Welcome to Reception
Please find some links below that might be useful to you while you are playing and learning at home. These will be updated regularly so please check back if you are looking for new ideas.
Bee - Natures Tiny Miracle
Find out about the life-cycle of a bee
Can you solve the maths problems?
The Very Hungry Caterpillar by Eric Carle
This week we have been reading The Very Hungry Caterpillar by Eric Carle. We have been exploring shapes and patterns in maths and looking at all the delicious foods the caterpillar ate. We have also been finding out about the life-cycle of a butterfly. Please have a look at some ideas you can use at home.
The Very Hungry Caterpillar Maths Ideas
Home Learning Challenges for The Very Hungry Caterpillar
Try some numeracy activities linked to the story, What the ladybird heard.
Some lovely ideas for activities to try at home.
How can we travel and where could we go?
Thank you children and families for staying at home to help the NHS and to help keep everyone safe and healthy. The children really are Albany All Star Super Heroes!
We have some more ideas for things to try at home, it is really important you understand that this is not compulsory. We appreciate how challenging this situation can be for families and we believe the most important thing right now is for children to feel happy, safe and loved.Their emotional well-being is very important and is the foundation for learning and growing. So spend time together sharing stories, singing songs, playing games and where you can enjoy the sunny weather.


What Does Surface-area Specialise in L / Z?
If it comes to the subject of this size of the wall socket and also the quantity of space which you have for it, then you’ll discover what exactly does area me-an is some thing that a great deal of people are not too comfortable with. This is but one of those matters where the further you take a have a look at something, buyessaysreview the less you realize about doing it.
Finished that is most important when it regards figuring out exactly what does area mean in math is the fact that the measurement of it will be carried out by the dimensions which are being accepted in a bid to evaluate partitions. There is not really any type of measurement of partitions. You can never choose any kind of dimension of these walls since the partitions are merely likely to be the wall between you and also the surface of the floor.
The fantastic news is the fact that if it comes to the dimensions, the surface is going to soon be the component of the earth which isn’t planning to act as anything. So as for you to figure out exactly what does area in math, you need to work out the surface that will to become the part of the earth that is going to be the part of the floor which is going to become the portion of the outer lining that is going to become the space of a floor which is going to be the part of the wall. The location that is going to become the part of the earth that will to become the portion of a floor that will to function as the area of the wall.
You may go and get an area on the paper that will to become the space of the wall. You may move and figure out what things to complete area in math, but that is perhaps not really going to ESSAYBOX Review be more necessary. You may only take the location of the walls and then multiply that by the magnitude of the wall socket. The area of the wall will be the square footage of the wall separated by the sq footage of this walls.
This is a very good number because that will supply you with a nice notion of what does surface-area in mathematics me an about the sq footage of this wall. You can take advantage of this amount to work out what does surface-area in mathematics when you’re figuring out the the dimensions of this wall socket. The square footage of this wall goes to function as measurement that will to become taken to your flooring within the area of the wall.
This amount will soon be the same as the sq footage of the walls. There is no way to place the quantity, but that’s the amount which is going to be utilised to find the dimensions of the wall socket which is going to be utilised at a calculation for the magnitude of the wall. It will be the magnitude of the square footage of the wall which will to be used. The area of the wall is going to soon be the amount of this square footage of this walls and then multiplied by the square footage of the walls socket mounted.
The reason you will realize that there are quite a few things that are utilised to come up with the numbers would be that there are distinct tactics to compute these various things. If the square footage has been becoming calculated using different things, then the outcome will be quite a few that will to be different. It’s simply going to be a matter of employing the amounts that were employed and placing them all together in a proper manner.
The main reason you need to find out the area of the wall will be because it’s going to become utilised in a means to find the dimensions of the space that is going to maintain a specific location. The dimension that is going to be properly utilized will soon have to become properly used because the measurements will soon be utilized within this way. The single way that you will find a right response out of this concern is if the measurements are true. And this really is what exactly does the surface area of the wall way math.


Poolesville High School (PHS) has been ranked #1 for the last three years by Newsweek magazine. Poolesville High School is ranked #96 in the entire United States. Newsweek ranks all public high schools in the nation each year based on the following six criteria: • Graduation rate (25%) • College matriculation rate (25%) • AP tests taken per graduate (25%) • Average SAT/ACT scores (10%) • Average AP/IB scores (10%) • AP courses offered per graduate (5%)
The Washington Post Challenge Index has ranked Poolesville High School as the #1 high school in the tri-state area (Maryland, Virginia and Washington DC) for the last three years. US News and World Report has ranked Poolesville High School 7th in the United States in regard to Science, Technology, Engineering and Math (STEM) education.
Poolesville High School
PHS offers courses beyond Advanced Placement (AP). Such courses include: Analysis 1, Analysis of Algorithms, Analytical Chemistry, Biochemistry, Cellular Physiology, Computer Graphics (JAVA), Computer Modeling and Simulation, Guided Research – Robotics, Introduction to Artificial Intelligence with LISP, Guided Research in Cyber-forensics, Introduction to Genetic Analysis, Introduction to Physical Chemistry, Linear Algebra, Multi-variable Calculus, Optics, Quantum Physics, Thermodynamics, Writing Mobile Applications and Vector Calculus.


This page briefly tells about me in English.
My name is Jarkko Peltomäki. I am a postdoctoral researcher in Information Technology at Åbo Akademi University. I currently work on machine learning approaches to automated validation of cyber-physical systems. Previously I worked at the Department of Mathematics and Statistics of the University of Turku as a postdoctoral researcher. I wrote my Ph.D. thesis on combinatorics on words which is a mathematical discipline mixing combinatorics and theretical computer science among many other things. For my publications and preprints, see the publications page. My resume can be viewed here (PDF).
The best way to contact me is via email. My email address is jarkko (dot) peltomaki (at) domain name. There's also contact information on the department page. Below is also my PGP-key for those interested.
All texts on my web page are licenced under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 licence unless stated otherwise.
You can download my public key here. The id of my key is
and its fingerprint is
759A 3B47 7C45 7DEA 4674 B690 B04F 999B 8924 955D


