Check out our easy to use conversion tool. times. Our cups to grams converter lets you easily convert American recipes into UK recipes to make at home. 1 gram (g) is equal to 0.00220462262185 pounds (lbs). 70 grams equals 2 1/2 oz. Exactly 200.00 grams is a bit of a stretch, most items don’t have close enough quality control for two samples to weight exactly the same, much less 2.. on the nose. This free density calculator determines any of the three variables in the density equation given the other two. 100 grams equals 3 1/2 oz. 150 grams equals 5 1/2 oz. The scale will store and use the data entered to weigh other items. 55 grams equals 2 oz. 125 grams equals 4 1/2 oz. 140 grams equals 5 oz. 7 and half stones converted into kg, 7.5 stones = 47.627 kilograms ( kg ) 35. For the UK a whole large egg (for the USA this is an extra large egg) out of its shell weighs approximately 60g. 175 grams equals 6 oz. edit can be most things like clipper … A cup of carrots varies in weight based on how it is prepared. For example, you will enter “5 g” if you’re using a U.S. nickel as a calibration weight. But obviously cant check any coins cos my scales are broke. If you’re using a candy bar or other grocery item, the mass will be reported on the outside packaging. 6 Oz Hunts tomato paste (170 grams … Overall, the price of meth has declined since the 1980s, but for illicit meth manufacturers, it is still a profitable … The weight of currently circulating British coinage is as follows: One pence: 3.56g Two pence : 7.13g Five pence : 3.25g Ten pence : … 200 grams equals 7 oz. A carrot that is 5.5 inches or shorter in length, typically weighs about 50 grams or less; this is considered a small carrot. 750g to pounds, 750 grams (g) = Equals 1.65 pounds Fraction : 1 327/500 lb 36. how many pounds equals an ounce? 250 grams equals 9 oz. 280 grams equals 10 oz. 85 grams equals 3 oz. 315 grams equals 11 oz. 1 g = 0.00220462262185 lb The mass m in pounds (lb) is equal to the mass m in grams … In addition, explore hundreds of other calculators including topics such as finance, math, health, … It’s best to start with a smaller weight such as 5 or 10 grams. This pattern has occurred each time the government has regulated meth's precursors over the years. Of this about 1/3 is the yolk and 2/3 is the white so one egg white will weigh approximately 40g. The price of meth also depends upon the amount purchased and where in the country it is sold. A carrot that is 7.25 inches or longer should weigh at least 72 grams. A cup of sliced carrots weighs around 122 grams, a cup of grated carrots weighs … 350 grams … Thanks. Hey guys, i need to re-calibrate my scales, and its asking for something that weighs 50 grams. 1 ounce equals 0.0625 of a pound 37. weight metric in uk, various … would anyone with scales handy be able to check for me please? 33. gram convert to pound, 1 gram (g) = 0.0022 pound ( lb ) 34. Here's the full explanation of the 50 gram weight estimate for the internet, which Vsauce says is the same as a strawberry. i was thinking of using coins rather then food like sugar. So lets try for +/-5%. 225 grams equals 8 oz. 115 grams equals 4 oz.


Coffee in the Cafeteria, again. There wasn’t much time for that in the second term that’s now coming to a close with the last couple of exams, databases today and automata theory tomorrow. But just like last term–and in spite of the much higher amount of material to be mastered or memorized this summer–I have now reached the point where studying seems to have lost any marginal benefit whatsoever. It may be because I started studying so early this term that I am now totally tired of it. Or it may be that I have simple already internalized everything I need to know–excepting, of course, the things I have never understood and probably never will.
Like proving problems undecidable by using them to build an internally contradictory Turing machine simulating another Turing machines and thereby proving a problem already known to be undecidable. Unfortunately this technique, which has at least one level of indirection too much for intuitive understanding, figured in the logic exam, and has a good chance to surface again in the automata theory exam, for undecidability was about the only important field covered in both courses. Just in case I collected a few such proofs from the internet and put them on my crib, for their number is limited. In fact, unlike most of my co-students, I am less comfortable with automata theory than I was with logic. Most of them feel that understanding or even drafting automata is more intuitive than transforming first order logic formulas. For me, it’s rather the opposite. I have a good mind for basic math, so arithmetic operations and equivalence transformations don’t bother me. Automata, on the other hand, need a bit thinking through to get right, and there I am severely hampered by my inability to think quickly under stress conditions, particularly where abstract problems are concerned.
Or maybe I just find it easier to see the relevance of logic to programming, as opposed to entirely theoretical automata models.
In any case, the automata theory exam will certainly be doable, but again we will be pressed for time. Databases on the other hand will very likely be completely relaxed. The material presented in the lectures was rather limited–splitting the information in rather atomic bits I needed only 241 flashcards to cover it all–and the exam, judging from those of the previous years, will probably be doable in under an hour, yet we will have 90 minutes. Mind you, that’s the standard I would usually consider reasonable. I will never understand why most of our professors go out of their way to put us under severe time pressure in the exams, giving us more assignments than even they say can be solved within the allotted time. But never mind.
Still over five hours, and I wouldn’t know what I could still do to be better prepared for databases. I know by heart the terms, the theory, and the concepts of database modeling. I know SQL syntax inside and out, or at least so I hope; it will still be tough to get it completely right on paper, without trial and error, but then the questions will probably be quite simple for this very reason. I even know the rather abstract jargon of functional dependency and normalization. Whether that means I can reproduce or apply it is of course a different question. We shall see. At the very least I will have learned something about flashcard-based rote learning. For instance, I do wonder about cloze cards. Say I have a definition in two parts (e.g., what is a database transaction), and two cards that each omit one part of the definition. Given one part, I can easily provide the other, but would I be able to reproduce the whole definition? Worse, would I even think of the definition when just given the term with no clues whatsoever? I suppose that’s the kind of thing I will know after this exam.
Of course, the deeper question is whether rote learning is a reasonable way of studying a practical subject like CS. Shouldn’t we be able to work with databases rather than talk about them in abstract terms? But then that’s what the practical courses are good for. The inconsistency is that we get our grades not for those, but for the theoretical exam based on the material presented in the lecture. Can’t change that without transforming the whole legal basis of our university system I suppose.
The other question that bothers me right now is whether the insane effort needed for the math subjects is in any way justified. You may recall that I had my doubts about first term’s basic math already. At the start of this second term I briefly came to the conclusion that doing all that math had not in fact been in vain, because we could never hope to understand logic and, to a lesser degree, automata theory without the foundations laid in Math 101. Meanwhile, however, I wonder whether it’s not l’art pour l’art after all, because what is all that second term math theory good for? Right now my guess is that it was all a rather convoluted theoretical foundation for a few simple and applicable conclusions, namely not everything is computable, and we have ways of roughly calculating and comparing the complexity of problems and their solutions. The first is a truth I would have been willing to accept at face value without nearly 200 hours of logic. And the second comes down to a single theorem and a handful of formulas. OK, I do grant I am a curious person and I would probably have wanted to know the background in any case. But not to the extent of studying several entirely theoretical automata models to death and doing a challenging 90 minute exam on them.
So if these limited (albeit fundamental) insights were the whole purpose of the exercise, I consider two courses crammed with theoretical material quite over the top for communicating them. Whether anything else from these two advanced math courses will ever again become relevant for our further studies remains to be seen. Since it seems likely the same professor will teach us algorithms and data structures in the coming winter term, I suppose he will make a point of continuing the theoretical perspective and thus justifying the importance of last term’s material … Or maybe he will come round to a more practical approach. At one point he seemed to say that algorithms was a more applicatory subject. In fact he said it was the most practical course he ever teaches, as he explicitly considers himself a theoretician. I wonder if this bodes well or ill for the course?
Enough of the brooding now. My programming partner has arrived for some last-hours studying, so back to reality, i.e. databases.


Donate to the 2019 Festival
The National Math Festival is made possible by the generous support of individuals and organizations who share our mission to inspire an appreciation for the fun, beauty, and power of math. The Festival is organized by the Mathematical Sciences Research Institute (MSRI), a 501(c)3 non-profit research institute.
2019 Festival - Donation Wish List
As of April 2018, our greatest unmet need is school buses for bringing students from disadvantaged backgrounds to the Festival. Each donation of $750 would offset the the rental of one school bus for one day. This would help make it possible for children from low-income backgrounds to attend the Festival.


Upper Primary: Yr 5 - 6 | Room 6
Room 6 is a vibrant, friendly class. I aim to instil a sense of empowerment, curiosity and a lifelong love of learning. Science, technology, engineering and mathematics are integrated across all areas of the curriculum where possible. We are learning to use collaborative, creative and critical thinking skills to solve problems that are embedded in the real world - with a strong emphasis on sustainability and the environment. We are learning that hard work and perseverance reap rewards. We look for the maths in everything! We also look for the fun.
Patricia Paxton - Year Five Teacher


This journal is a continuation of the Dydaktyka Matematyki edited by the Department of Mathematics of Wroclaw University of Economics from 2000. Our main aim is the teaching of mathematics to students of economics. Advances of science should be accompanied by simultaneous progress in education. What is mathematics and how should we teach it? A characteristic feature of mathematics is the internal beauty of the natural logical structures. Moreover mathematics is a science just as biology, physics and economics but only given in an abstract form: that is its strength. Related subjects such as statistics, probability calculus and operations research are also areas of interest. Papers submitted for publication should be written in English or occasionally in Polish with the abstract in English. Key words should also be enclosed, but no more than five. Acceptance for publication is as usual – by the referees. Please keep to the standards given in this issue, and you should also avoid abbreviations. '
Dostęp do treści elektronicznej wymaga posiadania kodu PIN. Po odbiór kodu PIN zapraszamy do biblioteki.


