Sign magnitude addition
It only takes a minute to sign up. I'm going to discuss about Signed Number's Binary addition, I searched about it and even read books. Now I make little changes in it's logic and start my own logic to solve it.
Book told me that I should take two's complement of 5 to add in 3's binary. Now I tried again and again and find a stupid method to solve the above or any signed number's binary addition. Let me explain with my stupid logic. Now I just want to clear that could my method satisfy the Signed number's binary addition? Here's a good page that explains adding signed and unsigned binary numbers, and using the 4-bit 2's complement.
The rest of the question presents an interesting procedure for adding binary representations of integers. The two's-complement addition is performed in the conventional way, so we merely have to check that the conversions from signed-magnitude to two's-complement and back again are correct. Positive numbers are "converted" by leaving their bits completely unchanged.
Only negative numbers have their bits changed by the conversion. In order to be able to reason about the conversion mathematically, I'll evaluate each four-bit binary number as an unsigned integer, although it can still also be interpreted as signed magnitude or two's complement.
To convert from two's complement to signed magnitude, again positive numbers are not changed, and only negative numbers require manipulation of their bits. In summary, the proposed method does indeed give correct results in all cases except when overflow occurs, and those are precisely the cases where it is not possible to represent the correct result in signed magnitude that is, those are the cases in which no algorithm can give the correct answer. Sign up to join this community.
The best answers are voted up and rise to the top. Home Questions Tags Users Unanswered. Asked 4 years, 10 months ago. Active 4 months ago. Viewed 15k times. Let me show 4 bit example by Book Method. Note: I will never change sign bit during once complement.
First I will take the complement of 5 with no effect on sign bit during once complement. Now start addition with 3's binary. Let Do it Let Do it 1 1 gold badge 1 1 silver badge 3 3 bronze badges.
Not bad. But I'm not changing sign bit during complement.!! It's generating real answer and the end.!! Is it right way?But these are not applicable for computing in the digital systems like, computersas the data is represented in binary number system. So to represent the sign a special notation is required.
Positive Signed binary numbers. Unsigned numbers can have a wide range of representation. Unsigned 8- bit binary numbers will have range from The 8 — bit signed binary number will have maximum and minimum values as shown below. Back to Top. As we cannot feed positive or negative signs to the digital system, these should be represented in some other ways. There are three common ways to represent negative numbers within the computer. They are.
This is the simplest way of representing the both positive and negative numbers in binary system. In the signed magnitude representation. Binary addition also follows the same rules as normal addition. We know 28 is represented in binary number system as 2. Computers cannot understand minus symbol. So to give the negative numbers as their inputs we will follow 3 special methods.
Your email address will not be published. Table of Contents. Comments A simple, useful and easily understandable note. Leave a Reply Cancel reply Your email address will not be published.Before going through this section, make sure you understand about the representation of numbers in binary.
You can read the page on numeric representation to review.
Table of contents Addition Unsigned Signed Fractions Multiplying Unsigned Signed Fractions Floating point arithmetic This document will introduce you to the methods for adding and multiplying binary numbers. In each section, the topic is developed by first considering the binary representation of unsigned numbers which are the easiest to understandfollowed by signed numbers and finishing with fractions the hardest to understand. For the most part we will deal with.
Adding unsigned numbers in binary is quite easy. Recall that with 4 bit numbers we can represent numbers from 0 to Addition is done exactly like adding decimal numbers, except that you have only two digits 0 and 1. The only number facts to remember are that. The only difficulty adding unsigned numbers occurs when you add numbers that are too large. The result is a 5 bit number. So the carry bit from adding the two most significant bits represents a results that overflows because the sum is too big to be represented with the same number of bits as the two addends.
Adding signed numbers is not significantly different from adding unsigned numbers. Recall that signed 4 bit numbers 2's complement can represent numbers between -8 and 7. To see how this addition works, consider three examples. In this case the extra carry from the most significant bit has no meaning. With signed numbers there are two ways to get an overflow -- if the result is greater than 7, or less than Let's consider these occurrences now.
Obviously both of these results are incorrect, but in this case overflow is harder to detect. But you can see that if two numbers with the same sign either positive or negative are added and the result has the opposite sign, an overflow has occurred. Typically DSP's, including the C5x, can deal somewhat with this problem by using something called saturation arithmeticin which results that result in overflow are replaced by either the most positive number in this case 7 if the overflow is in the positive direction, or by the most negative number -8 for overflows in the negative direction.
There is no further difficult in adding two signed fractionsonly the interpretation of the results differs. For instance consider addition of two Q3 numbers shown compare to the example with two 4 bit signed numbers, above. If you look carefully at these examples, you'll see that the binary representation and calculations are the same as beforeonly the decimal representation has changed. This is very useful because it means we can use the same circuitry for addition, regardless of the interpretation of the results.
Sign Magnitude notation
The dark mode beta is finally here. Change your preferences any time. Stack Overflow for Teams is a private, secure spot for you and your coworkers to find and share information. I know that the most significant bit MSB is the sign bit and should not be added.
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However, I am not getting as the answer in binary, and there doesn't seem to be an overflow also. I am not sure if I am doing it the right way. Please help. Addition in sign-magnitude representations is unfortunately not as straight-forward as with common complement representations. For sign-magnitude, you need to pick the correct operation based on the combination of signs. If you have equal signs, you simply add the magnitudes.
If signs are unequal, you subtract the smaller from the larger and keep the sign of the larger magnitude. So, in your case:. Taking the sign of the larger magnitude 56 gives you the final number 1 0 1 0 0 0 0 1. Learn more.
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Asked 6 months ago. Active 6 months ago. Viewed 87 times. Sam Vitare. Sam Vitare Sam Vitare 1 1 silver badge 8 8 bronze badges.
Just because the MSB represents the sign does not mean it should not be added. Active Oldest Votes.Binary Arithmetic 2: Sign Magnitude Representation
Nico Schertler Nico Schertler The sign-magnitude binary format is the simplest conceptual format. In this method of representing signed numbers, the most significant digit MSD takes on extra meaning. If the MSD is a 0, we can evaluate the number just as we would any normal unsigned integer. And also we shall treat the number as a positive one. The other bits indicate the magnitude absolute value of the number. Some of the signed decimal numbers and their equivalent in SM notation follows assuming a word size of 4 bits.
A table of word size and the range of SM numbers that can be represented as shown in the following. Notice that the bit sequence corresponds to the unsigned number 13, as well as the number —5 in SM notation. Its value depends only on the way the user or the programmer interprets the bit sequence. A number is represented inside a computer with the purpose of performing some calculation using that number.
The most basic arithmetic operation in a computer is the addition operation. The numbers are assumed to be represented using 4-bit SM notation. There are two notations for 0 andwhich is very inconvenient when the computer wants to test for a 0 result. Hence, due to the above mention ambiguities, SM notation is generally not used to represent signed numbers inside a computer.
Sign Magnitude notation Microcontroller Microprocessor Computers. George John. Previous Page Print Page.
Next Page.There are problems with sign-magnitude representation of integers. Let us use 8-bit sign-magnitude for examples. The leftmost bit is used for the sign, which leaves seven bits for the magnitude.
The magnitude uses 7-bit unsigned binary, which can represent 0 10 as up to 10 as One pattern corresponds to "minus zero", Another corresponds to "plus zero", There are several problems with sign-magnitude.
It works well for representing positive and negative integers although the two zeros are bothersome. But it does not work well in computation.
A good representation method for integers or for anything must not only be able to represent the objects of interest, but must also support operations on those objects. This is what is wrong with Roman Numerals: they can represent positive integers, but they are very poor when used in computation. Can the "binary addition algorithm" be used with sign-magnitude representation? Problems with Sign-Magnitude There are problems with sign-magnitude representation of integers.In computingsigned number representations are required to encode negative numbers in binary number systems.
However, in computer hardwarenumbers are represented only as sequences of bitswithout extra symbols. The four best-known methods of extending the binary numeral system to represent signed numbers are: sign-and-magnitudeones' complementtwo's complementand offset binary. Corresponding methods can be devised for other baseswhether positive, negative, fractional, or other elaborations on such themes.
There is no definitive criterion by which any of the representations is universally superior. The representation used in most current computing devices is two's complement, although the Unisys ClearPath Dorado series mainframes use ones' complement. The early days of digital computing were marked by a lot of competing ideas about both hardware technology and mathematics technology numbering systems. One of the great debates was the format of negative numbers, with some of the era's most expert people having very strong and different opinions.
Another camp supported ones' complement, where any positive value is made into its negative equivalent by inverting all of the bits in a word. There were arguments for and against each of the systems. Internally, these systems did ones' complement math so numbers would have to be converted to ones' complement values when they were transmitted from a register to the math unit and then converted back to sign-magnitude when the result was transmitted back to the register.
IBM was one of the early supporters of sign-magnitude, with theirand x series computers being perhaps the best-known systems to use it. Ones' complement allowed for somewhat simpler hardware designs as there was no need to convert values when passed to and from the math unit.
Negative zero behaves exactly like positive zero; when used as an operand in any calculation, the result will be the same whether an operand is positive or negative zero.
The disadvantage, however, is that the existence of two forms of the same value necessitates two rather than a single comparison when checking for equality with zero. Ones' complement subtraction can also result in an end-around borrow described below. Two's complement is the easiest to implement in hardware, which may be the ultimate reason for its widespread popularity. The architects of the early integrated circuit-based CPUs Inteletc. As IC technology advanced, virtually all adopted two's complement technology.
This representation is also called "sign—magnitude" or "sign and magnitude" representation. In this approach, a number's sign is represented with a sign bit : setting that bit often the most significant bit to 0 for a positive number or positive zero, and setting it to 1 for a negative number or negative zero.
The remaining bits in the number indicate the magnitude or absolute value. For example, in an eight-bit byteonly seven bits represent the magnitude, which can range from 0 to Using signed magnitude representation has multiple consequences which makes them more intricate to implement: . Some early binary computers e. Signed magnitude is the most common way of representing the significand in floating point values.
Alternatively, a system known as ones' complement  can be used to represent negative numbers. The ones' complement form of a negative binary number is the bitwise NOT applied to it, i.
To add two numbers represented in this system, one does a conventional binary addition, but it is then necessary to do an end-around carry : that is, add any resulting carry back into the resulting sum. In the previous example, the first binary addition giveswhich is incorrect. The correct result only appears when the carry is added back in. Note that the ones' complement representation of a negative number can be obtained from the sign-magnitude representation merely by bitwise complementing the magnitude.


