Continuous (reaction occasions) and binary (correct/incorrect responses) measures of performance are
November 8, 2017
Continuous (reaction occasions) and binary (correct/incorrect responses) measures of performance are routinely recorded to track the dynamics of a subjects cognitive state during a learning experiment. than either the Kalman or binary filter alone. In the analysis of an actual learning experiment in which a monkeys performance was tracked by its series of reaction times, and correct and incorrect responses, the mixed filter gave a more complete description of the learning process than either the Kalman or binary filter. These results establish the feasibility of estimating cognitive state from simultaneously recorded continuous and binary performance measures and suggest a way to make practical use of concepts from learning theory in the design of statistical methods for the analysis of data from learning experiments. = 1, , defined by the first-order autoregressive model with drift as are independent, zero mean Gaussian random variables with variance is related to the subjects understanding 162640-98-4 IC50 of the task at trial ? 1. The strength of that relation is given by the serial correlation coefficient . The drift term 0 defines a non-zero learning rate or propensity for the subject to learn the task. If 0 > 0 then on average with repeated exposures to the task, the subjects cognitive state increases consistent with learning whereas if 0 < 0, then on average, the subjects cognitive state will decline suggesting an inability to learn the task. Let and denote respectively the continuous and the binary observations at time (?, ) and is either 0 or 1. The observation model for the continuous performance measure is are independent zero mean Gaussian random variables with variance and the are independent. The parameter governs the baseline reaction time, whereas represents the rate at which the subject reacts as a function of his/her cognitive state. For an experiment in which a subject learns we would expect < 0. We take = log(is the reaction time at trial is 1 if 162640-98-4 IC50 the response is correct and 0 if it is incorrect, and = [= [at trial from and based on the observation up to through trial ? 1 given by the first term in the numerator and the two observation RPD3-2 processes. The denominator is simply the normalizing constant 162640-98-4 IC50 of the probability density. The one-step prediction density, given the observations up through trial ? 1 and prior to recording continuous and binary responses at trial by averaging over the state at trial ? 1 given the data up through trial ? 1 defined by ? 1 to defined by ? 1 given the data up through ? 1, is the posterior density at ? 1, ? 1 to |? 1, ? 1, given the model and the observations up through trial ? 1, as given in (6) and the second is the stochastic nature of the continuous and binary performance measures recorded at trial defined respectively by the probability models (2)C(4). In principle, given the model in (1)C(4) and the recursion relations in (5) and (6), the estimation of the cognitive state process from the performance measures is simply a computational problem. For systems with low-dimensional state and observation models, (5) and (6) can be evaluated numerically (Kitagawa and Gersch 1996). As the dimension of the system increases, numerical computation becomes less feasible. A standard approach, and the one we derive in the appendix and apply here, is to compute Gaussian approximations to (5) and (6) (Brown et al. 1998; Barbieri et al. 2004; Eden et al. 2004; Smith and Brown 2003). This approach which is also termed maximum a posteriori 162640-98-4 IC50 estimation (Mendel 1995), amounts to finding the maximum and.


As we discussed in previous post, we can start with the equation of the MUX and reduce it down to equation of an AND gate like following.
For a 2:1 MUX with input A and B and select S and output Out, following is the equation.
Out = S * A + (S)bar * B
We can see that first product term in the sum of products on right hand side is actually an AND operation. All we need to do is zero out the second product term. We can achieve this by making B as ‘0’. We can tie B input of MUX to zero.
Out = S * A + (S)bar * 0
Out = S * A + 0
Out = S * A
Thus we can get an AND gate by tying B input of MUX to zero, resulting circuit is AND gate which ANDs input A and mux select S.
Following figure shows this arrangement.
Figure 1. AND gate using 2:1 MUX
How about an OR gate using 2:1 MUX ?