Mr. White is an executive vice president and a portfolio manager on the quantitative portfolio management team in the Newport Beach office. Prior to joining PIMCO in 2021, he worked at Man AHL, where he was head of portfolio management and co-portfolio manager of Man AHL’s flagship multi-strategy program. Prior to Man AHL, Mr. White was a fellow of All Souls College, University of Oxford, as well as the Institut des Hautes Etudes Scientifiques, where he specialized in number theory research. He has served as a member of the investment committee of All Souls College, Oxford. He has 10 years of investment experience and holds a Ph.D. in mathematics from the University of Paris, a master’s degree from the University of Cambridge, and a bachelor’s degree awarded with the University Medal from the University of Wollongong.


Introduction to Polynomial and Semi-Algebraic Optimization
|Verlag:||Cambridge University Press|
This is the first comprehensive introduction to the powerful moment approach for solving global optimization problems (and some related problems) described by polynomials (and even semi-algebraic functions). In particular, the author explains how to use relatively recent results from real algebraic geometry to provide a systematic numerical scheme for computing the optimal value and global minimizers. Indeed, among other things, powerful positivity certificates from real algebraic geometry allow one to define an appropriate hierarchy of semidefinite (SOS) relaxations or LP relaxations whose optimal values converge to the global minimum. Several extensions to related optimization problems are also described. Graduate students, engineers and researchers entering the field can use this book to understand, experiment with and master this new approach through the simple worked examples provided.
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Structural Properties of Dynamic Systems
(Blomberg; Sipari, Ylinen (Control Engineering Laboratory))
The structural properties of dynamic systems have been studied. The structure is first modelled using linear state-space representations where the entries of the matrices are either fixed to zero, free or independent real valued parameters. Controllability and observability indices are used for expressing the structural information in a reduced form. Directed graphs are associated with structured system models. Graph-theoretic methods are then used to determine the generic indices which in turn are further used in the analysis and synthesis.
Dynamic systems governed by descriptor and polynomial matrix representations are also studied. The relationships between different representations enable the use of structural properties with analysis and synthesis methods specific for each representation. The study has resulted in new design algorithms which have been implemented and their numerical properties studied.


The Importance of a Math Tutor for your kids at home
There’s no doubt that it’s hard to see your child struggling with their math work. When your child comes home from school upset about a bad grade on a test, or even just a rough day in math class, all you’re going to want to do is help!
While providing help for your child at home has many benefits, it’s tough as a parent to assess and provide your child with the exact assistance they need. There are so many great at-home options out there, however, not all of them are specifically trained to teach math! That’s why hiring an online math tutor is an awesome way to help your child exactly where they’re struggling. Doing research is one of the best ways to seek information on great math tutors, and will also allow you to understand the importance of a math tutor for your kids at home.
A benefit of having a math tutor for kids is one-on-one attention. While in-class instruction is great, it doesn’t always offer direct help to your child’s specific needs. Does your child struggle with understanding addition but does well with subtraction? Having a math tutor for kids means filling in the gaps that they often face in math class. It also allows an environment for your child to ask questions they may not have otherwise asked when surrounded by their peers. Math can be intimidating, but having a math tutor for kids gives them the opportunity to learn the best way they can.
Not only does one-on-one instruction benefit your child in terms of their educational needs, but it also allows your child to learn different methods and strategies that they may not have otherwise had access to. Sometimes the struggles in math aren’t necessarily a lack of math understanding, but instead just a struggle with the way it’s being taught! Providing a math tutor for your kids allows for the exploration of different teaching methods that they wouldn’t otherwise have access to in class.
Another important benefit of having a math tutor for your kids is the additional help during transition periods. Providing your child with help as they move schools or as they go from fourth grade to fifth grade means that they are becoming equipped with the skills they need as they move up in math levels. Where your child may not have previously needed help, math instruction changes as kids get older. This also means your kid's needs may have changed. Providing your family or kids with a math tutor during transitioning periods means an easier transition to harder subjects!
Online math tutors often provide your child with an assessment - this allows them to understand exactly where your child is struggling and the best way to help them. While parents are always able to help, they often aren’t trained on the current curriculum. Finding a math tutor or a math learning centre that provides a well-rounded assessment will ensure that your child is achieving success in and out of their math classroom!
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The assistant professor in our school Mr. Cai Biqing’s cooperation paper (collaborators: Jiti Gao at Monash University, Australia; Dag Tj ø stheim at University of Bergen, Norway), "A new class of bivariate threshold cointegration models"was published in the leading journal in the field of econometrics and economics Journal of Business and Economic Statistics, 2017, 2 (Volume 35, Issue 2, Pages 288-305).
In this article, we introduce a new class of bivariate threshold VAR cointegration models. In the models, outside a compact region, the processes are cointegrated, while in the compact region, we allow different kinds of possibilities. We show that the bivariate processes form a 1/2-null recurrent system. We also find that the convergence rate for the estimators for the coefficients in the outside regime is √T, while the convergence rate for the estimators for the coefficients in the middle regime is T 1/4. Moreover, we show that the convergence rate of the cointegrating coefficient is T, which is same as for the linear cointegration model. The Monte Carlo simulation results suggest that the estimators perform reasonably well in finite samples. Applying the proposed model to study the dynamic relationship between the federal funds rate and the 3-month Treasury bill rate, we find that cointegrating coefficients are the same for the two regimes while the short run loading coefficients are different.
β-null recurrent; Cointegration; Markov chain; Threshold VAR models.


Calculating cordwood correctly
Every fall I get callers wanting to know what the going rate for firewood is. They tell me they can buy a "rick" of wood for $30-$65 and want to be sure they are getting all the firewood they're paying for. A few more questions and we determine that the rick of wood they are thinking of buying ranges anywhere in size from one-third to two-thirds of a cord. With a cord of wood selling for $70-$120 per 128 cubic feet (the volume of a 4'x 4'x 8' stack), I advise them to measure the wood after it is stacked, rather than guessing the amount while on a truck or in the woodlot.
Try this simple formula for computing accurate cordwood volumes. Measure in inches the length, width and average height of the compactly-stacked pile of wood. Multiply these three figures together and divide the result by 221,000. The answer is the number of cords. Multiply this number by the dollar cost per cord to get the price the buyer should pay. Remember, selling wood by the cord, with an accompanying bill of sale, is the only legal way, according to Missouri state law, that firewood can be sold.
By the way, those little bundles of pine wood you can buy for about $3.99 from the local convenience store are about 7/1000th of a cord. So the "per cord" price comes to about $570 — a high price indeed for the ambiance of a roaring fire on a cold winter night.
For further reading, see these MU Extension publications:


« Calculating Surface Areas and Volumes in Islamic Architecture », in : Jan P. Hogendijk, Abdelhamid I. Sabra, eds., The Enterprise of Science in Islam. New Perspectives. Cambridge MA, MIT Press, 2003, pp. 235-265.
The mathematician and astronomer Ġiyāṯ al-Dīn Jamšīd al-Kāšī from Kāšān, who worked at the observatory of Ulugh Beg in Samarkand until his death in 1429, also wrote a large work on arithmetic called Miftāḥ al-ḥisāb. This book includes an extensive section on “measuring structures and buildings”, which deals with calculations of arches, vaults, cupolas and muqarnas based on geometrical rules. In the present article, the author (who has previously prepared various other publications on this topic) gives a general overview of Islamic architecture and then summarizes al-Kāšī’s methods.


Card statistics :
0 1 2 3 4
5 6 7 8 9+
0 cards, with 0 unique cards :
This map is based on 200 000 ranked hearthstone games. This coressponds to more than 4 000 000 cards played and recorded by collecto-bot over one year and an half.
Using this dataset we constructed 400 000 series of played cards one for each player in a game. These series were fed to a word2vec embedding [Mikolov, Tomas et al] algorithm (with negative sampling [Goldberg, Yoav; Levy, Omer] and a single soft-plus final layer) to learn 64 dimensional vectors for embeding all the 1600 cards. The final 2d projection was derived from these vectors using a t-sne [Van der Maaten, Laurens ; Hinton, Geoffrey ] with default settings. The code is available on github. The same dataset was used to estimate winrates and frequency of each card.


Gravel Calculator Our gravel calculator provides a rough guide to how much gravel you will need to cover a specific area (such as a driveway) It should help you estimate the amount of stone you will need The depth will depend on the size of the material as well as its intended use
Dec 10 2018 How to Determine How Much Rock You Need for a Driveway Rock driveways provide excellent erosion control Crushed gray rock or gravel is the.If you ever sat through a math class in school wondering when you would ever use any math in the real world now you have your answer You are getting ready to build a stone walkway or similar structure notice the instructions call for an underlayment of stone dust (or sand which pros now prefer) down to a certain depth and are perplexed as to just how much to order.
Crusher run is typically used underneath concrete slabs patios driveways sidewalks and walkways and ranges in sizes from ” to 4” with stone dust How Much Crusher Run Do You Need Crusher run is ordered by the ton Since crusher run weights approximately 2 500 lb per cubic yard first determine the volume requirement of your project.Apr 01 2015 Crusher run gravel compacts well but does not drain very fast at least not as fast as 3 4 inch crushed stone (no fines) Talk to a soils engineer if you are worried but in my experience either crusher run gravel (compacted) or 3 4 inch crushed stone can be used under footings So can rigid foam An engineer may disagree.
Gravel Calculator Our gravel calculator provides a rough guide to how much gravel you will need to cover a specific area (such as a driveway) It should help you estimate the amount of stone you will need The depth will depend on the size of the material as well as its intended use.Calculate gravel To calculate how many cubic metres (m3) of gravel you will need to use firstly measure the area of the garden to be covered The width x length will give you the area in square metres (m2) eg an area measuring 8m x 5m = 40 m2 Then multiple your square metre measurement by 0 05 ie 40 x 0 05 = 2m3 of product required for.
How Much Stone Dust Do I Need The Spruce Calculating the amount you need for your project includes a few mathematical calculations 1 Square the diameter of a circle and divide the result by 4 then multiply it by 3 14 to get the area in square feet 3 Lay Pavers on Crusher Run Stone Estimate Gravel Needs for a Driveway.Apr 11 2020 How much crusher run do I need for my driveway To measure the driveway in cubic feet multiply the length by width by depth For cubic yards divide the total cubic feet by 27 Because one cubic yard of gravel is equal to 1 13 tons you can multiply your total cubic yards by 1 13 to convert this measurement to tons.
Mar 21 2019 Gravel and crusher fines differ from one another in that gravel is screened to remove the fines which contain the natural binders cements Crusher fines applied over landscape fabric to a depth of 4 6 inches Accessible crushed stone trails should be designed and constructed at grades less than 8 grade to promote accessible use.Lightwater Quarries How Much Do I Need Suppliers of sand stone gravel and aggregates in Ripon wetherby York and Harrogate North Yorkshire.
Aug 20 2019 What You Need to Know About Building Trails with Crusher Fines (but not concrete or asphalt) The natural gravel like surface feels like a trail than a hard surfaced path and fits in well with primitive settings Using too much water will cause the crusher fines to become mushy or run off The disturbed edges should be raked smooth.Crusher run is a type of gravel that consists of angular crushed rock ranging in size from 3 4 inch to silt Several factors influence the success and longevity of a crusher run driveway including an adequate base crown and drainage.
Crusher run gravel for an amazing driveway jan 16 2021 using crusher run gravel as the main material for your driveway is a good choice with proper construction it would give you the consistency and accessibility you need for the structure further using crusher run gravel can be successful and long lasting because of several factors.Gravel driveways when properly constructed provide relatively affordable temporary or long term accessibility to a structure or other feature Crusher run is a type of gravel that consists of angular crushed rock ranging in size from 3 4 inch to silt.