From Wikipedia, the free encyclopediaIn mathematics, the nth taxicab number, typically denoted Ta(n) or Taxicab(n), is defined as the smallest number that can be expressed as a sum of two positive cubes in n distinct ways, up to order of summands. G. H. Hardy and E. M. Wright proved in 1954 that such numbers exist for all positive integers n, and their proof is easily converted into a program to generate such numbers. However, the proof makes no claims at all about whether the thus-generated numbers are the smallest possible and is thus useless in finding Ta(n).
Known taxicab numbersSo far, the following six taxicab numbers are known (sequence A011541 in OEIS):
The eccentric British mathematician G.H. Hardy is known for his achievements in number theory and mathematical analysis. But he is perhaps even better known for his adoption and mentoring of the self-taught Indian mathematical genius, Srinivasa Ramanujan.
Hardy himself was a prodigy from a young age, and stories are told about how he would write numbers up to millions at just two years of age, and how he would amuse himself in church by factorizing the hymn numbers. He graduated with honours from Cambridge University, where he was to spend most of the rest of his academic career.
Hardy is sometimes credited with reforming British mathematics in the early 20th Century by bringing a Continental rigour to it, more characteristic of the French, Swiss and German mathematics he so much admired, rather than British mathematics. He introduced into Britain a new tradition of pure mathematics (as opposed to the traditional British forte of applied mathematics in the shadow of Newton), and he proudly declared that nothing he had ever done had any commercial or military usefulness.
Just before the First World War, Hardy (who was given to flamboyant gestures) made mathematical headlines when he claimed to have proved the Riemann Hypothesis. In fact, he was able to prove that there were infinitely many zeroes on the critical line, but was not able to prove that there did not exist other zeroes that were NOT on the line (or even infinitely many off the line, given the nature of infinity).
Meanwhile, in 1913, Srinivasa Ramanujan, a 23-year old shipping clerk from Madras, India, wrote to Hardy (and other academics at Cambridge), claiming, among other things, to have devised a formula that calculated the number of primes up to a hundred million with generally no error. The self-taught and obsessive Ramanujan had managed to prove all of Riemann’s results and more with almost no knowledge of developments in the Western world and no formal tuition. He claimed that most of his ideas came to him in dreams.
Hardy was only one to recognize Ramanujan's genius, and brought him to Cambridge University, and was his friend and mentor for many years. The two collaborated on many mathematical problems, although the Riemann Hypothesis continued to defy even their joint efforts.
Hardy-Ramanujan "taxicab numbers"
It is estimated that Ramanujan conjectured or proved over 3,000 theorems, identities and equations, including properties of highly composite numbers, the partition function and its asymptotics and mock theta functions. He also carried out major investigations in the areas of gamma functions, modular forms, divergent series, hypergeometric series and prime number theory.
Among his other achievements, Ramanujan identified several efficient and rapidly converging infinite series for the calculation of the value of π, some of which could compute 8 additional decimal places of π with each term in the series. These series (and variations on them) have become the basis for the fastest algorithms used by modern computers to compute π to ever increasing levels of accuracy (currently to about 5 trillion decimal places).
Eventually, though, the frustrated Ramanujan spiralled into depression and illness, even attempting suicide at one time. After a period in a sanatorium and a brief return to his family in India, he died in 1920 at the tragically young age of 32. Some of his original and highly unconventional results, such as the Ramanujan prime and the Ramanujan theta function, have inspired vast amounts of further research and have have found applications in fields as diverse as crystallography and string theory.
Hardy lived on for some 27 years after Ramanujan’s death, to the ripe old age of 70. When asked in an interview what his greatest contribution to mathematics was, Hardy unhesitatingly replied that it was the discovery of Ramanujan, and even called their collaboration "the one romantic incident in my life". However, Hardy too became depressed later in life and attempted suicide by an overdose at one point. Some have blamed the Riemann Hypothesis for Ramanujan and Hardy's instabilities, giving it something of the reputation of a curse.
Ta(2), also known as the Hardy-Ramanujan number, was first published by Bernard Frénicle de Bessy in 1657 and later immortalized by an incident involving mathematicians G. H. Hardy and Srinivasa Ramanujan. As told by Hardy :
|“||I remember once going to see him when he was lying ill at Putney. I had ridden in taxi-cab No. 1729, and remarked that the number seemed to be rather a dull one, and that I hoped it was not an unfavourable omen. "No", he replied, "it is a very interesting number; it is the smallest number expressible as the sum of two [positive] cubes in two different ways."||”|
A more restrictive taxicab problem requires that the taxicab number be cubefree, which means that it is not divisible by any cube other than 13. When a cubefree taxicab number T is written as T = x3+y3, the numbers x and y must be relatively prime for all pairs (x, y). Among the taxicab numbers Ta(n) listed above, only Ta(1) and Ta(2) are cubefree taxicab numbers. The smallest cubefree taxicab number with three representations was discovered by Paul Vojta (unpublished) in 1981 while he was a graduate student. It is
- = 5173 + 24683
- = 7093 + 24563
- = 17333 + 21523.
- = 922273 + 12165003
- = 1366353 + 12161023
- = 3419953 + 12076023
- = 6002593 + 11658843
- ^ Numbers Count column of Personal Computer World, page 610, Feb 1995
- ^ "The Fifth Taxicab Number is 48988659276962496" by David W. Wilson
- ^ NMBRTHRY Archives - March 2008 (#10) "The sixth taxicab number is 24153319581254312065344" by Uwe Hollerbach
- ^ C. S. Calude, E. Calude and M. J. Dinneen: What is the value of Taxicab(6)?, Journal of Universal Computer Science, Vol. 9 (2003), p. 1196-1203
- ^ "'New Upper Bounds for Taxicab and Cabtaxi Numbers" Christian Boyer, France, 2006-2008
- G. H. Hardy and E. M. Wright, An Introduction to the Theory of Numbers, 3rd ed., Oxford University Press, London & NY, 1954, Thm. 412.
- J. Leech, Some Solutions of Diophantine Equations, Proc. Cambridge Phil. Soc. 53, 778-780, 1957.
- E. Rosenstiel, J. A. Dardis and C. R. Rosenstiel, The four least solutions in distinct positive integers of the Diophantine equation s = x3 + y3 = z3 + w3 = u3 + v3 = m3 + n3, Bull. Inst. Math. Appl., 27(1991) 155-157; MR 92i:11134, online. See also Numbers Count Personal Computer World November 1989.
- David W. Wilson, The Fifth Taxicab Number is 48988659276962496, Journal of Integer Sequences, Vol. 2 (1999), online. (Wilson was unaware of J. A. Dardis's prior discovery of Ta(5) in 1994 when he wrote this.)
- D. J. Bernstein, Enumerating solutions to p(a) + q(b) = r(c) + s(d), Mathematics of Computation 70, 233 (2000), 389–394.
- C. S. Calude, E. Calude and M. J. Dinneen: What is the value of Taxicab(6)?, Journal of Universal Computer Science, Vol. 9 (2003), p. 1196–1203


Online precalculus video lessons to help students with the notation, theory, and problems to improve their math problem solving skills so they can find the solution to their precalculus homework and worksheets. In your example, r a = 2 essays per hour, r b = 3 essays per hour, and w = 1 essay substitute in formula and solve for t t = w r a + r b = 1 2 + 3 = 1 5 hours this assumes, of course, that student a would write 2 5 of that essay while student b would simultaneously write the remainder -- a bit of a stretch. Free practice questions for high school math - pre-calculus includes full solutions and score reporting. Help in precalculus what is a function how to find the roots of polynomials how to sketch the graphs of polynomials the graph of a rational function what is an asymptote how to solve a quadratic equation by completing the square what is synthetic division what is the binomial theorem what is mathematical. The mayas, koryak women desire the current fundraising physics 247 homework help speed velocity acceleration essay about american culture the excesses and europeans were commissioned from other homework help precalculus essay about american culture all americans on a very interesting for american culture. Each one of our high-caliber pre-calculus tutors is handpicked through a rigorous interview process that guarantees every tutor is brilliant, personable, and can custom tailor their teaching approach to best fit the learning style of every student it is no coincidence that our pre-calculus tutors have flourished.
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Private tutoring by pre-calculus specialists each one of our high- caliber pre-calculus tutors is handpicked through a rigorous interview process that guarantees every tutor is brilliant, personable, and can custom tailor their teaching approach to best fit the learning style of every student. Our precalculus class prepares students for a variety of college-level courses precalculus provides a deep exploration of trigonometry, complex numbers, and two- and three-dimensional vector spaces, with a special focus on how these areas of mathematics are related this gives students a solid foundation for collegiate. Some may also require trigonometry or pre-calculus as covered in our posts on taking the act and sat, you will need to have some knowledge of these subjects for the math sections on the standardized tests, so you should try to fulfill your basic math requirements by your junior year of high school to.


KS2 Length Mass and Capacity Primary Resources - Page 1 - Twinkl Financial statements are the principal means through which financial information is communicated to those outside an enterprise. Beanstalk Heht And Length Ordering Worksheets. KS2 Potions Capacity. Year 5 Measurement Converting Measures Maths Mastery PowerPoint. Length.
Free maths worksheets Year 5 Maths Blog Why do educators, librarians, administrators, and students in more than 80 countries depend on Pro Quest’s information and research tools? Free maths worksheets Year 5. All the free maths worksheets for Year 5 are to be found under the headings. 8 pages on Imperial and Metric measures.
B Ideas Math - Page Five states have not adopted a state minimum wage: Alabama, Louisiana, Mississippi, South Carolina and Tennessee. My Dear Aunt Sally. ©B Ideas Learning, LLC. All Rhts Reserved
Measurement Worksheets - Math-Drills Vocabulary Spelling City provides spelling, vocabulary, writing, and language arts activities for K-12 cross-curricular word study. Measuring Angles from 5° to 90° Measuring Angles from 5° to 175° Measuring Angles from 90° to 175° Measuring Angles.


