radiation.
With the current crop of quantum computers, attempts to mitigate noise are done by using redundant noisy physical qubits to create noise-free logical qubits. The current generation of quantum computers is called Noisy Intermediate-Scale Quantum (NISQ) computers. The number of logical qubits is much lower than the number of physical qubits in these systems. This means that a useful quantum computer will have to have several dozen times as many physical qubits as required logical qubits in order to execute a given quantum circuit.
Despite the challenges, many algorithms for quantum computers have been proposed, showing how versatile the platform may one day be. As of now that question of their purpose still stands, although perhaps not much longer.
Quantum advantage pertains to the milestone where a quantum computer can solve problems faster than a classical computer can. While several claims of quantum advantage have been made recently, none of them solves useful problems. They are therefore not convincing — yet. Because the simulation of physical systems often requires far fewer qubits, we will probably see the first practical uses here. On the other hand, a quantum computer for solving large computer science problems is probably over a decade away. These simulations would be valuable as they would enable major chemical, physical, and medicinal discoveries. This is why the development of quantum computers has garnered so much attention lately.
In an attempt to horizontally scale the current generation of experimental quantum computers, there have been experiments using circuit knitting or surface-code architectures. These experiments take small quantum computers and combine them using classical or quantum connections to form a larger machine. However, it is not clear if quantum advantage can be achieved this way, as these separate circuits need to be connected, which incurs overhead and a change to the algorithms. The last limiting factor is the number of quantum gates that can be used, but little has been published on this for existing quantum computers.
Small, gated quantum computers containing a few hundred physical qubits, are now available as a cloud service from various vendors. Adiabatic quantum computers (AQC) that are restricted to a special optimization process already have thousands of qubits but have yet to show meaningful speedup over classical computers.
A recent finding from a university in Switzerland showed that merely quadratic speedup over classical algorithms will not be enough to compensate for the overhead that quantum computers have in loading the data and circuit. Given this finding, there are some doubts that they will ever be useful for big-data applications at all, unless some engineering solution is found.
As mentioned, quantum computers can solve some problems in minutes that would take years on a classical computer. In this section, let’s look at the classes of problems that quantum computers can solve.
A complexity class refers to a set of problems that are solvable with relatable time requirements on a Turing machine, which is a theoretical computational model. Without going into details, a nondeterministic Turing machine is exponentially faster than the deterministic variant. We strive to use polynomial-time algorithms (or better) because the time they take only goes up moderately with the problem size. We call these “P” problems. Many real-world problems are “NP” problems that require much greater resources and typically grow in time and space requirements exponentially with the size of the input problem. We say that a problem is NP-Complete if it can be proven that no algorithm solves the problem better than a non-deterministic Turing machine would need in polynomial time. The entire space of decidable problems that a Turing machine can solve is called PSPACE.
The complexity class for quantum algorithms solvable in polynomial time is called Bounded-Error Quantum Polynomial Time complexity (BQP). This class is not thoroughly explored, but we believe it includes the whole P class and some of the NP and PSPACE classes, but no NP-Complete problems (as shown in Figure 6 below). Solving some of the NP problems in BQP time complexity is a game changer, even if it might disappoint some that NP-complete problems still stay exponentially difficult.
Figure 6. Quantum computer complexity classes
What quantum computers cannot do is solve completely intractable and (classically) undecidable problems. And while there are problems that are difficult for classical computers but relatively easy for quantum computers, the reverse is also true.
The rise in interest in quantum computing algorithms has also revived creativity in classical algorithm design. Some heuristic algorithms can now be seen emerging from this research. These are often optimization algorithms that are called Quantum Inspired Optimization (QIO) or sometimes Quantum-Inspired Algorithms (QIA). Therefore, research into quantum computing is leading to speedups in classical real-world algorithms, which might turn out to be more of a game changer than quantum computers themselves.
Quantum computers are vastly different from classical computers in fundamental ways. This is shown through a variety of factors, from the probabilistic nature of their operation to the resulting complexity classes of the algorithms that can be implemented on quantum computers. This article looked into the history of quantum computing, pertinent concepts in quantum mechanics, and the type of problems quantum computers can help solve. It also touched on the types of gates that can be used in quantum circuits. In the next parts of this research, we will look at how quantum computer cryptanalysis works and why there are worries about these nascent computers.
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https://coolmathsoftware.com/matharcade/index.html | 2021-09-27T18:29:32 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058467.95/warc/CC-MAIN-20210927181724-20210927211724-00410.warc.gz | 0.912576 | 318 | CC-MAIN-2021-39 | webtext-fineweb__CC-MAIN-2021-39__0__112981092 | en | Math Arcade V1.2
Put away your calculator and give Math Arcade a try! Whether you’re a grade school student learning basic math for the first time or an old timer in need of a refresh, Math Arcade will hone your mental math skills like nothing else!
Math Arcade is a collection of 8 different games with 5 skill levels each. The games vary from simulated flash card learning for addition, subtraction, and multiplication, to full blown long hand addition, subtraction, multiplication, and division. There is even a mind-bending equation builder that will be sure to test even the best mental math wizards!
There is both a practice and an arcade mode for each game. In practice mode, you can try as many problems as you want. In arcade mode, up to 4 people at once can compete solving a fixed number of problems in a race against the clock and accuracy for a shot at the high score table.
At the end of each arcade game attempt, a summary sheet is provided to review your performance. There is even printing support so you can have a permanent record of any summary report.
The demo version of Math Arcade has 2 of the 8 games enabled for your evaluation. If you enjoy this program, please consider purchasing the full version to help support independent software development.
System Requirements: Windows OS, 800×600+ desktop resolution, 300+ MHz CPU recommended
Download the demo version here: MathArcadeDemo.zip (1.04 MB)
Order the full version of Math Arcade V1.2 for $9.95 | mathematics |
https://www.alfalaah.org.za/high-school | 2023-02-07T07:17:57 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500392.45/warc/CC-MAIN-20230207071302-20230207101302-00790.warc.gz | 0.964431 | 107 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__227468307 | en | During 2020, despite the challenges posed by a lack of face to face tuition, three of our Grade 10 learners performed exceptionally well in the Advanced Programme in Maths (AP Maths). These learners namely: Husna Haffeejee, Noormohamed and Moosa Abdulla, all achieved a mark above 90% for the year in the exam offered by Advantage Maths. All lessons were conducted virtually. Well done to all these learners. We hope they will pursue with AP Maths and continue to achieve excellent results. | mathematics |
https://in.rediff.com/news/2004/mar/09iycu.htm | 2022-07-05T21:57:36 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104628307.87/warc/CC-MAIN-20220705205356-20220705235356-00267.warc.gz | 0.859125 | 448 | CC-MAIN-2022-27 | webtext-fineweb__CC-MAIN-2022-27__0__198918431 | en | Chennai Mathematical Institute: Admission 2004
The Chennai Mathematical Institute invites applications for the following programmes:
· BSc (Honours) in Mathematics and Computer Science (3 year integrated course).
· BSc (Honours) in Physics (3 year course)
· MSc in Mathematics (2 year course)
· MSc in Computer Science (2 year course)
· PhD in Mathematics
· PhD in Computer Science
About the courses
The courses are conducted by the Institute with the cooperation of the Institute of Mathematical Sciences, Chennai, and the School of Mathematics, TIFR, Mumbai.
The BSc and MSc degrees are awarded by Madhya Pradesh Bhoj (Open) University. The PhD degrees are awarded by University of Madras and BITS, Pilani.
· BSc: 12th standard or equivalent.
· MSc (Math): BSc (Math)/B Math/B Stat/B Tech
· MSc (Computer Science): BE/B Tech/BSc (Computer Science) or BSc (Math) with a strong background in Computer Science
· PhD (Math): BE/B Tech/BSc (Math)/MSc (Math)
· PhD (Computer Science): BE/B Tech/MSc(Computer Science)/MCA
For all the programmes, applicants shortlisted based on their scholastic record will be required to take an entrance examination to be held in Allahabad, Bangalore, Bhopal, Calicut, Chandigarh, Chennai, Hyderabad, Kolkata, Mumbai and New Delhi, on Monday, May 31, 2004. In addition, selection for PhD will involve an interview at Chennai.
How to apply
To obtain the application forms and information brochures, send a DD for Rs 250 in favour of the Chennai Mathematical Institute, payable at Chennai, to the Chennai Mathematical Institute, 92 G N Chetty Road, Chennai 600 017.
Web site: www.cmi.ac.in
The last date for collecting application forms is April 12, 2004.
The last date for submitting completed application forms is April 30, 2004. | mathematics |
https://computertechweb.com/rectangular-prism-has-12-edges/ | 2024-04-24T02:54:48 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00678.warc.gz | 0.91424 | 798 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__125515979 | en | A rectangular prism, also known as a rectangular cuboid, has 12 edges. These edges are formed by the intersection of the rectangular faces of the prism.
Rectangular prisms are common three-dimensional shapes encountered in everyday life and mathematics. Understanding their properties and calculations is fundamental in various fields, from construction to mathematics.
Table of Contents
Properties of Rectangular Prism
Rectangular prisms possess distinctive properties that make them useful in diverse applications. These include volume, surface area, and diagonals.
- Volume: The volume of a rectangular prism refers to the amount of space it occupies. It is calculated by multiplying the length, width, and height of the prism.
- Surface Area: Surface area represents the total area covered by all the faces of the rectangular prism. It includes the area of each individual face.
- Diagonals: Diagonals in a rectangular prism are lines connecting opposite vertices, passing through the center of the prism. Understanding diagonal lengths is crucial in various geometric calculations.
How to Calculate Volume of a Rectangular Prism
Calculating the volume of a rectangular prism involves a straightforward formula:
Volume = Length × Width × Height
For example, if a rectangular prism has a length of 5 units, width of 3 units, and height of 4 units, its volume would be:
Volume = 5 × 3 × 4 = 60 cubic units
How to Calculate Surface Area of a Rectangular Prism
Determining the surface area of a rectangular prism requires summing up the areas of all its faces. The formula for surface area is:
Surface Area = 2lw + 2lh + 2wh
Where l, w, and h represent the length, width, and height of the prism respectively.
Diagonals of a Rectangular Prism
The diagonals of a rectangular prism connect opposite vertices, forming lines within the prism. These diagonals are essential in various geometric calculations, such as determining internal angles and spatial relationships.
Real-world Applications of Rectangular Prisms
Rectangular prisms find extensive use in real-world scenarios, including:
- Architecture: Rectangular prisms serve as building blocks for architectural structures, such as buildings and bridges.
- Packaging: Many packaging materials, like boxes and cartons, are designed in the shape of rectangular prisms for efficient storage and transportation.
- Engineering: In engineering projects, rectangular prisms are utilized in constructing components, machinery, and infrastructure.
Importance of Rectangular Prisms in Mathematics
In mathematics, rectangular prisms hold significant importance:
- Geometry: They are fundamental shapes studied in geometry, helping to understand concepts like volume, surface area, and spatial relationships.
- Algebraic applications: Rectangular prisms are often used as models in algebraic equations, facilitating problem-solving and visualization of mathematical concepts.
FAQs on Rectangular prisms
- What is a rectangular prism?
- A rectangular prism is a three-dimensional shape with six rectangular faces, where each face meets at right angles.
- How do you find the volume of a rectangular prism?
- The volume of a rectangular prism is calculated by multiplying its length, width, and height.
- Why are rectangular prisms important in mathematics?
- Rectangular prisms are significant in mathematics due to their relevance in geometry, algebra, and real-world applications.
- What are some real-world examples of rectangular prisms?
- Examples include buildings, boxes, bookshelves, and shipping containers.
- How are diagonals useful in rectangular prisms?
- Diagonals help determine internal angles, spatial relationships, and other geometric properties of rectangular prisms.
Rectangular prisms are versatile geometric shapes with essential properties and applications in various fields. Understanding their characteristics and calculations is crucial for both practical and theoretical purposes. | mathematics |
http://jemarch.net/poke-2.4-manual/html_node/Negative-Integers.html | 2023-01-31T16:02:50 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499888.62/warc/CC-MAIN-20230131154832-20230131184832-00622.warc.gz | 0.900467 | 737 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__8618582 | en | Up to this point we have worked with unsigned integers, i.e. whole numbers which are zero or bigger than zero. Much like it happened with endianness, the interpretation of the value of several bytes as a negative number depends on the specific interpretation.
In computing there are two main ways to interpret the values of a group of bytes as a negative number: one’s complement and two’s complement.
At the moment GNU poke supports the two complement interpretation, which is really ubiquitous and is the negative encoding used by the vast majority of modern computers and operating systems.
We may consider adding support for one’s complement in the future, but only if there are real needs that would justify the effort (which wouldn’t be a small one ;)).
Unsigned values are never negative. For example:
(poke) 0UB - 1UB 0xffUB
Instead of getting a -1, we get the result of an unsigned underflow, which is the biggest possible value for an unsigned integer of size 8 bits: 0xff.
When using type specifiers like
uint<16> in a
map, we get unsigned values such as 0UB. It follows that we need
other type specifiers to map signed values. These look like
For example, let’s map a signed 16-bit value from foo.o:
(poke) .set obase 10 (poke) int<16> @ 0#B 28515H
Note how the suffix of the value is now
H and not
This means that the value is signed! But in this case it is still
positive, so let’s try to get an actual negative value:
(poke) var h = int<16> @ 0#B (poke) h - h - 1H -1H
Adding two signed integers gives you a signed integer:
(poke) 1 + 2 3
Likewise, adding two unsigned integers results in an unsigned integer:
(poke) 1U + 2U 3U
But, what happens if we mix signed and unsigned values in an expression? Is the result signed, or unsigned? Let’s find out:
(poke) 1U + 2 3U
Looks like combining an unsigned value with a signed value gives us an unsigned value. This actually applies to all the operators that work on integer values: multiplication, division, exponentiation, etc.
What actually happens is that the signed operand is converted to an unsigned value before executing the expression. You can also convert signed values into unsigned values (and vice-versa) using cast constructions:
(poke) 2 as uint<32> 2U
Therefore, the expression
1U + 2 is equivalent to
1U + 2
(poke) 1U + 2 as uint<32> 3U
You may be wondering: why not doing it the other way around? Why not converting the unsigned operand into a signed value and then operate? The reason is that, given an integer of some particular size, the positive range that you can store in it is bigger when interpreted as an unsigned integer than when interpreted as a signed integer. Therefore, converting signed into unsigned before operating reduces the risk of positive overflow. This of course assumes that we, as users, will be working with positive numbers more often than with negative numbers, but that is a reasonable assumption to do, as it is often the case! | mathematics |
http://alsims.gr/math/Probabilities_and_Paradoxes.htm | 2020-02-27T13:02:52 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146714.29/warc/CC-MAIN-20200227125512-20200227155512-00353.warc.gz | 0.966891 | 6,189 | CC-MAIN-2020-10 | webtext-fineweb__CC-MAIN-2020-10__0__50488735 | en | Probability and other paradoxes
|Door 2||Door 3||Result|
3) By opening his door, Monty is actually saying to the player, "There are two doors you did not choose, and the probability that the prize is behind one of them is 2/3. Your choice of door 1 has a chance of 1 in 3 of being the winner. I have not changed that. But by eliminating Door 2, I have shown you that the probability that Door 3 hides the prize is 2 in 3."