I'm Mrs. Faught and I would like to welcome you to the class.
This is my fifth year teaching 8th Grade Math at Patton Jr. High.
I am a graduate of Wichita State University, earning my Bachelor Degree in the Art of Education, Mathematics. I have had the opportunity to teach and support teachers from the elementary level to high school geometry and am looking forward to teaching your students this year!
I continue to be impressed by the educational opportunities offered at Fort Leavenworth and am looking forward to being an integral part of the student successes for which the district is known.
If you have any questions please feel free to email me or call me at the school.
Communication is a vital piece in the puzzle for student success!
Thank you for your time,
Mrs. Betina Faught


ELED 3103 - Mathematics in the Elementary School
Welcome to ELED 3103. In this course we will cover state standards, curriculum, assessment, and methodology for teaching mathematics in the elementary school. This course will include the theoretical basis of methodology in mathematics and its application, measurement and evaluation, selection and use of instructional media and computer software, and meeting the needs of culturally diverse and special needs students.
Excerpts From: Learning to Love Math: Teaching Strategies That Change Student Attitudes and Get Results by Judy Willis, M.D.


Due to the nature of the mathematics on this site it is best views in landscape mode. If your device is not in landscape mode many of the equations will run off the side of your device should be able to scroll to see them and some of the menu items will be cut off due to the narrow screen width.
The absolute value is always positive, so you can think of it as the distance from 0. I like to then make the expression on the right hand side without the variables both positive and negative and split the equation that way. In this case our answer is all real numbers, since an absolute value is always positive.
Here are more problems: Try the answers in the original equation to make sure they work! Note that we still have to simplify first to separate the absolute value from the rest of the numbers. Check the answers; the work!
Note that we get some complex roots since we had to take the square root of a negative number. We need to treat the absolute value like a variable, and get it out from the denominator by cross multiplying.
Then we can continue to solve, and divide up the equations to get the two answers. Check the answers — they work! In this case, we have to separate in four cases, just to be sure we cover all the possibilities.
Solving Absolute Value Inequalities When dealing with absolute values and inequalities just like with absolute value equationswe have to separate the equation into two different ones, if there are any variables inside the absolute value bars. We first have to get the absolute value all by itself on the left.
Now we have to separate the equations. We get the first equation by just taking away the absolute value sign away on the left. The easiest way to get the second equation is to take the absolute value sign away on the left, and do two things on the right: Here are some examples: Even with the absolute value, we can set each factor to 0, so we get —4 and 1 as critical values.
Then we check each interval with random points to see if the factored form of the quadratic is positive or negative, making sure we include the absolute value. Then we need to get everything to the left side to have 0 on the right first.
Simplify with a common denominator. We see the solution is: Graphs of Absolute Value Functions Note that you can put absolute values in your Graphing Calculator and even graph them! Absolute Value functions typically look like a V upside down if the absolute value is negativewhere the point at the V is called the vertex.
Applications of Absolute Value Functions Absolute Value Functions are in many applications, especially in those involving V-shaped paths and margin of errors, or tolerances. Problem Solution Two students are bouncing-passing a ball between them.
Create an absolute value equation to represent the situation. How high the did the ball bounce for the second student to catch it? Suppose that a coordinate grid is placed over a putt-putt golf course, where Amy is playing golf.
Write an equation for the path of the ball. Here are examples that are absolute value inequality applications: This makes sense since anything outside of these values would be more than.
And we also know the difference of the temperature and 72 has to be in this range. Therefore, we can write this temperature range as an absolute value and solve: A bird is approaching Erin, a photographer, and she films it.
She starts her video when the bird is feet horizontally from her, and continues filming until the bird is at least 50 feet past her. The bird is flying at a rate of 30 feet per second. Write and solve an equation to find the times after Erin starts filming that the bird is 50 feet horizontally from her.In an absolute value equation, an unknown variable is the input of an absolute value function.
If the absolute value of an expression is set equal to a positive . Solving Absolute-Value Equations and Inequalities Solve absolute-value equations. Solve absolute- and Revise to find values of x that satisfy each absolute-value inequality.
Graph the solution set on a number line. Then use a Write an absolute-value inequality . You can denote absolute value by a pair of vertical lines bracketing the number in question. When you take the absolute value of a number, the result is always positive, even if the number itself is negative.
The absolute number of a number a is written as $$\left | a \right |$$ And represents the distance between a and 0 on a number line.
An absolute value equation is an equation that contains an absolute value expression. This tutorial shows you how to translate a word problem to an absolute value inequality.
Then see how to solve for the answer, write it in set builder notation, and graph it . Absolute Value in Equations and Inequalities 37 SECTION Absolute Value in Equations and Inequalities • Absolute Value and Distance • Absolute Value in Equations and Inequalities • Absolute Value and Radicals This section discusses solving absolute value equations and inequalities.
We start with a geometric deﬁnition of absolute value.