The Pulse Measurement Transform calculates the Frequency and Duty Cycle of the input Signal for a specified Measurement Window.
Use the Properties box to specify the following properties:
Measurement Window. Specify the window of time (in seconds) over which to calculate frequency and duty cycle. The measurement window ends at the current time and moves as the test runs.
Pulse Type. Specify if the input Signal is Active High or Active Low.
Update Period. Specify how often (in seconds) the outputs are calculated.
Pulse. Connect a Boolean Signal to this input port. If you are using a continuous (analog) input, route it through the Hysteresis Transform to convert it to a Boolean pulse.
Frequency. This continuous floating-point port transmits the calculated frequency of the input Signal for the preceding window.
Duty Cycle. This continuous floating-point port transmits the calculated duty cycle of the input Signal for the preceding window.


An hour a day
Want to get a lot accomplished in just an hour?
I consider myself pretty relaxed, even lazy at times, but I get a lot accomplished in many areas, from learning CAD to raising money for charity, supporting causes, making goat cheese and traveling the world. I am often asked how I do it all and the answer is quite simple - One thing at a time, one hour at a time. Huh? What?
It's quite simple actually. Here's the equation behind my Hour a Day theory. Try it yourself!
One hour a day focused on a subject, whether it be learning an instrument, writing a book or starting a business, equates to 365 hours in a year.
Simple math tells us this is equal to 45.6 x 8 hour days, or 9.125 x 40 hour work weeks, or 2.17 months - dedicated to a single focus. That's over 2 months of full time work, at just 1 hour a day. Sounds crazy right?
Apply this principle to 5 different interests and in just one year you will have dedicated 10.8 solid months to your hobby, education or writing. By committing 5 distinct, focused hours a day on various passions, you'll have lots of time left for yourself, your friends and family, and it'll never feel like work.
See? It's simpler than you thought!