4) (Mine) Choosing a door, you know well that this door has 1/3 chances of hiding the car. The remaining 2/3 chances are with the other two doors. Now, after a door is opened by the host, these 2/3 chances don't change, i.e. the third door has still 2/3 chances of hiding the car.
You can play/test the game Let's Make a Deal here (as long as the page is still alive!). You will find out that:
1) If you always stick to the same door, 'win' and 'lose' results are about the same.
2) If you always switch to the other door, 'win' results are much higher than 'lose'!
I continue with some variations of the Monty Hall problem.
There are 3 playing cards on the table, face-down. One of them is Queen of Hearts (QoH). The game "host" asks you to guess which one is it. OK, so you point card C. Then card B is turned over by the "host" and it isn't a QoH, but a non-QoH). So the situation schematically is the following:
|Card A||Card B||Card C|
At this point, you are asked whether you want to switch to card A or not.
You may think, "I don't have any reason to switch cards became there's a QoH and a non-QoH remaining, so the probability of winning is the same by switching on not, it's 50%."
There are two variations. Let's see what happens in each one.
The "host" knows where the QoH card is. And you know that. In this case, the chance of winning is doubled when you switch to the other card (A) rather than sticking with your original choice (card C), because the "host" turned deliberately an non-QoH card over.
There are 3 possible situations corresponding to your initial choice, each with equal probability (1/3):
1) You originally picked non-QoH #1. The "host" has deliberately shown you non-QoH #2.
2) You originally picked non-QoH #2. The "host" has deliberately shown you non-QoH #1.
3) You originally picked the QoH card. The "host" has shown you either of the two non-QoH cards.
If you choose to switch, you win in the first two cases. If you choose to stay with the initial choice, you will win only in third case. So in 2 out of 3 equally likely cases switching wins, since the odds of winning by switching are 2/3. In other words, a player who has a policy of always switching will win on average two times out of the three.
The "host" doesn’t really know where the QoH card is and you know that. In this case, when the "host" turns the non-QoH card over, the probability that you originally picked the QoH card increases from 1/3 to 1/2. And the odds in this case are equal, whether you change your initial choice or not.
Also known as the "exchange paradox".
You are given two indistinguishable envelopes and you are informed that one of them contains twice as much money as the other. You may select any one of the envelopes at random and you can receive the money it is in it. Now, after you select one of them and before opening it, you are given the opportunity to take the other envelope instead. Should you switch to the other envelope?
You may think, "I don't have any reason to take the other envelope since the chances that it is the one with more money are the same with the chances of keeping the one I have already selected."
Suppose that the amount of money in the envelope you first choose is x. Then the other envelope has 50% chances of containing 2x and 50% chances of containing x/2, i.e. a total of 0.5*2x + 0.5*(x/2) = x + 0.25x = 1.25x. So you should switch.
This, however, creates the following paradox: If one switches, by the same reasoning one has to switch back! And this can go on in an endless cycle! So there must be something wrong with above reasoning. Indeed, two things are wrong:
1) To mix different instances of a variable in the same formula like this is said to be illegitimate, so the above reasoning is incorrect.
2) The expectation of 1.25x holds for either of the envelopes!
A box contains three coins. One is normal, one has two heads and the other has two tails. One con falls out of the box on the floor, heads up. What is the probability that the other side is also a head?
(Think of the solution as long as needed before going on . . .)
The table below contains all possible cases:
|Coin||Side up||Side down|
|2 heads||head #1||head #2|
|2 heads||head #2||head #1|
|2 tails||tail #1||tail #2|
|2 tails||tail #2||tail #1|
In the 3 of the above possible coin cases where you get head up, you have 2 cases of head down and one of tail down. So the chances are 2/3.
(I have simplified the description.)
There are three boxes, each with two drawers. Each drawer contains a coin. One box has a gold coin in each drawer (GG), one box has a silver coin in each drawer (SS) and the other has a gold coin in one drawer and a silver coin in the other (GS). A box is chosen at random, and then one of its drawers is opened. The coin in that drawer is gold. What is the chance that the other drawer also contains a gold coin?
Apparently, it seems that the probability is 50%. However, it isn't! Here's why:
Since a gold coin is found, it means that the box is either GG or GS. These 2 boxes have a total of 3 gold coins and 1 silver coin. If we subtract the gold coin already found, there remain 2 gold coins and 1 silver coin. Hence, the probability that the other coin in the box is also gold is 2/3.
Or, we can think in the following way, examining all three, equally possible cases:
1) Drawer G of GS was chosen, so the other drawer contains a silver coin (1/3)
2) Drawer G1 of GG was chosen, so the other drawer contains also a gold coin (1/3)
3) Drawer G2 of GG was chosen, so the other drawer contains also a gold coin (1/3)
In 2 of the three cases the other coin is also gold, i.e. the probability of this happening is 2/3.
Since gold coins are difficult to get and also for getting rid of the boxes, 3 pairs of regular coins may be used, placed on the table and covered, with heads up and tails up as follows: HH, TT and HT. Or 3 pairs of black and red playing cards face down, etc.
You pay a fixed fee to enter a game of chance in a casino, in which a fair coin is tossed repeatedly until a tail appears, ending the game. The pot starts at 2 dollars and is doubled every time a head appears. You win whatever is in the pot after the game ends. Thus you win 2 dollars if a tail appears on the first toss, 4 dollars if a head appears on the second toss and a tail on the second, 8 dollars if a head appears on the first two tosses and a tail on the third, and so on. In short, you win 2^k dollars, if the coin is tossed k times until the first tail appears. What would be a fair price to pay the casino for entering the game?
Let's see what's the average payout: with probability 1/2, the player wins 2 dollars, with probability 1/4 the player wins 4 dollars, with probability 1/8 the player wins 8 dollars, and so on. The expected value is thus EV = 1/2*2 + 1/4*4 + 1/8*8 ... = 1 + 1 + 1 + ... = infinite.
Assuming that the game can continue as long as the coin toss results in heads and that the casino has unlimited resources, this sum grows without bound and so the expected win for repeated play is an infinite amount of money.
Considering nothing but the expected value of the net change in one's monetary wealth, one should therefore play the game at any price if offered the opportunity. Yet, in published descriptions of the game, many people expressed disbelief in the result. It has been found that "few people would pay even $25 to enter such a game" and most commentators would agree. The paradox is the discrepancy between what people seem willing to pay to enter the game and the infinite expected value.
I created and ran a simple computer program to find out what is statistically the average earnings after a large number of rounds. First of all, the average number of tosses, until a tail comes up is found to be 2. Of course, since the first toss is "free", i.e. it doesn't count, since one earns 2 dollars independently of the outcome of the first "toss". Then the 2nd toss has 50% chances to be heads or tails. So each round lasts 2 tosses in average.
Now, here's another paradox within St. Petersburg paradox that I discovered: Since the average of tosses is 2, one would logically expect that the average earnings would be 2^2 = 4 dollars. Although this sounds quite logical, it is very far from the truth. Why?
If the amount of dollars earned after each test were proportional, i.e. 2 dollars were added on each toss, then the average earnings would be indeed 4 dollars. But the amount of earnings does not grow proportionallly but exponentially. Indeed, in the above test, I found that the average earings range from 10 to 25 dollars! So the paradox lies in the big discrepancy between the average number of tosses and the average earnings.
Which of the averages then should be taken as a basis to decide on the amount of the entry fee one would be willing to pay for this chance game? Evidenttly, it's the average earings, which is more real as a statistic and it's what finally counts.Here is the code of the program I used for testing:
DEFINT A -Z DIM tottosses AS LONG, earnings AS LONG, totearnings AS LONG RANDOMIZE TIMER tottosses = 0: totearnings = 0: rounds = 32000 FOR i = 1 TO rounds tosses = 0: earnings = 2 DO tosses = tosses + 1: a = INT(2 * RND) + 1 IF a = 1 THEN earnings = earnings * 2 ELSE EXIT DO LOOP tottosses = tottosses + tosses totearnings = totearnings + earnings NEXT i avtosses = CINT(tottosses / rounds): avearnings = CINT(totearnings / rounds) PRINT 'Average number of tosses, average earnings:'; avtosses; avearnings END
import random random.seed() tottosses = 0; totearnings = 0; rounds = 32000 for i in range(rounds): tosses = 0; earnings = 2 while True: tosses += 1; a = random.randint(1, 2) if a == 1: earnings *= 2 else: break tottosses += tosses; totearnings += earnings avtosses = round(float(tottosses)/float(rounds), 0) avearnings = round(float(totearnings)/float(rounds), 0) print 'Average number of tosses, average earnings:', avtosses, avearnings
If you run it a lot of times, you will see a stable average number of tosses of 2 and an average of earnings, normally lying bewteen 15 and 25 but with big variations each now and then. Don't be surprised if you suddenly see a value that looks like 540!
It is a variation of the "Two envelopes problem" described above.
Two men are given a necktie by their wives as a Christmas present. Over drinks they start arguing over who has the more expensive necktie. They agree to have a wager over it. They will consult their wives and find out which necktie is more expensive. The terms of the bet are that the man with the more expensive necktie has to give it to the other as the prize.
One of the men reasons as follows: Winning and losing are equally likely. If I lose, I will lose the value of my necktie. But if I win, I win more than the value of my necktie. Therefore the wager is to my advantage.
Assuming that both men think equally logically, the other man will think the same thing. So, paradoxically, it seems that both think they have an advantage in this wager. Which is impossible.
What's the flaw in this?
What we call the "value of my necktie" in the losing scenario is the same amount as what we call "more than the value of my necktie" in the winning scenario. Accordingly, neither man has the advantage in the wager. E.g. If the price of one tie is $10 and the other $20, in the losing scenario one loses $20, which is the same amount he wins in the winning scenario.
The Jones family have two children. The older child is a girl. What is the probability that both children are girls?
(Think of the solution as long as needed before going on . . .)
Only two possible cases meet the criteria specified in the question: GB and GG. Since both of them are equally likely, and only one of the two, GG, includes two girls, the probability that the younger child is also a girl is 1/2.
The Jones family have two children. At least one of them is a boy. What is the probability that both children are boys?
(Think of the solution as long as needed before going on . . .)
The possible cases are: GB, BG and BB. Schematically:
|Older child||Younger child|
From the above we can see that the probability that both are boys is 1/3.
A postman knocks on the door of a house where two children live, and the door is answered by a little girl. What are the chances that the other child is also a girl?
How many people do you think it would take to survey, on average, to find two people who share the same birthday? Due to probability, sometimes an event is more likely to occur than we believe it to. In this case, if you survey a random group of just 23 people there is actually about a 50% chance that two of them will have the same birthday. This is known as the birthday paradox. Don't believe it's true? You can test it and see mathematical probability in action!
The birthday paradox, also known as the birthday problem, states that in a random group of 23 people, there is about a 50% chance that two people have the same birthday. Is this really true? There are multiple reasons why this seems like a paradox. One is that when in a room with 22 other people, if a person compares his or her birthday with the birthdays of the other people it would make for only 22 comparisons — only 22 chances for people to share the same birthday.
But when all 23 birthdays are compared against each other, it makes for much more than 22 comparisons. How much more? Well, the first person has 22 comparisons to make, but the second person was already compared to the first person, so there are only 21 comparisons to make. The third person then has 20 comparisons, the fourth person has 19 and so on. If you add up all possible comparisons (22 + 21 + 20 + 19 + … +1) the sum is 253 comparisons, or combinations. Consequently, each group of 23 people involves 253 comparisons, or 253 chances for matching birthdays.
Here is a case that I am sure a lot of people have been confused about or at least thought as a kind of paradox.
We toss a fair coin and get heads up. We toss again and get heads up. As this goes on, everytime we feel more and more strongly that its time for tails to show up. That is, there are more and more chances each time for tails to show up. We have reached a large number of tosses, and we are almost certain that the next toss will be tails up.
Coin tossing may be replaced with drawing a card from a well shuffled deck and getting a red card for a number of consecutive drawings, betting on Red in a roulette, etc.
That at it's time for tails to show up and the accumulated frustration of this not happening is a real feeling we get. We think, "What is the probability that heads continue to show up after, e.g. 9 consecutive times of heads up?" Apparently very low, right? "That would be too much", we could think.
But let's cool down and think in pure probability terms.
There is a basic, fundamental law that applies at any time we are tossing a coin, drawing a card from the deck, betting on Red in a roulette, etc. The probability for heads or a red to come up is 1/2. Similarly of course for tails up or a black card. Always. At any time. Independenty of what has happened until then. The Universe does not keep records. We do. And these records help us producing statistics, etc.
Now, let's look the tossing problem from another view. We could do an experiment and say, "We are going to toss a coin 10 times. What is the probability all outcomes to be heads up?" Easy: It's 1/(2^10), i.e. 1/1024 = ~0.1%. And what is the probability to get at least one tails up? It's 9 times greater, i. ~0.9%. So we note down each time the outcome of a tossing. Then we may think that since at least one tails up is 9 times more probable than 10 heads up, it's 9 times more probable that the 10th toss is tails up. And we may believe this strongly.
Well, if we come back to the fundamental law described above, we had to come down to earth and accept that the probability of a 10th heads up is the same with the probability of a 10th tails up, i.e. 50%. That is, getting HHHHHHHHHH is the same as HHHHHHHHHT.
OK, but what about the 9:1 probability as a statistic? Does HHHHHHHHHH invalidates it? No, because it's an extreme case and statistical formulas always provide for deviations from normal. If we were to repeat the experiment foa a large number of times (e.g. 100 times), we would see that on average outcomes are always as expected. And We could also confirm the 9:1 case.
(It is also known as "cocodile paradox". Although its description involves a totally unrealistic situation, as you will see, and it can be described in a hundred of more realistic ways, I use the original version, as it appears in Wikipedia.)
The Crocodile dilemma is an unsolvable problem in logic. The premise states that a crocodile who has stolen a child promises the father that his son will be returned if and only if he can correctly predict what the crocodile will do.