Sass supports a handful of useful
operators for working with different values. These include the standard mathematical operators like
*, as well as operators for various other types:
!=are used to check if two values are the same.
%have their usual mathematical meaning for numbers, with special behaviors for units that matches the use of units in scientific math.
>=check whether two numbers are greater or less than one another.
nothave the usual boolean behavior. Sass considers every value “true” except for
/can be used to concatenate strings.
Order of Operations
Sass has a pretty standard order of operations, from tightest to loosest:
- The unary operators
=operator, when it’s available.
@debug 1 + 2 * 3 == 1 + (2 * 3); // true @debug true or false and false == true or (false and false); // true
@debug 1 + 2 * 3 == 1 + (2 * 3) // true @debug true or false and false == true or (false and false) // true
You can explicitly control the order of operations using parentheses. An operation inside parentheses is always evaluated before any operations outside of them. Parentheses can even be nested, in which case the innermost parentheses will be evaluated first.
@debug (1 + 2) * 3; // 6 @debug ((1 + 2) * 3 + 4) * 5; // 65
@debug (1 + 2) * 3 // 6 @debug ((1 + 2) * 3 + 4) * 5 // 65
Sass supports a special
= operator that’s only allowed in function arguments, which just creates an unquoted string with its two operands separated by
=. This exists for backwards-compatibility with very old IE-only syntax.


Gambling Winning and Losing Streaks and the Standard Deviation
Gambling Winning and Losing Streaks, and the Standard Deviation Here is an Excel spreadsheet set up to simulate an even-money coin flip game — heads wins one dollar and tails loses one dollar. The graph shows the change in bankroll for 100 flips. If you were to flip a real coin and have a friend record and graph the results, it would take you about 15 minutes for 100 flips. But here I can press the F9 key and get a new set of results in one second. Based on statistics, I can predict what’s likely to happen in future sessions.
First of all, because this is a fair game, I expect the numbers of winning and losing sessions to be about equal. Now look at these horizontal lines. I’ve spaced them at 10 units, which is the standard deviation for the win or loss after 100 coin flips. It’s like an “average distance” away from the single most likely result, an exact match of 50 wins and 50 losses.
The final result will end up within one standard deviation, between HERE and HERE, about 2/3 of the time; and within two standard deviations, between HERE and HERE, 95% of the time, and within 3 standard deviations, somewhere on this graph, almost always, 99.7% of the time. I’ll press the F9 key 20 times to generate 20 sessions of 100 flips each, or 2000 flips all together. I expect about 13 sessions to end up within one standard deviation, and about 19 out of 20 sessions within 2 standard deviations, with only about 1 session outside of that range, and none ending completely off the graph, more than 3 standard deviations.
I also predict we’ll see a winning streak of 10 or more consecutive wins without a single loss, AND a losing streak of 10 or more consecutive losses without a single win. If fact, I would not be surprised to see multiple instances of these streaks. OK, here we go, 20 sessions.
1, 2, ooh, that’s a big deviation. I expect to see this once out of 20 times. And here, is that a 10, 10 consecutive winning streak? From point 73 to 82. Almost!
Let’s see, was than number 3? Here’s number 4, 5, 6, 7, 8, 9, 10. Here’s our big losing streak, more than 10, let’s see. From point 55 to point 65, exactly 10. I forgot where we were.
Was that 13? Here’s your big losing streak, right here. 14, 15, 16, 17, 18, 19, and 20. Later on I’ll tally the results in the description section. If you would like to play around with this simulation yourself, I have another video that shows you how to set it up in Excel, step by step. You can have it up and running in 5 or 10 minutes.
So what about sessions shorter or longer than 100 flips? This chart is a summary. For a session of this number of flips, you have a standard deviation in your win or loss of this much. The average final result is break even, as shown here.
A moderately UNLUCKY final result, one standard deviation down, is this much; and a moderately LUCKY final result, one standard deviation up, is this much. In 2/3 of the sessions, you can expect to end up somewhere between these results, and 1/3 of the time, something more extreme. Because this is a fair coin flip game, the chance of a positive result is 50%.
As the sessions get longer and longer, the standard deviation gets bigger and bigger, but the deviation as a fraction of the number of expected wins gets smaller and smaller, as indictated in this column. For example, for 50 flips, you can expect to win about 25 times, with a standard variation of about 7%. But for 2,500 flips, you can expect to win about half of that, 1,250 times, with a variation of just 1%. The longer you play, the closer you will end up with the expected results, fraction-wise. This becomes really important for UNFAIR games, when you have a statistical disadvantage.