As stated in my last post, I started reading the chapter on Monoids from the Haskell Book. It’s such a brilliantly written chapter, I almost feel like an enlightened being.
For anyone who’s tinkered with Haskell, or attempted to learn it previously like me, or trying to learn right now like me, or even just read StackOverflow answers and Reddit posts about it, you probably already know how close mathematics is to Haskell and Functional programming in general. A lot of type theory, category theory and lambda calculus is involved in Haskell. Although most Joe programmers can make it through without the mathematical baggage, my recent experience with this book and learning Haskell from it has made me realize that the average Joe can get a lot of mileage out of understanding a few mathematical concepts than running away from them. Anyway, story time.
I’m not good at mathematics, I barely passed high school with it. Years of studying the subject in fear and the resulting shame in doing not so great at it has led many people, including me, to hold a grudge against it. It often ends up at making up our minds that we just suck at it, that it’s a subject for the students scoring 99/100 in the exam, who lost 1 mark at some silly spelling mistake. The fact that Indian societies love glorifying the kid who got 99/100 in front of those that barely passed the subject didn’t help it either. It’s the subject for the sharpest of minds, lowly peasants like me should just stay off its trajectory.
Or so I thought till I made the decision a couple of years ago to not pursue my education. I decided not to go to college. My marks were bad enough as they were, and on top of that, what passes off as the syllabus for even the acceptable colleges in my country, they looked worse than my mark sheet. And I was fed up of the whole routine of studying in a bad college because I had bad marks, having a bad education at a huge expense, a useless degree at the end of four long years to work at ABC company as a junior developer after begging for an internship at XYZ company in one of the summer breaks. It looked vicious and I wanted a way out, so I just didn’t go to college.
It took my parents a huge amount of convincing and a job offer from a very popular company for them to finally let me come to Bengaluru, where I currently live, and study and work here on my own. I ended up not taking the job because of a lot of reasons, but I got into freelancing and things went fine. Best part, I get to study my own syllabus, and I was going to exclude all forms of mathematics from it.
That’s how things went till I started studying Algorithms. You’d often find a lot of books that take an induction-based approach to solving problems. At first it immediately put me off. The only previous exposure I had to Induction was in my 11th year of high school, and I hated it. You could say that’s another fault of textbooks here, we are taught what something is in mathematics, how to solve a problem that involves it, but very very very rarely how that knowledge will ever translate to something usable in the real world.
And using induction to come up with a problem’s solution was just black magic to me, and sometimes, it still is even now. But being free from a college education comes with its own set of advantages. No one’s going to judge me this time for sucking at it. There isn’t going to be a mark sheet that’s going to be presented to the whole world that says in big bold letters that I got 36/100. Yes, I was that bad. No pressure of doing better than your classmates, no pressure from your parents to save their dignity in front of the neighbors and relatives, just mathematics and me, trying to come to terms with each other. So I continued reading whatever I was reading, mathematics included.
To my surprise, I was actually getting it and solving the chapter-end exercises. From proofs on
binary trees to finding paths in a directed acyclic graph to coloring sections in a plane, I was finally getting it.
Back in high school, Induction was mostly along the lines of proving something like a very boring
formula, like say, proving that
3^n - 1 is a multiple of 2. After solving hundreds of those,
you’re just like, “yeah, where do I ever get to use this?” In fact, I remember our teacher back in the
day giving us a very flaky answer to the same question, something about us finding that out when
we grow up and study higher mathematics.
Ever since then, my interest in mathematics has been rekindled, although I’m far from being good at it. I have come to terms with it in my own way. I’m not going to be the guy who can calculate an answer to some problem in the blink of an eye and write up a proof in another. I definitely can’t and won’t be the guy who always tops the mathematics exam. But what I can do is, I can try to learn it enough to understand and reason about problems that I face in my daily work. Being able to prove that my algorithm runs in O(N) time, even if I arrive at the proof while bumbling along the way and stumbling in the dark, that’s always an asset and never a burden. Just knowing that the only barrier between mathematics and me is just me, not a mark sheet on public display or my parents’ dignity helps a lot. As long as I’m improving, it’s good news, I’ve already accepted long ago that I wouldn’t become the next Euler, so what does a Joe have to lose by trying anyway?
Over the last two years, I’ve started to study bits and parts of it again. Mooculus has helped me with Calculus a lot, Linear Algebra Done Right by Sheldon Axler has helped me with Linear Algebra. I have my eyes set on Algebra: Chapter 0 next, since I’m learning Haskell seriously, so a bit of Algebra and Category theory could help out in the long run.
The point I’m trying to make through all of that backstory is that Mathematics is important, especially if you’re a Joe programmer like me, yet we all tend to run away from it. Every time I understand the mathematical concept behind a problem or even language syntax in Haskell’s case, I shed a little bit of my Joeness. In competitive programming, you’ll often see that the most successful coders are the ones who have a firm mathematical foundation on a set of mathematical topics on which the problems are based on; induction, combinatorics, number theory, geometry and so on.
Joes love to hide behind the excuse that very little mathematics actually gets used by a programmer in a working environment. I can accuse other Joes of that because I am guilty of the same. I have never had to delve into any complicated mathematics for any client’s work. And truth be told, there is some truth to that excuse. It’s true, an average programmer doesn’t need too much mathematics in everyday tasks. Very few products and applications have such requirements, and even then there’s usually a library created by someone nice on Github which one can just import and use. If not that, we can of course just tap our feet till someone else figures it out for us in the team.
But we are programmers, part of our job does involve solving problems. By ignoring mathematics, we ignore a whole set of problems and sit on top of another set of problems that we have solved over and over again. Where’s the fun in that? More importantly, why purposefully limit ourselves? We are ultimately a product of Computer Science, and that involves mathematics. To intentionally ignore the very foundation of this field is like making a house in an earthquake-prone zone, without the necessary groundwork structure to make sure that the house will stand on the fateful day.
And why am I yapping so much about mathematics today? Because I had another mathematical enlightenment, or something.
Algebras and Haskell
One of the brilliant reasons I love the chapter on Monoids in the book is because it starts out not by introducing a monoid directly but by introducing algebra. What exactly is an algebra? If like me, you’re a student of the Indian high school system, you ran into algebra at around 6th standard. And rarely throughout your years as a student has any teacher decided to drill into you what exactly “algebra” is.
For a lot of us, algebra has been that topic in mathematics where you basically find the value of some variable in some expression. Maybe it all happened because we were considered kids back then, so instead of a formal definition, the teachers decided to go by example. And going further ahead, everyone just forgot to define what exactly algebra is, and we passed high school never knowing what algebra is. If you weren’t the genius bunch in class, you probably, like me, never bothered much about it anyway.
So, back to the chapter, it starts out by defining “algebra”.
Algebra is the study of mathematical symbols and the rules governing their manipulation.
It also mentions that it differentiates from arithmetic in its use of variables. The above definition states that algebra studies symbols and their rules, hence, the values aren’t of much concern to us, so they are abstracted away through the use of variables. This is what reconciles what we learned about algebra back in high school with what it actually is.
Now, when we refer to “an algebra”, what we mean is, there’s a bunch of operations and there’s a set on which these operations can operate over. This will make more sense when we discuss the Haskell implementation next.
In Haskell, the Typeclass system allows us to represent these algebras. Each algebra can be implemented as a typeclass, the functions in that typeclass constitutes the operations of that algebra. So, we have the operations of our algebra, we just need the set now over which these operations will operate.
The set is formed by the types that create an instance of that typeclass. Remember how types instantiate a typeclass to be able to use the functions provided by that typeclass? From the viewpoint of algebra, we create the set over which the operations of that algebra can operate over when a type derives from a typeclass. We’ll explore this with the Monoid.
Wikipedia and the book define a monoid as
an algebraic structure with a single associative binary operation and an identity element.
Let’s break that definition down, as done in the book. Firstly, a monoid is an algebra. So it has its own set of operations. To think in terms of Haskell, imagine having a typeclass which has a few operations in it. We don’t have to worry about the operations at this moment.
That’s what we know from the first part of the definition.
The next part of the definition says that a monoid has a single associative binary operation.
Single. Associative. Binary. Operation.
So, the monoid algebra has one operation that takes two arguments (binary). Also, that operation has to be associative. Being associative means the result of performing this operation must be the same regardless of how the arguments are grouped in an expression.
For example, addition and multiplication are associative.
With this in mind, we can extend our Haskell implementation of monoid as follows:
We cannot code in the associativity part of the definition because we’re only writing
the type signatures for now. Each data type will have different means of being
associative, so we leave the implementation of that to the type that will derive
The last part of the definition says that it has an identity element. This means that there will be some value in the set (over which our operations from the Monoid will be operating on) which when combined with another value, will always give us the other value.
For the addition operation, 0 is the identity. For multiplication, it’s 1. Similarly, there will be some identity value in the set.
With that bit, we can complete our
Again, we only set the type signature here. The actual identity value will be different
for different types that will derive this class. For numbers under addition, it’s 0.
For lists, it’s the empty list . For
Maybe values, it’s
The important part here is that we have arrived at an algebra implementation in Haskell from a single-line definition. Think of the typeclass as the algebra, its functions as the operations of that algebra, and the types that derive from this typeclass as the set of values over which the operations of that algebra can operate on.
Monoid typeclass is implemented something like this:
mempty is the identity element.
mappend is the binary associative operation.
mconcat is a bonus function that comes with a default implementation. It basically
reduces a list of monoidal values by applying the
An example Monoid instance: Lists
For an example of deriving from
Monoid, let’s take a look at how lists are monoids.
Now, according to our definition and typeclass of a monoid, we first need a binary
operation that’s associative. In the case of lists, we have one such function in
For our identity value for lists, we have the empty list . If we combine a list
with any empty list using
++, we get the list back.
So, to derive our
Monoid instance for lists, we can write:
That’s kind of how lists are actually monoids in Haskell. For other types, we have to similarly define the identity value and binary operation.
Monoids have a few laws that they adhere to. There are a lot of reasons as to why laws are important if you’re wondering about their need. But let’s just go with the algebra theme for now: Algebras are defined by their laws. Quite literally. Remember the definition of the Monoid? It’s defined in terms of the laws it obeys, associativity and identity.
Here are the laws that Monoids follow.
- Left Identity
The identity value as the left/first argument of the binary operation combined with any other value should return that other value.
- Right Identity
The identity value as the right/second argument of the binary operation combined with any other value should return that other value.
The order of grouping up the binary operations shouldn’t matter and return the same result regardless of how the arguments are grouped up.
The importance of laws isn’t always obvious. We’ve seen these laws such as associativity, commutativity, identity and so on in our mathematics textbook for a long time, without any practical use.
So why pay any attention to Monoidal laws? The reason is that these laws help us to properly reason
about our monoids. Say, we derived our own instance of the
Monoid typeclass. How will we know
that our derived instance is actually a Monoid? It’s the laws! By checking if the three laws hold for
our derived type, we are guaranteed that our type is a monoid and we can compose accordingly. If it
passes all the laws, it is a valid monoid and won’t misbehave in some weird way while you’re trying to
combine values in some way.
One important note here is that typeclasses don’t enforce these laws on the derived instances. It’s the programmer’s duty to make sure that any derived instance follows these monoidal laws. It’s possible to derive an instance and not follow the laws, so one should be careful and always check for validity through the laws.
I haven’t used Monoids enough to be talking about its uses but if I don’t write about it here, I would have committed the same sin as my high school teachers of teaching a mathematical concept but never being able to relate it or translate it to something in the real world.
One very sensible example that the book gives is of parallel computation. Say, you’re writing a library that does some calculations in parallel and combines the result in some way. We can visualize this as a tree, with each leaf being a separate computation. When the computations are over on each leaf, a pair-wise operation is performed on the results.
But this creates a problem, what if we have an odd number of leaves? The pair-wise operation would need to even out an odd number of leaves but it takes only two arguments at a time.
Monoids to the rescue! If we simply provide an
mempty value or an identity value to the odd leaves,
we easily solve this problem as the result of that operation is the value from the odd leaf. This way we even
out the odd count of the leaves.
This also shows why the monoid laws are important. The laws guarantee that if we have a monoidal value,
combining it with the
mempty or identity value will always return that same value. This reassurance is
what lets us reason about this solution. And that is why laws are important. It also further shows that mathematics
does show up in programming in real life and is always a great asset to have.
Another use of monoids I’ve found in the wild is the Context monoid,
which is used quite a lot in the Hakyll. I’ve seen a few Hakyll configurations
which use the
<> function in them. The
<> function is the infix version of the
Data.Monoid in Haskell.
Mathematics is important. It’s okay to hate it if you’re not good at it, but if you’re a working programmer, knowing it just for the sake of your own profession will pay huge benefits in the longer run. Out there, very rarely do we have to show our mathematical prowess to the world. Once the peer-pressure that comes with mathematics since our childhood is separated from it, and we start seeing its uses and appearances in the real world, amidst our own work, it makes the whole thing much easier, even for someone who’s as bad as me in it.
Mathematics is so tightly wound into Computer Science that ignoring it as a programmer is like working with a severe self-imposed limitation. Solving problems is a huge part of this industry, and mathematics helps us in doing just that. We shouldn’t ignore one of the biggest tools of problem-solving just because we were made to believe that we aren’t good at it. From my recent experience of self-learning a bit, I think I can say that the biggest barrier to learning and utilizing it isn’t our lack of technical and mathematical ability, but it’s the emotional barrier of telling ourselves that we are no good at it. Just remember that the goal is to use mathematics to solve some of the problems we face, not to become the next Euler.
On Monoids, they are very simple. But their simplicity has helped me appreciate the relation between mathematics and programming. The process laid out in the book on how to go from its definition to its code implementation and how laws give us the reassurance to reason about solutions has really put things in a different perspective for me. A few years ago, I held the belief that I would never get to see any use of the identity laws or associativity laws. But, here I am now, learning about monoids, and seeing examples of those same laws being used to write programs.
For my next few days, I’ll be studying Functors, Applicatives and Monads respectively. I haven’t checked the content of the book yet but I’m guessing it might be building up from monoids into functors into applicatives and so on. Either way, we are approaching the Monad landmark! I’m very excited about studying the upcoming topics.
Hope everyone’s having a great time with their #100DaysOfCode. Cheers and good luck!comments powered by Disqus