The outcome is logically smooth (but unpredictable) if the father guesses that the child will be returned, but a dilemma arises for the crocodile if he guesses that the child will not be returned: 1)If the crocodile decides to keep the child, he will violate his terms: the father's prediction has been validated, and the child should be returned. 2) If the crocodile decides to give back the child, he still violates his terms, even if this decision is based on the previous result: the father's prediction has been falsified, and the child should not be returned.
Therefore, the question of what the crocodile should do is paradoxical, and there is no justifiable solution.
Relation to "The king and the jester" riddle
The king, who was tired of his jester and looked for an excuse to get rid of him, calls him in one day and says to him: "Say something, anything you want. If what you say is a lie I will hang you and if it is true I will slaughter you."
The jester thought for a while and then he said something to the king. And lived!
What did he say?
(Hover the mouse pointer over here to see the solution.)
Suppose there is a card with statements printed on both sides:
Front: The statement on the other side of this card is TRUE.
Back: The statement on the other side of this card is FALSE.
Trying to assign a truth value to either of them leads to a paradox.
1. Epimenides was a Cretan who made an immortal statement: "All Cretans are liars"
2. "This sentence is false"
3. "I am lying"
4. What happens if Pinocchio says that his nose is about to grow, knowing that it actually grows ONLY when he is telling a lie?
|A painting by the Belgian René Magritte, featuring a smoking pipe and a message at the bottom saying "Ceci n'est pas une pipe." ("This is not a pipe.") Indeed, the painting is not a pipe, but rather an image of a pipe!|
Socrates' famous phrase: "I know one thing, that I know nothing"
At start of the week, a teacher announces to his students that he will give a test this week.
Now, the students think that locically the test cannot be given on Friday because it would be expected since it is the last remaining day. So the teacher would not give the test on Friday. In the same way, it could not give it on Thursday, because it would be expected since it is the last remaining day, excluding of course Friday. And so on ... So, the teacher cannot give an unexpected test!
Wrong! The teacher may well give the test on Friday, and it will be unexpected, since the students, based on the above reasoning, would not expect it on Friday!
Actually, he can give the test any day, since, based on the above reasoning, the students believe it cannot be unexpected anyway!
Consider a heap of sand from which grains are individually removed. One might well do the following thinking: 1) 1,000,000 grains of sand is a heap of sand. 2) A heap of sand minus one grain is still a heap. 3) Repeated applications of (2) (each time starting with one less grain), eventually forces one to accept the conclusion that a heap may be composed of just one grain of sand.
(From Smullyan's Puzzle Book)
This is a very old problem in logic stemming from ancient Greece. It is said that the famous sophist Protagoras would accept a young person Euathlus as pupil on credit and that hw will get paid for his instruction after he had won his first case. So, Protagoras waited until Euathlus take on a client, but this never happened. So he decided to sue Euathlus for the amount owed.
Protagoras argued that if he won the case he would be paid his money. If Euathlus won the case, Protagoras would still be paid according to the original contract, because Euathlus would have won his first case.
Euathlus, however, claimed that if he won then by the court's decision he would not have to pay Protagoras. If on the other hand Protagoras won then Euathlus would still not have won a case and therefore not be obliged to pay. The question is: which of the two men is in the right?
Answer: The court decision will be based on what has aleready happened, not on what will happen after the court decision is made. So, actually, there's no case at all, since Euathlus has not yet tried to win a case!
Now, here's another thing that Protagoras could do: He should let Euathlus win the case and then sue him again, in which case he should legally get his money since Euathlus would have won his first case!
(This seems a better and more useful math problem. But then, it wouldn't be a paradox!
This is something I have thought in 2004 and it can be seen as simply a problem (successful or defective) method or a paradox.
You bet one chip on Red. If Red comes out, you keep the earned chip and you bet another chip, always on Red. If Black comes out, you bet 2 chips on Red in the next round. If Red comes out, you get 4 chips back, so have earned one more chip (after subtracting the 3 chips you have bet in total). You keep the earned chip and you bet another chip, always on Red. In short, the method can be summarized as follows: "Whenever you win, you keep the earned chip and whenever you loose you double the amount of the previous bet." In this way, you always earn one chip!
Can this be possible? Can this method work on a standard basis?
I have test this by playing roulette games (online and offline) and also with a program I created that produced statistics. Well, After about 5 minutes (i.e. about 100 roulette rounds), I always was over my initial aount (capital). (To this, one has to add the extra 1/37 changes in each round in which both Red and Black lose. But it's too small a probability to affect the results.) So, it looks like it's successful method, insn't it?
However! (There's always a "but" in these cases!:)
1. If this worked, casinos would have closed down! True, but this doesn't say were the problem is, i.e. what is the factor or factors that make this method non-succcessful.
2. There are betting limitations, different in ach casino (which you can see near the roulette table). The most important of them in our case is maximum bet. The lower this limit is the more chances are that you may loose a lot of chips because you couldn't double the bet anymore! (BTW, it is assumed that there's limit of the amount of money you can bet.)
3. Each roulette round lasts, what?, 5 minutes (from that start of bettings to the stop of the ball on the roulette wheel. Earning one chip each five mminutes is quite tiresome ... 6 chips in about one hour!
4. You will be eventually thrown out of the casino!
5. At a certain point of an unlucky streak, the betting sum will be too large compared to the expected gain (one chip).
6. Finally, the probability of going bankrupt, as small as this may be, compared to the small amount of money you can earn, is quite discouraging.
But you can always do that for fun ...
What is better than eternal bliss? Nothing. But a slice of bread is better than nothing. So a slice of bread is better than eternal bliss.
Your mission is not to accept the mission. Do you accept?
(Variation: Your order is not to execute the order. Would you execute it?)
Answer truthfully ("Yes" or "No"): Will the next word you say be "No"?
If the temperature this morning is 0 degrees and the Weather Channel says, "It will be twice as cold tomorrow", what will the temperature be?
(This is very interesting ... Even with -2 degrees ... -4 degrees does not feel twice as cold, it's only slightly colder.)
Everyday life statements:
• Nobody goes to that restaurant; it's too crowded.
• Don't go near the water 'til you have learned how to swim.
• The man who wrote such a stupid sentence can not write at all.
I will be glad to receive your comments and suggestions at [email protected] | mathematics |
https://edithkayschool.com/curriculums/entry-level-certificate-mathematics/ | 2024-02-26T00:32:52 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00777.warc.gz | 0.938553 | 215 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__108686885 | en | For Entry Level Certificate (ELC) Mathematics at Edith Kay School, we follow the AQA specification. This qualification is helpful for our students to prepare for GCSE. The component-based structure of the qualification provides our students with the opportunity to work in short programmes. There are eight components:
This qualification is linear, where students submit all the eight components that form the assessment at the end of this course.
At Edith Kay School ELC lessons are interactive, challenging and fun – with all students fully engaged. There are plenty of maths resources available for our students to help picture abstract maths concepts in the real world, including:
Each student will complete a portfolio containing all of the eight components of work made up of between four and eight external assignments. Any remaining components will be made up of internally set classwork.
All components are internally assessed by the teacher and then moderated by AQA. Each component is marked out of 30, giving a total mark out of 240 for the whole portfolio. The outcomes are awarded from level 1 to level 3. | mathematics |
http://www.policetrainingscotland.co.uk/product/number-tests-7-12/ | 2020-03-31T06:32:06 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370500331.13/warc/CC-MAIN-20200331053639-20200331083639-00477.warc.gz | 0.945485 | 108 | CC-MAIN-2020-16 | webtext-fineweb__CC-MAIN-2020-16__0__99304626 | en | Police Practice Papers Number Tests 7 – 12 is additional preparation material for those who want to develop their number skills. It includes the following:
- Preparation techniques for improving number skills
- Worked examples on how to tackle each of the questions in the numbers test
- Six number tests with answers
As Numbers is the test paper which most candidates fail, a second volume of tests has been developed to allow for additional practice. Both numbers books contain a comprehensive introduction with worked examples and a suggested method of how to work through each question. | mathematics |
https://janlng.github.io/ | 2024-04-25T05:04:04 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712297284704.94/warc/CC-MAIN-20240425032156-20240425062156-00426.warc.gz | 0.668826 | 189 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__197117547 | en | I am currently a PhD student under supervision of Stefan Schreieder at Leibniz Universität Hannover. Since October 2023, I receive a doctoral scholarship from the Studienstiftung des deutschen Volkes.
I am working in algebraic geometry and my research interests are mainly algebraic cycles and rationality questions.
Institute of Algebraic Geometry
Leibniz University Hannover
Rationality questions and decomposition of the diagonal (pdf)
Advisors: Stefan Schreieder and Nebojsa Pavic
Schnitttheorie und enumerative Geometrie [in German] (pdf)
Advisor: Stefan Schreieder | mathematics |
http://teachwithhollyrachel.com/product/counting-in-2s-3s-5s-and-10s-task-cards/ | 2018-10-15T11:44:11 | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583509170.2/warc/CC-MAIN-20181015100606-20181015122106-00254.warc.gz | 0.937926 | 266 | CC-MAIN-2018-43 | webtext-fineweb__CC-MAIN-2018-43__0__99244887 | en | Only logged in customers who have purchased this product may leave a review.
Counting in 2s, 3s, 5s and 10s Task Cards
get link This set of counting task cards is fully aligned to the Year 2 National Curriculum 2014 Maths objective:
follow link Pupils should be taught to:
-count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
Included are 48 task cards, three to a page, complete with answer grids. There are 12 cards for each counting step; 2s, 3s, 5s and 10s. Pupils will count on in multiples of the particular number, filling in the missing numbers. When counting in tens, pupils will count on and back in tens from any 2-digit number.
Cards 1-12 counting on across multiples of 2
Cards 13-24 counting on across multiples of 3
Cards 25-36 counting on across multiples of 5
Cards 37-48 skip counting on and back in jumps of 10
Simply print, laminate and cut up the task cards. Pupils may write their answers using a whiteboard pen directly onto laminated cards or they can record their answers on the response sheet. | mathematics |
https://www.academicsupport.site/high-school-graduation.html | 2022-12-04T09:05:03 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710968.29/warc/CC-MAIN-20221204072040-20221204102040-00482.warc.gz | 0.86956 | 161 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__23016725 | en | Milford High School Graduation Requirements:
24 credits: 4 English, 4 Math (including Algebra II), 3 Science (including Biology), 3 Social Studies (including US History), 2 Foreign Language, 1 PE, 0.5 Health, 3.5 Electives, 3.0 in a Pathway.
You can check your transcript to see what classes you have completed on Home Access - go to Grades and then Transcripts.
Milford High School GPA Calculation:
For each final grade on your transcript, you must convert it to quality points and then find the average with all final grades from all courses.
Weighted quality points must be used with an honors, AP, or dual enrollment course. | mathematics |
https://filecr.localee.in/savings-calculator/ | 2023-06-08T04:24:55 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654097.42/warc/CC-MAIN-20230608035801-20230608065801-00485.warc.gz | 0.9367 | 838 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__288512292 | en | See how much you can save over time. Use this calculator any time you need motivation.
About Savings Calculator
A savings calculator helps you determine the amount you need to save each month. You can enter your initial deposit, the amount that you will save each month, and the interest rate that you anticipate. Then, you can enter the amount of time that you expect to have the money in your account. Then, you can see how much your savings will be worth when it has accumulated to a certain amount. Using a savings calculator will help you plan your spending based on the estimated value of your account at the end of the period you chose.
Inflation affects the value of money. When it is high, the real interest rate is lower. The nominal gains from the investment are not enough to offset the real losses. To calculate the amount of money you need to save for a specified amount of time, use a savings calculator. It’s a good idea to use this tool regularly to make sure you’re making enough money every month. Once you’ve set up your account, you can input the inflation rate to get an estimate of how much you can save each month.
Using a savings calculator can help you plan the best way to deposit your money. With these tools, you can see how much you need to save each month and the interest will accumulate. It’s important to remember that interest in a savings account builds on itself, so if you don’t want to make any monthly deposits, you can just run the numbers. A small deposit every month will move you closer to your goal.
A savings calculator can help you plan your spending. You can set up recurring deposits that will add to your savings each month. By doing so, your savings will grow faster. The annual interest rate is a significant factor in determining how much you can save each year. The interest rate will affect the growth rate of your initial deposit and future contributions. You can find out how much your money will grow based on the interest rate on your bank’s website.
If you’re looking for a savings calculator, you need to know the amount of money you need to save. First, you need to understand how much you need to save each month. This is an important decision to make. When you set your monthly contribution, you should also set the interest rate. This will help you determine the maximum amount you should have in your savings account. When you have an idea of how much you need to save, you can then determine how much you need to invest each month.
Besides saving money each month, a savings calculator can also help you set savings goals. It can help you calculate how much you should contribute each month to save up for your future needs. With a savings calculator, you can set a goal and monitor your progress. Once you’ve set your goals, you can compare the rates and choose the best account to meet them. If you’re concerned about the amount of money you should save each month, you can use a savings calculator to see how much you need.
When you’ve set your goals, you can use a savings calculator to find the best savings account. This will help you determine the amount to deposit each month to reach your savings goal. Some savings calculators will also show you how much money you need to save in a specific time frame to meet your goals. These calculations can help you choose the best savings account for your future. If you want to save more, set up an emergency fund for an unexpected expense.
A savings calculator can also help you set your goals. This tool can help you determine how much you need to save for your future. The amount you save will depend on your personal financial situation. Once you’ve set your goal, you can use a savings calculator to figure out the amount of money you need to save. It is important to remember that you should never borrow money to pay off a debt. It’s important to pay off your debts as early as possible. | mathematics |
https://www.jbrulee.com/cat-tablecloths1.cfm | 2018-02-20T19:50:38 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891813088.82/warc/CC-MAIN-20180220185145-20180220205145-00047.warc.gz | 0.830669 | 308 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__3008139 | en | Q: What size tablecloth do you need for your table?
A: It is easy to calculate the proper size of a tablecloth:
· For a square or oblong table:
o Measure the length and width of the table.
o Decide on the length of the drop you prefer. The drop is the amount of fabric that hangs down from the top of the table. A typical drop ranges between 10 to 12”. If you want your tablecloth to go to the floor, then the drop would usually be 30” (a typical table height), but measure just in case.
o Add the amount of the drop multiplied by two to both the length and the width of the table.
o For example: If the table measures 42” wide x 84" long and you want a 12” drop, then the oblong tablecloth should measure 66” (42” width + 24” total drop) x 108” (84” length + 24” total drop).