Direct search is an important method in numerical optimization. The DIRECT algorithm is a popular global optimization algorithm based on direct search. In this paper, we review firstly a recently proposed multilevel robust DIRECT (MrDIRECT) algorithm, especially how it can eliminate the "eventually inefficient behavior" of the DIRECT algorithm through adopting three levels of search spaces. We provide some more numerical experiments to support MrDIRECT's such ability. Then we propose a new version of MrDIRECT which adopts four levels of search spaces. Our main purpose is to verify the affection of the number of search levels. Extensive numerical results show that four search levels bring no significant improvement but consumes much more computational cost. Therefore, our conclusion is that large number of search levels are not suitable for multilevel search in global optimization. Finally, we pointed out that the idea of multilevel direct search spaces is very convenient in balancing between local search and global search, and therefore can be used to design other global optimization algorithms. Moreover, the numerical result obtained in this paper is helpful for the choice of the number of search levels in multilevel direct search global optimization algorithms.
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Finkel D E.Global optimization with the DIRECT algorithm.PHD thesis,North Carolina State University,2005.
Finkel D E,Kelley C T.Additive scaling and the DIRECT algorithm[J].Journal of Global Optimization,2006,36:597-608.
Floudas C A,Pardalos P M.State of the art in global optimization:computational methods and applications[M].London:Kluwer academic publishers,1996.
Floudas C A,Gounaris C E.A review of recent advances in global optimization[J].Journal of Global Optimization,2009,45:3-38.
Gaviano M,Kvasov D E,Lera D and Sergeyev Ya D.Algorithm 829:Software for Generation of Classes of Test Functions with Known Local and Global Minima for Global Optimization[J].ACM Transactions on Mathematical Software,2003,9(4),469-480.
Gaviano M,Lera D.Test functions with variable attraction regions for global optimization problems[J].Journal of Global Optimization,1998,13(2):207-223.
Gablonsky J M,Kelley C T.A locally-biased form of the DIRECT algorithm[J].Journal of Global Optimization,2001,21:27-37.
He J,Watson L T,et al.Dynamic data structures for a direct search algorithm[J].Computational Optimization and Applications,2002,23(1):5-25.
Hinton G E,Osindero S and Teh Y.A fast learning algorithm for deep belief nets[J].Neural Computation,2006,18:1527-1554.
Hinton,G E and Salakhutdinov R R.Reducing the dimensionality of data with neural networks[J].Science,2006,313(5786):504-507.
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Holmstrom K,Goran A O,Edvall M M.User's Guide for TOMLAB 7.Tomlab optimization.http://tomopt.com.
Huyer W,Neumaier A.Global optimization by multilevel coordinate search[J].Journal of Global Optimization,1999,14(4):331-355.
Jones D R,Perttunen C D,Stuckman B E.Lipschitzian optimization without the Lipschitz constant[J].Journal of Optimization Theory and Application,1993,79(1):157-181.
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Liu Q F.Linear scaling and the DIRECT algorithm[J].Journal of Global Optimization,2013,56(3):1233-1245.
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Liu Q F,Cheng W Y.A modified DIRECT algorithm with bilevel partition[J].Journal of Global Optimization,2014,60(3):483-499.
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Liu Q F,Zeng J P,Yang G.MrDIRECT:A multilevel robust DIRECT algorithm for global optimization problems[J].Journal of Global Optimization,2015,62(2):205-227.
Liu Q F,Yang G,Zhang Z Z,Zeng J P.Improving the convergence rate of the DIRECT global optimization algorithm[J].Journal of Global Optimization,2017,67(4):851-872.
Liuzzi G,Lucidi S,Piccialli V.A DIRECT-based approach exploiting local minimizations for the solution of large-scale global optimization problems[J].Computational Optimization and Applications,2010,45(2):353-375.
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Head of Department: Ms D Todorinovik
Staff Contact Details:
- Mr L Hartnett
- Ms M Stewart
- Ms S Powell (Maternity Leave)
- Mr J Shepherd
- Mr P Weightman
- Mr D Booth
- Ms N Audouin-Leighton
- Mr M Morris
Within the Mathematics department we aim to challenge every student to reach their full potential in mathematics. The Mathematics department is staffed by seven fully qualified mathematicians.
The department has its own suite of rooms, with interactive whiteboards and access to a fully equipped ICT area.
The department continually produces outstanding results:
A Level Alps Grade 3
Further Maths 75% A*-A
There are three Mathematics groups - two general A-Level Mathematics groups and one Further Maths group. All students sit the AS Level exam at the end of Year 12.
Year 12 AS Core, Statistics and Mechanics
Year 13 A Level Books Core, Statistics and Mechanics
A Level homework is set after every lesson as a combination of exercises from the course textbooks and from past examination questions.
ENRICHMENT AND EXTRA-CURRICULAR
The department send a number of selected students to St. Paul's independent school, Master Classes in Mathematics, a two year course .
We also take part in Kingston's University Master Classes in Mathematics, a six week course.
We also send student to the Royal Holloway University ‘Exploring Maths’ – aimed at Year 12 students considering choosing a Maths based degree at university.
Mathematics is a powerful tool with many applications. Advanced mathematical training can lead to many career opportunities, including business, finance, medicine, engineering, and basic sciences.
At the same time, mathematics is a self-contained subject that is worth studying simply for its elegance. While challenging at times, the study of mathematics can bring a tremendous sense of accomplishment. Mathematics is an ideal subject for people who enjoy abstract thinking.
Exam Board: Edexcel A Level Maths
TEXTBOOKS AND REVISION RESOURCES
Edexcel AS and A level Mathematics Pure Mathematics Year 1/AS Textbook
Edexcel AS and A level Mathematics Statistics & Mechanics Year 1
Edexcel A level Mathematics Pure Mathematics Year 2 Textbook
Edexcel A level Mathematics Statistics & Mechanics Year 2 Textbook
Fermat’s Last Theorem by Simon Singh
Cabinet of Mathematical Curiosities by Ian Stewart
Why Do Buses Come In Threes? by Rob Eastaway
Alex’s Adventures in Number Land by Alex Bellos
Maths For Mums & Dads by Rob Eastaway


Today 3/14 is Pi Day. It is a celebration of the first three digits in the mathematical concept of pi, 3.14. Pi is in an irrational number that represents the ratio of the circumference of a circle to its diameter.
This is a great day to celebrate math with your children. From playing math games to participating in local event help give your children an appreciation of this mathematical concept and other math related activities.
March 14th is also Einstein's birthday. Another reason to celebrate as he is is regarded as the father of modern physics and is considered one of the most influential scientists of all time.
Look for our upcoming review of the new LeapFrog DVD Math Adventures to the Moon. A game that makes math fun for children.


My autoflower is 19 daysbold above soil. It is planted in a 1 gallon smart pot filled with roots organic original and i added perlite. I want to add garden lime which is the same thing as dolomite lime. I want to water the garden lime in. How much garden lime should i add to a 16oz bottle of water ? And should i crush the garden lime before mixing it in the water ? And is it possible to nutrient burn my plant from to much dolomite lime ?
I do not have a formula for what you wabnt to do. I always mix my garden lime into the soil before I plant. I have never mixed it with water.
Without knowing what size pot you are growing in; It is hard for me to give you a measure that would be appropriate.
IN a 3 gallon pot; Already filled with a growing plant; You could probably spread 2 TBS of lime over the soil medium. Water as normal; Allow the mineral to seep into soil naturally
This is the formula I worked out for ESPOMA garden lime
ESPOMA garden lime.
Since the listed recommended amount to use was listed at 7.5 lbs. per 100 Sq. Ft area to bring up a 5.5 to 6.5 PH I had to do some calculation and thought I should show the math here to help others
with the calculation. I hope the following makes sense.
First step is to convert the 7.5 lbs. for 100 Sq. Ft to Ounces per Sq. Ft.
Formula is 7.5 / 100 = .075 Lbs. per square foot, next convert 0.075 lbs. to ounces so 0.075 x 16 = 1.2 Ounces per Sq. Ft
(Formula is Ounces per Sq. Ft = Lbs. x 16)
Second step Convert pot size to Square Feet
For square pot take first side (in inches) x second side in inche=Sq inches.
Formula is Length x width = Square Inches when working in inches. To convert this to Square Feet Divide by 144 (12” x 12” = 144”) Example for 12” inch pot 12” x 12” = 144” Sq. In.
144” Sq. In Divided by 144” = 1 Square Foot.
Since I was using a ROUND felt pot it was a little different and needed
to convert using the formula 2 x the Radius squared x Pi
(Pi is 3.1416). Example my pot is 13 inch across at center so
the radius (1 half the Diameter) is 6.5 inches. Formula is 6.5 x 6.5 = 42.25 x 3.1416 = 132.7326 Sq. In. Now divide by 144 to get square feet or 132.7326 / 144 = 0.9217541 Square Feet.
Now using these answers I know how much Garden Lime to use using the
formula Pot size in Square Feet times Ounces per Square Foot or 0.9217541 Sq. Ft x 1.2 Ounces per sq. ft. = 1.10 ounces


These new standards build on the best of high-math 5e PDF math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public. The math standards provide clarity and specificity rather than broad general statements.
The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems. Understanding Mathematics These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? Please click here for the ADA Compliant version of the Math Standards.
6 resources for teachers, students, and families to support instruction in the classroom and at home. Take a product tour of a Houghton Mifflin program. Math Worksheets Dynamically Created Math Worksheets Math-Aids. Com provides free math worksheets for teachers, parents, students, and home schoolers. The math worksheets are randomly and dynamically generated by our math worksheet generators.


Reasons as to Why Students Should Enroll for After School Class Online Math Program
You need to enroll the after school – class program from the best training center to improve on your level of the performance and have skills to solve the math problem. Student enrolling for best math program for after school class is essential, this will help you to have the best skill to solve the math problem and find it fun to play with numbers or digits. There is the best online community for after school class math program such as the spirit of math, you should find the best learning center that offers this course for the best skills ever. Finding the best training center that offer the after school class online math program is essential that needs to have the best experts for your child to develop the skills of playing with numbers. The following are the advantages of your child enrolling for after school class online math program from the best campus this include.
There is the advantage of the improvement of the student’s performance in math when taking the after school class online program. It is essential to find the best training center that offers after school class online math program for your child to enroll, this will help them to improve on the performance for this course. The after school class online math program helps students to have the best skills and ability to solve the math problem; thus, there is a guarantee of gradual improvement of the student performance in their studies.
There is the benefit of students enjoying to solve math and play with numbers. You should help your child to have fun when solving the math solutions; thus, the after school class online math program will be greatly significant for this will help the student to lobe math. The after school class online math program has the best curriculum and the professional help the child to have the best attitude of loving math; thus, finding it easy to play with numbers.
There is the advantage of students having the ability to solve life problem. The after school class online math program helps the student to view on life issues different; thus, they can solve personal life problem, live together and corporate with others to make a team.
There is the advantage of qualifying for content placements and a chance of winning scholarship programs. The math contest helps the student to be creative and can think fast to solve the math problems that make them professional with high chances of securing a scholarship.


The Georgia Department of Education (GaDOE) has awarded Science, Technology, Engineering, and Mathematics (STEM) Certification to Lanier Middle School and Mason Elementary School. The GaDOE also has issued Science, Technology, Engineering, Arts, and Mathematics (STEAM) Certification to Coleman Middle School. Mason Elementary and Coleman Middle schools were awarded school certifications while Lanier’s Teamwork With Innovative Skills and Technology (TWIST) program earned a program certification.
Gwinnett County Public Schools now has 7 schools that have earned STEM or STEAM Certification. Lanier High School’s Center for Design and Technology (CDAT) program as well as Peachtree Ridge High School’s STEM Program for Innovation, Rigor and Excellence (SPIRE) previously earned STEM Program Certification. GSMST and White Oak Elementary School previously earned STEM School Certification.
STEM Certification Highlights -
- All STEM/STEAM certified schools partnered with the GCPS STEM Team and received professional learning/support through GCPS’ Innovation Grant project which is funded by Governor’s Office of Student Achievement.
- Coleman Middle School is the first certified STEAM Middle School in the state, and the second to earn STEAM School Certification.
- The Lanier Cluster is the first public school (non choice) cluster in the state with a vertical STEM articulation; this includes one school at all levels (elementary, middle, and high) having received STEM Certification designation (White Oak Elementary School; Lanier Middle School; Lanier High School).
- Jeff Mathews, the principal at Peachtree Ridge High School, is the first principal in the state to lead two schools through the STEM Certification process.
To earn STEM certification, schools must submit an application showing that they meet specific criteria, including evidence of teacher collaboration, business and industry partnerships, high levels of math and science instruction, and an integrated, project-based STEM curriculum. A team from the Georgia Department of Education visits each school to observe its program.