how to use the Law of Sines to solve triangles including the ambiguous case, Grade 9 Note: There is free tutoring done by college students. High School Geometry Curriculum. Education Technology. Cases when you can not use the Law of Sines. Law of Sines and Cosines, and Areas of Triangles. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z + In this case, the Law of Sines isnt an option. Free Law of Sines calculator - Calculate sides and angles for triangles using law of sines step-by-step For K-12 kids, teachers and parents. Math and Brain Games. The materials (math glossary) on this web site are legally licensed to all schools and students in the following states only: Hawaii The ambiguous case causes a bit of confusion. This video explains how to solve a triangle using the law of sines when given SSA. Ambiguous Case of the Law of Sines; About the Lesson Online calculator to calculate angels and sides of triangle using law of sines 13.5 The Law of Sines 799 ... a 41.8 feet Use a calculator. Solving a Triangle, SSA, Ambiguous Case Using the Law of Sines to solve SSA triangles. This is very simple and beautiful: for any triangle, if you divide any side by the sine of the opposite angle, youll get the same result. The SSA case is called the ambiguous case. Free printable worksheet plus answer key on the ambiguous case of the law of sines - includes visual aides, model problems, an online component and challenge problems Law of Sines and the Ambiguous Case. The picture below illustrates a case not suited for the law of sines. The ambiguous case of the sine law may occur when you are given two Single, double and no-solution cases. Math and Brain Games. Solutions in Amsco's Algebra 2 and Trigonometry (9781567657029) Laws of Sines Derivation and the Ambiguous Case ... Law of Sines Ambiguous Case. Mathematics Question Database. Calculate distance, bearing and more between Latitude/Longitude points. Law Of Sines Calculator - Check Law Of Sines Calculator Online Only on @byjus.com 6. This lesson involves exploring the relationship known as the Law of Sines. The ambiguous case of the sine law, in solving triangle problems, is explored interactively using an applet. How to use the Law of Sines, Ambiguous case when using the Law of Sines, no solutions case when using the Law of Sines, Proof for the Law of Sines License. Introduction: In this lesson, trigonometric ratios (sine, cosine, and tangent) will be used in real world applications. Using a calculator, ... bluntly describe the complications that arise from this possibly ambiguous case. Please review the FAQs and contact us if you find a problem. that involve the ambiguous case. Ok [Review] Law Of Sines Calculator With Step1 Cash For Cars & Junk Cars For Cash 24/7 [CLICK HERE] Teaching this particular topic in the past has created numerous headaches for both me and my students. ... Use the Law of Cosines for SSA. Below are the skills needed, with links to resources to help with that skill. Mathematics Question Database. Oblique Triangles - 1 - www.mastermathmentor.com - Stu Schwartz Sine Law - Ambiguous case - applet. Law of Sine and Law of Cosine calculator ... Make sure to remember your password. Math Central - mathcentral.uregina.ca: Quandaries & Queries Q & Q . Worksheet Five Pack - Time to learn how to use the inverse function part of your calculator. This Law of Sines Calculator can help you find the unknown angles or sides of a triangle if you know any 3 dimensions. Search all videos at http://mathispower4u.wordpress.com/ Sometimes when given two sides and a not-included angle, there are two possible triangles since there are two angles between 0 and 180 degrees that have the ... forget to put your calculator in ... you might encounter when learning about the Law of Sines Ambiguous Case: On this page you will find: a complete list of all of our math worksheets, lessons, math homework, and quizzes.


The Connecticut state math match is known as CSAML (Connecticut State Association of Math Leagues). For practice questions from past CSAML matches, please click here.
Date and Location
The state match takes place in early April . A large number of teams meet after school at a Connecticut high school, with the venue varying from year to year.
For the date, time, and location of this year’s state match, please see here.
The top half of schools in FCML qualify for states.
The state match consists of three divisions: small schools, medium schools, and large schools.
Small schools are schools with fewer than 600 students in grades 10, 11, and 12.
Medium schools are schools with between 600 and 1000 students in grades 10, 11, and 12.
Large schools are schools with more than 1000 students in grades 10, 11, and 12.
Small schools: 6 students
Medium schools: 6 students
Large schools: 8 students
Note: there are no B-teams at the state match.
Students on the team
Small and medium schools: Each team has a maximum of three seniors and a maximum of five juniors and seniors combined.
Large schools: Each team has a maximum of three seniors and a maximum of six juniors and seniors combined.
Six individual rounds, ten minutes each round, no calculator.
Three questions on each round.
Each student takes three rounds.
The team round is 10 minutes, no calculator.
Small and medium schools must enter three students in each individual round; large schools must enter four students in each individual round.
Individual rounds: Q1: 1 point; Q2: 2 points; Q3: 3 points
Team round: Small and medium schools: 3 points for each question; Large schools: 4 points for each question
Round 1: Arithmetic and Number Theory
Round 2: Algebra I
Round 3: Geometry
Round 4: Algebra II
Round 5: Analytic Geometry
Round 6: Trig and Complex Numbers
For access to recent CSAML questions, please click here.


During this visit to an ECCD center about 5 hours travel from my village, the focus was on math - as the teacher had requested. Initially, his plan was to teach whole numbers 1-10 on Monday followed by addition and subtraction during the rest of the week. When we discussed the schedule, I showed him some new examples of concrete manipulatives and ways to make the lesson more constructivist and student centered.
Within the hour he had taken over guiding his students to understand the concepts of quantity, increasing quantity, and the corresponding digit symbols that represent this. We had revised his schema so that digits 1-5 would be the focus this week, and depending on how the students demonstrated understanding there might be a group that moved on to 5-10 next week.
This was an extraordinary lesson to me in how flexible, eager, and enthusiastic ECCD teachers can be to develop their understanding, and thus their students understanding, in math. This ECCD center has requested a number of workshops in the coming year and has agreed to host and lead regional workshops in the Spring as a classroom lab/model center.
These manipulatives are made out of cardboard boxes and matchboxes. All are designed to help the students move from concrete to abstract understanding. In some, the children have to demonstrate understanding of one to one correspondence. In others, the children have to pair or match the quantities with the digit symbols.
The matchbox activity allows the teacher to select digits [not shown here - they are stored in the larger matchbox with the label 1-10] and place them on the white mat space below the box, then the child has to place the appropriate number of small stones in the box to demonstrate understanding of the symbol. This can move through digits 1-10 sequentially, demonstrate odd or even numbers, or be randomized to assess full understanding.
Most importantly, these are materials that are accessible, familiar, easy to assemble or make into math materials, and easy to replace. The teachers will now make multiple replications of these samples so that many children will have the opportunity to use them in the 'Math Center' during indoor activity/center time.