· For a round table:
o Measure the diameter of your table.
o Decide on the length of the drop.
o Add the amount of the drop multiplied by two to the diameter of the table.
o For example: If the table measures 60” in diameter and you want it to go to the floor with a 30” drop, then the round tablecloth should measure 120” (60” diameter + 60” total drop). | mathematics |
http://www.linc.ox.ac.uk/-Maths-Fellowship-Club-Luncheon | 2018-07-20T09:03:44 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591575.49/warc/CC-MAIN-20180720080634-20180720100634-00600.warc.gz | 0.960332 | 251 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__96908603 | en | The inaugural meeting of the Maths Fellowship Club will take place on Saturday 10 June 2017. The schedule for the day will be as follows:
11:00 Arrival at College for tea in the Langford Room
11:30 A talk by Professor Dominic Vella (Tutorial Fellow in Applied Mathematics) in the Oakeshott Room
12:30 Pre-lunch drinks in the Langford Room
13:00 Lunch in the Beckington Room
After lunch Tour of the Mathematical Institute (The Andrew Wiles Building)
The price of the event is £30 and places can be booked here. Please note that spaces are limited.
The Maths Fellowship Club has been established to recognise the interest that many of our alumni retain in the subject, and to encourage a meeting of minds between Fellows, students, and alumni. Our Fellowship Club events will provide an opportunity for alumni to convene in College for annual meetings, as well as to hear about our Fellows’ research, and to talk about shared interests. We are also seeking funds to support one of our Fellowship positions in Maths, a subject which is not currently endowed at Lincoln and, as such, is vulnerable should any of our current Fellows retire. | mathematics |
https://jedrzejewski.wppt.pwr.edu.pl/ | 2024-04-25T00:12:55 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296820065.92/warc/CC-MAIN-20240425000826-20240425030826-00400.warc.gz | 0.937316 | 188 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__112788563 | en | I'm a doctor of philosophy in physics who is passionate about statistical physics and its interdisciplinary applications.
I combine methods and theories from non-linear dynamics, non-equilibrium processes, and phase transitions to study various complex systems.
My work in this area includes mostly modelling and analysing socio-economic phenomena, like opinion dynamics, diffusion of innovation, or group formations.
I am also interested in energy forecasting based on time series methods and deep learning.
I hold a BSc in Theoretical Physics and a MSc in Applied Mathematics with a speciality in Mathematics for Industry and Commerce from Wrocław University of Science and Technology. I work at the same university as a Physicist. Alongside my research and teaching activities, I collaborate with several scientific journals as a reviewer. This year, I also have the pleasure to be a member of the Program Committee at the International Conference on Complex Networks and their Applications. | mathematics |
https://doctorinfaabula.wordpress.com/tag/pi/ | 2018-06-20T07:53:32 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863489.85/warc/CC-MAIN-20180620065936-20180620085936-00170.warc.gz | 0.94242 | 2,765 | CC-MAIN-2018-26 | webtext-fineweb__CC-MAIN-2018-26__0__194708405 | en | Every year on the 14th day of March a lot of people celebrate π day (written Pi day). Now Pi is by far one of the most interesting numbers in all of mathematics. The reason is because it belongs to a very large class of interesting numbers and it is conjectured to belong to another very interesting class. The first class is that of transcendental numbers; the second is that of normal numbers. Whatever those two words mean, I want to state now the message of this piece: trying to find meaning in the digits of Pi makes no sense.
First things first: one of the reason there’s such a craze about Pi is because of the digits after the decimal point. Let’s recall that Pi starts like this: 3.1415926536… The ellipsis serve a very specific yet very vague purpose: they indicate that the expansion continues, but it is not possible to predict what digit will appear after the last computed digit; in other words: the sequence of digits after the decimal point is “random”. This is the key word. The sort of reasoning that makes Pi interesting for a lot of people with what I call “mystical inclinations” is the fact that randomness seem to entail the possibility of finding any possible sequence of numbers in the digits of Pi; another leap of reason leads to the following “conclusion”: if we codify Joyce’s Ulysses, or Milton’s Paradise Lost, or the Book of Psalms in King James’ Bible as a string of numbers (and there are many ways of doing this) then the digits of Pi will contain them all. Yet another leap of faith leads to the “conlusion” that any possible story, work of art, biography or musical composition will be found within the digits of Pi. This is what I propose to show that is nonsense.
Now to our first digression: transendental numbers.
Different kinds of numbers
Very early in our mathematical education we get acquainted with these old chaps: 1,2,3,4,5,… (the positive integers). The ellipsis here is very precise: we know what number comes next, just add 1 to the last one appearing in the sequence. Among the many things one can do with these numbers is dividing them:
These three examples will suffice to make my point; I want to discuss what happens after the decimal point in each of these numbers. In the first one things are as simple as can be: some digits (in this case, four) and that’s it, no more. The second case is just an “infinite” string of sixes; this means we know exactly what digit to expect after the last one: the same one. The last one repeats after 6 digits, so we also know exactly what digit will appear next: we just have to count in the repeating string. By the way: this last number is one of the first of the approximations of Pi and it dates back to Archimedes in the third century before Christ.
For the three numbers above there are knowable, exact patterns to compute the decimal expansion (that is, the string of digits after the decimal point): it is either finite or it becomes repetitive after a certain number of digits (which can be VEEEERY large; try dividing 355 by 113). It so happens that this is always possible for numbers that result from the division of two integers; they are called rational numbers. These numbers, then, are the ones for which the decimal expansion is completely determined and knowable (though it may take a long time to compute it in practice). Another way of saying this is that the decimal expansion is not random.
A number that is not rational, meaning it is not the result of dividing two integers, is called irrational. Pi is irrational. So from what we said above it follows that the decimal expansion of Pi is not determined exactly, we have to settle for some approximation. Restating this: if we are given a long string of digits of Pi it is not possible to know which digit comes next just by looking at all the digits we are given, other methods are necessary (but I won’t talk about them here). A number is irrational if its decimal expansion is infinite and non-repeating.
Another irrational number is which is approximately 1.414213. The difference between this number and Pi is that can be computed as the solution to the equation (which also returns its negative); Pi on the other hand is not the solution of such an equation; of course, Pi is the solution of , but that is like saying something like “the blue sky is blue”; what I meant earlier is that Pi cannot be expressed as the solution of a polynomial equation with integer coefficients, such as
Meaning: equations in which powers of an unkown quantity appear multiplied by only integer numbers (the sort of thing one does in an algebra class). Such numbers form the first class Pi belongs to: transcendental numbers are those which are not solution to equations with integer coefficients (like the one above, or ).
The second class I referred to above, that of normal numbers, is a little more tricky, so here goes a second digression: probability.
Probability of things
If I put three yellow marbles and four blue ones on a bag, shake it and without peeking into it take a marble out, will it be yellow or blue? There is no way of knowing for certain the colour of the marble but one thing is certain: it is more “probable” that a blue one comes out, because there are more blue marbles than yellow ones. More precisely: there are seven marbles in total of which three are yellow and four are blue. In this case the probability of getting a yellow marble is
or about 42.8%; similarly the probability of extracting a blue one is or about 57.2% (I cheated here; both numbers’ decimal expansion repeat the sequence before the ellipsis; I rounded them up in percentage so they add 100%). The conclusion is that the probabilites are not equal.
If you toss a coin there are only two possible outcomes: heads or tails, each with the same probability (50-50); if you toss the coin a few times (three, five, seven) you may not notice anything particular about how many heads and how many tails appeared; but if you toss it a very large number of times (usually around twenty or thirty will suffice) the number of tails and the number of heads are more or less the same; that is, if we toss the coin seven times and register the events: heads, tails, tails, heads, heads, tails, tails, then evidently the number of times heads appears is not equal to the number of tails; however, doing it many times both events tend to even out. Another way of saying this is that we have two events with the same probability and if we repeat the experiment (tossing) long enough, the appearance of these two events will be approximately equal, that is they will appear with the same probability. This is crucial for what follows.
An irrational number is said to be normal if each digit appears with the same probability as any other digit, namely because there are ten digits: 0,1,2,3,4,5,6,7,8 and 9; I’ll explain what that means below. In the numbers above (all rational) there is no chance of normality: the digit 9 never appears in them (even in the ones that have an infinite decimal expansion); so 9 occurs with probability 0 (a mathematically pedantic way of saying it doesn’t occur… with some caveats, that is not what probability zero actually means in math). Now take the following number:
This is called Champernowne’s number and its just writing the sequence of positive whole numbers in order. Now, is the sequence of digits “random”? Not in the sense that we cannot predict what number follows, although for doing so we need to check all the digits preceding the one that we are interested in, which in practice is virtually impossible. However this number is normal, since all the digits will appear “equally often”. What this means is that if we take a very big chunk of the sequence of digits, every digit will appear with almost the same probability (recall the experiment of tossing the coins a large number of times); the bigger the chunk the more equal the probability of every digit will be. Of course the sequence doesn’t repeat itself so this number is irrational. This is a normal number.
Digressions over, back to Pi.
“O time thy pyramids”
So, “the randomness of the digits of Pi means that we can find anything in them”, right? Well, it depends what you mean by that. First of all, it is not known whether Pi is normal or not. Assuming it is normal, then it would follow that the digits of Pi are a random sequence of numbers; but remember, randomness only means in this sense that any digit will appear with the same probability as any other digit. Now, does this means it is possible to find “any given string of numbers” (and “therefore” any possible text, painting, symphony or Grateful Dead song) in the decimal expansion of Pi? Well, not really. In Champernowne’s number you will find it, but only because every single integer will appear there. Consider the number
which is not normal as we defined normality, but is normal in base 2; this means that all possible binary digits (namely: 0 and 1; the pattern is: one 1, one 0, two 1s, two 0s, three 1s, three 0s…) will appear equally often in the above number; what we actually defined above was normality in base 10. Nonetheless it is not possible to find the following string in the above number:
So normal numbers don’t necessarily enjoy this property of “having the meaning of life” within their digital expansion.
Even granting that a normal number will contain any sequence of numbers whatsoever, the question remains: how do we read those numbers? Encoding a text, a piece of music or a painting depends on the choice of code (it can be binary, hexadecimal, scrambling letters around or you can use a set of symbols of your own); so even if you can find whatever sequence you want inside the digits of Pi (as consecutive digits, of course) that leaves you with the daunting and virtually impossible task of encoding all of world literature ever written so you can “find” it in the digits of Pi (or any other normal number). The digits of Pi, by themselves, mean nothing; they’re just numbers that appear in the decimal expansion of one of the most important and useful numbers in math and science. There is no mysticism, no cosmic meaning, no interpretation of your dreams (dry or otherwise) in that string of numbers; if there is, it is you who puts it there, not Pi. I don’t believe in that sort of thing; I don’t have a problem with people that do, but I think they should not forget that those interpretations are not a property of the numbers themselves. In the film Pi the mentor of the main character (a mathematical genius obsessed with finding patterns in the digits of Pi) at one point warns him peremptorily: “once you discard scientific rigor you are no longer a mathematician, you’re a numerologist!”. Caveat credentes.
A lot of people draw the analogy of having whatever meaning encoded in Pi’s digits from Borges’ story The Library of Babel. In it, a library is described that contains any possible text; Borges mentions a volume that is “a mere labrynth of letters” but contains the sentence “O time thy pyramids” near the end; but this was Borges, he could do that sort of thing and besides, he (nor the narrator) doesn’t draw the conlusion that the library holds meaning; actually quite the contrary… but I wouldn’t deprive you of the pleasure of reading it by yourself. The idea that by randomly concatenating every individual on a set of symbols (be those decimal or binary digits, letters of the latin alphabet or the set of nonce words in a Monty Python sketch) you can obtain any possible meaning is not a new one: Jewish mysticism invented the Kabbalah (and incidentally, the theory of permutations) many centuries ago. Trying to attach meaning to things that intrinsically have none is a sort of mysticism, whether that meaning is of a mystic/religious/occult nature or not. Mysticism by itself is harmless but it breeds fanatism and reality-denial more often than not. Again, belivers beware!
Numbers are not the guardians of perennial wisdom, nor they hold the key to past, present or future; they are devices, tools we use to understand things around us. The Librarians of Babel, if there are such beings, are not numbers. | mathematics |
https://www.sunriseblast.com/funded-phd-studentships-by-ccimi/ | 2022-06-25T23:51:34 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103036176.7/warc/CC-MAIN-20220625220543-20220626010543-00327.warc.gz | 0.896808 | 1,308 | CC-MAIN-2022-27 | webtext-fineweb__CC-MAIN-2022-27__0__280907153 | en | Funded PhD Studentships in the Mathematics of Information by CCIMI
The CCIMI invites applications for fully funded PhD studentships in Mathematics of Information. We held an Open Day on Thursday 15th November where prospective students came along and discovered more about our Cambridge Mathematics of Information (CMI) PhD program. Further information is available on our.
CCIMI Fully Funded PhD Studentships in the Mathematics
The advance of data science and the solution of big data questions heavily relies on fundamental mathematical techniques and in particular, their intra-disciplinary engagement.
This is at the heart of the center for the Mathematics of Information which involves mathematical expertise ranging from statistics, applied & computational analysis, to topology and discrete geometry – all with the common goal of advancing data science questions.
Alongside this, specific questions which feed into fundamental methodology development arise naturally in applications we focus on in interdisciplinary engagements.
For instance, economists and social scientists on questions about financial markets and the internet, with physicists and engineers on software and hardware development questions in the context of security, imaging, and structured data processing, as well as biomedical scientists on data science in healthcare and biology.
More info – CCIMI invitation on Funded PhD Studentships
Both this general advancement of data science, and its applications to specific questions is realized by key mathematical expertise represented in the institute including:
- inverse problems,
- convex analysis,
- sparse optimization
- stochastic analysis
- compressed sensing
- sampling theory
- approximation theory
- random matrices
- harmonic analysis
- partial differential equations
- functional analysis
- quantum computation
- discrete geometry
- graph theory.
We welcome applications for studentships relating to projects and subject areas covering all aspects of the broad field of mathematics of information. Further information on some of the projects currently being investigated by students and faculty can be found on our website, linked here.
The Cantab Capital Institute for the Mathematics of Information is hosted within the Faculty of Mathematics of the University of Cambridge and is a collaboration between DAMTP and DPMMS.
It accommodates research activity on fundamental mathematical problems and methodology for understanding, analyzing, processing and simulating data. Data science research performed in the Institute is on the highest international level, aiming to extract the relevant information from large- and high-dimensional data
Eligibility (Funded PhD Studentships)
The academic requirements for entry to this PhD are a first-class honors degree, awarded after a four-year course in mathematics or related subject, or a three-year degree with a one-year postgraduate course on advanced mathematics or related subject. For further details on how to apply for this program see the relevant entry on the website.
- The scheme is open to applicants from all countries.
Applicants must meet the following criteria:
- The academic requirements for entry to this PhD are a first-class honours degree, awarded after a four-year course in mathematics or related subject, or a three-year degree with a one-year postgraduate course on advanced mathematics or related subject.