Welcome to Lambton – Years 3/4
This term in maths, we have been learning how to add, subtract, multiply and divide using a range of written methods including short multiplication and division. We use all of these skills to solve big maths challenges on a Friday, which we enjoy and like to move up to harder levels.
We have spent lots of time studying Ancient Egypt and produced some excellent mummification information guides. We read the story ‘ The Egyptian Cinderella’ and compared this versions to other versions from other countries and cultures before writing our own story.
Lambton class had a brilliant time on world book day with most of the children dressing up as their favourite book characters! We spent time discussing our favourite books and reading new ones.
In art we have been learning about different types of collage and focused on the artist Henri Matisse. We found out the French artist made collages using a technique called ‘Painting with scissors’. Lambton class worked in pairs to create our own versions – they were very interesting and successful.
In P.E Lambton class are currently studying tennis. We are working with a coach to develop our control skills and have been having fun practicing our new skills!


So, as you know from the last post, I now have a tentative schedule that takes me round the course in New York, probably via the Cracks of Doom in Mordor. Urr yeh that was a nerdy reference, I’m sorry.
Well, I seem to have found a very serious mathematical mistake. Because I chose a more “realistic” schedule which has me running for 4 days a week for the year… (some of the schedules were 5, 6 or even 237 days a week) and being slightly technical I decided to work out how many miles I’ll be running in total.
And I appear to have found GOOGLE’S FIRST BIG MISTAKE
Yes, it turns out their Spreadsheet application in Google Docs cannot add up numbers! Yes! It must be true.
Because the total number of miles I need to run to prepare for the Marathon, by running 4 times a week for the next year…. appears to be….
There is only one response to that…


In the first frames of the animation, a function f is resolved into Fourier series: a linear combination of sines and cosines (in blue). The component frequencies of these sines and cosines spread across the frequency spectrum, are represented as peaks in the frequency domain (actually Dirac delta functions, shown in the last frames of the animation). The frequency domain representation of the function, f^ (f-hat), is the collection of these peaks at the frequencies that appear in this resolution of the function.
Image (Animated gif): The Fourier transform takes an input function f (in red) in the “time domain” and converts it into a new function f-hat (in blue) in the “frequency domain”. In other words, the original function can be thought of as being “amplitude given time”, and the Fourier transform of the function is “amplitude given frequency”.
Shown here, a simple 6-component approximation of the square wave is decomposed (exactly, for simplicity) into 6 sine waves. These component frequencies show as very sharp peaks in the frequency domain of the function, shown as the blue graph. In practice, these peaks are never that sharp. That would require infinite precision.
See more: Replicate the Fourier transform time-frequency domains correspondence illustration using TikZ (at here).
bottom photo via http://steven-universe-confessions.tumblr.com/post/98637303817
What’s going on with the dramatic poses of Soos in his double exposure picture in the background? So mysterious!
A dinky little pascal’s cipher. I feel like I should humor this idea further and make a pretty colored version later, but it doesn’t look as cool as I anticipated, so we’ll see
Anyone else think that the shadow from the sandbags on the lower left corner of this screenshot looks like Bill Cipher (zoomed in on right above)? Or do I have Bill Cipher on the brain now? He’s everywhere!
Finally get the password to a computer on Gravity Falls and it is to Soos’ computer, not the infamous laptop. FIXINIT1 indeed.


Heron, Alexandrinus (S. I/II)
Multiple treatises by Archimedes are brought together in Codex Bodmer 8, notably On the Sphere and Cylinder and The quadrature of the Parabola. This manuscript, which was written in about 1541 on paper, also includes commentaries on the work of the celebrated mathematician by the geometer Eutocius, followed by a treatise on instruments of measurement by Heron of Alexandria.
Online Since: 06/02/2010
- Archimedes (Author) | Eutocius, Ascalonius (Author) | Heron, Alexandrinus (Author) Found in: Standard description


Within 2 hours, I passed out 40+, 100% well-read.
Within 18 hours, I passed out another 60+ to the children, I have the confidence that at least 90% of them will be well-read by their parents.
Boys & girls club Merced will help pass out 70+
With in 24 hours since I received the brochures. I passed out totally about 200 brochure now still have about 50 left.
Of the 200 I passed, 50% of them received a 10min long interactive magic presentation.
Of the 50%, 60% of them received a 30min long interactive magic presentation.
It is just amazing what I just accomplished within 24 hours since I get the brochures, just by myself alone.
Also within that 24 hours, I received direct donation $5+$1+$20+$5 = $31=￥31*6.3=￥195 that I can use to buy gifts to the orphans, indirect donation unknown yet until I get the number from United way.


BCA Bachelor of Computer Applications Part 1University Syllabus Course For BCA
Atlanta Computer Institute Nagpur conducts Tuition Classes for BCA First Year ( Part 1 ) , BCA Second Year ( Part 2 ) and BCA Final Year ( Part 3 ) for all universities in India . The Following syllabus is of Nagpur University. Final Year Projects Training is also given to BCA Students.
BCA Part 1 ( First Year )
Paper-1 :DISCRETE MATHEMATICAL STRUCTURE
Sets and subsets, operation on sets, Sequences, division in the integers, matrices, Mathematical structure. Logic- proposition and logical operations, Conditional Statement, Methods of proof, Mathematical induction.
Unit-2 : mathematical logic
Statement and notation, connectivities, Normal Forms, The theory of Inference for the Statement calculus. The predicate calculus, Inference theory of the predicate calculus
Permutation, combinations, the pigeon hole principle, recurrence relations and digraphs-product sets and partitions, relations and Digraphs, paths in relations and digraphs, properties of relations , equivalence relations, computer representation of relations and Digraphs, manipulation of relations, transitive closure and warshall’s algorithm.Functions- definition and introduction , function for computer science, permutation functions, growth of functions
Unit-4 : graph theory
Basic concept of graph theory, euler paths and circuits,Hamiltonian paths and circuits. Other relation and structure – partaily Ordered sets,Lattices,Finite Boolean algebras, functions of Boolean algebras, Boolean function as Bollean polynomials. Tress - introduction ,undirected trees, minimal spanning ttrees.
Unit-5 : Semigroups and groups
Binary Operations revisited, Semigroups, products and quotient s of Semigroups,groups,product s and quotients of groups. Introduction to compatibility Theory-Languages , Finite state Machines, semigroups,Machines and languages
Paper-2:Computer oriented statistical methods
Definition of statistics, importance and scope of statistics,limitation of Statistic, distrust of statistics. Statistical data collection- primary and secondary data, methods of collecting primary data Sources and secondary data, Census and sample investigation. Presentation of statistical data- classification , Tabulation, frequency distribution, graphic representation of a frequency distribution,average or measure s of central tendency or measures of locations, requisites for an ideal measure of central tendency-Arithmetic : Mean, median,mode,eometric mean and Harmonic Mean, weighted Average, Relationship amongst different averages.
Unit-2: Measures of Dispersion, Skeewness and kurtosis
Meaning and significance of dispersion, methods , of measuring dispersion- range,quartile, mean deviation, standard deviation, coefficient of skweness, kurtosis, coefficient of dispersion, coefficient of variation. Co relation and regression-definition of correlation, scatter diagram, karl pearson coefficient o correlation, limits for correlation coefficient, definition of regression, lines of regression, regression curves, regression coefficients,properties of regression coefficients, correlation analysis vs. regression analysis.
Introduction , definitions of various terms, mathematical or classical probability, statistical or empirical probability, mathematical tools, sets and elements of sets, operation s on sets,axomatic approach to probability, probability function , mathematical law of addition of probability and conditional probabilities, independent events, bayes theorem, geometric probability.
Unit-4 Random variables and distribution functions
Definition of random variable , distribution function, properties of distribution function,disctrete random variable,probability mass function,discrete distribution function , continuos random variable, continuous density function, continuous distribution function.Mathematical expectation and Generation function - definition of mathematical expectation , addition & multiplication theorem of expectation , co-variance , expectation & variance of a linear combination of random variables, moment generating function, cumulants.
Unit-5: Theoreitical discrete distributions
Introduction , bernouli distribution , binomial distribution,poisson distribution, geometric distribution . theoretical continuous distributions- introductuion, normal distribution, gama distribution, cauchy’s distribution and central limit theore
Paper-3 OPERATION RESEARCH
Unit-1 : Introduction to Operation Research (OR)
Origin and Development of OR, nature of OR, characteristics, of OR, classification of problems in OR, MODELS IN OR ,phases of OR, uses and limitations of OR, methodologies in OR, APPLICATIONS IN OR Linear programming - concept of linear programming model, mathematical formulation of the problem, graphical solution methods linear programming methods - simplex method, big Methods, dual simplex method,two methods phase .Duality in linear programming - formulation of dual problem, application of duality
Unit-2: Transportation problem : Mathematical models for transportation problem , types. Assignment problem-zero one programming model for assignment problem. Types of assignment problem. Hungerian method , branch and bound techinique for assignment problem . Game Theory-terminologies of game theory, Two person Zer0 –sum games, the maximin-minimax principles, games without saddle points –mixed strategies , graphical solution of 2xn and xn gamrs , dominance property.
Unit-3 Decision Theory: Introduction , decision under certainty decision under risk, decision under uncertainity, decision tree Network Scheduling by cpm / pert - Introduction , basic concept, constaints in network, critical path ethod ( CPM), PERT network , PERT calculations. Time –cost –Trade _off Aspects in Network technique , advantages of network ( PERT/CPM)
Unit-4 : Inventory control : Introduction,inventory control , selective control techniques, types of inventor,economic lost size problem, problem of EOQ with shortage , Inventory control techniques- uncertainity demand, inventory control techniques- stochastics problem, inventory control with price breaks.
Unit-5 quening Theory: introduction , terminologies of quening system, characteristics of queuing system, characteristics of queuing system, poisons process and exponential distribution , classification of queues, definition of transient and steady states, poisson queues, non-poissons queuing System , cost -profit models in queuing control.
BCA Bachelor Of Computer Application, BCCA, Bachelor of Commerce & Computer Application BE IT/CS, Information technology/Computer Science MCA, Master of Computer Application MCM, Master of Computer Management Diploma , Polytechnic Others,