Readers with good memories might remember some charting analyses of the gold price that appeared at Gold Eagle quite some time ago (still available in the G-E archive). The method that used was Chart Symmetry (CS) - based on two observations about the way prices behave:
Preferred gradients can be made visible through the proper placement on the chart of trend lines with that gradient. The most simple example of preferred gradients is the trading channel, between two parallel lines.
It was found that preferred gradients generally form the boundaries of the traditional chart patterns, such as triangles, wedges and megaphones; also, the two sides of these patterns as a rule are related; they are members of the same 'family' of gradients, or trend lines, in that the gradient of the one boundary of, say, a triangle, can be derived from the gradient of a trend line that defines the other boundary.
In this essay the principles of Chart Symmetry are applied to the monthly gold close in order to explore possible long term targets for the gold bull. As a rule. in these analyses one line is generated between two prominent points on the chart; this line defines the master gradient for the analysis. All other lines used in the analysis are then derived from that gradient; this is done by means of
While the master line is defined between two points on the chart, all derived lines are generated from just a single point of origin. The software used for the analysis generates these lines using very accurate internal data.
On this first chart, the master line is defined between the cusp of the large bifurcated top and the December 1987 peak, as indicated by the 'x's. While this may at first seems strange to traditional analysts, experience in the use of Chart Symmetry has shown that the centre point or cusp of a bifurcated top - such as developed in the gold price during the early 1980's - generally lies on a significant trend line.
The relevance of this master line is borne out by the additional analysis.
Line I is the direct inverse of line M, so that I-M is a symmetrical triangle. If the bifurcated break above M is disregarded for the count - standard practice in CS - it is evident that the bull market that had started in February 1993 was the fifth leg of the triangle and should have broken higher above M, into a new bull market with some 80% confidence. That is the fraction of triangles that complete normally, resuming the original trend at the end of leg 5.
In this case, gold broke above $400 early in 1996, suddenly and inexplicably reversed its trend, and eventually broke below the triangle. Such premature breaks (either on leg 4 or in the wrong direction when on leg 5) tend to be quite steep and sustained, exactly as we see here.
[It was this low probability event that set me off on the search to discover what was wrong with the gold market and which led me to Gold-eagle where I started to learn the truth]
The break lower found support at line F, which is a steeper derivative of line M, with its origin early in the 1970's bull market.
Lines B and A are the fourth steeper derivatives of line M; the break above line A in July 2001 was the first indication that a gold bull might develop. Now that bull is well under way and has lines I and M as targets. The values of these two lines for the end of this month (December 2002) are $367 and $430 respectively.
The second chart is generated much the same way as the first, using the same master line, M. The difference is that lines A and b are now the third steeper derivatives of M, not the fourth. We again find that channel A-B is a bear channel for gold, with line A offering outright, very long term resistance at $324 on the monthly close.
At the moment it seems that this resistance will be well broken by the end of December, letting the bull loose on its way to $367 and $430 next.
The question now is what may lie ahead after a break above line M.
The long term outlook
Here we have much the same structure as before, with lines A and B now generated parallel to line F.
Lets assume that the gold price is due to reach line M, in order to complete leg 3 of the large triangle M-F. It might hesitate and correct at M, to begin leg 4 of this triangle. This gives two scenario's.
Scenario 1: The gold price returns to line F in order to complete leg 4 and then reverses higher into leg 5, in due course breaking above M to extend the bull market.
Scenario 2: The gold price reaches line M and then starts a correction, thus beginning leg 4 of the triangle. However, it soon resumes the bull trend and breaks prematurely above the triangle, i.e. without completing leg 4. In that case, the resulting move is likely to be steep and sustained - something like the late 1970's.
If we select Scenario 2 on the fundamentals in the gold market, such a steep break can be expected to have either line B or line A as the target, thereby completing a move across either of channels B-F or A-F. This kind of construction, where lines parallel to the base line of the triangle are generated as targets for the new trend - typically only from the top of the triangle, but here we have two alternatives, because of the bifurcated top - explain the well known rule of thumb that says the extent of a break from a flag, triangle or pennant is equal to the length of the 'flag pole' on which the flag or triangle is suspended.
We have the first move, from line F to line B (or line A) in the late 70's early 80's as the 'flag pole' in this analysis. A new move from line F that rises to the top of the channel (either B or A) should be much the same length as the flag pole, depending on how fast the new move takes place.
It follows therefore that the longer term outlook for gold has a target at $650 and possibly also at $812.
For observers of the yellow metal who believe gold may well trade above $1000/oz, the good news is that channels are not inviolate. A break higher is always possible, if the market is strong enough to overcome resistance at the top of the channel.
Should that happen, and since channels tend to be evenly spaced, a break to above the channel would have a good chance of a further increase equal to the width of the channel. With line F currently at $271/oz, the width of minor channel B-F is equal to ($649 - 271 =) $378; similarly, the width of A-F is equal to $541. These values can be added to the tops of the two channels to find the likely targets, should the gold price really get going!
© 2002 Daan Joubert
All rights reserved


Total Cost of the Life of Your Tires: Put it to Work for Your Fleet's Success!
Do you want to know more about the cost per kilometer?
** As the cost per kilometer is a fairly small number, this factor is usually multiplied by 1,000. Thus, we can say that the cost is the result every 1,000 km. In the case of our example, we have a cost of $1.73 per 1,000 km. This is an example calculation. Now you can collect the real data of your company and evaluate the results.
Our cost per kilometer calculator will help you determine this cost quickly and easily.


Parents are away on business trip and Drake and Josh are partying day and night. But they did not know their parents send granny to check on them. You have to clean up your room before Granny enters. Room has to be spotless knowing that she is a total freak about everything looking spotless. You do not have much time so hurry up and start cleaning. Granny may be old but she surely knows de difference between a spotless teenager room and a party room. Drake and Josh is a free kids game. Play it and have all the fun for free.
TheWonkyWizardOfOz FREE This app was made to teach kids that reading and writing is fun to do. They make their very own version of the Wizard of Oz. Download
Hardest Math Ever Full TRIAL Ready set go! You have just one second to solve the math problems! You might think it's easy, trust us, it's not! Get the free version here: http://play.google.com/store/apps/details?id=com.joshwebsites.math Features include: ★ Ad Free! ★ Clean simple and smooth graphics ★ Super addicting... Download
Hardest Math Ever Addicting FREE Ready set go! You have just one second to solve the math problems! You might think it's easy, trust us, it's not! Features include: ★ Clean simple and smooth graphics ★ Super addicting gameplay ★ One of the most addicting games on google play ★ FREE! ★ Practice mode ★ Extreme mode ★... Download


Breakthrough empowers non-affluent students with the skills to enter rigorous college-preparatory high schools and attend a four-year college or university.
In summer 2013, Breakthrough students demonstrated growth in all four math topics covered in our summer program: Algebra I, Geometry, Advanced Algebra and Algebra II. Their pre- and post-session scores reflect:
- 20% increase in Algebra I
- 17% increase in Advanced Algebra
- 15% increase in Algebra II
- 40% increase in Geometry
Research shows that enrollment in higher-level math in high school is a strong predictor of college success and bachelor’s degree attainment. This process begins in middle school, when students are tracked into Algebra I (or not). Being placed in these classes is not a guarantee for lower-income students, who are less likely to know about the importance of taking Algebra in middle school, and who are less likely to advocate for themselves in the event that they are mistakenly placed in a lower-level course. Breakthrough works with families and schools to ensure that those students who are ready for Algebra I are not left out of the honors programs. Since they have attended Breakthrough’s rigorous summer programs, they are more prepared for this level of math.
- 88% of Breakthrough eighth-graders in 2013-14 are enrolled in Algebra I, whereas the national average for low-income students enrolled in Algebra I is 23%.
Another strong predictor of success is the rigor of high school coursework. For lower-income students in particular, enrolling in college-preparatory classes (pre-AP and AP classes) is the key to entering and succeeding in college, but nationally, most lower-income students do not enroll in such tracks. Breakthrough counsels our students into strong high school programs that offer rigorous pre-AP and AP coursework, such as the academically rigorous Gold Seal Programs and Schools of Choice.
- 95% of the Class of 2017 is enrolled in college-preparatory courses at various college-preparatory high schools across Fort Worth.


Pi day is March 14, it happens every year – it’s a great play on words for the day. time to enjoy a Pie on Pi Day!
Pi Day is really celebrated to celebrate the mathematical constant pi (π) and to eat lots of pie.
Celebrated in countries that follow the month/day (m/dd) date format, because the digits in the date, March 14 or 3/14, are the first three digits of π (3.14), Pi Day was founded by Physicist Larry Shaw in 1988.
There are many other days during the year when one can honor pi. Some of these are:
March 4: The day marks the passing of 14% of the 3rd month of the year.
April 5: By this day 3.14 months of the year have passed.
November 10: The 314th day of the year (November 9 in leap years).
An Irrational Number
One of the oldest and the most recognizable mathematical constant in the world, Pi (π) is the ratio of any circle’s circumference to its diameter. Its value is approximately equal to 3.14159265. It is an irrational number, which means it cannot be expressed as a ratio of whole numbers, and its decimal representation never ends or repeats.
In recent years, mathematicians have called for replacing pi by tau (τ) as a way to describe the relationship between a circle’s circumference and its radius. In order to spread the word about the advantages of tau over pi, mathematicians around the world celebrate Tau Day on June 28.
Just a couple of fun facts about the mathematical day.
It’s a great day to celebrate the day with Sedona Pies.. check out our new flavors Cannella Apple & Orange Burst or one of our traditional flavors that all please any discerning taste buds.
How many slices can you get out of our pies? the 10″ up to 8 people and the 5″ up to 2 people. Most of the time, people don’t like to share the 5″, just like to keep it to themselves.
Check out our store for more pies.
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The locations of sectors within a galaxy are expressed using the Cartesian coordinate system. An (X,Y,Z) coordinate specifies the location of a sector by its distance from the center of the galaxy, measured in sectors: positive X is east; negative X is west; positive Y is north; negative Y is south; positive Z is up; negative Z is down.
For example, coordinate (312,-2,1) is 312 sectors east, then 2 sectors south, then 1 sector up from the center of the galaxy. The center of each galaxy is (0,0,0), which contains a supermassive black hole.
Sectors contain solar systems and large scale astronomical phenomena, such as nebulae.