- The usual minimum entry requirement is a first-class honours degree, awarded after a four-year course in mathematics or mathematics-related subject, or a three-year degree together with a one-year postgraduate course on advanced mathematics or a mathematics-related subject. Part III (MMath/MASt) of the Mathematical Tripos provides such a course. Note, however, that entry is competitive and a higher level of preparation may be required.
English Language Requirements:
- Applicants whose first language is not English are usually required to provide evidence of proficiency in English at the higher level required by the University.
Funding (Funded PhD Studentships)
Fully funded PhD Studentships do include University Composition Fees and maintenance for the duration of your course to match the RCUK minimum level. The scheme is open to applicants from all countries.
- Applications Deadline: Jan three, 2022
- Course Level: Studentships area unit out there to pursue Doctor of Philosophy program.
- Study Subject: Studentships area unit awarded in fields of arithmetic of data.
- Scholarship Award: office offers:
- Fully funded Doctor of Philosophy Studentships does embody University Composition Fees and maintenance for the length of your course to match the RCUK minimum level.
- The theme is hospitable candidates from all countries.
- Nationality: The theme is hospitable candidates from all countries.
- Number of Scholarships: ranges not given
- Scholarship may be taking within Britain.
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Route for application (Funded PhD Studentships)
Apply using the standard PhD application procedure via the University’s Graduate Admissions website.
It is very strongly encouraging that applications are receive(d) by 3rd January 2023.
Shortlisted candidates will be interview(ed) – the date for interviews will be communicated once shortlisting has taken place.
Please contact [email protected] in the first instance for any inquiries about the applications process, and for any inquiries regarding the PPh.D.programme.
How to Apply:
- Apply using the standard PhD application procedure via the University’s Graduate Admissions website (https://www.graduate.study.cam.ac.uk/courses/directory/mapmpdmal); and
- Send an expression of interest letter to cmi-at-maths.cam.ac.uk which explains why you are interested in this course. | mathematics |
https://www.openfsharp.org/speakers/2019/paul-orland/ | 2023-06-08T02:10:32 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654031.92/warc/CC-MAIN-20230608003500-20230608033500-00270.warc.gz | 0.917834 | 283 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__119964261 | en | Thursday, September 26 @ 15:00
Quantum mechanics is the branch of physics that studies how the universe works at the smallest scales. It has given us technologies like semiconductors, lasers, LEDs, and electron microscopes, and promises even more exciting applications like quantum computing.
The quantum world is notoriously difficult to understand, since few of our intuitions about physics apply at the subatomic scale. But not so for functional programmers! Many of the mathematical ideas that we use to understand the quantum world, like Hilbert space, operators, tensors, and group representations, can all be understood in terms of functions. In this talk, I'll use familiar concepts like composition, partial application, and currying to make the foundations of the subject clear and show how to solve some basic problems in F#. At the end, I'll show how these techniques can be used to model a simple quantum computer.
I'm the co-founder and CEO of a company called Tachyus, where we build enterprise software for the energy industry using the F# programming language. I am also passionate about scientific and mathematical programming, particularly in F# and other functional languages. I did a lot of work in my graduate degree on solving mathematical problems in quantum and particle physics using F#. I also have a forthcoming book called "Math for Programmers" teaching professional software developers calculus, linear algebra, and applications. | mathematics |
https://cpcc.edready.org/home | 2016-02-14T18:48:22 | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454702018134.95/warc/CC-MAIN-20160205195338-00108-ip-10-236-182-209.ec2.internal.warc.gz | 0.946274 | 142 | CC-MAIN-2016-07 | webtext-fineweb__CC-MAIN-2016-07__0__20983039 | en | Math Prep Expressway
EdReady lets you test yourself in math then further provides you with a customized study plan. If you're thinking about what's next for career and college, then be smart and be prepared!
Congratulations on your choice to participate in Central Piedmont's Math Prep Expressway experience! We welcome you to CPCC and intend for your EdReady experience to:
- Prepare you for a more successful attempt on the math portions of the CPCC placement test
- Provide you with a rich learning experience that is based on independent engagement of math topics
- Assist you with gaining a realistic understanding of the amount of study time that you will need to regularly commit to spending outside of the classroom | mathematics |
https://lingokids.com:443/ | 2023-12-08T07:04:36 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100724.48/warc/CC-MAIN-20231208045320-20231208075320-00453.warc.gz | 0.947634 | 191 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__229846991 | en | Play today, learn for life
Your Playlearning™ adventure starts here
Modern learning for today's world
Explore learning activities like math and reading with 450+ objectives across school subjects and life skills!
Discover their superpowers
Build skills to give your child to get a head-start for school—and beyond.
What grown-ups are saying
I am so happy that I found the free trial so I could see just how many times my kids got on the app. Thank you for making a safe and educationally sound app for my kids!
This app has consistently been our favorite. The songs are engaging. Graphics are adorable. We love how much she has learned from Lingokids.
My daughter (3 years old) loves this app, she can switch between videos and games easily. The option to choose a different game or play a similar game is so good for her. She especially enjoys the songs and watching the animations. | mathematics |
http://avanti.org.uk/avantihouse-primary/ks1-maths/ | 2022-05-17T13:46:41 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662517485.8/warc/CC-MAIN-20220517130706-20220517160706-00418.warc.gz | 0.90144 | 773 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__174839512 | en | Maths is all around us and problem solving is at the heart of the mastery approach. Look for maths problems you can solve together, making connections between what your child has been learning at school and the world around them.
Demonstrating these connections – and representing them in multiple ways – not only supports your child’s understanding and cements their knowledge; it reinforces the relevance of maths in our lives and makes it fun.
- Follow a recipe: work together to find out the quantities needed, ask your child to weigh the ingredients, discuss how you’d halve or double the recipe and discuss the ratio of ingredients.
- Talk about the weather forecast: is today’s temperature higher or lower than yesterday’s? What do the numbers mean?
- Going shopping: talk about the cost of items and how the cost changes if you buy two items instead of one. Let your child count out the coins when paying and discuss the change you get back. Use coins to explore addition, subtraction, multiplication and division.
- Planning an outing: discuss how long it takes to get to the park, and so work out what time you need to leave the house. Encourage your child to work out the best solution based on the time and distances. Discuss what shapes you see when you get there
- Telling the time, discussing the days of the week, talking about money or the coins needed to pay for items, how long things take to cook
- GROWTH MINDSET – Everyone of us can master mathematics given the opportunity.
Ideas for Counting
- Collections of objects – shells, buttons, pretty stones
- Cars on a journey, e.g. how many red cars?
- Animals in a field e.g. sheep, cows
- Stairs up to bed, steps, etc.
- Pages in a storybook
- Counting buttons, shoes, socks as a child gets dressed
- Tidy a cupboard or shelf and count the contents e.g. tins, shoes, etc.
- Counting particular vehicles on a journey e.g. Eddie Stobart lorries, motorbikes, etc.
- Keep maths practical and real life
- Money – paying for things, playing shops, purses
- Dishing up dinner – problem solving
- Games (snakes and ladders, dice)
Think about a picture and see what questions you can derive from it to ask your child. For example, using this picture, look how many questions we can ask related to maths:
Mathematics language often uses common words in a new way. For example, ‘difference’, ‘right’, ‘product’, ‘table’.
To support your child’s understanding of mathematical words, ask them to explain the words they’ve been using and what they mean. Find out what new maths vocabulary your child’s teacher is introducing so you can use it at home to complement their learning.
Always encourage your child to explain how they have gone about solving a problem, and work with them to test, prove, explain, reflect and spot patterns. Questioning and prompts can be powerful tools to boost your child’s mathematical thinking: ‘What do you think…?’ ‘Why …?’ ‘What will happen if…?’ ‘What do you notice about…?’ ‘Can you see a pattern between…?’ ‘What if we try…?’
Communicating and discussing maths problems (in a way that others can understand) demonstrates depth of understanding – another fundamental aspect of mastering mathematics. | mathematics |
http://marathonmama.net/2010/06/17/1203/ | 2018-01-20T07:28:04 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889473.61/warc/CC-MAIN-20180120063253-20180120083253-00202.warc.gz | 0.963486 | 149 | CC-MAIN-2018-05 | webtext-fineweb__CC-MAIN-2018-05__0__58789951 | en | This is interesting. Hal Higdon – uses a formula of 5 times your 10K time to predict marathon time potential. That’s a fun way of looking at our times this year after 10ks this summer as many of us prepare for fall marathons.
This turned out to be in the ballpark for me last year. I ran a 10k in 1 hr 2 min in June and did my first marathon in October in 4:57. (1:02 x 5 = 5:10 marathon prediction.) I was coming off a hip injury and 3 months of no training when I did the 10k last year, so I think this makes sense.
It’ll be fun to see how things go on Saturday. | mathematics |
https://csus.academicworks.com/opportunities/10376 | 2022-01-28T03:35:59 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00548.warc.gz | 0.87652 | 142 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__29267165 | en | Kearns Mathematics/Statistics Scholarship
1. Applicant must be a Mathematics Major. Special consideration will be given to applicants planning on meeting the Applied Mathematics and Statistics Area Requirements.
2. Applicant must be a full-time undergraduate student with Junior or Senior class level standing who will qualify for graduation within the next two semesters.
3. Applicant must have a minimum 3.0 cumulative GPA.
4. Applicant must be a U.S. citizen.
5. Applicant must be an active participant in community and/or campus student activities.
6. Applicant must require financial assistance in order to continue studies at CSUS.
No discrimination shall be made on the basis of sex or ethnicity. | mathematics |
https://procasino.org/crash-casino-game-algorithm-demystified-how-it-works/ | 2023-10-04T12:58:07 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00708.warc.gz | 0.94782 | 588 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__121215373 | en | Crash Casino Game Algorithm Demystified: How It Works
Crash Casino game, also known as Crash, is a popular online gambling game that has gained immense popularity in recent years. The game is a thrilling combination of luck and strategy, where players place bets and try to predict when the game will crash. But have you ever wondered how the algorithm of the Crash Casino game actually works? In this article, we will demystify the algorithm behind this exciting game.
At its core, the Crash Casino game algorithm is based on a random number generator (RNG). This RNG ensures that every game outcome is completely random and unbiased, providing a fair playing field for all participants. The algorithm uses complex mathematical formulas to generate these random numbers, ensuring that they cannot be predicted or manipulated.
When the game begins, players place their bets and wait for the multiplier to increase. The multiplier represents the potential payout for each player. As the multiplier increases, so does the risk of the game crashing. Players must decide when to cash out and collect their winnings before the game crashes. The challenge lies in predicting the optimal moment to cash out, as the game can crash at any time.
The algorithm behind the Crash Casino game calculates the multiplier based on a variety of factors. These factors include the number of bets placed, the total amount of money wagered, and the rate at which players are cashing out. The algorithm constantly adjusts the multiplier to ensure that the game remains balanced and fair.
One important aspect of the algorithm is the concept of "bust probability." This represents the likelihood of the game crashing at any given moment. The bust probability is influenced by the multiplier and the amount of money wagered. As the multiplier increases, the bust probability also rises, making it riskier for players to continue betting.
Another factor that affects the algorithm is the house edge. The house edge is the statistical advantage that the casino has over the players. In the Crash Casino game, the house edge is typically around 1%, meaning that the casino is expected to make a profit of 1% of the total bets placed over time. The algorithm ensures that this house edge is maintained, allowing the casino to generate revenue while still providing a fair and enjoyable gaming experience.
It is important to note that while the algorithm of the Crash Casino game is designed to be fair and random, there is still an inherent risk involved in playing. The outcome of each game is unpredictable, and players should always approach gambling responsibly and set limits on their bets.
The algorithm behind the Crash Casino game is based on a random number generator and utilizes mathematical formulas to determine the multiplier and bust probability. It ensures that each game outcome is fair and unbiased. Understanding the algorithm can help players make informed decisions, but it is important to remember that gambling always carries a risk. Play responsibly and enjoy the excitement of the Crash Casino game! | mathematics |
https://www.touchdro.com/resources/dro-manual/arbitrary-hole-circle-function.html | 2024-04-22T16:41:15 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818312.80/warc/CC-MAIN-20240422144517-20240422174517-00014.warc.gz | 0.82515 | 829 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__102270354 | en | TouchDRO Arbitrary Hole Circle Function
The Arbitrary Hole Circle function is very similar to the Bolt Hole Circle function but instead of creating holes that are spaced equally, it can be used to create a set of holes with arbitrary spacing.
The function has two modes - Basic and Advanced:
- Basic mode can be accessed by pressing the "Arbitrary Hole Circle Function" button in the function strip or "Arbitrary Hole Circle" on the "Add Sub-Datum(s)" menu
- Advanced mode can be accessed by long-pressing the "Arbitrary Hole Circle Function" button in the function strip or "Arbitrary Hole Circle" on the "Add Sub-Datum(s)" menu.
In basic mode, the function will create a circle in the machine's default projection plane with the center located at the current spindle/cutter position (current absolute position for the relevant axes).
Default Projection Planes
The project plane is set as follows:
- Milling machine - XY, 0.0 degrees parallel to positive X direction
- Lathe - XZ, 0.0 degrees parallel to positive Z direction
Please note: in basic mode, the third axis dimension is omitted. For example, milling machine sub-datums will not have Z set to any value.
The function accepts the following parameters:
Circle radius can be any positive decimal number or an arithmetic expression. This value is required.
Circle radius dimension can be set in inches or millimeters regardless of the currently selected axis units. By default, units will be set based on the TouchDRO default system that is set in the application preferences.
Hole Angle (α)
Hole angle field, in conjunction with the "+" button is used to add between 2 and 100 holes at arbitrary angles. The field can accept decimal values between -360.0 and 360.0, as well as basic arithmetic equations.
In advanced mode, the Arbitrary Hole Circle function offers more control over the projection plane of the Bolt Hole Circle, position of the center, and the value of the third axis.
In advanced mode, the function accepts the following additional parameters:
Machine plane on which the circle will be created. Default values for the plane are XY for a milling machine and XZ for a lathe. Starting angles are set as follows:
- XY - 0.0 is parallel to the positive Y direction
- XZ - 0.0 is parallel to the positive Z direction
- YZ - 0.0 is parallel to the positive Z direction
X, Y, and Z Position fields define the location of the Bolt Hole Circle in two or three dimensions. Depending on the selected projection plane, two of the three input fields will be enabled and are required. The third field is optional and can be enabled if desired.
By default, enabled fields are pre-filled with the current readings for the relevant axes. If a value is changed, it can be restored by pressing the "synchronize" button to the right of the field.
Units for each field are set to the current units for each individual axis.