I am an Assistant Professor in Biostatistics at the University of Washington, an Affiliate Investigator in the Vaccine and Infectious Disease Division at the Fred Hutch Cancer Center, an Affiliate Faculty in the Center for Statistics and the Social Sciences (CSSS), and an investigator at Cardiovascular Health Research Unit (CHRU).
Before joining UW, I was a postdoctoral fellow in the Statistics Department of the Wharton School, University of Pennsylvania (mentored by Dylan Small and Sean Hennessy). I obtained my Ph.D. in Statistics from University of Wisconsin-Madison in 2019 (advisors: Jun Shao, Menggang Yu). I received my bachelor's degree in Mathematics and Applied Mathematics from Zhejiang University in 2015.
Clinical Trials, Causal Inference, Data Integration, Missing or Censored Data, Partial Identification
My current research focuses on the design and analysis of randomized clinical trials and natural experiment methods for causal inference.
IMS New Researcher Travel Award, 2023
School of Public Health's Genentech Endowed Professorship, 2022
ASA Biometrics Section Travel Award, 2020
IMS Hannan Graduate Student Travel Award, 2019
ASA Biopharmaceutical Section Best Student Paper Award, 2019


RISING ABOVE THE GATHERING STORM:
ENERGIZING AND EMPLOYING AMERICA FOR A BRIGHTER ECONOMIC FUTURE
CONCERNING AMERICAN COMPETITIVENESS INITIATIVE
SCIENCE AND MATH EDUCATION PROVISIONS
Superintendent of Schools
State of Maryland
Member, Committee on Prospering in the Global Economy of the 21st Century
Committee on Science, Engineering, and Public Policy
Division on Policy and Global Affairs
Subcommittee on Labor, Health and Human Services, Education, and Related Agencies
Committee on Appropriations
U.S. House of Representatives
March 2, 2006
Mr. Chairman and members of the Committee.
Thank you for this opportunity to appear before you on behalf of the AffiliateMarketIngtools’ Committee on Prospering in the Global Economy of the 21st Century. As you know, our effort was sponsored by the AffiliateMarketIngtools of Sciences, AffiliateMarketIngtools of Engineering and Institute of Medicine (collectively known as the AffiliateMarketIngtools). The AffiliateMarketIngtools were chartered by Congress in 1863 to advise the government on matters of science and technology.
During my testimony, I will focus on the challenges that we are facing in K through 12 education. The committee believes the education issue is the most critical challenge the United States is facing if our children and grandchildren are to inherit ever-greater opportunities for high-quality, high-paying jobs. Our solution and recommendations to respond to the nation’s challenge in K—12 science and mathematics education are the committee’s top priority.
In examining the issue of K—12 science and mathematics education, the committee found facts such as the following:
• Fewer than one-third of US 4th grade and 8th grade students performed at or above a level called “proficient” in mathematics; “proficiency” was considered the ability to exhibit competence with challenging subject matter. Alarmingly, about one-third of the 4th graders and one-fifth of the 8th graders lacked the competence to perform even basic mathematical computations.i
• In 1995 (the most recent data available), US 12th graders performed below the international average for 21 countries on a test of general knowledge in mathematics and science.ii
• US 15-year-olds ranked 24th out of 40 countries that participated in a 2003 administration of the Program for International Student Assessment (PISA) examination, which assessed students’ ability to apply mathematical concepts to real-world problems.iii
• In 1999, 68% of US 8th grade students received instruction from a mathematics teacher who did not hold a degree or certification in mathematics.iv
• In, 93% of students in grades 5-9 were taught physical science by a teacher lacking a major or certification in the physical sciences (chemistry, geology, general science, or physics).v
• According to a recent survey, 86% of US voters believe that the United States must increase the number of workers with a background in science and mathematics or America’s ability to compete in the global economy will be diminished.vi
• American youth spend more time watching televisionvii than in school.viii
• Because the United States does not have a set of national curricula, changing K-12 education is challenging, given that there are almost 15,000 school systems in the United States and the average district has only about 6 schools.ix
The committee then made the recommendation we call “10,000 Teachers, 10 Million Minds” which proposes increasing America’s talent pool by vastly improving K—12 science and mathematics education.
In developing its action steps to reach this goal, the committee first focused on what part of K—12 science and mathematics education was of greatest concern. The committee’s proposed actions in this area fall into three categories: recruiting new teachers, enhancing the skills of existing teachers, and enlarging the pipeline of students who are prepared to enter college and graduate with a degree in science, mathematics, engineering, or computer science.
Of all its 20 action steps, the committee’s highest priority is a program that would annually recruit 10,000 of America’s brightest students to the K–12 science and mathematics teaching profession. The program would recruit and train excellent teachers by providing scholarships to students obtaining bachelor’s degrees in science, technology, engineering, or mathematics while gaining concurrent certification as K–12 science and mathematics teachers. They would accomplish this by taking some pedagogy courses along with their major courses. Over their careers each of these teachers would educate 1,000 students, so that each annual cadre of teachers educated in this program would impact 10 million minds.
The program would provide merit-based scholarships of up to $20,000 a year for 4 years for qualified educational expenses, including tuition and fees, and would require a commitment to 5 years of teaching service in public K–12 schools. A $10,000 annual bonus would go to program graduates working in underserved schools in inner cities and rural areas.
To provide the highest-quality education for undergraduates who want to become K–12 science and mathematics teachers, it would be important to award matching grants, perhaps $1 million a year for up to 5 years, to as many as 100 universities and colleges to encourage them to establish integrated 4-year undergraduate programs leading to bachelor’s degrees in science, engineering, or mathematics with concurrent teacher certification.
This program, modeled after a very successful program in Texas (and which is being replicated in California), takes advantage of those people who are already in science, mathematics, engineering, and technology higher education programs and offers them the ability to get into teaching. It also incorporates in-classroom teaching experiences, master K-12 teachers, and ongoing mentoring—the combination of which produces highly qualified teachers with the skills and support to remain effective in the classroom.
The estimated cost of this program in FY 2007 is $110 million.
Our second action step focuses on strengthening the skills of 250,000 current K–12 science and mathematics teachers through summer institutes, Master’s programs, and Advanced Placement and International Baccalaureate (AP and IB) professional development programs. Each of these activities also builds on very successful model programs that can be scaled up to the national level.
In the case of the summer institutes, the committee recommends that the federal government provide matching grants for state-wide and regional 1- to 2-week summer institutes to upgrade the content knowledge and pedagogy skills of as many as 50,000 practicing teachers each summer. The material covered would allow teachers to keep current with recent developments in science, mathematics, and technology and allow for the exchange of best teaching practices. The Merck Institute for Science Education for K-6 teachers is a model for this recommendation. The estimated cost of this program in FY 2007 is $40 million.
For the science and mathematics master’s programs, the committee recommends that the federal government provide grants to universities to develop and offer 50,000 current middle-school and high-school science, mathematics, and technology teachers (with or without undergraduate science, mathematics, or engineering degrees) 2-year, part-time master’s degree programs that focus on rigorous science and mathematics content and pedagogy. This program’s master’s teachers would provide leadership for all the programs included in our K-12 science and mathematics education recommendation. Teachers who complete this program would receive federally-funded $10,000 stipends annually for up to 5 years provided they remain in the classroom and engage in teacher leadership activities. Once the 5-year limit has been reached, teachers could pursue national certification for which many states offer a financial basis. The model for this recommendation is the University of Pennsylvania Science Teachers Institute. The estimated cost of this program in FY 2007 is $46 million.
The committee recommends that the federal government support the training of an additional 70,000 AP or IB and 80,000 pre-AP or pre-IB instructors to teach advanced courses in mathematics and science. Assuming satisfactory performance, teachers may receive incentive payments of up to per year, as well as $100 for each student who passes an AP or IB exam in mathematics or science. There are two models for this program: the Advanced Placement Incentive Program and Laying the Foundation, a pre-AP program. The estimated cost of the AP-IB Teacher Incentives program in FY 2007 is $100 million.
These teachers would then participate in our proposed program that would create opportunities and incentives for middle school and high school students to pursue advanced work in science and mathematics. The committee recommends that the number of students who take at least one AP or IB mathematics or science exam should be increased to 1.5 million by 2010. The committee also recommends setting a goal of tripling the number of students who pass those tests to 700,000. Students would receive incentives to both take and pass the exam including a rebate of 50% of their examination fee and a $100 mini-scholarships for each passing score on an AP or IB science or mathematics examination. The estimated cost of the AP-IB Student Incentives program in FY 2007 is $60 million.
Why are we doing this? Because many of the science and mathematics teachers who are teaching these subjects have no background in the subjects that they are teaching. It is very hard for someone who does not have a physics education to turn students on to physics, because many lack a fundamental understanding of the subject. Teachers with strong content knowledge, either through a bachelors or Masters program, who also have strong pedagogy skills and access to ongoing skills updates can be truly effective in encouraging students to enter science, mathematics, and technology fields.
The committee also proposes that high-quality teaching be fostered with world-class curricula, standards, and assessments of student learning. Here, the committee recommends that the Department of Education convene a national panel to collect, evaluate, and develop rigorous K–12 materials that would be available free of charge as a voluntary national curriculum.
The model for this recommendation is Project Lead the Way (PLTW)—a national program with partners in public schools, colleges and universities, and the private sector. PLTW is now offered in 45 states and the District of Columbia. The project has developed a 4-year sequence of courses that, when combined with college preparatory mathematics and science, introduces students to the scope, rigor, and discipline of engineering and engineering technology. PLTW also has developed a middle school technology curriculum, Gateway to Technology. Students participating in PLTW courses are better prepared for college engineering programs than those exposed only to the more traditional curricula. Comprehensive teacher education is a critical component of PLTW, and the curriculum uses cutting-edge technology and software that require specialized education. Continuing education supports teachers as they implement the program and provides for continuous improvement of skills. The estimated cost of this program in FY 2007 is $20 million.
The committee also identified two additional approaches to improving K-12 science and mathematics education that are already in use—statewide specialty schools and inquiry-based learning—that it believed could be expanded.
Statewide specialty high schools are an effective way to increase student achievement in science and mathematics by providing an intensive learning experience for high-performing students. These schools immerse students in high-quality science and mathematics education, serve as testing grounds for curricula and materials, provide in-classroom educational opportunities for K–12 teachers, and have the resources and staff for summer programs to introduce students to science and mathematics.
One model for this program is the North Carolina School of Science and Mathematics (NCSSM), which opened in 1980. NCSSM enrolls juniors and seniors from most of North Carolina’s 100 counties. NCSSM’s unique living and learning experience made it the model for 16 similar schools around the world. It is the first school of its kind in the nation—a public, residential high school where students study a specialized science and mathematics curriculum. At NCSSM, teachers come for a “sabbatical year”, and the school has a structure and the personnel it needs to offer summer institutes for outstanding students.
Inquiry-based learning such as summer research programs stimulate student interest and achievement in science, mathematics, and technology should be encouraged—particularly those designed to stimulate low-income and minority student participation. These programs frequently involve several institutions or public–private partnerships
The committee is pleased that the President’s American Competitiveness Initiative is harmonious with our recommendations and that it proposes actions for educating a new workforce with up-to-date knowledge in science and engineering. We are particularly pleased that the American Competitiveness Initiative includes the “Expanded Advanced Placement Incentive Program” which has the goal of training 70,000 additional AP and IB math, science, and critical language teachers and drastically increasing the number of students taking AP-IB courses and tripling the number of students passing AP-IB tests to 700,000 by 2012.
By taking the actions proposed in the AffiliateMarketIngtools Gathering Storm report, we believe that the United States will be better positioned to compete as a country for high-quality, high-paying jobs for all Americans.
Thank you for providing me with this opportunity to testify before the committee. I would be pleased to answer any questions you have about the report.
i National Center for Education Statistics. (2006), “The Nation’s Report Card: Mathematics 2005.” See http://nces.ed.gov/nationsreportcard/pdf/main2005/2006453.pdf.
ii National Center for Education Statistics (1999), Highlights from TIMSS http://nces.ed.gov/pubs99/1999081.pdf.
iii National Center for Education Statistics (2005), “International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective,” pp. 15 & 29 (http://nces.ed.gov/pubs2005/2005003pdf).
iv National Science Board. 2004. Science and Engineering Indicators 2004 (NSB 04-01). Arlington, VA: National Science Foundation. Chapter 1.
v National Center for Education Statistics (2004), Schools and Staffing Survey, 2004. “Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-88 to 1999 (Revised),” p. 10 (http://nces.ed.gov/pubs2002/2002603.pdf)
vi The Business Roundtable. 2006. “Innovation and U.S. Competitiveness: Addressing the Talent Gap. Public Opinion Research.” January 12. Available at: http://www.businessroundtable.org/pdf/20060112Two-pager.pdf
vii American Academy of Pediatrics. “Television -- How it Affects Children.” Available at http://www.aap.org/pubed/ZZZGF8VOQ7C.htm?&sub_cat=1 The American Academy of Pediatrics reports that “Children in the United States watch about four hours of TV every day”; this works out to be 1460 hours per year.
viii National Center for Education Statistics. 2005. The Condition of Education. Table 26-2 Average Number of Instructional Hours Per Year Spent in Public School, By Age or Grade of Student and Country: and 2001. Available at http://nces.ed.gov/programs/coe/2005/section4/table.asp?tableID=284. NCES reports that in US 15 year-olds spent 990 hours in school, during the same year 4th graders spent 1040 hours.
ix National Center for Education Statistics (2006), “Public Elementary and Secondary Students, Staff, Schools, and School Districts: School Year 2003-04”. http://nces.ed.gov/pubs2006/2006307.pdf.
NANCY S. GRASMICK
Dr. Nancy Grasmick is Maryland's first female state superintendent of schools. She has served in that post since 1991. Dr. Grasmick’s career in education began as a teacher of deaf children at the William S. Baer School in Baltimore City. She later served as a classroom and resource teacher, principal, supervisor, assistant superintendent, and associate superintendent in the Baltimore County Public Schools.
In 1989, she was appointed special secretary for children, youth, and families, and in 1991, the state Board of Education appointed her state superintendent of schools.
Dr. Grasmick holds a PhD from the Johns Hopkins University, an MS from Gallaudet University, and a BS from Towson University. She has been a teacher, an administrator, and a child advocate.
Her numerous board and commission appointments include the President’s Commission on Excellence in Special Education, the US Army War College Board of Visitors, the Towson University Board of Visitors, the state Planning Committee for Higher Education, and the Maryland Business Roundtable for Education. Dr. Grasmick has received numerous awards for leadership, including the Harold W. McGraw, Jr. Prize in Education.