Binary/Decimal/Hexadecimal Converter - Math Is Fun
The animation below demonstrates how to subtract the 5-bit binary numbers 01101 2 and 01001 2 using 2's complement representation. Click on the "Start Tutorial
Addition And Subtraction of Binary Numbers Calculator
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Binary Numbers Subtraction - Ncalculators.com
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Section 1 Addition of Base-n Numbers - PiratePanel
Recall that two 1s generated a carry in addition. The animation below demonstrates how to subtract the binary numbers 10101 2 and 1110 2.
Math Alive Crypto 1 - Princeton University
The Adding and Subtracting Binary Numbers (Base 2) (A) math worksheet from the Mixed Operations Worksheets page at Math-Drills.com.
How Can I Add or Subtract Two Hexadecimal Numbers? – Hey
Binary Subtraction Examples. Boolean Addition and Subtraction Binary/Boolean Main Index If you must subtract a one from a zero,
Subtract Two Numbers - WebMath
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C Program to Find Multiplication of two Binary Numbers
Binary addition is much like your normal everyday addition Suppose we would like to add two binary numbers 10 and 11. We start from the last digit.
Binary Subtraction - Exploring Binary
26.06.2017 · Find the gap between the two numbers. In order to subtract the two Please consult the wikiHow article How to Add and Subtract How to . Subtract Binary Numbers.
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Adding and Subtracting Binary
13.10.2015 · Binary Subtraction Chapter 2 - Binary Arithmetic. We can subtract one binary number from another by using the When we add these two binary numbers
Addition, Subtraction, and Multiplication of Unsigned
09.02.2017 · Check Binary Subtraction Using Binary Addition. To subtract a bigger number from a smaller let’s say you have two numbers in a form: 00001
How to Subtract Binary Numbers - wikiHow
10.05.2013 · Ask user to enter two 8-bit numbers: num1, num2 3. Begin Subtraction from LSB 4. C program for binary subtraction using two's compl
How to add and subtract two numbers using only Bitwise
Adding and Subtracting Binary Subtract the following binary numbers: number. (It is not a typo, there are two 1s in this sum!).
6 Ways to Subtract - wikiHow
To subtract a binary number y (the subtrahend) from another number x (the minuend), Two Digit Subtraction, Four Digit Subtraction, and More Subtraction Worksheets;
Subtract two numbers without using arithmetic operators
Signed Binary Arithmetic Two’s Complement Negative Binary Numbers (2) To subtract binary number b from a, simply take the
Adding in binary (video) | Khan Academy
Binary Arithmetic. Before going through But you can see that if two numbers with the same sign Multiplying unsigned numbers in binary is quite easy.