How To Use
Drill Three Pairs of Holes
Goal: drill three pairs of holes, as shown in the sketch below.
- Bring up the "Arbitrary Hole Circle" function
- Enter 25/2 into the Circle Radius field
- Click on "mm" radio button to switch to millimeters (if needed)
- Enter the following values into the "Angle α" field; press the "+" button after each entry:
- Press "Create Circle"
The result will look similar to the screen fragment below: | mathematics |
http://www.college.columbia.edu/students/fellowships/catalog/knowles-science-teaching-foundation-teaching-fellowships | 2018-04-26T09:51:27 | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948125.20/warc/CC-MAIN-20180426090041-20180426110041-00503.warc.gz | 0.959415 | 276 | CC-MAIN-2018-17 | webtext-fineweb__CC-MAIN-2018-17__0__91312611 | en | Each year, the Knowles Science Teaching Foundation (KSTF) awards teaching fellowships to exceptional young people committed to teaching physical sciences, biological sciences, or mathematics in U.S. high schools. These fellowships are designed to meet teachers’ needs from the time they begin working on their teaching credentials through the early years of their careers.
KSTF Teaching Fellowships combine extensive financial and professional support. The total award for each fellow is valued at nearly $150,000 over the course of the five-year fellowship. Fellows receive tuition assistance while participating in a teacher credentialing program, monthly stipends, and grants for professional development and teaching materials.
Applicants should have received their most recent content (i.e., science, mathematics, or engineering) degree within five years of the start of the fellowship. Individuals in the final year of an undergraduate or master’s degree are also eligible. Applicants must be enrolled or plan to enroll in a recognized teacher education program that leads to a secondary science or mathematics teaching license. Applicants need not be U.S. citizens but must be able to study and work in the U.S. for the term of the fellowship.
KSTF Teaching Fellowships are awarded based on four selection criteria: science or mathematics content knowledge, commitment to teaching, professional ability, and leadership. | mathematics |
http://www.fitall.com/whatfadoes.html | 2024-04-19T16:14:03 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817438.43/warc/CC-MAIN-20240419141145-20240419171145-00041.warc.gz | 0.872661 | 391 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__76052366 | en | What FitAll Does
FitAll is a general-purpose, nonlinear regression analysis (curve fitting) program that can be used to fit a set of experimental data to any of the defined functions (models).
FitAll fits data to continuous, single-valued functions with the general form:
Yi = f (Xij, Kj, Pj)
and implicit functions with the general form:
Yi = f (Yi, Xij, Kj, Pj),
Yi is the dependent variable (measured value of the function for the ith data point).
Xij is the set of j independent variables for the ith data point.
Kk is a set of k constants that can be modified at runtime.
Pp is the set of p parameters that are evaluated.
Linear Least Squares (lls): minimizes the sum of the squares of the deviations between the observed and calculated values of a function that is linear in its parameters.
Nonlinear Least Squares (nls): minimizes the sum of the squares of the deviations between the observed and calculated values.
Nonlinear Least Absolute Deviations (nlad): minimizes the absolute deviations between the observed and calculated values.
Three different regression analysis methods can be used to obtain the best fit:
The regression analysis can be weighted using four different weighting schemes.
The data can be smoothed using the Boxcar and Fast Fourier Transform methods.
FitAll reports the standard deviation of the overall fit as well as that of each of the resolved parameters.
All results and reports can be printed, saved to a file, copied to the clipboard or transferred to a MS Word or LibreOffice Writer.
Copyright © 2021 by MTR Software All Rights Reserved [email protected] | mathematics |
https://farmaciacapdelavila.com/how-to-prequalify-a-buyer-when-you-sell-your-home-by-owner.html | 2024-04-16T13:21:20 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00838.warc.gz | 0.956326 | 939 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__182851980 | en | One questions many “for sale by owner” sellers ask is “how can I determine if a potential buyer can afford to buy my house?” In the real estate industry this is referred to as “pre-qualifying” a buyer. You might think this is a complex process but in reality it is actually quite simple and only involves a little math. Before we get to the math there are a few terms you should understand. The first is PITI which is nothing more than an abbreviation for “principal, interest, taxes and insurance. This figure represents the MONTHLY cost of the mortgage payment of principal and interest plus the monthly cost of property taxes and homeowners insurance. The second term is “RATIO”. The ratio is a number that most banks use as an indicator of how much of a buyers monthly GROSS income they could afford to spend on PITI. Still with me? Most banks use a ratio of 28% without considering any other debts (credit cards, car payments etc.). This ratio is sometimes referred to as the “front end ratio”. When you take into consideration other monthly debt, a ratio of 36-40% is considered acceptable. This is referred to as the “back end ratio”.
Now for the formulas:
The front-end ratio is calculated simply by dividing PITI by the gross monthly income. Back end ratio is calculated by dividing PITI+DEBT by the gross monthly income.
Let see the formula in action:
Fred wants to buy your house. Fred earns $50,000.00 per year. We need to know Fred’s gross MONTHLY income so we divide $50,000.00 by 12 and we get $4,166.66. If we know that Fred can safely afford 28% of this figure we multiply $4,166.66 X .28 to get $1,166.66. That’s it! Now we know how much Fred can afford to pay per month for PITI.
At this point we have half of the information we need to determine whether or not Fred can buy our house. Next we need to know just how much the PITI payment is going to be for our house.
We need four pieces of information to determine PITI:
1) Sales Price (Our example is 100,000.00)
From the sales price we subtract the down payment to determine how much Fred needs to borrow. This result brings us to another term you might run across. Loan to Value Ratio or LTV. Eg: Sale price $100,000 and down payment of 5% = LTV ration of 95%. Said another way, the loan is 95% of the value of the property.
2) Mortgage amount (principal + interest).
The mortgage amount is generally the sales price less the down payment. There are three factors in determining how much the PI& interest) portion of the payment will be. You need to know 1) loan amount; 2) interest rate; 3) Term of the loan in years. With these three figures you can find a mortgage payment calculator just about anywhere on the internet to calculate the mortgage payment, but remember you still need to add in the monthly portion of annual property taxes and the monthly portion of hazard insurance (property insurance). For our example, with 5% down Fred would need to borrow $95,000.00. We will use an interest rate of 6% and a term of 30 years.
3) Annual taxes (Our example is $2,400.00)/12=$200.00 per month
Divide the annual taxes by 12 to come up with the monthly portion of the property taxes.
4) Annual hazard insurance (Our example is $600.00)/12=$50.00 per month
Divide the annual hazard insurance by 12 to come up with the monthly portion of the property insurance.
Now, let’s put it all together. A mortgage of $95,000 at 6% for 30 years would produce a monthly PI
Putting it all together
From our calculations above we know that our buyer Fred can afford PITI up to $1,166.66 per month. We know that the PITI needed to purchase our house is $819.57. With this information we now know that Fred DOES qualify to purchase our house!
Of course, there are other requirements to qualify for a loan including a good credit rating and a job with at least two years consecutive employment. More about that is our next issue. | mathematics |
https://english.dnpeducation.com/careershigher-educationlatest-news/neet-2022-how-to-calculate-score-and-percentile/8488/ | 2023-09-24T18:03:22 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00341.warc.gz | 0.951292 | 574 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__259449860 | en | The NEET 2022 results will shortly be made public by the National Testing Agency (NTA). To learn how to calculate NEET percentile, continue reading.
Soon, the National Eligibility comp Entrance Test results will be released. The results will be uploaded either on nta.ac.in or ntaneet.nic.in. The precise result timings have not yet been disclosed by NTA, the organisation in charge of organising NEET 2022. Before the publication of the NEET results in 2022, candidates can learn how to compute their percentile, nevertheless.
A candidate must first be aware of his NEET scores and NEET rank in order to compute his NEET percentile. Let’s now look at how to calculate these two components of the NEET 2022 outcome. Before looking at the NEET results, candidates should be informed that, according to the NTA, general category students must receive at least 50 percentile marks, whilst students in reserved categories must receive at least 40 percentile in order to be eligible for NEET counselling.
How to calculate NEET rank?
The NTA determines a candidate’s NEET rank and publishes it in the rank list. However, candidates can compare their NEET score from the prior year to their NEET rank to determine their NEET 2022 rank before the results are made public. It is also useful to be aware that NTA has said on its official website that it ranks candidates using a variety of tie-breaking procedures after taking into consideration their raw NEET scores.
How to calculate NEET 2022 score
Candidates can use the NTA-provided answer key to compute their NEET score. To determine which questions you successfully answered, students can compare their responses to those listed in the NEET answer key. Each correct response earns 4 points, while each incorrect response loses 1 point. Questions with several answers marked but no response will not receive any points.
- Total NEET Marks = 180 MCQs X 4 = 720 Marks
- Your NEET score = (Total number of correct answers x 4) (Total number of incorrect answers x 1)
How to calculate NEET percentile?
Marks based NEET percentile
A student can easily calculate their NEET percentage with his NEET score and NEET topper’s score in that particular year.
NEET percentile = your NEET score * 100 / topper’s NEET score
Rank based NEET percentile
- Students can also calculate their NEET percentile along with their NEET rank and the number of candidates who appeared for NEET in that particular year.
- NEET percentile = [(total number of candidates appeared in NEET rank) / total no. of appearing candidates] x 100
- This method is quite difficult compared to the previous one. | mathematics |
https://konagaya-lab.sakura.ne.jp/jp/?page_id=106 | 2023-03-28T18:54:19 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948868.90/warc/CC-MAIN-20230328170730-20230328200730-00219.warc.gz | 0.680234 | 887 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__211024188 | en | Prof. Ken Hayami (National Institute of Informatics)
Dr. Yasunori Aoki (Uppsala University)
Cluster Newton Method Source Code:
COPYRIGHT © 2014-2022 Yasunori Aoki, Ken Hayami and Akihiko Konagaya
Released under the MIT license:
Here is the procedure to make the MATLAB code work with version R2015b. To make the MATLAB code work for version R2015b, please change the following lines: In main.m, change line 3 from matlabpool open to poolobj = parpool; and remove line 17 matlabpool close In PBPK_model.m, change line 46 from function [ans]=RHS(t,u) to function [answer]=RHS(t,u) and change line 49 from ans=h(x,u,t)'; to answer=h(x,u,t)'; Then running main.m should perform as usual.
Please provide feedback if you have any questions or suggestions.
info-elsi [at] cbiri.cbi-society.info
The following MATLAB codes of Aoki’s original Cluster Newton Method and Arikuma Irinotecan PBPK model are released under the MIT license:
In zipfile: inverse_prob_PBPK_model_start_here
Yasunori Aoki, Ken Hayami, Hans De Sterck, Akihiko Konagaya: Cluster Newton Method for Sampling Multiple Solutions of Underdetermined Inverse Problems:Application to a Parameter Identification Problem in Pharmacokinetics, SIAM J. Scientific Computing, 36 (1), B14-B44 (2014); available at 10.1137/120885462 and NII-2011-002E
Arikuma T, Yoshikawa S, Azuma R, Watanabe K, Muramatsu K, Konagaya A.: Drug interaction prediction using ontology-driven hypothetical assertion framework for pathway generation followed by numerical simulation, BMC Bioinformatics, vol. 9 (Suppl 6), S11 (2008); available at doi:10.1186/1471-2105-9-S6-S11
* Arikuma irinotecan PBPK model was originally written by Takeshi Arikuma in GNU Octave in 2008, and then rewritten and improved by Yasunori Aoki in Matlab in 2011.
The following MATLAB codes of Yoshida’s Cluster Newton Method, Gaudreau’s Cluster Newton Method are published as some derivatives of the original cluster newton method under the Academic Free License, version 3.0 specified below. The following references should be cited when publishing related topics with these codes, respectively.
Yoshida K, Maeda K, Kusuhara H, Konagaya A: Estimation of feasible solution space using Cluster Newton Method: application to pharmacokinetic analysis of irinotecan with physiologically-based pharmacokinetic models, BMC Systems Biology 2013, 7 (Suppl 3): S3 (2013); available at doi:10.1186/1752-0509-7-S3-S3
Philippe Gaudreau, Ken Hayami, Y. Aoki, Hassan Safouhi, Akihiko Konagaya:
Improvements to the cluster Newton method for underdetermined inverse problems.J. Computational Applied Mathematics283:122-141(2015); available at doi:10.1016/j.cam.2015.01.014 and NII-2013-002E
In zipfile: invprob_140127 | mathematics |
http://www.feelinkindablue.com/2023/08/24/how-to-calculate-potential-payouts-in-sports-betting/ | 2023-09-21T14:45:50 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506028.36/warc/CC-MAIN-20230921141907-20230921171907-00031.warc.gz | 0.893913 | 3,771 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__132905792 | en | Sports betting is an exciting mix of sport and the potential to win big! Figuring out your potential payouts is a vital part of this thrilling hobby. Whether you’re a pro or starting out, understanding how to calculate your winnings can enhance your betting experience.
To work out potential payouts, consider several factors. These include the bookmaker’s odds (decimals, fractions, or moneyline), the amount wagered, and the type of bet placed. The odds show the chance of a result occurring.
For decimal odds, multiply your wager by the decimal odds. For example, £100 on a team with odds of 2.5 = £250 (£100 x 2.5). Fractional odds = multiply your bet by the fraction + 1. So, £50 on a team with fractional odds of 5/1 = £300 (£50 x (5/1 + 1)).
For moneyline odds, positive and negative numbers are used. To calculate potential winnings for positive odds, divide your bet by 100 and multiply by the odds. For instance, £200 on an underdog with moneyline odds of +250 = £700 (£200 / 100 x 250 + 200).
Tip: Don’t forget to read the terms and conditions of each bet to ensure accurate calculations and no surprises when it’s time to collect your winnings.
Remember, calculating potential payouts is key to sports betting. By getting a grip on the odds and using these calculations, you can judge the profitability of a bet and make the right decision. Good luck!
Understanding Odds in Sports Betting
Understanding Odds in Sports Betting
Odds are an integral part of sports betting, providing crucial information about the potential payouts. To make informed betting decisions, it is essential to understand how odds work and what they represent.
To simplify a complex topic, let’s use a table that demonstrates the different types of odds commonly used in sports betting:
|Type of Odds||Definition||Example|
|Fractional||Shown as a fraction such as 5/1, indicating the potential profit relative to the stake.||Betting £1 at 5/1 odds would yield a £5 profit if the bet wins, plus the initial stake.|
|Decimal||Shown as a decimal such as 6.00, representing the total payout including the initial stake.||Betting £1 at 6.00 odds would lead to a total payout of £7 if the bet wins (including the initial stake).|
|Moneyline||Commonly used in American sports, it shows the amount that would be won on a $100 bet for positive odds or the amount that needs to be bet to win $100 for negative odds.||Odds of +150 would mean a $150 profit on a $100 bet, while odds of -200 would require a $200 bet to win $100.|
Understanding these different odds formats enables bettors to compare them effectively, be it at a bookmaker’s shop or online. Whether fractional, decimal, or moneyline odds, they all serve the same basic purpose of indicating potential payouts.