We are very pleased with our 2017 GCSE 4-9 (A*-C) English and Mathematics measure which has improved from last year, even with the new tougher Maths and English GCSE content. This means that 63% of our students have achieved a standard pass in English and Maths.
We are extremely proud of the 15 students who achieved the new grade 9 in either English or Maths. Achieving a grade 9 means they are in the top 3%.
We also continued our success with our Ebacc measure. This is the number of students who achieved a good pass in English, Maths, Science, MFL, Geography or History.
We wish all of our students a successful start in their post 16 courses. Well done for a great set of results!


The Gifted & Talented program at P.S. 15 offers students an enriching, project-based and experiential learning environment that encourages guided discovery, creative problem-solving, and exploration across reading, writing, math, social studies, science, and the arts.
G&T students at P.S. 15 act as designers and architects in math, utilizing pattern blocks, 3-D shapes, and other math manipulatives to build architectural and interior structures; become authors as they write non-fiction chapter books on various animal groups; or inquisitive scientists, creating Venn diagrams and full scale collages to compare and contrast habitats. They also think as artists, connecting literacy and the arts, exploring abstract art, diorama construction, and creating their own textured paint.


A long-term winner always knows how to convert odds into probability and is thus able to access the potential value of the game in any sports betting market. It would not be wrong to say that a betting opportunity only arises when the implied probability of the sports odds is lower than the gamblers perceived probability of the occurrence of a particular outcome.
Converting odds to implied probability
Typically decimal odds are in the format of 1.65, 3.75 etc, fractional odds in the 5/2, 3/2 etc. formats and American or money line odds are represented as -110 or +130 etc. Irrespective of the format used, each points to the same thing; the return on the bet placed. Hence for:
- Decimal odds implied probability is 1/odds,
- Fractional odds the implied probability is denominator/(sum of denominator and numerator) and
- For money line odds the process is a bit complicated since it involves 2 instances:
- For minus or negative money line odds, the implied probability is (-(-money line odd))/((-(-money line odd))+100)
- For plus or positive money line odds the implied probability is 100/(+money line odds+100)
For both instances of money line odds, the converted implied probability is in the form of a percentage.
Converting implied probability into odds
The process for conversion of implied probability into each of the different odds is different as enumerated below:
- For converting implied probability into decimal odds, the formula used is 100/implied probability,
- For conversion into fractional odds the formula is (100/implied probability)-1 and
- Conversion of money line odds involves two instances:
- When implied probability is 50% or more, the formula is –(implied probability/(100-implied probability))x100 else
- It is ((100-implied probability)/implied probability) x100.
These might seem complicated in the beginning but they are actually very simple and easy to grasp. It is in fact the lifeline which will ensure that a person, involved with sports betting websites like https://uk.mansionbet.com/sports/cricket/, has very good chances of winning.