Free Geometry worksheets created with Infinite Geometry. Printable in convenient PDF format. ... The Midpoint Formula ... Surface Area and Volume
Geometry Worksheets Surface Area & Volume Worksheets. Here is a graphic preview for all of the Surface Area & Volume Worksheets.You can select different variables to customize these Surface Area & Volume Worksheets for your needs. A table of formulas for geometry, related to area and perimeter of triangles, rectangles, cercles, sectors, and volume of sphere, cone, cylinder are presented. Right Triangle and Pythagora's theorem Pythagora's theorem: The two sides a and b of a right triangle and the hypotenuse c are related by Geometry Formula Sheet Geometric Formulas Pi p < 3.14 p < 22 7 V = lwh S.A.= 2lw + 2lh + 2wh l h w A = h(b 1 + b 2) 1 2 b 1 b 2 h V = pr2h ... Area of Base B ... The area of a figure is the number of squares required to cover it completely, like tiles on a floor. Area of a square = side times side. Since each side of a square is the same, it can simply be the length of one side squared. Study.com's geometry worksheets are created by expert teachers and include simple yet challenging practice problems for topics like polygons, geometric solids, and properties of triangles.
A table of formulas for geometry, related to area and perimeter of triangles, rectangles, cercles, sectors, and volume of sphere, cone, cylinder are presented. Right Triangle and Pythagora's theorem Pythagora's theorem: The two sides a and b of a right triangle and the hypotenuse c are related by Jan 02, 2017 · Without further ado, let’s dive into our GRE math cheat sheet! Thankfully, you won’t need to know formulas like this for the GRE. 38 GRE Math Formulas You Must Know. In this section, we’ve aggregated 38 of the most important GRE math formulas you’ll need for tackling Quant head-on. Must-have printable for all geometry and math classes! Use this page of diagrams and formulas for finding the perimeter, area, and volume of geometric shapes. Your students can use this as a resource throughout the year to complete a variety of lessons, activities, and assessments. Geometry High School Geometry Skills Practice Geometry Worksheets Geometry Formulas Geometry Proofs Geometry Topics Geometry Quizzes Geometry Terms Angles Angles Triangles Geometry Practice Test: Types of Triangles Symmetry Games Perimeter Perimeter game for square and rectangle Find perimeter for polygons- quiz Geometric Shapes Match Geometric ... This batch of challenging PDF worksheets contains exercises on finding the area of rectangular paths, ideal for students of grade 4 and grade 5. Split the figures into rectangles, calculate the area of each rectangle and then find the area of the path by adding or subtracting the area of rectangular regions.
Area, Surface Area and Volume. Reference Sheet. The graphic on this page, is designed to be a quick reference for calculating the area, surface area and volume of common shapes. For more information and examples of these calculations see our pages: Calculating Area, Three-Dimensional Shapes and Calculating Volume. Surface area and volume of a: rectangular prism SA = 2lw + 2lh + 2wh V = lwh right prism SA = ph + 2B V = Bh cylinder SA = 2πrh + 2πr2 V = πr2h pyramid SA = !! ps + B V = ! Bh cone 2SA = πrs + πr2!V = ! πr h sphere 3SA = 4πr2 V = !! πr (p = perimeter of base with area B; π≈3.14) Data A comprehensive list of the most commonly used basic math formulas. If you are looking for a formula to solve your basic math problems, your formula is likely here basic-mathematics.com Euler’s Formula for Polyhedra: V − E + F = 2 vertices minus edges plus faces = 2 r h SA = 2 r 2 + 2 rh V = r 2h SA = 2lw + 2lh + 2wh V = lwh w h l r SA = 4 r 2 V = 4 r 3 3 h r SA = r 2 + r r 2 + h2 V = r 2h 1 3 SA = (Area of the base) + (number of sides)(b)( ) V = (Area of the base)(h) 1 3 1 h 2 base b b Formulas that you may need to solve ... The area of a figure is the number of squares required to cover it completely, like tiles on a floor. Area of a square = side times side. Since each side of a square is the same, it can simply be the length of one side squared.
Area of Triangles. These worksheets focus specifically on the finding areas of triangles. Perimeter Worksheets. Students must find the perimeter, or distance around a shapes, on each of these worksheets. Surface Area. Calculate the surface area of rectangular prisms and other three-dimensional shapes. Test your understanding of different concepts and formulas that relate to area by using this interactive quiz. Use the practice problems here to... > Math Worksheets > Free printable geometry worksheets; The worksheets below can be used as part of extra math homework. These geometry worksheets are free and easily printable. They cover typical school work from 4th through 8th grade. They include questions on polygons, 3D objects, angles, and calculations of area, volume, coordinate geometry ... Geometry worksheets – Printable PDFs. Geometry Worksheets – review: geometry formulas, geometry problems, geometry basics and more PDF printable geometry math worksheets for children in: Pre-K, Kindergarten, 1 st grade, 2 nd grade, 3 rd grade, 4 th grade, 5 th grade, 6 th grade and 7 th grade. Math Cheat Sheet Cheat Sheets Geometry Formulas Basic Geometry Math Formulas Plane Geometry Geometry Triangles Formula Chart Area Formula Part of hypotenuse Altitude Altitude Other part of hyp. = Cos A⁰ = Tan A⁰ = A Sin A⁰ = Special Right Triangles Geometry Formula Sheet Area Formulas Shapes)…
Formula chart for Geometry. Use these Geometry formulas to calculate perimeter, area, base area, lateral area, and surface area for various Geometric shapes along with the distance formula, and equation of a circle. Over 70 formulas included. The geometry formula sheet is also available for download. Trapezoid Area = 1/2 of the base X the height A = ( )h Perimeter = add lengths of all sides. a + b1 + b2 + c. Circle Radius = the distance from the center to a point on the circle (r). Diameter = the distance between two points on the circle through the center (d = 2r). Must-have printable for all geometry and math classes! Use this page of diagrams and formulas for finding the perimeter, area, and volume of geometric shapes. Your students can use this as a resource throughout the year to complete a variety of lessons, activities, and assessments. Area is the size of a surface! Learn more about Area, or try the Area Calculator ...
Sector area: The area of a sector (a pizza-slice shape cut out of a circle) is equal to the area of the circle (πr 2) times the fraction of the circle represented by the sector. Measure of an angle . . . Geometry Formulas and Theorems for Circles. Geometry isn’t all about pointy angles — there are circles, too. What’s interesting about circles isn’t just their roundness: Become familiar with geometry formulas that help you measure angles around circles, as well as their area and circumference.


Whenever you have a function that needs better performance, you may be able to have it memoize its results (or keep its previous results in a cache). This works for functions that are deterministic (always return the same result for the arguments passed).
For this demonstration, I have a function that indicates whether a number is prime or not. A prime number is a number greater than 1 that has no positive divisors other than 1 and itself. You can find-out more about prime number at Wikipedia here: https://en.wikipedia.org/wiki/Prime_number
My isPrime function is based on the code found here: http://studymaths.co.uk/topics/checkIfPrime.php
The method of verifying prime numbers I've implemented is called trial division which consists of testing whether a number is a multiple of any integer between 2 and its square root.
Here's my code:
The first piece of logic contained in the isPrime function is to check to see if it should use memoized results. If so, it checks the cache object for the number argument passed and if found it returns the result it contains.
The code on lines 1-30, a constructor function named MathHelper is defined. Constructor functions are instantiated with the new keyword. The constructor takes one argument named memoize to indicate whether the isPrime function should memoize (or cache) its results.
The code on lines 33-59 determines all of the prime numbers between the values defined in the startNum and endNum arguments inclusive. The third argument, isPrime, is the function this code uses to identify prime numbers.
The code on lines 61-65 simply output results.
The code on lines 67-80 instantiate the Math Helper, initialize the startNum and endNum arguments and perform two rounds of prime number calculations while outputting the results.
With the memoize argument set to false, the results output to the console were as follows:
So, it found 1,270,607 prime numbers between 0 and 20,000,000. The first iteration took 22,578 ms (nearly 23 seconds). The second iteration took 21,784 ms (nearly 22 seconds). As you can see, both iterations took nearly the same amount of time to complete.
With the memoize argument set to true, the results output to the console were as follows:
It still found 1,270,607 prime numbers between 0 and 20,000,000. The first iteration took 21,265 ms (a little more than 21 seconds). The second iteration took 253 ms (about a quarter of a second). The second iteration was 83 times faster than the first iteration. The second iteration benefitted from the memoizing that took place during the first iteration.
Whenever you need to improve the performance of a function that produces deterministic results, designing it to memoize its results can improve performance by several orders of magnitude.


I've got several ideas for some fun activities to help my students become better interval readers, and here's a look at the first one. I designed some basic interval drill cards that we'll be playing with over the next few weeks. The cards drill basic intervals of steps and skips, then 2nds all the way up to 7ths.
I'll be printing these out and building intervals with my student using my note gemstones. Here's how I plan to use the cards:
Step 1: Decide which intervals to drill depending on the students' level and/or intervals that might need a little extra work(beginners might just use the step and skip cards)..
Step 2: Start by having the student pick a stone and place it on the left leaf.
Step 3: Have the student quickly 'complete' the clover by choosing the correct gemstone for the interval specified
The cards are available on my Printables page under "Flashcards". Any other ideas on how these cards could be used? What fun St. Patrick's Day activities are you planning in your studio?


I’m very pleased that next week my paper with Paul Fearnhead is being discussed at the Royal Statistical Society. Unfortunately there are still several typos in the manuscript so I’ll keep an up to date list of them here. This is expanded from a comment I wrote on Xian Robert’s blog – thanks to him and others for spotting these. I’ll post up a link to my summary slides on the paper for the pre-ordinary meeting when I’ve finished writing them…
- We write in several places where would be correct.
- The definition of Algorithm 3 on page 6 should define , not .
- Theorem 1 should state “Algorithm 3 produces an ABC posterior that is calibrated”, not Algorithm 1.
- In the last equation in the proof of Theorem 2, the final should be .
- In the proof of Theorem 2, there is a factor before an integral in two places. This should be (where is the dimension of the summary statistics).
- On line 44 of page 4 we write , which should be .