Note: Not at the old Poker1 site. A version of this entry was originally published (2008) in Casino Player.
Knowing all the esoteric odds and being a wizard at poker math won’t provide you with a big advantage over your opponents. Sometimes you’ll hear players say that you need a solid understanding of poker mathematics to win. That’s a big lie.
Yes, I calculate poker odds and publish them. It’s something I like to do.
These odds are important, because they give you an understanding of how often you can expect things to happen. Without that understanding, you’re likely to be frustrated when cards don’t fall the way you’re hoping. Also, you’re apt to be amazed by outcomes that aren’t really that extraordinary.
When you don’t know basic hold ’em odds, you might use up a lot of the mental energy you need to make quality decisions, while pondering over what you perceive to be weird runs of cards.
I recently heard a player complain, “I haven’t started with a pair of aces or kings in three hours! The best I had was one pair of queens.” That’s a ludicrous statement. You’re not supposed to have a pair of aces or kings in three hours — and you’re slightly lucky when it happens. The math isn’t too complicated.
If you’re curious about how it’s done, follow along.
There are 52 cards in the deck. Eight of these are aces or kings, four each. So, you have eight chances of looking at your first card and seeing one. When that happens, there are only three matching aces or kings left among the remaining 51 unknown cards to give you that commanding pair.
When you put this into a formula, it looks like this: (8 qualifying aces or kings / 52 cards in the deck) x (3 remaining cards that pair the first one / 51 total remaining cards). That’s (8/52) x (3/51) = 0.00905. That figure is less than 1 percent, and the exact odds against being dealt a pair of aces or kings are 109.5-to-1.
Fine. Now let’s assume that your game averages 35 hands an hour. On average, you’ll be dealt a starting pair of kings or aces only once in 3 hours, 9 minutes. And you might easily go twice that long, and sometimes a lot longer, without being dealt one of those premium pairs.
Not a huge advantage
We’re dealing with the true value of knowing poker odds. Except for counting the money in pots and estimating pot odds, knowing poker math won’t give you a huge advantage over opponents who possess a pretty good feel for the game. But these odds will tell you what to expect and keep you from being either frustrated or amazed by the cards.
Let me do the calculations. Just familiarize yourself with a few basic odds. (I’ve made all my calculations available here at Poker1.com, by the way.)
Knowing the most important ones gives you a good understanding of what will happen. But, despite what you may have heard, you don’t need to do elaborate math at the poker table in order to win.— MC
15 thoughts on “The myth of poker math and key hold ’em odds”
Thanks for the info and breakdown!
What I would like someone to explain to me is why the outs to a draw that are in the dead cards, are counted as AVAILABLE odds.
10 handed game means that there are 18 cards in other hands, 2 in your hand, 1 burn card, and 3 on the flop, after the flop, accounting for 24 cards, leaving 28 available. So if you have a flush draw, there are 9 cards in your suit out there.
However, you most likely do not have 9 cards available to catch. Considering that 24 cards have been dealt, how can you possibly expect that there are still 9 left in your suit available?
No one has ever addressed this and I don’t know why.
Of course there are 9 outs to make your hand, but if you use 9 to make your decision, you are using what is most likely the wrong number.
I would think it is closer to 5, on average.
The operative word here, when counting outs, is AVAILABLE OUTS.
Of course the true number is not known, but it’s highly unlikely to be 9.
Hi, Bill —
It doesn’t matter whether a card is actually available to be dealt or simply unknown. We can only subtract from possible remaining cards those that are known (those on the board and those in your hand, as examples). The rest might be still available or they might not, but it doesn’t matter, because the likelihood that they are still available remains constant no matter how many cards have been folded already. (Of course, you can make rational assumptions or “guesses” about what cards might have been more likely to have been folded, and doing so will change the probabilities.)
Unless you make assumptions, you should think of both folded cards and remaining cards as being unidentified. As such, the folded and available cards are simply a random sample from the group of unknown cards. The likelihood that you will see them in play doesn’t change. That eight of clubs you need to make a straight flush is either available or it isn’t, but the chance that it is available is part of the calculation. That calculation already INCLUDES the possibility that it might have been previously folded by an opponent.
To simplify: Suppose you are interested in knowing the likelihood of the ace of spades being on top of a freshly shuffled deck. You could say, hey, everyone says it’s 51-to-1 against (one in 52), but what if it’s in the bottom 51 cards? Then it can never be dealt first. That reasoning fails, because the fact there is one card at the top and 51 cards below doesn’t change the probability of the ace of spades being dealt first.
Mike, thank you for replying, but I still can’t get comfortable with that, because of the dead cards.
Let me give an extreme example. Let’s add 10 more players to the game. That would account for 20 more dead cards, making a total of 44,.
Then, even though there would still be 9 outs, you couldn’t possibly have 9 AVAILABLE outs, since there would only be 8 cards remaining.
I just don’t understand why no one ever accounts for the unknown number of outs in the dead cards. It’s never considered, and that makes no sense to me.
Bill, using your example of four to a flush, common wisdom says you have 9 outs. 9 of the suit remain in the unseen cards, the unseen cards being 52 – 2hole cards – 3 flop cards = 47 unseen cards.
9 out of 47 is 19%. 19% of the remaining unseen deck is made up of the cards you need and that is also the probability of hitting an out on the next deal, I.e the turn. The odds of hitting on the turn are 9/47 = 0.191 or 19%.
Ok so now let’s deal a 10 handed game. That means 18 more cards out on the table. Some of those cards will include the outs you need. You cannot ever know how many of those outs are in those dealt cards unless everyone turns them face up. So you have to estimate. How do you do that?? Well all you can reliably do is work on averages.
We already worked out that 19% the remaining deck was made up of the cards you need. So on average 19% of those 18 cards dealt to the other players will include the cards you need. 18 x 0.19 = 3.42. So on average the most likely number of needed flush cards dealt to other players is 3 cards.
So on average you now only have 6 available flush cards left in the remaining undealt deck and the remaining deck is 52 – 2 hole cards to you – 18 hole cards to opponents – 3 flop = 29 cards.
There are 6 outs on average are left in those 29 undealt cards. The odds of the next card dealt being the one you need is therefore ON AVERAGE simply 6/29 = 0.207 or 20.7%.
For all intents and purposes it’s pretty close to the original 19%. It’s pretty close to the standard outs calculation of 2x total outs for the next street (2×9=18%). And that demonstrates that it is futile to adjust the outs because it makes no practical difference ON AVERAGE.
Over the long run sometimes fewer flush cards will be dealt into opponents cards, and sometimes it will be more, but it all averages out in the long run and the probability of hitting remains the same ON AVERAGE.
Bottom line, there is no point adjusting your outs assessment for discarded cards. Hope this helps.
(Note for simplicity burn cards have not been taken into account).
This is why I used to love 7 card stud. I could calculate those odds. Three of your suit out on third? Don’t go for it. Count as you go. Know the odds to each street. Know if the your opponent can likely hit his flush draw. Know if your full house is bigger than his full house. I raised a player to his last $5 chip because I had that information. Then he still got mad and rude. I thought I was being nice letting him keep that chip.
Curious, Is there a place on this site where I can find a list of statistics similar to ones stated above?
Hi, Mark —
A complete set of poker odds will be included soon. They already exist at the previous Poker1 site and will be transferred here to the new Poker1 prior to our official opening.
Thanks for making your first comment and joining our Poker1 family.
Please tweet when they are posted. thanks!
Andy Bloch is about as “wizardly” as one can get, mathematically speaking and yet I’ve played with him and watched him make some moves that made perfect mathematical sense, but were just wrong for the situation and timing. That said, never doubt that a math “wizard” knows exactly how many outs he has, what the odds are of hitting his hand and exactly what your bet sizing means. My experience is that the only safe place at a table with Andy Bloch is immediately to his left. That tends to negate his mathematical superiority and sort of level the playing field. I've also learned not to listen to Mike or Andy at the table. They will dazzle you with their mathematical acumem and talk you right into doing something that you later recognize was stupid. Just saying.
Thats one thing I seem to get in trouble over and destroys my chip stack. Following math in poker just doesnt work for me at all I love it but it dont work for me. Which there is something else that makes no sense to me what so ever. A straight is less value then a flush. But flushs seem so much easier to hit then a straight. Maybe its the software they use ( I dont play much live). I tryed figuring out this problem I had one day and from what I could tell mathematically it seems right. But heres the problem playing suited connecters more often so results may vary. Then there are different types of games but from what I have seen that doesnt make a difference in hand rankings. So im assuming the hand range I play is giving me more flushs I guess I could be getting the cards in your words clumpy, but it has to be my hand range doing this, but this is just something im working on right now and it absolutely makes no sense to me right now.
Hi, David —
You're right. When using a standard 52-card deck, it's easier to connect drawing one card to a flush than one card to an open-end straight. Nine cards can complete the flush; only eight cards can complete the straight.
However, four-card flush draws are less common than four-card open-end straight draws. And getting a flush on the first five cards is rarer than getting a straight on the first five cards. That latter rarity — defining a pat hand in draw poker, without requiring a draw — is the basis for the rankings.
So poker math can be learned, but is there a way to learn what you name as "feeling for the game"? Without having to play all my life, of course.
I think math wizard would succeed at the table, where the other players were making decisions based primarily on mathematics behind poker. However, I’ve never seen such a nerdy table…