Now, here’s a pro tip: It’s crucial to shop for the best odds among different bookmakers. By doing so, you can maximize your potential payout and increase your chances of long-term profitability.
Understanding different types of odds: it’s like decoding a secret language, except instead of finding treasure, you’re just trying to figure out if your team will win or if it’s time to drown your sorrows in ice cream.
Explaining the Different Types of Odds (Decimal, Fractional, American)
Exploring the world of sports betting needs an understanding of the different types of odds. These are decimal, fractional and American. Each has its own intricacies and nuances.
Decimal odds are popular in Europe and Australia. This shows how much you can win per unit you bet. For example, betting £10 on a match with decimal odds of 2.50 means a potential win of £25.
Fractional odds are popular in the UK. They show the potential winnings as a fraction of the stake. So, betting £10 on a horse race with 5/1 odds would give you £50.
American odds are used in America. They come in two forms – positive and negative. Positive shows how much you’d win from a £100 bet, while negative shows how much you need to bet to win £100. For instance, American odds of +250 means a £100 bet could win you £250.
Bookmakers sometimes offer unique variations or combinations tailored to specific events or markets. Oddsmakers consider various factors such as team form, player injuries, weather conditions and historical data when setting betting lines. They help in determining the accurate probabilities for each outcome.
Calculating payouts with decimal odds can be like doing math in a foreign language – though not understood, you still hope for a jackpot.
Calculating Potential Payouts Using Decimal Odds
When it comes to calculating potential payouts in sports betting using decimal odds, there are a few key steps to keep in mind. By understanding how decimal odds work and employing a simple formula, you can quickly determine the potential payout for any given bet.
To demonstrate this process, let’s create a table that outlines the necessary calculations and showcases the results. This will help you visualize the steps involved and make the process more accessible.
Bet Amount (£)Decimal OddsPotential Payout (£)102.5025.00201.7535.00503.00150.00
In this table, the “Bet Amount (£)” column represents the amount of money you are placing on a bet. “Decimal Odds” indicates the odds given for the specific event or match, presented in decimal format. Finally, the “Potential Payout (£)” column provides the amount you could potentially win if your bet is successful.
To calculate the potential payout, you simply multiply the “Bet Amount (£)” by the “Decimal Odds.” For example, if you bet £10 with decimal odds of 2.50, your potential payout would be £25. Similarly, a £20 bet with odds of 1.75 would result in a potential payout of £35. This formula allows you to determine your potential winnings with ease.
It’s important to note that decimal odds incorporate the initial stake into the potential payout. Unlike fractional odds, where the potential profit is separate from the stake, decimal odds provide a clearer picture of the total amount you could receive if your bet is successful.
In the world of sports betting, understanding how to calculate potential payouts is crucial for making informed decisions. Being knowledgeable about decimal odds and their calculations can give you an edge when it comes to evaluating potential betting scenarios. Knowing how to bet on the World Cup can help ensure you make the most of every bet placed.
So, the next time you place a bet, take a moment to consider the potential payout using decimal odds. Armed with this information, you can make more informed choices and potentially increase your winnings.
Remember, gambling should be done responsibly, and it’s always prudent to consult reliable sources for accurate odds and information.
Decimals may look intimidating, but calculating potential payouts with them is easier than finding a decent pizza topping for pineapple lovers.
Step-by-Step Guide on Calculating Potential Payouts with Decimal Odds
Calculating potential payouts with decimal odds is key for sports bettors. It helps you figure out the profitability of your bets and make smart decisions.
Follow these 6 steps to work out the payouts:
|1||Find the decimal odds. For example, if the odds are 2.5, you’ll get £2.50 for each £1 you bet.|
|2||Decide how much you want to wager.|
|3||Multiply your stake by the decimal odds to get your total potential payout.|
|4||Add back your original stake to the total payout.|
|5||Weigh the risk-reward ratio: Higher odds mean higher risk and reward.|
|6||Make an informed call. Use the analysis to decide whether to place a bet or not.|
It’s important to remember that sports betting outcomes can’t always be predicted. Do your research before betting.
John was a betting enthusiast who had a knack for accurately predicting football matches. He saw a game with decimal odds of 4.0 and his favorite team was playing. He put down £50 and his team won.
This meant a total potential payout of £200 (4 x £50), including a profit of £50 from his original stake. This teaches us the importance of understanding decimal odds and using them to evaluate payouts.
Calculating Potential Payouts Using Fractional Odds
Calculating Potential Payouts Using Fractional Odds
Fractional odds are commonly used in sports betting to calculate potential payouts. These odds represent the ratio of the potential profit to the amount staked. To determine the potential payout using fractional odds, you need to understand the format and make some simple calculations.
To illustrate this, let’s consider a hypothetical football match between Team A and Team B. The bookmaker offers the following fractional odds for each team: Team A at 2/1 and Team B at 3/2.
Using these odds, we can create a table to calculate the potential payouts:
|Team||Fractional Odds||Staked Amount||Potential Profit||Potential Payout|
In this table, we assume a £10 stake for each team. To calculate the potential profit, we multiply the stake by the numerator of the fractional odds and divide it by the denominator. For Team A, the potential profit is (£10 * 2)/1 = £20. Similarly, for Team B, the potential profit is (£10 * 3)/2 = £15.
To determine the potential payout, we add the potential profit to the stake. For Team A, the potential payout is £10 (stake) + £20 (profit) = £30. For Team B, the potential payout is £10 (stake) + £15 (profit) = £25.
It’s important to note that the potential payout represents the total amount you would receive if your bet is successful, including the return of your initial stake.
Understanding how to calculate potential payouts using fractional odds is essential for making informed betting decisions. By knowing the potential payout, you can assess the potential risk and reward of a particular bet.
In the world of sports betting, calculating potential payouts using fractional odds has been a tried and tested method for decades. Bookmakers have used this system to provide transparent information to bettors, enabling them to make knowledgeable choices when placing their bets. So, the next time you consider placing a bet, make sure you understand how to calculate the potential payouts using fractional odds.
Fractional odds may seem confusing at first, but once you wrap your head around them, you’ll be calculating potential payouts like a mathematically-inclined sports fanatic with a dark sense of humor.
Step-by-Step Guide on Calculating Potential Payouts with Fractional Odds
Figuring out payouts with fractional odds requires careful steps. Here’s a guide:
|1. Find Fractional Odds:|
|– Look for the fractional odds given by the bookie, like 2/1 or 5/2.|
|– The first number is potential profit & the second number is the stake.|
|2. Calculate Potential Profit:|
|– Divide the first number by the second and add 1. E.g. 2/1 = 2/1 + 1 = 3.|
|– Multiply this by your stake to get potential profit.|
|3. Work Out Total Payout:|
|– Put your original stake and potential profit together for total payout.|
|– E.g. bet £10 on 2/1 odds = £30 profit, so £10 + £30 = £40 total payout.|
|4. Learn Different Odds Formats:|
|– Get used to formats such as decimal and moneyline.|
|– Converting between formats helps compare different markets.|
|5. Think About Margin & Value:|
|– Bookies add margin to guarantee profit no matter the result.|
|– Find bets with value, i.e. odds higher than expected.|
It’s not just calculatin’ payouts with fractional odds, other elements are needed for success. Strategy & research are key, plus practice makes perfect when it comes to identifying value bets. Calculating payouts with American odds is simpler than understanding NFL draft picks!
Calculating Potential Payouts Using American Odds
Calculating Potential Payouts Using American Odds can be a complex task, but fear not, we’ve got you covered. To help you navigate through the intricacies of sports betting, let’s explore how to calculate your potential payouts using American odds.
Let’s begin with a comprehensive table that will assist us in understanding the calculations involved. Take a look at the table below:
In the table above, we have different types of bets along with their corresponding odds, stake, profit, and potential payout. The calculations follow a specific formula that takes into account the odds and the amount wagered.
Now, let’s delve into some key details. It’s important to remember that negative odds indicate the amount you need to bet in order to win $100, while positive odds represent the potential profit on a $100 bet. This knowledge will help you make more informed betting decisions.
In addition, understanding the concept of parlays and teasers is crucial. A parlay involves combining multiple bets into one, while a teaser offers the ability to adjust the point spread or total of a game. These strategies can be enticing, but be sure to assess the associated risks before diving in. Casinos ban you for winning if they suspect you‘re taking advantage of their promotional offers.
Now that you have a clearer understanding of calculating potential payouts using American odds, seize the opportunity to make well-informed bets. Don’t let the fear of missing out keep you on the sidelines. Take a leap and put your newfound knowledge into action. Remember, the thrill of sports betting lies in both the potential payout and the excitement of the game. Good luck!
Calculating potential sports betting payouts might make your head spin faster than a blackjack dealer on a winning streak!
Step-by-Step Guide on Calculating Potential Payouts with American Odds
Calculating potential payouts using American odds can be tricky. But, with the right know-how and help, it’s totally doable! Follow this step-by-step guide to get the info you need for accurate payouts.
Step 1: Convert American odds to decimal odds. Use this formula: Decimal Odds = (100 / American Odds) + 1. If the American odds are +250, work it out like this: Decimal Odds = (100 / 250) + 1 = 1.40.
Step 2: Calculate the implied probability. Use this formula: Implied Probability = 1 / Decimal Odds. Using our example, the implied probability would be: Implied Probability = 1 / 1.40 = 0.71 or 71%.
Step 3: Work out your potential payout. Use this formula: Potential Payout = Stake x Decimal Odds. For instance, if you bet £50 on a game with decimal odds of 1.40, your potential payout would be £70 (£50 x 1.40).
Be aware that these steps may differ depending on the rules and regulations of sportsbooks and bookmakers.
With practice and a better understanding of betting odds, calculating potential payouts won’t be such a challenge anymore. Applying these steps will help make smarter bets and increase your chances of winning.
Don’t miss out on winning money! Learn this art and you’ll make more confident bets and have a fun and rewarding betting experience. Start using these steps now and watch your betting skills improve!
In sports betting, calculating potential payouts is key. To do this, check bookmaker’s odds. These represent the likelihood of an outcome. Compare these to get the best ones with higher payouts. Then, calculate the potential payout by multiplying your stake with the decimal odds given. Click here to learn more about calculating your payouts.
An example: Team A vs Team B match. Bookmaker offers 2.50 decimal odds. If you bet £100 on A winning, your return would be £250 (£100 x 2.50). Including your original stake, you’ll get £250. | mathematics |
https://www.areawidenews.com/blogs/1215/entry/20085 | 2020-12-04T14:35:41 | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141737946.86/warc/CC-MAIN-20201204131750-20201204161750-00664.warc.gz | 0.94709 | 937 | CC-MAIN-2020-50 | webtext-fineweb__CC-MAIN-2020-50__0__173537572 | en | There are three kinds of people -- those who are good at math and those who aren't.
If you've failed to detect a mathematical error in the previous sentence, perhaps you should read no further.
When I enrolled in college many moons ago, I majored in mathematics. I would have preferred majoring in pocket billiards or chasing skirts, but they weren't on the curriculum.
Math was always my best subject, but there's no money in it. I eventually switched to Management of Information Systems (computer science) and embarked on a quest to climb corporate ladders. When I finally realized the purpose in life was to discover the purpose in life, I abandoned all that materialistic nonsense and became a writer/teacher/hermit.
Mathematics contains no ambiguity or hypocrisy . It possesses the truth.
There is a mathematical sequence that can be seen in all of existence. It's called the Phi Ratio, sometimes referred to as the Golden Mean Spiral.
The Phi Ratio is a proportion.
The value of a Phi Ratio is approximated at 1.618033988798948482.... This is a transcendental number in that it literally goes on forever without repeating itself.
Suppose you have a line with a distance of X. If you break X into two segments (X1 & X2) so that the ratio of X to X1 is the same as the ratio of X1 to X2, that ratio is said to be a Phi Ratio.
In the form of equations, it would appear as:
X = X1 + X2
X / X1 = X1 / X2 = 1.6180339…
A medieval mathematician, Leonardo Fibonacci, discovered a specific sequence used by plant life during the growth process. The sequence, known as the Fibonacci Sequence, turned out to be 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, etc.
As was later determined, this sequence has a mathematical formula.
If you start with one and divide by one, then divide the sum of the previous dividend and divisor by the previous dividend, you wind up with the Fibonacci Sequence, the formulation of the Phi Ratio.
Basically, the results keep approaching the transcendental number of the Phi Ratio (approximately 1.6180339...), as follows:
1 / 1 = 1
2 / 1 = 2
3 / 2 = 1.5
5 / 3 = 1.667
8 / 5 = 1.600
13 / 8 = 1.625
21 / 13 = 1.6154
34 / 21 = 1.6190
55 / 34 = 1.6176
89 / 55 = 1.6181
144 / 89 = 1.61798
233 / 144 = 1.61805
377 / 233 = 1.61803
This logarithmic sequence is a primary geometric pattern of the universe. It can be seen in distant spiral galaxies and all forms of life on earth.
The growth of all plant life is based on the Phi Ratio. This growth pattern allows the organism to grow at a constant rate without having to change shape
The bone structure of animal and human life is based on the Phi Ratio. In humans, the first bone in the finger is in Phi Ratio to the second bone, which is in Phi Ratio to the third bone, and so forth. The human hand is in Phi Ratio to the forearm, which is in Phi Ratio to the upper arm. The Phi Ratio is also present in the bones of the feet and the legs.
The Phi Ratio pattern is the basis for the Golden Mean Spiral, which goes on forever without a beginning or an end. The Golden Mean Spiral is an integral part of Sacred Geometry, a study of the evolution of mind, consciousness and spirit.
The great Pyramids of Giza are positioned within a Golden Mean Spiral (Fibonacci Sequence). From aerial photographs, the spiral passes through the exact center of each pyramid.
Just thought you'd like to know.
However, the odds of Leonardo Fibonacci or the Phi Ratio ever popping up in a conversation are about the same as the odds of winning the Kentucky Derby without a horse between your legs.
There are three kinds of people -- those who perceive the mathematical precision of a flower, those you appreciate the magical splendor of a flower, and those who are blind.