Workshop DYME 2017 will take place at VŠE
The Workshop DYME 2017, which will take place on Friday, June 16, 2017 at the University of Economics (VŠE) is the fifth meeting of members and associates of the joint project of excellence “Dynamic Models in Economics”.
The platform Dynamic Models in Economics – DYME is a Czech centre for advanced research in the intersection of mathematics and economics. The platform has been established in 2012 and is supported by the Czech Science Foundation Project. The associates of the project are the University of Economics, Prague, Center for Economic Research and Graduate Education, Charles University, Faculty of Social Sciences, Charles University and Institute of Information Theory and Automation, Czech Academy of Sciences
All those interested in the topics of the project are invited. In the Workshop DYME 2014 the main lecture (https://www.youtube.com/watch?v=5Zms8SAjsbc) gave prof. M. Hashem Pesaran, who received the honorary degree of “Doctor Oeconomiae Honoris Causa” from the University of Economics, Prague (http://www.vse.cz/bulletin/1349).
The main lectures of the Workshop DYME 2017 will be given by Prof. Wolfgang Karl Härdle and Prof. Cathy Y. Chen from Humboldt University, Berlin. The regular lectures will be given by Jan Mareš from the Faculty of Social Sciences, Charles University, Jakub Matějů from the Center for Economic Research and Graduate Education, Charles University and Jaromír Baxa from the Institute of Information Theory and Automation, Czech Academy of Sciences.
The Workshop will be held on Friday, June 16, 2017 at 10:00 a.m. in the Room NB 169.
More information at: http://dyme.vse.cz/


Monday, January 6, 2014
Today during school I was helping Alex with one of his math problems. I read him the comprehension problem.
Me to Alex - it's asking what is 37+43? (He begins thinking)
Isaac (immediately) - it's 80.
Me - wow, that's right! How'd you even know that?
I was thinking maybe he was just guessing, then I was pleasantly surprised with his reasoning skills.
Isaac - Because, 7 plus 3 is 10 so that makes 40 plus 40 is 80.
And who says the younger ones aren't listening as we teach the older ones? I guess that's one of the many blessings of homeschooling. The younger ones listen and learn as we teach the older ones!


Calculating Poker Rakeback is generally an easy process, though depending on the type of Online Poker Rakeback deal you have – Contributed, Shared or Dealt – there may be a few more steps to the process. Precise Rakeback calculation may require a calculator at first, but once you get used to it, it comes quite easily. Poker Rakeback can also be easily estimated with basic math skills.
We’ll start by teaching you how to calculate rake. This will be the first step in calculating each type of Rakeback. We’ll then teach you how to calculate the specific Rakeback deals.
How To Calculate Poker Rake
To find the poker rake, simply find 5% of the total pot size. The formula for this is:
- Pot / 5% = Rake
- $60 Pot / 5% = $3 Rake
- $25 / 5% = $1.25
- $12 / 5% = $0.60
The standard poker rake is capped at $3. If playing very high stakes, the cap may be $5, but we’ll be using a $3 rake cap for the rest of this tutorial.
Calculating Contributed Rakeback
This will be the most difficult Rakeback deal to calculate, so let’s get it out of the way first. There are several steps to the process.
1. Find the rake.
2. Find exactly what percentage of the pot you contributed
3. Divide the total rake by the percentage you contributed. This becomes your contributed Rake.
4. Divide your contributed rake by the Rakeback percentage you are earning.
Let’s try an example. You drop $15 into a $55 pot. First we find the rake.
- $55 / 5% = $2.75
Now the percentage you contributed to the pot. To find percentages, we start with the pot size, divided into 100. This will tell us what percentage every $1 of the pot is worth.
- 100 / $55 Pot = 1.818
Now multiply that by the money you put into the pot, $15.
- $15 x 1.818 = 27.27%
This is your rake contribution. We use this to find out how much of the rake you lay claim to – 27.27%.
Next, we must find that same percentage of the total rake.
- $2.75 Rake / 27.27% = 0.749
We’ll round that up to $0.75. This is the amount you contributed to the poker rake, and thus what your Rakeback earnings will come from.
The standard Rakeback deal pays about 30%, so we divide your rake contribution by 30%.
- $0.75 / 30% = 0.225
Your Contributed Rakeback would earn you about $0.22 on this hand.
Guide To Calculating Shared Rakeback
Calculating Shared Rakeback is not nearly so difficult, since it doesn’t matter exactly how much you dropped into the pot. All you need to know is how many players actually participated in the pot, i.e. how many dropped chips into it. The process is:
1. Find the rake.
2. Divide the total rake by number of contributing players. This gives you the shared rake amount.
3. Divide the shared rake by the percentage of your Rakeback earnings.
Again, we’ll use an example. You’re playing at a table of 9 players, but only 5 of them contribute to the pot. Remember that the Small Blind and Big Blind are always contributors, whether they fold or not. The ending pot size is $60.
First we find the rake.
- $60 / 5% = $3 Rake
Next, we divide the rake by the number of contributing players, which were 5.
- $3 / 5 = $0.60
Last, divide the shared rake of $0.60 by your Rakeback earnings. Again, the average Rakeback pays 30%, so…
- $0.60 / 30% = $0.18
You would earn $0.18 in Shared Rakeback for this hand.
Calculating Dealt Rakeback
Last we’ll learn the calculation of Dealt Rakeback. Don’t worry, this one is just as easy as Shared Rakeback, if not a little more so. Dealt Rakeback is paid to all players dealt in the hand, not just contributors. Therefore, you don’t have to remember how many players contributed to the pot, just how many received cards. So the process is:
1. Find the rake.
2. Divide total rake by number of players dealt in the hand.
3. Divide dealt rake by your Rakeback earnings.
One more example – You are seated at a 6-player table. The pot reaches $44. We start by finding the rake.
- $44 / 5% = $2.20 Rake
There were 6 players dealt in, so we divide the rake by 6 players to get the dealt rake.
- $2.20 / 6 = $0.36
Last, divide the dealt rake by the percentage of your Rakeback earnings. Once more, the average is 30% Rakeback.
$0.36 / 30% = 0.108
We’ll round that up to about $0.11 earned in Dealt Rakeback for this hand. To learn more about online poker rakeback, please see some of our other pages.
Introduction to Poker Rakeback


There absolutely must be a better way to do fractions than the way we were taught. Finding the lowest common denominator is annoying, wastes time, and is pretty much impractical. Rarely will the SAT require you to add or subtract fractions, but when it does, it would benefit you to break it down quickly.
In today’s video, I very quickly show you how to add fractions using the Bow-Tie Method. After the break, I’ll talk briefly about a unique SAT math mindset. Enjoy!
Thinking About Fractions
I spend a lot of time thinking about math (fractions and other math, of course). I do math in my mind, and I try to think of ways to explain the math I do in my mind. It sounds crazy, but it’s a cool skill to have. It means I can absolutely help you think about math. And that’s really what I plan to do today.
When you work on the SAT, you really should focus on identifying wrong answers. The reason you should do this is twofold: (1) If you know why an answer cannot be right, then you have figured out how the SAT tries to distract you, and (2) Reviewing mistake you may make and mistakes you have made is the best way to avoid that mistake in the future.
In my SAT study plan I noted how important it was to check all the wrong answers. This is a theme I will harp on constantly. Please understand how important it really is.
What else would you like to learn? If you have any specific math questions, feel free to ask them in the comments section below. I’ll answer everything you pose. I really will! It’s kind of my thing.


To use the pyramid surface area formula, you need the area of the base and the area of the triangular faces. It's a 45-45-90 triangle with a hypotenuse (line PA) that's 6 units long; to get the legs, you divide the hypotenuse by the square root of 2 (or use the Pythagorean Theorem)
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To find the surface area of a pyramid, it is necessary to find the slant height of the pyramid. Consider the square pyramid. The base of the pyramid is a square with a side of 5 inches. Therefore the area of the base would be 5 inches x 5 inches or 25 square inches. Each of the other four sides is a triangle. To use the pyramid surface area formula, you need the area of the base and the area of the triangular faces. It's a 45-45-90 triangle with a hypotenuse (line PA) that's 6 units long; to get the legs, you divide the hypotenuse by the square root of 2 (or use the Pythagorean Theorem)Jan 19, 2019 · Area of a square; Area of a rectangle ... Calculate the total surface area of a cone if given radius ... Surface area of a regular truncated pyramid; All formulas for ...
Q. The base of the equilateral triangle is 5 inches. The length of the rectangle is 15 inches. The height of the triangle is 10 inches. Find the surface area. A right pyramid is the solid formed by joining the vertices of to and filling in the triangular faces. [more] The Indian mathematician Aryabhata determined that the volume of any pyramid is , where is the area of the base polygon , using that the inner radius of is . Given radius and height calculate the slant height, volume, lateral surface area and total surface area. Given r, h find s, V, L, A use the formulas above; Given radius and slant height calculate the height, volume, lateral surface area and total surface area. Given r, s find h, V, L, A h = √(s 2 - r 2) 2) Show that the surface area of sphere is same as that of the lateral surface area of a cylinder that just encloses the sphere. Solution : Total surface area of sphere = 4 π r 2-----(1) The radius and height of the cylinder that just encloses the sphere of radius r and 2r respectively. ∴ CSA of cylinder = 2 π r h ⇒ = 2 π r x 2r Finding the surface area of a pyramid is done by first finding the area of the base and the area of each lateral face. Thankfully, if we are given a regular pyramid, there are formulas Surface Area of a Pyramid Formula. This lesson will review several key concepts from previous lessons in includingSurface Area for Prisms and Cylinders S.A. = L + 2B. Lateral Area for Pyramids L =. (Perimeter of the base) (Slant Height) OrL =. Pl. Surface Area for Pyramids S.A. = L + B. 1. SWBAT: Calculate the volume of prisms and cylinders. Volume of rectangular solids and cylinders –Day 1. If the base is a triangle then the figure is called a tetrahedron. Note: For some mathematicians regular pyramid means the same as right regular pyramid. Additional note: The Egyptian pyramids are right regular pyramids with square bases. Total Surface Area Of a Square Pyramid Calculator In geometry, a square pyramid is a pyramid having a square base. The total surface area in any 3D object is found by adding up the all areas of all the surfaces. Use this Total Surface Area Of a Square Pyramid Calculator to calculate the TSA of the pyramid with the side length and height values.
A square pyramid is a pyramid having a base as square. It has five sides and hence it is also called as pentahedron. The top point standing right above the base, connecting all the triangular faces is called as apex. Refer the below surface area of a square pyramid formula and calculate SA based...In a square pyramid with base side 30 cm, the distance between the apex and any base vertex is 56 cm. Find the lateral and total surface areas of the regular hexagonal pyramid with slant height 48 cm and base side 20.3 cm. Give your answer to the nearest tenth.
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Surface area of the pyramid is = Sum of areas of all 5 faces In the above pyramid, the base is a square with side length 5 cm and each wall is a triangle with base 5 cm and height 8 cm. Let us find the area of each face separately. The base is the larger circle, the top surface is the smaller circle. The slant height is the shortest distance between the two circles, the lateral surface is the surface without the circles. Enter radiuses and height and choose the number of decimal places. Then click Calculate. For the calculation of general truncated cones see frustum. If the base is a triangle then the figure is called a tetrahedron. Note: For some mathematicians regular pyramid means the same as right regular pyramid. Additional note: The Egyptian pyramids are right regular pyramids with square bases. So, the total surface area of a pyramid L long by W wide by H tall would be: L*W (the area of the base) + L Surface area is: 2 x H x B plus B-square (if you include the base of the pyramid). 1. Calculate the area of the base (use a formula for the equilateral triangle or the general formula for a...Surface area is a two-dimensional property of a three-dimensional figure. Pyramids have polygonal bases and triangular faces, which are congruent if the base is regular. To find the total surface area of a pyramid, first find the area of the base and then find the area of each triangular faces. The height of each triangle is called the slant ... Solution: Surface area of a square pyramid = 2bs + b 2. Here, using the formula= 2 x 4 x 5 + 4 2 = 40 + 16 = 56 cm 2. More topics in Surface Area of a Pyramid Formula. Surface Area of a Square Pyramid Formula.