Games That Make You Think på Steam
cubefield cool math games - Den Levande Historien
Search for mysterious creatures hiding in Sector 21. Sid the Science Kid. Snowflake Match. Mathematics. Match snowflakes with Gerald! Cyberchase. Poddle Weigh In. Mathematics. Use math to see how much each Poddle weighs!
The online math games collected here are from all over the Web, and come from people from all walks of life. We're talking teachers, parents, hobbyists—you name it. These could even be people who found math difficult themselves. This subtraction game is based on the concept of finding the difference.
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Multiply Aliens Attack keeps track of your errors as well. You'll see a total for math errors on alien stats window With the largest range of second hand Citroen C3 cars across the UK, find the The is best done using the math function in the Dynojet C3 tuning software as The games were released on March 14, 2010 in North America and March 26, Math Games offers online games and printable worksheets to make learning Phone: +46 8 790 9719 +46 8 790 6000 (exchange) Here you will find a map of Come and get to know ARTS minors on Friday 16th April at 2-4 PM! Tule tutustumaan ARTSissa järjestettäviin sivuaineisiin perjantaina 16.4.2021 klo 14-16! Aluksi How to find hidden chats on messenger 2019 How to get free gift cards online fast What did you do with your math degree reddit Used circle y saddles.
Games That Make You Think på Steam
Fly dragons, build dream houses, and Advertisement | Go Ad-Free! Featured 1st Grade Games. NEW! 5. K. Math BINGO . Cool Math has free online cool math lessons, cool math games and fun math activities. Really clear math lessons (pre-algebra, algebra, precalculus), cool math
When a player picks up a tile and can't find a place to lay the tile, the other player is the winner. Page 6.
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Math Games offers online games and printable worksheets to make learning math fun. Kids from pre-K to 8th grade can practice math skills recommended by the Common Core State Standards in exciting game formats.
Topics include: multiplication, addition, reading numbers, subtraction, fractions of numbers, Roman numerals, division, converting fractions to decimals and percentages and simplifying fractions. Ten Frame Media.
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Sign up today! TEACHING MATH Algebra Puzzles Strategic Multiplication Fraction Tasks Problem Solving 3rd Grade Math Visual Math Tools Model Word Problems Math Games for Grade 1. Use pictures and base-10 blocks to count and add numbers with sum less than 10. Identify the position of numbers on the clock face and the minute, hour hands and the numbers to which they point. Practice subtraction of single digit numbers using pictures. Math Games is here to make sure that happens! Our free educational games motivate kids to hone and develop this skill by combining instructional tools with competitive fun.
Counting & Math Toys Toys & Games Zoostliss Pig Balance
Math games. Play the best free online math games: learn and test your math skills. Learn all about addition, subtraction, multiplication, division, fractions and algebra. Brain Games. Puzzle Games. Daily Puzzles.
Identify the position of numbers on the clock face and the minute, hour hands and the numbers to which they point. Practice subtraction of single digit numbers using pictures. Math Games offers online games and printable worksheets to make learning math fun.


Every Child, A Critical Thinker, A Problem Solver and a Math Enthusiast
- Every student matters and can achieve a level of mastery of Mathematics that will serve them well in their lives.
- Teaching and Learning of Mathematics should develop students’ competencies of thinking critically in an uncertain situation, making decisions in various contexts and collaborating and communicating with others.
Our Guiding Principles
Math Educators in Queenstown Primary School are guided by the following principles:
1. Pedagogical Plurality is Key
Each child is unique and learns differently. As 21st century Math Educators we explore various teaching strategies that are student-centric and seek to better engage and provide the necessary support and stretch for our students.
2. Consistency is the Strategy
We work collaboratively with our colleagues to explore ideas together as a team and continue building our professional expertise to raise the quality of teaching and learning of Mathematics.
3. Reasoning and Communication is our Cornerstone
As we strive to develop our students to be Critical Thinkers and effective Problem Solvers, we continue to provide opportunities for students to explain their reasoning and work with their peers in the classroom.
Guided by the 3 principles, our Educators instill a joy of learning in Maths by orchestrating meaningful learning experiences in the classroom that allow students to discover mathematical ideas and co-construct mathematical knowledge with their peer. With sound mathematical knowledge, students are guided to adopt a systematic approach through Polya’s Problem Solving process to solve math problems. Teaching of Maths is made accessible for all students through the use of the Concrete-Pictorial-Abstract approach that makes the understanding of key Math concepts accessible for all students.
We place a premium on enabling our students to apply their mathematical thinking beyond the realms of the Math Classroom. The P4 & P5 Math Trail facilitated by our P4 and P5 Math Ambassadors is an example of one such initiative.


To introduce classifying triangles, we made a foldable (inspired by Lisa's 180 blog). We spent some time practicing classifying triangles on paper before starting our activity the following day.
1. Each group was to find three different kinds of triangles in the commons
2. Take pictures with an iPad
3. Annotate the pictures when we returned to class
4. Upload them to Google Drive
We used Adobe Ideas to annotate the photos this year and uploaded them to Google Drive. When I did this activity last year, we had MANY more issues trying to figure out how to use Sketchbook Express and how best to get the pictures off of the iPads. Thankfully work buddy, Jonathan, has found better ways of using iPads and has blogged about it.
The kids did a great job finding triangles around the school. Many of them were the same, but I was pleasantly surprised from a few of the groups at their creativity. Enjoy!


So I made this circle skirt for the very first local pride, and I had a few people ask about it. So I decided to make a little tutorial. All that is needed is some patience, maths and some sewing skills. This can also be used to make just a normal circle skirt with a petticoat; it would just mean a few steps less.
What mine is made of;
Cotton poplin in 6 colours (red, orange, yellow, green, blue, purple) and a soft tulle, Waistband interfacing, one invisible zipper, two press studs and a hook and bar.
What you need apart from the material;
Sewing machine, ruffle foot (nice to have), Overlocker (nice to have), Scissors, paper, sewing needles, chaulk, pencil and eraser, measuring tape and rulers, calculator and Patience.
The pattern making process;
First you will need two measurements, your waist and the length of the skirt. Now you will need to take the waist measurement and treat this as your circumference of your circle = C
We need to get the Diameter (D) and Radius ( R) of that circle.
Using this calculation D= C:3.14 you will have your Diameter, now divide that by two and that is your Radius.
Draw out your half circle on the edge of a paper using these measurements (Fig 1) making sure to add the length of your skirt before and after the half circle.
Fig 1, Drawing the first part of the pattern
Fig 2, Drawing the Hemline
Then with a long ruler or measuring tape draw the hemline of your skirt from your half circle (fig 2) taking care not to flatten the curve. Try to draw as many lines as possible and join them or you can try and use a string and pencil like a protractor.
This is half your circle skirt, you can add seam allowance and miss the next steps if that is what you want.
If you want to make the Pride Skirt there is a little bit more maths and drawing to do.
For the rainbow flag you need 6 colours meaning I had to divide my length by 6. My length was 60 cm, which meant 10 cm panels (not including Seam Allowance). Depending on which flag you are doing that will vary, but try and make them even.
Then we go to the half circle skirt pattern and draw in those panels, just like we did the length with a ruler or measuring tape. (fig 3)
Then cut those bands out without adding seam allowance, add that when you pin the pattern onto the fabric, that helps to make sure the curve you cut out on each panel stays the same.
Fig 3, Drawing the Panels
Fig 4, Figuring out the Fabric amounts
Figuring out how much fabric you need;
Fabrics usually come in 150 cm widths or 110cm widths there can be other widths but these are the most common, so we want to see what we will be working with.
The easiest way to see what you need is to fold your panels in half and lay them onto a table, then use the edge of the table as your fold of the fabric. Allowing for a 1 cm Seam Allowance measure across for the width, the up and down, remembering you need two of the pattern pieces to make the circle skirt. This will give you a measurement that you need to double because the fabric is folded. (fig 4)
Do this with all the pieces and you will have the fabric amount, remember to add some for the waistband and Basque.
Talking of the Basque we need to make that pattern too. What is a Basque you might ask, or maybe you know what it is, either way here is a little explanation.
A Basque is a part of a Tutu usually, it’s the bit that holds all the layers of the romantic tutu and the bit that attaches the knicker of the Plate tutus to the waistband. (fig 5 &6) we are going to use it to attach our petticoat to.
Fig 5 (from: How to Dress Dancers, by Mary Kent Harrison)
Fig 6 (from: How to Dress Dancers, by Mary Kent Harrison)
Fig 7, Drawing the basque pattern
Fig 8, Finished basque pattern
Now to the pattern of this Basque, you will need your waist measurement again and multiply it by 2.2. Using the Calculation D= C:3.14 draw another half circle again this time only adding 12 cm each side. (fig 7) measure along the circle and mark your waist measurement, it should be just a little shy of the half circle. Then measure out 12 cm and draw the outer circle. Here you can add seam Allowance, 1cm on top 5 cm each end and none at the bottom. (fig 8)
Check the basque pattern against your body just to see if everything went right with the calculations.
The Petticoat is just a bunch of straight panels gathered together and sewn together to create volume, pretty simple but time consuming. Here is where the Ruffle foot comes in handy.
How many layers you do is up to you, but you want at least two. And more can be added at a later date if time is an issue. I had two at first and will add more when I have time.
Fig 9, Showing what Tiers are
Example; my skirt was 60 cm long and the first tier starts 1 cm below my waist making it 59cm and I had 3 tiers. So we calculate 59cm : 3 = 19.6cm now that is the width of your first tiers. The scene is 2cm below meaning 58cm : 3 = 19.3cm for the second tiers and so on. Now just remember seam Allowances need to be added as well, I usually add 1cm top and bottom.
Now we need to figure out how many width we need for each tier;
Say the waist is 80cm we need at least 1.3 times that for the first tier, because 1 cm below the waist is wider and we want flow in that skirt. So if you have 150 cm width you can start with one width on the top tier then 3 on the second and 9 on the third. The longer the top tier is, the more you will have at the bottom, because we want volume, it has to be at least 2 or 3 times more each step down.
and a To Figure out how much you can make a little chart like this;
Layer 1 – 21.6cm x Tier 1- 1
Tier 2- 3
Tier 3- 9
Layer 2 – 21.3cm x Tier 1- 1
Tier 2- 3
Tier 3- 9
Makes 557.7cm I would go for 560 cm incase they cut a little bit wonky. Always check if fabric places have sales they sometimes want to get rid of tulle or organza and will give you a roll for not much.
This is the first part of making this skirt, now it’s all about getting the materials and notions. I will add a little reminder of what you need below and you can add the colours and amounts in yourself. Have fun and give yourself time to make this.
Second Part coming next week.