Quote for the Day -- "The highest form of pure thought is in mathematics." Plato | mathematics |
http://carzinka.ru/the-moment/ | 2018-05-21T18:51:41 | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794864466.23/warc/CC-MAIN-20180521181133-20180521201133-00291.warc.gz | 0.901283 | 207 | CC-MAIN-2018-22 | webtext-fineweb__CC-MAIN-2018-22__0__45022872 | en | This book introduces three new criteria (a) moment relations, (b) moment ratios and (c) ratios of the coefficients of the recurrence relations to characterize and indentify probability distributions. In general moment relations criteria are effective but there are some special situations, where the moment relations of two or more suspected distributions are same or one particular moment function takes same value for two or more distributions. In such a situation two moment ratios as extra criteria are proposed for deciding among them. This book also discussed the identification of a distribution by using the ratios of the coefficients of the recurrence relations obtained from its generating function. The significant contribution of this research is to introduce a new special class of exponential family of distributions named ‘transformed Chi-square family”. Explicit expressions for the MVUE with MV of a function of the parameter of this family are given. The critical region and the power function for various tests of hypotheses for the parameter of this family are also obtained. An identification procedure with probability of correct identification is discussed in detail. | mathematics |
https://www.eastbayadhd.com/post/what-is-dyscalculia | 2023-12-04T18:35:33 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00328.warc.gz | 0.930391 | 1,161 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__114056392 | en | Dyscalculia Learning Disorder: Understanding, Diagnosis, and Support
Mathematics is an essential skill that permeates our daily lives, from calculating the tip at a restaurant to managing finances or solving complex equations. However, for individuals with dyscalculia learning disorder, a specific learning disability in mathematics, these seemingly straightforward tasks can become daunting challenges. In this blog post, we will delve into the world of dyscalculia, exploring what it is, how it is diagnosed, its impact on individuals, and the strategies and support systems available to help them thrive.
Understanding Dyscalculia Learning Disorder
Dyscalculia, often referred to as "math dyslexia," is a neurological condition that affects a person's ability to understand, process, and perform mathematical tasks. It is characterized by persistent difficulties in learning and comprehending math concepts, despite receiving conventional instruction and demonstrating normal cognitive and linguistic abilities in other areas.
Key Features of Dyscalculia:
Numerical Processing Difficulties: Individuals with dyscalculia struggle with basic number recognition and manipulation. This may include difficulty in reading and writing numbers, understanding the concept of place value, and performing basic arithmetic operations.
Difficulty with Math Symbols: Dyscalculic individuals may find it challenging to understand mathematical symbols, equations, and notations, which can impede their ability to solve problems.
Poor Sense of Number and Quantity: Dyscalculia can affect a person's understanding of quantity, making tasks like estimating or comparing numbers a significant challenge.
Spatial and Temporal Confusion: Some individuals with dyscalculia may struggle with understanding concepts of time and space, which are often crucial in mathematical tasks.
Diagnosing dyscalculia is a complex process that typically involves a multi-step assessment. It's essential to recognize that dyscalculia cannot be diagnosed based on a single test or observation, as it is a neurodevelopmental condition with various underlying factors. Diagnosis typically involves the following steps:
Clinical Interviews: A comprehensive interview with the individual, their parents or guardians, and their teachers to gather a detailed history of mathematical difficulties and their impact on daily life.
Cognitive Assessment: Assessing the individual's cognitive abilities, such as memory, attention, and reasoning, to rule out other factors contributing to math difficulties.
Mathematical Assessment: A series of standardized tests to evaluate mathematical abilities, covering areas like number sense, basic operations, and problem-solving.
Educational Assessment: An assessment of the individual's educational history, including their progress in math classes and their response to interventions.
It's important to note that a formal diagnosis of dyscalculia should be made by a qualified professional, such as a clinical psychologist or a neuropsychologist.
The Impact of Dyscalculia
Dyscalculia can have a profound impact on various aspects of an individual's life. Understanding these challenges is crucial for providing appropriate support and accommodation:
Academic Struggles: Dyscalculic individuals often experience difficulties in math-related subjects, which can lead to lower academic achievement and reduced self-esteem.
Emotional and Psychological Effects: Frustration, anxiety, and low self-esteem are common emotional consequences of dyscalculia. The fear of math can create a negative cycle, as anxiety can further hinder mathematical performance.
Everyday Challenges: Dyscalculia extends beyond the classroom, affecting everyday tasks such as budgeting, time management, and even reading clocks.
Career and Financial Implications: Limited math skills can restrict career choices and financial independence, potentially leading to professional challenges and financial difficulties.
Support and Interventions
While there is no cure for dyscalculia, individuals with this condition can benefit from a range of interventions and support mechanisms to help them overcome challenges and reach their full potential. Here are some effective strategies and tools:
Early Intervention: Identifying dyscalculia early and providing targeted interventions can make a significant difference. Early support can prevent the development of negative attitudes towards math.
Individualized Education Plans (IEPs): In many countries, IEPs are developed for students with disabilities, including dyscalculia. These plans outline specific accommodations and modifications to help students succeed in their educational journey.
Specialized Math Programs: Some educational institutions offer specialized math programs that use alternative teaching methods and resources tailored to the needs of dyscalculic students.
Assistive Technology: Utilize technology tools and software designed to support individuals with dyscalculia. These may include digital math workbooks, calculators, and speech-to-text programs for completing math assignments.
One-on-One Tutoring: Engaging a qualified math tutor or educational therapist who specializes in working with dyscalculic individuals can provide targeted and personalized support.
Multisensory Approaches: Incorporate multisensory techniques, such as using physical objects, drawing diagrams, and verbalizing math problems, to enhance understanding and memory retention.
Building Math Confidence: Encourage a growth mindset and emphasize effort over innate ability. Creating a positive attitude towards math can help reduce anxiety and foster a willingness to tackle mathematical challenges.
Dyscalculia is a significant learning challenge that affects a person's ability to understand and work with mathematical concepts. Raising awareness about dyscalculia, promoting early detection, and providing appropriate interventions are essential steps toward a more inclusive and equitable educational system. By understanding the complexities of dyscalculia and embracing the diverse ways in which people learn, we can better support and empower those with dyscalculia to unlock their full potential in the world of mathematics and beyond | mathematics |
https://store.down-syndrome.org/collections/see-and-learn-kits/products/see-and-learn-first-counting-kit | 2024-04-24T10:16:40 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819089.82/warc/CC-MAIN-20240424080812-20240424110812-00012.warc.gz | 0.922352 | 521 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__135720095 | en | See and Learn First Counting provides teaching activities and comprehensive guidance to help parents and educators teach children the number words, numerals and counting from 1 to 10. It follows recommended, evidence-based practice in number teaching, progressing in sequence through the key developmental steps involved in learning the foundational number skills.
Designed by internationally recognised researchers and experts in the development and education of children with Down syndrome, See and Learn First Counting is designed to meet the children’s specific learning needs. See and Learn First Counting is also likely to be helpful for other children who benefit from teaching in small steps with visual supports.
- Evidence-based activities following key developmental steps in early number learning
- Focus on visual representation of concepts, reduced language and working memory demands to help children with specific learning needs
- Comprehensive guide included providing explicit, step-by-step guidance and instructions
- Record forms included for tracking your child’s progress
See and Learn First Counting includes eight activities, designed to teach children to say the number words, to recognise the numerals, to link quantities to numbers, to count, and to understand the concepts of cardinality and equivalence for the numbers 1 to 10. See and Learn First Counting is also designed to teach the key maths language needed at this stage of number learning.
- Learning Number Words
- Matching Numerals
- Selecting Numerals
- Naming Numerals
- Linking Quantity to Numerals
- Learning to Count
- Give a Number
- Learning Equivalence
- Guide book, introducing number teaching for children with Down syndrome and step-by-step instructions for each teaching activity
- Record forms
- 60 plastic counters
- 10 laminated quantity + numeral cards
- 20 (2 x 1-10) laminated numeral cards
- 4 animal cards (2 x Bear and 2 x Monkey)
- 40 animal food counter cards (20 x Cookie + 20 x Banana)
See and Learn Numbers
See and Learn First Counting is the first step in the See and Learn Numbers teaching programme. See and Learn Numbers is designed to teach young children to count, to link numbers to quantity, to understand important concepts about the number system and to calculate with numbers up to 10. It also teaches early mathematical concepts important for understanding space, time and measurement - including colour, size, shape, ordering, sorting and patterns.
Please visit the See and Learn web site or contact us for further information and guidance. | mathematics |
https://india.learninga-z.com/brands/explorelearning | 2023-09-21T18:04:15 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506029.42/warc/CC-MAIN-20230921174008-20230921204008-00381.warc.gz | 0.943193 | 181 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__121048773 | en | Seriously fun math and science learning.
ExploreLearning® provides interactive simulations that embolden K-12 STEM learners with the power of doing.
ExploreLearning encourages students to embrace their inner scientist and/or mathematician through adaptive, game-based instruction, all while increasing proficiency and deeper learning of foundational STEM concepts in a way that is as fun as it is effective. Their products and services help teachers easily personalize and enliven instruction, while building the skills and confidence students need to succeed in these critical subject areas.
The company offers four edtech products and supporting professional learning services, including the recently launched Frax platform. Over the course of the last 20+ years, they have helped hundreds of thousands of teachers and have received numerous awards from SIIA, NSTA, and many others.explorelearning.com | mathematics |
https://www.ctu.unibe.ch/about_us/news/new_member_of_staff_maia_muresan/index_eng.html | 2024-04-21T21:49:09 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817819.93/warc/CC-MAIN-20240421194551-20240421224551-00889.warc.gz | 0.939585 | 223 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__202360291 | en | New member of staff: Maia Muresan
11.08.2023 – We are pleased to welcome Maia Muresan as a new staff member at CTU Bern. Maia holds a bachelor’s degree in mathematics from the University of Grenoble Alpes, France, and recently obtained her master’s degree in Statistics from the University of Geneva, Switzerland.
Her master's thesis focused on the development of a new method to assess the impact of dosing modifications on the dose-tumor size relationship in early oncology clinical trials, using Tumor Growth Inhibition (TGI) models. This included detailed analysis of effects on tumor size response and refinement of Phase 1 oncology study design. During her master's program, Maia gained extensive experience through biostatistical internships in early development clinical trials in dermatology and oncology at pharmaceutical companies in Switzerland, which fueled her interest in the application of mathematics in medical science. She is excited to be a new member of Statistics & Methodology of CTU Bern. Welcome Maia! | mathematics |
https://micro.jonasmoss.com/2020/01/04/problems-with-confidence-intervals/ | 2023-12-09T15:33:04 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00147.warc.gz | 0.911985 | 277 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__114796809 | en | In a sense, it is not reasonable to expect finite and well-behaved confidence for parameters. The argument goes as follows:
When testing parameters in classical settings such as for the t-test, the assumption of normality is crucial, or at least semi-crucial. It is possible to construct ok confidence intervals using the Berry-Esseen theorem, but it is at least sometimes possible to show that no well-behaved approximate confidence interval exists when we cannot reliably bound the third moment.
The setting of most confidence intervals is some normal approximation of the sampling distribution of $\theta$, where the implicit hypotheses are that $\theta$ is some $\theta_0$ and normality holds for both the alternative and null hypothesis.
Here the problem comes knocking on the door. Not only do we not know how well normality is approximated for one particular $\theta$ in terms of the usual Prokhorov metric, but we also don’t know if the moments converge at, and we have no information about the uniformity of the convergence. Uniform convergence of moments is probably needed to make realistic sufficient conditions for asymptotic confidence intervals to work.
This is probably worth investigating more. I think the main question that remains to be formulated is something like this: Do we actually have an implicit set of hypotheses as outlined above? | mathematics |
https://www.masu.edu.ru/en/news/32861-masu-hosts-a-mathematics-festival-for-students-from-local-schools | 2023-12-07T03:01:29 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00880.warc.gz | 0.947548 | 274 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__305507922 | en | MASU hosts a mathematics festival for students from local schools
MASU Mathematics and Natural Sciences Faculty held Polar Coordinates, a popular science festival of maths for students of Murmansk region's schools. More than 130 students attended the Festival and took part in various educational events.
Vera Levites, Dean of Faculty, and 2nd year students organized a mathematical game for eighth and ninth-graders. Children were solving mathematical speed puzzles and challenging tasks.
At the workshop led by Victoria Lazutina, a 3rd-year student, high school students learned how to count faster and do unusual maths calculations. At the same time, the youngest participants of the Festival, third and sixth-graders, wrote mini-essays discussing the role of mathematics in their lives.
The Festival also included two open lectures: Georgy Wolfson, a mathematics teacher at St. Petersburg Physics and Mathematics Lyceum no. 366, told the audience about the paradoxes of probability theory. Later, Natalia Nedelko, an associate professor of MASU Mathematics, Physics and IT Department, demonstrated the tricks of the Excel spreadsheet software for calculating profits and making forecasts about the projects' development.
The organizers of the Festival thank all the participants, MASU students and volunteers, as well as maths and elementary school teachers for their help in organizing the Festival. | mathematics |
http://mat03.fe.uni-lj.si/html/people/izidor/homepage/visual14/Projections.html | 2021-10-24T08:58:07 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585916.29/warc/CC-MAIN-20211024081003-20211024111003-00507.warc.gz | 0.91392 | 468 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__34512679 | en | In the chapter Courious Maps of M. Gardner's Time Travel (W.H. Freeman and Company, New York, 1988), many world's maps are presented, some of them use a projection on a convex solid, that is unfolded into a plane net.
The mathematician Charles Sanders Peirce designed a conformal map, namely a projection on eight isosceles right triangles that may be regarded as the faces of an octahedron, flattened until a space diagonal is zero. B.J.S. Cahill patented his butterfly map in 1913. The world is projected onto a regular octahedron. R. Buckminster Fuller's first Dymaxion map was a projection of the world onto the fourteen faces of a cuboctahedron. In March 1, 1943 the map was completed by staff artists of Life. At about the same time, Irving Fisher designed Likaglobe, which folds into an icosahedron. In 1954 Fuller copyrighted his Dymaxion Skyocean Projection World Map, which slightly differed from Fisher's Likaglobe.
Wolfram's Mathematica package WorldPlot consists of various types of projections used in cartography. There is a large data block WorldData, where each country is represented by a set of points on its boundary.
We use the data to construct a gnomic projection of the world on any convex polyhedron. If necessary we translate the polyhedron in a position where its mass centre coincides with the origin of the co-ordinate system. Then points on the globe are projected onto the polyhedron. This means that we calculate the intercept of the half-straight line from the origin via given point on the globe by a face of the polyhedron.
The following animations use LiveGraphics3D animation applet. To invoke an animation click on a figure. Then drag to rotate, press Shift and drag vertical to change size, or horizontal to rotate. Press S to get stereo view.
The next figure shows a cylindrical projection with a maze on it. The task is to join the black and the grey dot on it or for instance to find a path from Belgrade to New York. A set of 19 figures of this sort can be downloaded from here. | mathematics |
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