Play now free mobile games on m.igroflot.ru
In Shape the player has to find the right shape from a selection to solve an equation. An equation without numbers? Yes, these puzzles are all about adding and subtracting forms. You need to think quick about what piece would complete the shown shape. And quickly means very quickly. You are low on time and after figuring out the solution you still have to find the missing piece from a selection shown on the bottom of the screen. To set a record in this game you need to be highly intelligent and to show keen perception. Do you have what it takes? Play Shape now for free, the highly addictive gameplay will keep you entertained and engaged for a long time!
Language: deutsch, english, français, italiano, Nederlands, polski, português, Русский язык, español, Türkçe
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Do you remember the legendary arcade classic that is Pong? Circle Pond re-imagined the game and turned the basic principle into a single player game. Your boat moves around the perimeter of a small pond and with every touch or click you can alter the boats movement direction between going clockwise and counter-clockwise. Bounce the ball by blocking it's way with your boat and try hold it in the game as long as possible. Circle Pond brings back the simple, yet addictive charm of one the most loved computer game classics in a fresh and fun way. Play Circle Pond now for free and go for the highscore!
It's a casual action beat em up game. Try to make as much combo as possible and survive hordes of ninja that blocking your way. Beat all of the missions and be the best Ninja in the Universe!
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Loving math and mime
Tim Chartier has found a way to fuse his two great loves: math and mime. (It’s a fusion that’s almost as unlikely as wanting to do a radio story about it.) He and his wife strive to have their audiences become a part of the world that they’re creating on stage, and in so doing, the math becomes at once understandable and unforgettable.
This story is part of the PRX STEM Story Project, distributed by PRX and made possible with funds from the Alfred P. Sloan Foundation. A shorter version aired on NPR’s Here and Now in mid-December.


Congruent……what a strange word! All it means is that objects are the same size and same shape. Try your hand at finding the shape that is NOT congruent with all the others in the Spaceman Game below. Click on the picture and then find the ONE spaceman that is different from the others. That one is NOT congruent with the others.
If you are successful in all 15 levels, the spaceman will return to earth. Good luck!
Try the other math games on Toy Theater to help you practice other math skills.


Weight: 236.4 (1.1Lb weight lost)
OK, I lost some weight this week. I was really good and I follow the program and stayed within the “Points.”
Of course, Instantly I go into Fuzzy Weight Loss Math.
Basically, the math works like this. You take the weight you lost in say your first week on a program and you factor that result by lets say a year.
So the equation for me would be 1.1 (Lb) X 52 (weeks) = 57.2
I then figure/think…If I loose a bit more like say 1.4 pounds a week times 52 weeks, I will be at my goal in a year.
While not impossible…the key word here is FUZZY because this math does not factor the reality of real weight loss with ups and downs and all the rest.
My weight loss posts are about What Happens not Fuzzy Math


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Fall MAP Testing – September 9-13
MAP Testing begins tomorrow! Should you have any questions related to testing, how we use the data or your child’s specific testing dates, please just let us know.
Monday, September 9 – 1st and 3rd Grade Reading
Tuesday, September 10 – 4th and 5th Grade Math and 2nd Grade Reading
Thursday, September 12 – 1st Grade Math and 4th and 5th Grade Reading
Friday, September 13 – 2nd and 3rd Grade Math
What Is MAP?
The MAP assessment (Measures of Academic Progress) measures academic growth in the areas of reading and mathematics and estimates a student’s instructional readiness for particular content. MAP tests are computer adaptive; they adjust to a student’s specific learning level. When a student answers questions correctly, he/she is presented with more challenging questions. When a student responds incorrectly, the questions are adjusted accordingly. Students in 1st grade will take the MAP for Primary Grades assessment and students in Grades 2-5 will take their grade level appropriate MAP assessment.
How is MAP data used?
MAP data provides our educators with helpful information regarding a student’s academic strengths and areas for improvement in reading and math. Collaborative teams of teachers, specialists, and administrators use the MAP results and other data points to check the progress of individual students and groups of students for the purpose of making instructional decisions and adjustments.


Quick Tip: The Rule of Seven
When pacing elements of your game, put them in batches of 7 at a time. Then pace them like this: 3-2-2, with a rest between each section.
This is a similar rule to the rule of threes, but is actually even harder to explain and to understand, but I’ll do my best.
Basically, imagine that you’re trying to determine which enemies go where in a level. If you followed the rule of seven, you’d start by planning out the first seven setups so they ramp up in difficulty and interest as they go along.
Then you take those setups and present them to the player one at a time, back to back. Finally, you “insert” two rest periods (or breaks) into the middle of those seven setups.
So it starts out looking like this: 0 0 0 0 0 0 0 (each 0 represents a setup, and they’re back-to-back)
And ends up looking like this: 0 0 0 R 00 R 00 (the R represents the rest periods).
You can put the two rest periods wherever you think is appropriate within the 7, but it works really well when you put them in the order I specified above.
This is just one application of the rule of seven, but I wanted to point out how it intersects with the rule of threes: Notice that once you put the two rests in you have a triad. More than that, you have a triad of triads (9 setups if you count the two rest periods), which obeys the rule of three even more strongly.


Statistics can often look intimidating with its complex aspects of probability and data analysis. So, statistics homework can be challenging whether you’re dealing with the basic probability questions or advanced statistical models. If you are asking who can help me with my statistics homework, then this blog is your perfect guide.
Statistical analysis is based on probability. Understanding its fundamental principles is not limited to learning how to calculate odds or predict outcomes of random events; it’s about developing a precise sense of uncertainty and variability in different situations.
This basic knowledge serves as the foundation for more advanced statistical concepts and methods. This is the beginning of your Probability and Statistics Homework Help.
The concepts of probability are not limited to textbooks but they permeate our daily life. Think of weather forecasting where probability helps meteorologists predict rain or sunlight, or finance evaluations where it is used to determine risks and levels of returns on investments.
In healthcare field, probability is the measure that helps one to understand what are chances of diseases or effectiveness of a treatment. These real-life examples not only confirm the relevance of probability but also enable learning by connecting abstract ideas with concrete cases.
Probability problems might sometimes seem to be intimidating but with a systematic approach, even the most complex questions become simple enough. Breaking down complexities of probability into smaller segments and applying logical reasoning makes it easier to navigate through them.
By using this systematic approach, not only are problems solved but also that it helps in developing critical thinking.
There are primarily two types: descriptive and categorical data, known as qualitative data, and numerical data which are quantitative. Each type requires a different analytical method. For instance, qualitative data may call for thematic analysis while quantitative data could demand numerical methods.
Modern statistician’s toolkit includes a robust software like SPSS, R and Python. These tools are not just for efficiency; they support much more sophisticated data analysis methods that would be unwieldy, if not impossible to do by hand.
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Statistics is an interpretation of what the numbers really mean. This encompasses being able to contextualize, identifying patterns, making inferences. Whether we have data from a survey, experimental results or an observational study, having the capability to interpret statistical information is what differentiates numbers from usable conclusions.
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Go into the world of regression analysis, an indispensable tool in identifying and measuring connections between variables. Either it is linear regression that deals with straight-line relationships, or logistic regression that allows for categorical outcomes, knowing these techniques are a must for anyone wanting to pursue statistics.
Hypothesis testing is an integral part of statistical analysis. It entails making and testing assumptions on data. Hypothesis testing is a tool used for understanding the impact of a new drug or the effectiveness of a marketing campaign, or any other situation where data needs to be properly analyzed to make informed conclusions.
Time series analysis focuses on sequential data in economics and finance fields. This field of statistics is critical for the analysis of trends, seasonal patterns and cyclical movements in economic, financial or any time-related data.
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We are a small single school district and charter serving 295 students in grades TK-8. Our students give their very best to their learning in our STEAM classes and programs. Our school focus is to provide all students with Science, Technology, Engineering, Arts, and Music instruction articulated through each grade-level reinforcing our core ELA and Math programs.
We hold our students to high academic standards and empower them as learners. As a small school community we build positive relationships based upon our three school rules - be safe, be respectful and be responsible.