Moreover, groups' written solutions, explanations and proofs were collected. During small group activities, the second author walked around the groups and tried to identify what they were doing. During whole class discussion, the camera focused on the whole classroom. The aim of this study is to examine the mathematical discussions of pre-service teachers about perimeter and area of a rectangle in terms of Lakatos' proofs and refutation method.
In this context, the data was examined using a framework included in Larsen and Zandieh's study. In the proofs and refutation process, we primarily focused on the pre-service teachers' responses and the outcome of their activities, like Larsen and Zandieh In particular, we analyzed whether the pre-service teachers' responses focused on the counter-examples, definitions, the conjecture or the proof, and whether the pre-service teachers' activity results in a modification to a definition or to the conjecture. Table 1 summarizes Larsen and Zandieh's framework for the method of proofs and refutations.
In this section, discussion of results of the pre-service teachers' work in groups was included. Thus, the situations of changing and improving the conjecture according to Lakatos' method are presented. In the classroom discussion, groups were named G1, G2, etc. A1: Our conjecture was "if the perimeter of a rectangle increases, the area always increases too.
After working separately, groups discussed their proofs, conjectures and examples in the classroom discussion. G1: If we increase two sides of a rectangle at the same time, area increases with perimeter. G6: If we keep fixed one of the lengths of an side and increase the other one, the area always increases. A1: Are there any cases in which while the perimeter increases, the area increases as well? G1: If we increase the length of sides at the same proportion, the area increases as well, yet our proof includes this case. G1 and G6 tried to confirm the conjecture and they proved that the conjecture is true for the following cases:.
First case: If we increase both sides of a rectangle at the same or different ratio , the area increases with perimeter.
Second case: If we keep side fixed width or length and increase the other one, the area increases with perimeter. The emergences of global counter-examples. G2: We found an example that if the perimeter increases, the area decreases. This example shows that the conjecture is not always true. For example, if the width of a rectangle is 7cm, the length is 8cm and its perimeter is 30cm, its area is 56cm 2.
Now, if we increase the length 3cm to 11cm and decrease the width 2cm, so we have width 5cm, the perimeter is 32cm and the area is 55cm 2. G7: We found another example when the perimeter increases but the area does not increase. That is, if the perimeter increases, the area can increase, reduce or as in our example it can remain the same.
G2 and G7 suggested two different counter-examples. Their counter-examples are global counter-examples, because they are directly intended for the conjecture and they do not examine the proof.
- (PDF) Lakatos, Reason and History | Gábor Forrai - diasabalreking.ga?
- ML modules and Haskell type classes.A constructive comparison.
- Science and Pseudoscience Overview and Transcript | Philosophy, Logic and Scientific Method;
- Lakatos' mitigated scepticism in the philosophy of mathematics — Vrije Universiteit Amsterdam.
- diasabalreking.ga: CS - Specific Topics / Philosophy: Books?
- George Kampis (Eotvos Lorand University of Sciences) - PhilPeople!
- Examining the method of proofs and refutations in pre-service teachers education.
It is observed that the pre-service teachers are surprised at this counter example and they believed that the conjecture is not true. A1: G2 and G7 put forward two crucial counter-examples that shake the accuracy of the conjecture. Now, is our conjecture collapsed completely?
For example, according to the G1and G6, our conjecture is true. I guess it seems there is no rejection Yet, whenever we decrease one of the sides, in this case despite the increased perimeter, the area reduces or does not change. So, when is our conjecture true? G8: Our conjecture is true when we increase the length of the sides or when we increase them while keeping one of them fixed.
We cannot guarantee it in other cases.
Lakatos' mitigated scepticism in the philosophy of mathematics
The conjecture of G8 as "if we increase all lengths of sides, its perimeter increases as does the area" limits the conjecture and at the same time it locks out all counter-examples. We categorized this response as monster-barring because the focus was on the counterexamples and students did not modify the conjecture.
After this process, it is observed that some pre-service teachers accepted the accuracy of the conjecture apart from these counter-examples; they did not try to improve the conjecture anymore. Yet, after the example given by A1 teacher, some pre-service teachers tried to change the conjecture by considering counter-examples. So, it becomes a transition to exception-barring. A1: We had a conclusion that satisfied us when we exclude counter-examples and rearrange it in accordance with G1 and G6 proofs.
But, I have an example in which, when the length of one side increases and the other one decreases, the area increases. Take a rectangle with width 4cm and length 8cm. If the length is reduced 1cm, and width increased 2cm, the perimeter changes from 24cm to 26cm, and the area increases from 32cm 2 to 42cm 2. G7: There are some cases in which it is not true. So, this is not an exact answer.
A1: Yes, but in some cases it is true. So, when is the conjecture true for these cases? After minutes, G2 explained their proof. G2: For this case we have such a proof. If we increase one of the sides as "n", and reduce the other one as "n-1", the area always decreases. A1: My example refutes the proof of G2. In the example I reduce the length 1 cm and increase the width 2cm. G8: We rearranged the proof of G2 as follows: "If the number added to the longer side is greater than the number removed from the shorter side, the area always increases when the perimeter increases.
G7: In your proof you do not use the difference is more than 1. Moreover, we discovered that your proof is also incorrect. For a rectangle measuring 3cm x 5cm, let's remove 2cm from the shorter side and add 4cm to the longer one.
So the rate of increase is 2cm. Yet, at the beginning, the area was 15cm 2 , but in the end it becomes 9cm 2. In this case G2 and G8 tried to improve the conjecture by considering the counter-examples; they did not exclude them. So, pre-service teachers focused only on the conjecture and counter-examples. For that reason, it is the result of exception-barring and not proof analysis, because the focus of their activities is only on conjecture and counter-examples and the proof is not perfect, yet.
- Appraising Lakatos: Mathematics, Methodology, and the Man / Edition 1;
- Account Options.
- Popol Vuh.
- Other Subject Areas?
- Imre Lakatos - Philosophy - Oxford Bibliographies;
- Recommended for you!
An improved conjecture is produced. G2: I guess we have solved the problem. Take a rectangle with side lengths "a" and "b". That is, the removed area "xb" must always be smaller than the added area "ay-xy". So, the area of final rectangle can always be greater than the first one.
George Kampis (Eotvos Lorand University of Sciences) - PhilPeople
A1: Is there anyone who found a counter-example for the last proof of G2? So, what is the last form of our conjecture "if we increase the perimeter of a rectangle, the area increases, as well". G2: We have three cases for our conjecture:. First case: The increase of both sides of a rectangle. Second case: While the width or length of one side remains the same, the other one increases. Third case: On the condition that the amount of increase is greater than decrease.
Mathematics, Methodology, and the Man
Where the amount of increase is called as "x" and the amount of decrease is called as "y. The accuracy of the last proof is provided by G1 and G6's proof given at the beginning and improved proof towards G2 and G7's counter-examples. We can say that it is a result of proof-analysis which is different from exception-barring, because our primitive conjecture changes as in exception-barring. Yet, G2 changed the conjecture as the first steps of proof and the direction of their and G7's counter-examples.
And, it shows that the proof is working for the new conjecture. The pre-service teachers studied using a conjecture, proved it, tested their proofs, suggested definitions, created counterexamples, made mistakes and generalized conjectures; soon, they completed the steps of forming mathematical knowledge as suggested by Lakatos's assertions concerning the formalization of mathematics knowledge. Toumasis explained that NCTM standards suggest an environment in which students reason mathematically, communicate mathematically, and make mathematical connections.
Therefore, it is observed that there are many similarities between the environment proposed by NCTM standards and the environment prepared according to Lakatos's model. Moreover, Atkins explained that in Lakatos' environment, students can express their feelings, discuss their opinions and argue with the teacher and peers about their views.
Drag to reposition
In this study, pre-service teachers discussed the relation between perimeter and area of a rectangle. They proved the conjecture, refuted it and discussed their proofs, opinions and examples with teachers and peers. Thus, Lakatos' method engages pre-service teachers in presenting mathematical discussions and testing the validity of those discussions in a social setting. Lakatos' method gives the students the opportunity to improve their knowledge by using an inductive method instead of the deductive method SRIRAMAN, While pre-service teachers were improving the primitive conjecture, they found proofs, counter-examples, lemmas and definitions and combined them during the process of proof-analysis.
That is, they tried to create a whole with the individual pieces. In this study, pre-service teachers examined area and perimeter of a rectangle. The perimeter and area of a figure are two different measures. Using counter-examples, they created new conjectures and definitions for two different concepts and identified the possible relationships between them.


Saw an article about how gas prices in the US have reached an average $4 a gallon. Oh man, when I get home, I'm going to work, then home, and never go anywhere else. Can't afford it.
I wondering if I can get groceries delivered?
Gas statoins are not common in the middle of Iasi. No room really, so it's not often I see one. But on one recent trek across town (walking... of course) I passed a station. The price was 5 something in the Romanian currency per liter.
Okay...so I did a quick calculation. Multiply the price by 4 to get the approximate price per gallon, then divide by 2.3 to get the price into US$.
If my calculation is correct, the price for gas here in Iasi Romania is $9 per gallon. WHAT? Okay... let me use a calculator to verify...okay...price x 4 / 2.3 ..... yep, about $9.
Geez...why is anyone in a car? I hope they all get 100 miles to the gallon (they don't) because that is just insane! The average Romanian makes $560 (US) per months, or 62 gallons of gas. A ride on the bus is about $1...if I lived here, I know what I'd be doing.
If gas gets that high at home, I'll start telecommuting from Lakeland. The only bright side about $4 per gallon gas...at least it's not $9 per gallon.


Main Article Content
Archimedes used the perimeter of inscribed and circumscribed regular polygons to obtain lower and upper bounds of π. Starting with two regular hexagons he doubled their sides from 6 to 12, 24, 48, and 96. Using the perimeters of 96 side regular polygons, Archimedes showed that 3+10/71<π<3+1/7 and his method can be realized as a recurrence formula called the Borchardt-Pfaff-Schwab algorithm. Heinrich Dörrie modified this algorithm to produce better approximations to π than these based on Archimedes’ scheme. Lower bounds generated by his modified algorithm are the same as from the method discovered earlier by cardinal Nicolaus Cusanus (XV century), and again re-discovered two hundred years later by Willebrord Snell (XVII century). Knowledge of Taylor series of the functions used in these methods allows to develop new algorithms. Realizing Richardson’s extrapolation, it is possible to increase the accuracy of the constructed methods by eliminating some terms in their series. Two new methods are presented. An approximation of squaring the circle with high accuracy is proposed.