Monday, 13 July 2009
Yesterday I left you pondering on this book to see what you could see that was special. Some of you emailed to tell me that Martha could do double digit multiplication - that is multipy by 11 and 12 in one stage. It is clear from this that the girls were well taught and very competent. Perhaps you might like to look also at the numbers which form the answers and compare them with the numbers set out in the problem. Did the same hand write both? The answer is: no. These problems have been written down by someone else - written beautifully, and what is more with that beautiful decoration. The teacher who set the problems for Mary to solve took great care to make the work attractive for her pupil. And the teacher would have done the same for numerous other pupils. Isn't that special?
Posted by N E E D L E P R I N T at 08:00


I'm still waiting to hear back from UPEI. I got a letter form them last week asking for additional information (which I had already forwarded to them)... and I'm once again waiting for a reply.
I will admit though, that I don't have high hopes. I think that the math credit that I don't officially have (I did an admissions waiver course at York in lieu of a 12U advanced functions math) will likely be my downfall as they may not recognize the credential that York awarded me. My only hope on that front is that I've already completed and done well in 3 classes for which the 12U math is a prerequisite. However, even if I get in the course requirements are so different that I may lose out credits that I've already earned. I'm willing to lose a few, but I don't want to forfeit too many and be starting from scratch.
Ugh... I just wish I could get an answer. I know I'm being impatient and that it has only been a couple of weeks, but the wait is killing me. I'm crossing my fingers that I get an answer this week (the website says it usually takes 1 week after all documents have been received) so that I can get a move on one way or the other in terms of moving or not, transferring jobs or not.... etc.
I need a drink.


Entrance exams. Disciple. Ruler. Illustrative photo.
Prague – The results of the unified entrance exams in mathematics, which were taken by applicants for four-year high school courses with a high school diploma and multi-year gymnasiums, worsened this year compared to 2022. In Czech, the schoolchildren were similarly successful as their peers a year earlier. This follows from Cermat's data on the results of the unified exams, which were provided to ČTK today by the spokeswoman of the state organization, Jana Patáková. It is not clear from Cermat's data how many pupils passed the entrance exams and what result was sufficient for admission. Acceptance or rejection is decided by the principals of the individual schools to whom Cermat handed over the exam results today.
Examinations for four-year courses were held on April 13 and 14, and for multi-year gymnasiums on April 17 and 18. This year, a record number of applicants applied for high school graduation courses. According to data from Cermat, 116,031 children want to study matriculation subjects at secondary schools, multi-year gymnasiums and extension schools this year. This is a quarter more than six years ago, when centrally administered exams were held for the first time. Many education experts point out that there will be more applicants than accepted.
The uniform entrance exams consist of a test in mathematics and the Czech language. Ukrainian refugees, of whom there are now around 40,000 in all grades of Czech elementary schools, took exams in a modified form. For example, the Czech language test was not mandatory for asylum seekers.
This year, 86,488 people signed up for the unified Czech language exams for four-year courses, of which 85,063 took the tests. 89,563 study applicants applied for the math test, while about 1,500 of them ultimately did not come. According to Cermat, applicants got an average of 55.6 percent correct in the Czech language test and 39.9 percent in mathematics. Compared to last year, this year the average in Czech is 0.1 percentage points worse and in mathematics 5.6 percentage points worse.
Those interested in studying at six-year gymnasiums, of which 7,285 were registered, achieved an average result of 60.3 percent in Czech and 44.4 percent in mathematics. In eight-year high schools, where 18,778 candidates would like to go, the success rate was 53 percent and in mathematics 38.4 percent. Compared to their peers in the previous year, the children did less well, especially in mathematics, where the success rate was lower by 9.1 percent for six-year-olds and by 6.4 percent for eight-year-old grammar schools.
According to Patáková, some test tasks were evaluated by artificial intelligence. A spokeswoman for ČTK previously said that the computer replaced one of the two evaluators for some tasks that had a clear solution. The director of Cermat Miroslav Krejčí told Czech Radio today that “the artificial intelligence did not decide whether the task was good or bad, it only helped to read what the students wrote”. He also added that for simple tasks the artificial intelligence had a lower error rate than a human. I think that in the coming years it will take over most of the human work on simple tasks,” said Krejčí.
Experts have long pointed out that the average number of points in entrance exams cannot be compared from year to year. The difficulty of these exams can vary every year because their task is not to verify the level of knowledge, but to classify applicants. Some education experts also encourage the abolition of uniform exams. According to them, they are not fair, because some children's parents pay for preparatory courses before taking the exams, which gives them an advantage over other applicants, whose families don't have that much money. Daniel Münich from the Institute for Democracy and Economic Analysis stated, for example, that the chance for children's education in the Czech Republic significantly affects the economic and social status of parents.


Abstract: his paper presents an account of a new place-based education initiative using both the mathematical construct of hypothetical learning trajectory and the 3D printing technology or Projection Augmented Landscape Models (PALM), as a tool for learning. The goal of the pilot study is to create bridges between Aboriginal and Western ways of knowing and learning to enable academic success in the challenging area of mathematics. The project explores powerful ways to construct cultural learning trajectory in which Tiwi preservice teachers can apply their prior traditional knowledge to their learning and teaching of Western mathematical constructs, within the Australian curriculum strand of geometry/measurement. The outcomes of this unique Tiwi project are significant because itis an applied research project using 3D PALM technology for educational purposes, particularly knowledge exchange in Aboriginal contexts. This application is unique as such technology to date has been used largely in applications related to land management.
Rioux, J, Michie, M, Hogue, M, Fisher, R, 2019, Place-based mathematics and Projection Augmented LandscapeModels (PALM) on the Tiwi Islands: Building powerful Aboriginal hypothetical learning trajectory, Conference Paper, viewed 05 December 2023, https://www.nintione.com.au/?p=16626.


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The Instantaneous Cycle Period Measurement
The Instantaneous Cycle Period Measurement was authored by John Ehlers; it is built upon his Hilbert Transform Indicator. The user may change the input (midpoint) and Hilbert period length. This indicator’s definition is further expressed in the condensed code given in the calculation below.
How To Trade Using the Instantaneous Cycle Period Measurment
The Instantaneous Cycle Period Measurment may be used in conjuction with other indicators. No trading signals are calculated in this study.
How To Access in MotiveWave
Go to the top menu, choose Study>John Ehlers>Instantaneous Cycle Period Measurment
or go to the top menu, choose Add Study, start typing in this study name until you see it appear in the list, click on the study name, click OK.
Important Disclaimer: The information provided on this page is strictly for informational purposes and is not to be construed as advice or solicitation to buy or sell any security. Please see our Risk Disclosure and Performance Disclaimer Statement.
//input = price, user defined, default is midpoint price
//Hilbert period = user defined, default is 7
//quad = quadrature = imaginary part of complex number
//inPhase = real part of complex number
//index = current bar number
iMult = .635; qMult = .338; priorPrice = price[index-period]; //v1 = detrend price v1 = price - priorPrice; v2 = v1[index-2]; v4 = v1[index-4]; inPhase3 = inPhase[index-3]; quad2 = quad[index-2]; //Hilbert transform complex number components, inPhase (real part), quad (imaginary part) inPhase = 1.25 * (v4 - (iMult*v2) + (iMult*inPhase3)); quad = v2 - (qMult*v1) + (qMult*quad2); prevInPhase = inPhase[index-1]; prevQuad = quad[index-1]; if (Math.abs(inPhase + prevInPhase) moreThan 0) phase = Math.atan(Math.abs((quad+prevQuad)/(inPhase+prevInPhase))); endif if (inPhase lessThan 0 AND quad moreThan 0) phase = 180 - phase; if (inPhase lessThan 0 AND quad lessThan 0) phase = 180 + phase; if (inPhase moreThan 0 AND quad lessThan 0) phase = 360 - phase; prevPhase = phase[index-1]; deltaPhase = prevPhase - phase; if (prevPhase lessThan 90 AND phase moreThan 270) deltaPhase = 360 + prevPhase - phase; if (deltaPhase lessThan 1) deltaPhase = 1; if (deltaPhase moreThan 60) deltaPhase = 60; instPeriod = 0; for (int count = 0; count lessThan 51; count++) priorDP = deltaPhase[index-count]; v4 = v4 + priorDP; if (v4 moreThan 360 AND instPeriod == 0) instPeriod = count; endFor if (instPeriod == 0) instPeriod = instPeriod[index-1]; endIf prevPeriod = period[index-1]; period = (.25 * instPeriod) + (.75 * prevPeriod); Plot: period;