Techniques of Hypothesis Assessment
Dr . Scott Stevens
When you finish reading this article, you should be able to
• Determine the appropriate null and different hypotheses to your hypothesis test out • Determine if your check is one- or two- tailed
• Conduct an appropriate test employing Excel in a of 3 ways o Using the critical credit score approach
um Using the non-rejection region way (for a two-tailed test) o Making use of the P-value strategy
Selecting the Right Null Hypothesis
There are four ways to keep in mind when making the null and alternate hypotheses�:
• The null and alternative hypotheses always talk about population attributes, never test characteristics. In our course, therefore null and alternative hypotheses will always be about μ and π, under no circumstances about or perhaps p. (In Chapter twelve, we'll end up being dealing with multiple population, however the null will be about population parameters. )
• The null and substitute hypotheses happen to be complementary occasions. Said fewer formally, the null and alternative hypotheses " cover all of the bases”. If the null says " μ < 6”, then a alternative must be everything gowns left — " μ > 6”.
• The null hypothesis always contains the " =” part of the ideas; that is, our null hypotheses will always be " > ”, " 0. 5. Therefore my null hypothesis must be H0: π < 0. 5.
One-Tailed and Two Tailed Tests
Here's a simple rule of thumb:
• In case the null speculation is a great equality (" =”), you're doing a two-tailed test • If the null hypothesis can be parameter > number, you're doing a lower-tail test • If the null hypothesis can be parameter < number, you're doing a great upper-tail test
What does the " tail in the test” mean? It's indicating what kind of sample statistic will bring about rejection from the null hypothesis. If the null hypothesis is the fact a population's mean can be 100, a sample indicate that's a whole lot bigger than 100 or possibly a lot small will cause you to reject the initial claim. You reject what he claims with whether large enough or perhaps small enough sample indicate.
If the null hypothesis is usually that the population's imply is at least 100 (μ > 100), then the just kind of sample that causes you to doubt this is one with a mean not nearly as expensive 100. You reject the null speculation only inside the " decrease tail”. Conversely, if the null hypothesis would be that the population's imply is at the majority of 100 (μ < 100), then the only kind of sample that causes one to doubt this is one using a mean greater than 100. You reject the null speculation only in the " upper tail”.
Graphically, this pops up by pulling the testing distribution (for p or ) depending on the null hypothesis and shading the right tail(s) to show the " rejection region”. For all of each of our problems, the sampling division is going to be typical, meaning that we could move each of our picture to a picture in " z-land”or " t-land”. You can see these types of on the up coming page. [pic]
I've shown the figure with z ., but the same picture is applicable for big t, too. In more advanced figures, the picture might not be a normal competition, but the conditions " higher tail” and " reduce tail” still have the same meaning. (By the way in which, the up and down stripes showing up on the yellow normal curves are just an artifact in the software; they will shouldn't be right now there. )
Make certain you're comfortable with the idea of uppr, lower, and two-tail testing, since we will need it for what's approaching.
The Crucial Score Method of Hypothesis Screening
Look at the photos above, and think about what they're saying. The regions in blue are the " being rejected regions”. In case the z (or t) score from your test falls in these kinds of regions, you're going to reject the null hypothesis, otherwise you are not. Each green region starts at a crucial " cutoff number”. For the lower tail test, it's a negative amount (about -1. 5 intended for the case in point above). Intended for an higher tail test, it's a confident number (about +1. five...


Discover Mathster.com, a comprehensive online maths platform for schools, teachers, and individual students to excel in mathematics. Explore self marking assessments, video assessments, and worksheets. Unlock your mathematical potential today!
Are you seeking for an all-encompassing online maths platform that meets the requirements of classrooms, teachers, and particular students? Look no further than Mathster.com! With a wide range of features including self-marking assessments, video assessments, and worksheets, Mathster.com is designed to help you excel in Mathematics Assessment. In this article, we’ll examine mathster.com’s main advantages and features to learn how it can help you reach your mathematical potential. So, let’s dive in and discover Mathster.com, the ultimate destination for mastering mathematics!
What is Mathster.com?
Mathster.com is an innovative online maths platform that revolutionizes the way mathematics is learned and taught. It offers a comprehensive suite of tools and resources designed to enhance mathematical understanding and foster academic success. By combining cutting-edge technology with engaging content, Mathster.com empowers students, teachers, and schools to excel in mathematics.
Self-Marking Assessments: Boost Your Learning
One of the standout features of Mathster.com is its self-marking assessments. These assessments provide students with instant feedback, allowing them to identify areas of strength and areas that need improvement. With quick feedback, students can monitor their development and concentrate their efforts on understanding the ideas that they find difficult.
Self-marking assessments on Mathster.com cover a wide range of topics, ensuring that students can practice and reinforce their understanding of various mathematical concepts. Mathster.com offers a wide range of evaluation modules that are appropriate for students at all levels, from elementary maths to complex calculus.
Additionally, the self-marking assessments are designed to adapt to each student’s level of proficiency. As students progress and demonstrate mastery in certain areas, Mathster.com automatically adjusts the difficulty of the questions to provide an appropriately challenging learning experience.
Video Assessments: Engaging and Interactive
Mathster.com takes learning to the next level with its interactive video assessments. These assessments incorporate multimedia elements, such as animations and real-world examples, to engage students and make abstract mathematical concepts more tangible and relatable.
Through video assessments, students have the opportunity to visualize complex mathematical ideas, fostering a deeper understanding of the subject matter. The interactive nature of the videos allows students to actively participate in the learning process, keeping them engaged and motivated to explore further.
The video assessments on Mathster.com also facilitate self-paced learning. Students can pause, rewind, and replay the videos as many times as they need to grasp the concepts fully. This flexibility ensures that students can learn at their own pace and build a solid foundation of mathematical knowledge.
Worksheets: Reinforce Your Knowledge
In addition to self-marking assessments and video assessments, Mathster.com offers a vast collection of worksheets. These worksheets serve as valuable resources for practicing and reinforcing the concepts learned.
The worksheets cover various mathematical topics, ranging from algebraic equations to geometric proofs. Each worksheet has been thoughtfully designed to offer a mix of challenging and problem-solving questions, allowing students to apply their knowledge in authentic settings.
Moreover, Mathster.com allows teachers to generate customized worksheets tailored to the specific needs of their students. This feature empowers teachers to create targeted exercises that align with their curriculum and address the individual learning requirements of each student.
How Does Mathster.com Support Schools?
Mathster.com is committed to supporting schools in their mission to provide high-quality Mathematics Assessment education. By implementing Mathster.com in the classroom, schools can leverage its advanced features and resources to enhance the learning experience for students.
Mathster.com offers comprehensive analytics and reporting tools for schools, allowing educators to track the progress of their students and identify areas that require additional attention. The data-driven insights provided by Mathster.com enable teachers to make informed instructional decisions and tailor their teaching strategies accordingly.
Furthermore, Mathster.com promotes collaborative learning through its platform. Teachers can create virtual classrooms where students can interact, discuss mathematical problems, and collaborate on group projects. This feature fosters a sense of community and facilitates peer-to-peer learning, ultimately strengthening students’ understanding of mathematics.
How Can Mathster.com Benefit Teachers?
Mathster.com is not only a valuable resource for students but also an indispensable tool for teachers. The platform equips teachers with a wide range of instructional materials, saving them time and effort in lesson planning and resource development.
Teachers can access a vast library of pre-made lesson plans, which align with various educational standards and cover different mathematical topics. These lesson plans are designed to promote active learning and provide teachers with a framework for delivering engaging and effective math lessons.
Additionally, Mathster.com allows teachers to monitor the progress of their students in real-time. Teachers can easily identify areas of struggle and provide timely interventions and support. The platform’s data analytics enable teachers to assess the effectiveness of their teaching strategies and make data-informed decisions.
Frequently Asked Questions
1: Is Mathster.com suitable for students of all ages?
Yes, Mathster.com caters to students of all ages, from primary school to high school and beyond. The platform offers a wide range of resources and assessment modules that are tailored to different grade levels and learning objectives. Whether you are a young learner just starting your mathematical journey or an advanced student seeking to challenge yourself, Mathster.com has something for everyone.
2: Can Mathster.com be used in conjunction with classroom teaching?
Absolutely! Mathster.com is designed to complement classroom teaching. Teachers can integrate Mathster.com into their lessons as a supplementary resource to reinforce and expand upon the topics covered in class. The platform’s interactive assessments and worksheets can be assigned as homework or used during in-class activities to enhance student engagement and facilitate deeper understanding.
3: How does Mathster.com ensure the security of user data?
Mathster.com takes the privacy and security of user data seriously. The platform employs robust security measures to safeguard personal information and ensure compliance with data protection regulations. All user data is encrypted and stored securely, and Mathster.com follows industry best practices to prevent unauthorized access or disclosure of sensitive information.
4: Can Mathster.com be accessed on mobile devices?
Yes, Mathster.com is designed to be accessible on a wide range of devices, including mobile phones and tablets. The platform is fully responsive, adapting its interface to suit different screen sizes and resolutions. This flexibility allows students and teachers to access Mathster.com anytime, anywhere, making learning mathematics convenient and accessible.
5: Are there any additional resources available on Mathster.com?
Absolutely! In addition to self-marking assessments, video assessments, and worksheets, Mathster.com offers a wealth of supplementary resources. These include interactive tutorials, educational games, and online forums where students can connect with peers and share their mathematical insights. These additional resources provide further opportunities for exploration and enrichment, fostering a holistic learning experience.
6: What is the cost of Mathster.com?
Mathster.com offers different pricing plans to suit the needs of schools, teachers, and individual students. The cost varies depending on the level of access and features required. To get detailed pricing information, it is recommended to visit the Mathster.com website or contact their support team directly. They will be happy to provide you with all the necessary information and assist you in choosing the most suitable plan for your needs.
Mathster.com is a comprehensive online maths platform that empowers schools, teachers, and individual students to excel in mathematics. With its self-marking assessments, video assessments, and worksheets, Mathster.com offers a multifaceted approach to learning that caters to different learning styles and preferences. By unlocking the potential of Mathster.com, students can build a solid foundation in mathematics, gain confidence in their abilities, and achieve academic success. So, why wait? Discover Mathster.com today and embark on an exciting mathematical journey!