|Event Date:||Event Title:||Event Description:|
|250||Arithmetica by Diophantus||Diophantus of Alexandria was a Greek mathematician who was sometimes called "the father of algebra". Arithmetica is an ancient Greek text on mathematics written by him in the 3rd century AD. It is a collection of 130 algebraic problems giving solutions of equations. Equations in the book are called Diophantine equations. The method for solving these equations is known as Diophantine analysis|
|499||Aryabhatiya by Aryabhata||Aryabhata was the first in the line of great mathematician-astronomers from the classical age of Indian mathematics and Indian astronomy. His most famous work is the Aryabhatiya.
In Aryabhatiya, Aryabhata provided results for the summation of series of squares and cubes, which we will be working on this year. He also worked on the approximation for pi.
|1st Jan, 0830||The Compendious Book on Calculation by Completion and Balancing||This is a mathematical book written by Al Khwarizmi, a persian mathematician. The term algebra is derived from the name of one of the basic operations with equations described in this book. This book is most famous for its use of simplification of linear and quadratic equations.|
|1st Jan, 1048||Omar Khayyam||Omar Khayyam was a mathematician born in Persia. He was known for using a geometric approach to for solving cubic equations using line segments. Note that this is a different approach to solving cubic equations than what was used by Liber Abaci later on. His use of the unknown variable in an arabic name was later abbreviated to the current day “x” used as the unknown variable that is being solved for in an equation.|
|1st Jan, 1202||Liber Abaci||Fibonacci is best known to the modern world for the spreading of the Hindu and Arabic numeral system in Europe with the publication of his book, Liber Abaci which translates to Book of Calculation. He is also known for a number sequence named the Fibonacci numbers after him, which he used as an example in the Liber Abaci. The first two numbers in the Fibonacci sequence are 0 and 1, and each number thereafter is the sum of the previous two. This is what is known as F sub n in our classroom.|
|1st Jan, 1545||Ars Magna||Ars magna, which translates into "The Great Art", is an important book on Algebra published by Gerolamo Cardano. It contains techniques for solving cubic and quartic equations. X to the 3rd and 4th equations require a special method to solve. We will be using these techniques a lot this semester.|
|Leonhard Euler||Leonard Euler who was a swiss mathemeatician who published "The Elements of Algebra". His work is the building block of many important algebraic notations. The very basic algebraic formula involving f(x) functions were notated by him. In addition, the e in natural logarithms were his and the e is stands for Euler!|
|Disquisitiones Arithmeticae||Karl Gauss published one of the most brilliant achievements in mathematics, Disquisitiones Arithmeticae, at the age of 24. In it he creaste a system for the study of number theory which are properties of the integers. Gauss proved that every number is the sum of at most three triangular numbers and developed the algebra of congruences.|
|Galois||Evariste Galois was born in Bourge-la-Reine, France in 1811. His major contribution is known as Galois Theory, which he discovered while trying to find roots for polynomial equations. This is the foundation for what is known today as group theory!|
|The Laws of Thought||George Boole was an English mathematician who worked in the fields of differential equations and algebraic logic. He is best known as the author of The Laws of Thought, an influential book on algerbraic logic. He was the inventor of Boolean Logic, which is now the basis of the modern computer.|


One To One Property Calculator
Number One Properties Calculator | Math Property Of 1. math property calculator that allows you to compute the following properties of number One (1) : 1) Prime / Composite, 2) Odd / Even, 3) Happy / Unhappy, 4) Deficient / Perfect / Abundant, 5) Perfect Square, 6) Perfect Cube, 7) Factorial, 8) Fibbonacci, 9) Triangular, 10) Tetrahedral, 11) Catalan, 12) Palindrome, 13) Ulam, 14) Amicable.
This year’s tax season was one of angst and anger. Many folks were distraught that. For instance, the total combined deduction for sales, property, state and local taxes is now limited to $10,000.
A one to one function has not only one output for every input, but also only one input in the domain for every output in therange. Another interesting type is an invertible function, or a function that has an inverse. The graph of a one to one or invertible function has unique and interesting characteristics.
Warehouse Pay Arson squad to probe warehouse blaze after fireys finally. – Arson squad to probe warehouse blaze after fireys finally put it out mogaznewsen – Tuesday 09th april 2019 05:42 AM. Australian ice hockey champions forced to pay to play the game they love -.
· How to Calculate the ROI on a Rental Property. using resources like a mortgage calculator can help you save money. if you include the home’s equity in evaluating one property.
Introduction to One to one function calculator: In this article we are discussing about one to one function problems solving by calculator. A function for which each number of the range of the function corresponds to approximately one number of the domain, One to one is often written 1 – 1. In this calculator first enter the problems.
whether that’s only one or two days a year or for several weeks. Over 50% of VRBO owners use their rental income to cover at least 75% of their mortgage. VRBO’s new rent potential calculator takes.
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From the research I have read while there. 4 Pages (1,365 Words) - Last Modified: 18th September, 2017 Partitioning Methods to Improve Obsolescence Forecasting Amol Kulkarni Abstract- Clustering is an unsupervised classification of observations or data items into groups or clusters. 5 Pages (1,629 Words) - Last Modified: 18th September, 2017 Solving Large Systems of Linear Simultaneous Equations nicole lesirima methods OF solving large systems OF linear simultaneous equations project description Linear systems simulate real-world problems using applied numerical procedure. Use easy terms that the reader can clearly understand. 1) Two random variables are normally distributed with the same mean. It is becoming increasingly common to use calculators in the classroom on a regular basis. With their vast knowledge of geometry, they were able to correctly calculate the areas of triangles, rectangles, and trapezoids and the volumes of figures such as bricks, cylinders, and pyramids. 4 Pages (1,403 Words) - Last Modified: 2nd October, 2017 Introduction to Sacred Geometry By Arthur Simoes Introduction in keeping with historic cultures, outstanding scientists, brilliant minds of philosophy and religion. Continue Reading, the Relationship between Math and Music Essay 2505 Words 11 Pages he can have and that is why this research is conducted to let people be aware of the benefits that listening to music can give, some of which are aforementioned.
Generate a scatterplot for income (1,000) versus credit balance including the graph of the best fit line. This money is used to make even better games with more programming. This course can also be extended to students who find it challenging to grasp the basics of Mathematics.
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Continue Reading, use of Math in Auto Racing Essay 1263 Words 6 Pages are many applications of math in racing. The United States wants to make sure its students are ready to compete on a global level, and teachers are stepping up to the plate. Then, re-read the story to them, or have them read the story on their own. Typically, these facts are memorized at grade Continue Reading Math Reflection Paper 1029 Words 5 Pages Head: Reflection Paper Math has been around for quiet a long time. 4 Pages (1,495 Words) - Last Modified: 8th September, 2017 Impact of the Aztec Mathematical System How the Aztec Mathematical System Came to be and Contributed to us Today by Destiny Harrison, Delaney Garcia, Jaysiya Norman, Jewel Samson, Raquel Cruz. There are some topics on our investigation related to math. L 5 Demonstrate understanding of word relationships. 6 Pages (2,294 Words) - Last Modified: 18th September, 2017 Computable Numbers: The Turing Machine Louise Scupham This essay will explore the Turing machine and its relationship with computable numbers and an introduction to real numbers of various types. The equation is applicable in almost all types of chemistry. In addition to scoring math is also used to measure.
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Royal Society Partnership Grants
Information about the grants
The School of Sport and Exercise Sciences has committed to running two of these projects per academic year. Partnership Grants of up to £3,000 are available to schools to enable students, aged 5-18, to carry out science, technology, engineering or mathematics (STEM) projects.
For information about the grant scheme visit the education section of the Royal Society website.
Please liaise with Dr Zoe Knowles if you are considering an application.


Prof. Noga Alon of Tel Aviv University and Princeton University has won the 2002 Shaw Prize in Mathematical Sciences. Prof. Alon, one of the world’s leading researchers in mathematics and computer science, is the second Israeli in history to receive the prestigious prize.
Noga Alon, born in 1956, is Professor Emeritus of Mathematics and Computer Science at Tel Aviv University and Professor of Mathematics at Princeton University. Prof. Alon joined Tel Aviv University in 1985, where he served as head of the School of Mathematical Sciences and was entrusted with the Chair of Combinatorics and Computer Science at TAU’s Blavatnik School of Computer Science. He is a member of the Israel Academy of Sciences and Humanities and the Academia Europaea. In the past, he has won the Israel Prize, the EMET Prize, Gödel Prize and the Steele Prize.
The Shaw Prize was awarded to Prof. Alon for the entirety of his groundbreaking work, which has included laying the foundations for streaming algorithms used in Big Data analysis and the development of algebraic and probabilistic methods to deal with problems in graph theory and additive number theory. “[Noga Alon] introduced new methods and achieved fundamental results which entirely shaped the field,” the judges wrote.
Equivalent to the Nobel
The Shaw Prize was founded in 2002 by Hong Kong media tycoon Run Run Shaw, who decided to award it annually to “individuals, regardless of race, nationality, gender and religious belief, who have recently achieved significant breakthroughs in academic and scientific research or applications and whose work has resulted in a positive and profound impact on mankind,” in three categories – mathematics, astronomy, and life sciences and medicine. The prize in each category is $1.2 million.
“Because there is no Nobel Prize in mathematics, there are two prizes, the Abel Prize and the Shaw Prize, which see themselves as equivalent to the Nobel in this field,” explains Prof. Alon. “Obviously, as with any other award, winning depends on various factors, including the composition of the committee, and perhaps ultimately it’s also a matter of luck – because there are certainly quite a few researchers in the world who are deserving of this award. For me, this is a very pleasant surprise; the list of previous winners of the Shaw Prize is really very impressive.”
“Israel is a country that is very strong in the sciences in general, and in mathematics and computer science in particular,” says Prof. Alon. “The global standing of Israeli research in these fields far exceeds the relative size of the population. My own research focuses on combinatorics, which is the mathematics of finite structures, with uses and applications in computer science, additive number theory, combinatorial geometry and other related fields.”
“Prof. Noga Alon has been one of the most influential and prolific scientists in the field for the past decades,” says Head of the School of Mathematical Sciences, Raymond & Beverly Sackler Faculty of Exact Sciences,Yaron Ostrover. “His research is characterized by originality, an exceptional ability to solve difficult problems, often using an impressive variety of tools and methods. In addition to his outstanding scientific achievements, Prof. Alon has established a long line of outstanding students who have become leading researchers in mathematics and computer science in their own right, and hold positions at prestigious research universities in Israel and abroad.”
In 2020, the Shaw Prize was awarded to Prof. David Kashdan of the Hebrew University, and this year Prof. Alon shares the prize with another Israeli – Prof. Ehud Hrushovski of Oxford.
Featured image: Prof. Noga Alon (photo: Wikipedia)