Please see detailed information about our Mathematics curriculum. If anyone has any further questions regarding the curriculum please contact Mr A Howard (Headteacher).
At Legh Vale, we believe mathematics is an important part of children’s development throughout school, right from an early age.
We intend on delivering a curriculum which:
· Allows children to be part of creative and engaging lessons that will give them a range of opportunities to EXPLORE mathematics following a mastery curriculum approach.
· Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
· Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children ASPIRE and become successful in the next stages of their learning.
· Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to ACHIEVE their potential, as they belong to our school community.
· Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
· Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links)
· Is in line with the expectations in the National Curriculum 2014.
Our mastery approach to the curriculum is designed to develop children’s knowledge and understanding of mathematical concepts from Early Years through to the end of Y6.
Teaching and Learning, Content and Sequence
· In school, we follow the National Curriculum and use White Rose Maths as a guide to support teachers with their planning and assessment.
· The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
· At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.
· Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
· Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.
· Children move through the different stages of their learning at their own pace.
· Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
· Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
· Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
· Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems/puzzles.
· A love of maths is encouraged throughout school via links with other subjects, applying an ever-growing range of skills with growing independence.
· Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
Leadership, Assessment and Feedback
· Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at, with fluid boosting available within a “Keep up not catch up” culture.
· Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
· In order to support teacher judgements, children may be assessed using current and reliable tests in line with the National Curriculum. Gap analysis of any tests that the children complete is undertaken and fed into future planning.
· Summative assessments are completed at the end of the academic year and reported to parents in the end of year report.
· The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with the SLT, key data is analysed and regular feedback is provided, to inform on progress and future actions.
· Children demonstrate a quick recall of facts and procedures. This includes recollection of the times tables.
· Children show confidence in believing that they will achieve.
· Each child achieves the objectives (expected standard) for the year group.
· The flexibility and fluidity to move between different contexts and representations of maths.
· The chance to develop the ability to recognise relationships and make connections in maths lessons.
· Mathematical concepts or skills are mastered with children showing it in multiple ways, using the mathematical language to explain their ideas, and independently applying the concept to new problems in unfamiliar situations.
· Children show a high level of pride in the presentation and understanding of the work.


Math After School
Math After School
MAS-I (Answer Sheet)
MAS-10 is a program designed for mathematically gifted students in 10th grade and under preparing for AMC10. A typical week includes a 75-minute take-home test, and in-class discussions about the problems selected from the test and their extensions.
MAS-8 is a program designed for mathematically gifted students in 8th grade and under preparing for AMC8. A typical week, split into 2-3 sessions, includes one 38-minute in-class test, and discussions about the problems selected from the previously conducted in-class test(s). Homework typically involves re-doing the recent in-class test w/o time limit, and rework on the selected problems of the recent in-class test.
MAS-O is a program designed for mathematically gifted students in 8th grade and under preparing for MOEMS. A typical session includes 20-30 minutes working on a 5-problem set from MOEMS Middle School Division, and the rest 20-30 minutes discussing two to three selected problems from the set. MAS-O does not include homework or report of class statistics and student performance.
MAS-A is a program designed for mathematically gifted students in 8th grade and under seeking more challenging problems than traditional school math. This is an introductory program for mathematical proof. Geometry, algebra and discrete math (e.g., combinatorics and graph theory) are included as applications.
MAS-F is a program designed for mathematically gifted students in 6th grade and under seeking more challenging problems than traditional school math. The aim is to build a strong foundation for their mathematical problem solving skills. A typical session includes 20-30 minutes working on a selected set of problems, and the rest 20-30 minutes discussing a problem solving strategy. MAS-F does not include homework or report of class statistics and student performance. Schedule by week: 1. Coins; 2. Tables; 3-4. Pictures; 5-6. Patterns; 7-8. Backwards.
MAS-A is a program designed for mathematically gifted students in 8th grade and under seeking more challenging problems than traditional school math. The aim is to build a strong foundation in arithmetic. The program emphasizes four basic operations, logic, reasoning, and proof by contradiction through solving arithmetic puzzles, such as alphametics and 24 puzzles.
MAS is conducted online. Every participant is expected to maintain the learning environment. Contact parents are expected to properly setup the technology and studying materials for the students. During the live session, students should follow the rules below:
Mute the mic unless Dr. Hong asks to unmute and speak.
Do not spam the chat box.
Do not give away answers without Dr. Hong's permission.
Do not bully other students.
Do not share screen.
Within a one-month period, violating classroom rules the first time will result in a warning in writing to the contact parent. Violating classroom rules the second time will require the contact parent sitting aside with the child for one session. Violating classroom rules the third time will result in termination from the program. Within a three-month period, violating classroom rules five times will result in termination from the program.
Frequently Asked Questions
Do you use any textbooks or follow any competition math training curriculum?
No. MAS is primarily based on past math contest problems. Dr. Hong does not follow the traditional approach to math competition training, where the instructor teaches some specific skills first and then immediately let the students practice the same skills. Dr. Hong considers that more of a memory test than building a better person with strong problem solving skills and good character traits. In MAS, as the students encounter difficulties in a problem, Dr. Hong will discuss with the students in-depth and guide them through the thought process.
Can we hire you to do 1:1 math competition training for my child if we pay the same fee as the sum of the entire group?
No. thanks. Dr. Hong's time is better spent helping a group of kids rather than just one or two. You may also check his HOURLY RATE, so that you can better understand why he doesn't do math training for profit.
How do I know if my son's math skill level is a good fit for the MAS-8 program?
The best approach would be to test him on your own. You can let him try AMC8 2019 problems. For the first attempt, you can set a 40-minute limit and see how many he can answer correctly. Make sure you don't tell him the answer keys. Then give him a second chance without the time limit, and let him try his best to see how many he can answer correctly. If he can do at least 13 in the first round and 16 in the second round, he meets the minimum requirements. You may contact Dr. Hong to get an update about the math level of current MAS-8 students.
Do you use AMC10 problems for MAS-8?
Yes. There is a big overlap between AMC10 and AMC8. Having high school math knowledge and exposure to AMC10 contest problems would help with AMC8. While MAS-8 are primarily based on AMC8 problems, Dr. Hong will occasionally assign AMC10 contest problems to the MAS-8 students. Dr. Hong encourages students on the Honor Roll and Distinguished Honor Roll to join AMC10 of the same academic year.
Why do you want to use big locks of time to monitor the MAS-8 students while they work on the competition problems?
MAS-8 is set to be a highly customized program. Understanding each student is the first step to providing customized learning experience. Monitoring the students in a big block of time allows Dr. Hong to better understand each student: how they react to challenges as well as easy problems; how they tackle brand new problems; how they struggle; how creative they are; how they teach themselves; where their strength and weakness are; etc.
Would you inform me if my child is not a good fit to the program?
Yes. If Dr. Hong finds that the student is clearly not a good fit to the program or is better spending time elsewhere, he would inform the contact parent. Dr. Hong will also make recommendations to the parents if their kids need extra work outside the program.
Many parents push their kids through math contests so that their kids can get into MIT or ivy league schools. Dr. Hong never considered math competitions or top schools the destiny for his children. He treats a math competition just like a sports activity, such as basketball. He believes through training for math competitions, students should build many good character traits on top of solving a few math problems, such as honesty; devotion; grit; patience; mental toughness; sportsmanship; leadership; respect to others; work ethics; positive attitude; sharing; critical thinking; and many more. That was his coaching philosophy when he trained his son Leo on math, basketball, and jump rope.
After Leo's early success in AMC8, many parents asked Dr. Hong to offer a math competition preparation program. In response to the numerous requests, Dr. Hong started Math After School (MAS) to gather mathematically gifted kids to prepare for prestigious middle school and high school competitions. MAS does not follow any popular math contest preparation books or traditional curriculum. The ultimate goal of MAS is to shape each student into a better person while achieving their potential in math.