Introduction To The Theory Of Neural Computation, Volume I by Anders S. Krogh, John A. Hertz, Richard G. Palmer
Introduction To The Theory Of Neural Computation, Volume I Anders S. Krogh, John A. Hertz, Richard G. Palmer ebook
Publisher: Westview Press
This course provides an introduction to the theory of neural computation. Free download ebook Introduction to the Theory of Neural Computation (Santa Fe Institute Studies in the Sciences of Complexity) pdf. First of all, when we are talking about a neural network, we *should* usually better say "artificial neural network" (ANN), because that is what we mean most of the time. Download An Introduction to the Theory of Point Processes, Volume II - Free chm, pdf ebooks rapidshare download, ebook torrents bittorrent download. Hertz - Google Books The first chapters give a general introduction to the. This book is a comprehensive introduction to the neural network models currently under intensive study for computational applications. No specific background other than mathematics (multi-variate calculus, differential equations, and linear algebra) is assumed. Introduction to the Theory of Neural Computation - John A. A clear exposition of the theoretical aspects of neural computation. (1987), Spin glass theory and beyond. Introduction to the Theory of Neural Computation. Hertz JA, Krogh AS, Palmer RG (1991) Introduction To The Theory Of Neural Computation, Volume I.
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2 edition of Elementary theory of numbers. found in the catalog.
Elementary theory of numbers.
|Series||International series in pure and applied mathematics|
|The Physical Object|
|Number of Pages||203|
Elementary Number Theory: Second Edition (Dover Books on Mathematics) Underwood Dudley. out of 5 stars Kindle Edition. $ Number Theory (Dover Books on /5(9). The aim of this book is to present an exposition of the theory of alge braic numbers, excluding class-field theory and its consequences. There are many ways to develop this subject; the latest trend is to neglect the classical Dedekind theory .
The NOOK Book (eBook) of the Elementary Number Theory: An Algebraic Approach by Ethan D. Bolker at Barnes & Noble. FREE Shipping on $35 or more! Due to Author: Ethan D. Bolker. Number theory (or arithmetic or higher arithmetic in older usage) is a branch of pure mathematics devoted primarily to the study of the integers and integer-valued mathematician Carl Friedrich Gauss (–) said, "Mathematics is the queen of the sciences—and number theory is the queen of mathematics." Number theorists study prime numbers .
Genre/Form: Einführung: Additional Physical Format: Online version: LeVeque, William Judson. Elementary theory of numbers. Reading, Mass., Addison-Wesley Pub. Co. . Ideal for a first course in number theory, this lively, engaging text requires only a familiarity with elementary algebra and the properties of real numbers. Author Underwood Dudley, who has written a series of popular mathematics books 3/5(1).
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William J. LeVeque's short book ( pages), Elementary Theory of Numbers, is quite satisfactory as a self-tutorial text. It should appeal to math majors new to number theory as Cited by: Elementary Theory of Numbers.
Superb introduction for readers with limited formal mathematical training. Topics include Euclidean algorithm and its consequences, /5(12). William J. LeVeque's short book ( pages), Elementary Theory of Numbers, is quite satisfactory as a self-tutorial text. It should appeal to math majors new to number theory as /5(13).
Number theory, known to Gauss as “arithmetic,” studies the properties of the integers: − 3,−2,−1,0,1,2,3. Although the integers are familiar, and their properties might therefore seem.
The book on elementary number theory: compositions and partitions, arithmetic functions, distribution of primes, irrational numbers, congruences, Diophantine equations; combinatorial number theory, and geometry of numbers.
Elementary Theory of Numbers This superb text introduces number theory to readers with limited formal mathematical training. Main Elementary Theory of Numbers (Dover books on advanced mathematics) Elementary Theory of Numbers (Dover books on advanced mathematics) William J.
LeVeque. Superb. Elementary Theory of Numbers (Dover Books on Mathematics) by William J. LeVeque and a great selection of related books, art and collectibles available now at “The book exposes the elementary basic theory of numbers and methods of calculations, so that it may be used as a textbook for undergraduate students.
There are many examples and exercises in this book, the answers of the exercises. Elementary theory of numbers Item Preview remove-circle Internet Archive Contributor Internet Archive Language English.
Includes bibliography Access-restricted-item true Internet Archive Books Pages: Problems, in Elementary Number Theory.-WACLAW SIERPINSKI " Problems in Elementary Number Theory" presents problems and their solutions in five specific areas of this branch of mathe matics: divisibility of numbers, relatively prime numbers, arithmetic progressions, prime and composite numbers.
The Theory of Numbers. Robert Daniel Carmichael (March 1, – May 2, ) was a leading American purpose of this little book is to give the reader a convenient introduction to the theory of numbers. This is a book about prime numbers, congruences, secret messages, and elliptic curves that you can read cover to cover.
It grew out of undergrad-uate courses that the author taught at Harvard, UC San Diego, and the University of Washington. The systematic study of number theory. Search in this book series. Elementary Theory of Numbers. Edited by W. Sierpiński. Vol Pages iii-vii, () Download full volume. Previous volume.
Next volume. Actions for. Elementary Theory of Numbers Addison-Wesley series in introductory mathematics Dover books on advanced mathematics Dover books on mathematics: Author: William Judson.
Elementary Number Theory (Dudley) provides a very readable introduction including practice problems with answers in the back of the book. It is also published by Dover which means it is going to be very cheap (right now it is $.
– Elementary Number Theory: David M. Burton, Mc-Graw-Hill – The Theory of Numbers (A Text and Source Book of Problems) by Andrew Adler and John E. Cloury, Jones and Bartlett – An Introduction to the Theory of Numbers by H. Zuckerman, H. Montgomery, I. Niven, John Wiley and Sons – An Introduction to the Theory of Numbers File Size: KB.
Purchase Elementary Theory of Numbers, Volume 31 - 1st Edition. Print Book & E-Book. ISBNBook Edition: 1. William J. LeVeque's short book ( pages), Elementary Theory of Numbers, is quite satisfactory as a self-tutorial text.
It should appeal to math majors new to number theory Cited by: The main topics are divisibility, prime numbers, and congruences. There is also an introduction to Fourier analysis on finite abelian groups, and a discussion on the abc conjecture and its consequences in elementary number theory.
In the second and third parts of the book, deep results in number theory are proved using only elementary. Another interesting book: A Pathway Into Number Theory - Burn [B.B] The book is composed entirely of exercises leading the reader through all the elementary theorems of number theory.
Can be tedious (you get to verify, say, Fermat's little theorem for maybe $5$ different sets of numbers.This book explains the basic concepts and methods of calculations of the elementary theory of numbers.
It consists of seven chapters illustrated by numerous examples and exercises. .“Vital Uncover: The digital model of this book is missing a number of of the images found inside the bodily model.” Elementary Number Theory, Seventh Model, is written for the one .


This work of BUS 308 Week 1 Assignment Problems 1.2, 1.17, 3.3 3.22 shows the so
This work of BUS 308 Week 1 Assignment Problems 1.2, 1.17, 3.3 3.22 shows the solutions to the following points:1.2 Below we list several variables. Which of these variables are quantitative and which are qualitative? 1.17 Classify each of the following qualitative variables as Ordinal or Nominative. Explain your answers. 3.3 Calculate the mean, median, and mode of each of the following populations of numbers.3.22 a) Calculate , , and for the expense data. In addition, show that the two different formulas for calculating give same result.b) Assuming that the distribution of entertainment expense is approximately normally distributed, calculate estimates of tolerance intervals containing 68.26 percent, 95.44 percent, and 99.73 percent of all entertainment expenses by the sales force.c) If a member of the sales force submits an entertainment expense (dinner cost for four) of $190, should this expense be considered unusually high (and possibly worthy of investigation by the company)? Explain your answer.d) Compute and interpret the z-score for each of the six entertainment expenses.
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In Years 7 - 10, students undertake studies in Religious Education, English, Mathematics (Foundation, Functional and Enriched), Science, Technology, History, Physical Education, and Languages Other Than English (LOTE).
In Years 7 and 8, students are able to experience a wide range of subjects in preparation for choosing electives in Year 9 including four 10 week rotations through Art, Design and Technology, Drama, Food Technology, Music and Industrial Technology.
In Year 9, students will continue to study the areas of Religious Education, English, Mathematics (Foundation, Functional and Enriched), Science, Humanities and Health and Physical Education. They will also choose three electives based on their interests and abilities. These electives are drawn from various Key Learning Areas and include:


Art of Problem Solving, the Who Wants to Be a Mathematician Online Community Sponsor, will also host a Math Jam (an online discussion) about the Round 2 test at 7:30 p.m. Eastern on Oct. 23. The Math Jam provides a fun way to gather online with fellow students to discuss the problems and see different solutions. AoPS also hosted a Math Jam about the Round One test on Sept. 27, during which all the problems were worked out by host Dave Patrick and the participants, and a Math Jam about Who Wants to Be a Mathematician on Sept. 6.
Starting in 2019, the AMS will be a sponsor of the Consortium for Mathematics and its Applications' (COMAP) Mathematical Contest in Modeling (MCM). The AMS will designate one outstanding team from MCM Problems A, B and C as AMS winners. Each student member of the winning teams will receive a certificate from the Society. The MCM is an international contest involving teams of high school students or college undergraduates from over 900 institutions around the world who work on and propose solutions to open-ended problems.
With a historically high jackpot, should you play the lottery? The AMS's Mike Breen weighs in on your odds of winning.
nextgenscience.org - Download the November 2015 issue of NGSS NOW Newsletter in printer-friendly PDF format here.
firstinspires.org - Educational technology gives educators new tools to nurture STEM interest in children. Editor’s note: This Q&A has been condensed from an article originally published on Media Planet. Below, six STEM…
cspo.org - Public engagement with science is vital because it provides opportunities for mutual learning between scientists and the public. Engagement efforts connect the public with new knowledge and the peopl…
Did you get the chance to see the first place elementary, middle, and high school films at the CSTEM Challenge? Check them out below!
New to CSTEMbreak? Watch the video to learn what we are all about.