Find the best quotes by Shakuntala Devi.
I was performing at a New Jersey high school, and I asked a class of 2,000 students, ‘How many of you love mathematics?’ and only…
I have been running maths clubs for children completely free. In my building in Bangalore, I conduct maths clubs for several months, and every child…
I relax completely when I’m at rest. I don’t think of numbers; I don’t think of work.
I grew up in a semi-slum area in Gavipuram, Guttahalli.
I haven’t had any formal education. Through the grace of god, I am gifted in mathematics and the English language.
I don’t even possess a car. I ride in auto-rickshaws because I like to be a part of the masses. I don’t want to single…
I have written a book called ‘In the Wonderland of Numbers.’ It’s about a young girl, Neha, who is very poor in mathematics, but in…
Why do children dread mathematics? Because of the wrong approach. Because it is looked at as a subject.
I cannot transfer my abilities to anyone, but I can think of quicker ways with which to help people develop numerical aptitude.
Nobody challenges me. I challenge myself.
Numbers have life; they’re not just symbols on paper.
Education is not just about going to school and getting a degree. It’s about widening your knowledge and absorbing the truth about life.
Students shy away from Maths, but in reality Maths is the best friend of man.
If you do not use a muscle or any part of the body, it tends to become atrophic. So is the case with the brain.…
You develop a sympathy for all human beings when you travel a lot.
Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.
Explore More Topics →


In the chapter Courious Maps of M. Gardner's Time Travel (W.H. Freeman and Company, New York, 1988), many world's maps are presented, some of them use a projection on a convex solid, that is unfolded into a plane net.
The mathematician Charles Sanders Peirce designed a conformal map, namely a projection on eight isosceles right triangles that may be regarded as the faces of an octahedron, flattened until a space diagonal is zero. B.J.S. Cahill patented his butterfly map in 1913. The world is projected onto a regular octahedron. R. Buckminster Fuller's first Dymaxion map was a projection of the world onto the fourteen faces of a cuboctahedron. In March 1, 1943 the map was completed by staff artists of Life. At about the same time, Irving Fisher designed Likaglobe, which folds into an icosahedron. In 1954 Fuller copyrighted his Dymaxion Skyocean Projection World Map, which slightly differed from Fisher's Likaglobe.
Wolfram's Mathematica package WorldPlot consists of various types of projections used in cartography. There is a large data block WorldData, where each country is represented by a set of points on its boundary.
We use the data to construct a gnomic projection of the world on any convex polyhedron. If necessary we translate the polyhedron in a position where its mass centre coincides with the origin of the co-ordinate system. Then points on the globe are projected onto the polyhedron. This means that we calculate the intercept of the half-straight line from the origin via given point on the globe by a face of the polyhedron.
The following animations use LiveGraphics3D animation applet. To invoke an animation click on a figure. Then drag to rotate, press Shift and drag vertical to change size, or horizontal to rotate. Press S to get stereo view.
The next figure shows a cylindrical projection with a maze on it. The task is to join the black and the grey dot on it or for instance to find a path from Belgrade to New York. A set of 19 figures of this sort can be downloaded from here.


If you have a nanny, an elder caregiver, or a housekeeper, you likely feel a bit lost when it comes to the CRA and employer taxes. With good intentions you choose an online calculator or tool, and use it to do the math and come up with the numbers. While you may think using an online calculator to figure payroll tax is a good idea, these tools can end up costing you a lot more in the end.
How Can They Be Wrong?
You may have double checked your numbers with a second or even a third online calculator, and all the numbers matched. How can they be wrong? A calculator cannot take into account additional information that a professional would catch. A professional will ask you the right questions to learn about your situation. This may end up changing the numbers being entered into their calculator. If you are putting the wrong information in, the wrong information will also come out as the answer. If you put that wrong number into three calculators, it makes sense that you would get the same wrong answer back each time.
On top of human input error, there’s also the question of how old the tool is. You may be using a tool you actually paid money to use that hasn’t been updated with the newest formulas and rates. One little error can cost you, and anyone else who uses it, some steep fines.
When the Error is Caught
Many times the error isn’t caught until the end of the year, or even later. You take your information to an accountant to figure your personal end of year taxes and suddenly a bomb is dropped. The numbers don’t add up. But you used an online calculator, it has to be right! Sadly, this very common at tax time. Sometimes, your accountant won’t even catch the error and it is only discovered when the CRA does a random audit.
One little math error, multiple by six, nine, or even twelve months, can cost you hundreds of dollars in fines and penalties, on top of the difference that you originally owed. This means that the DIY online calculator could end up being anything but free.
An Affordable Option with the First Month Free
Many people use online calculators because they either don’t know where to go for household employee payroll tax help or they think they can’t afford the fee. The truth is that letting a professional do the math for you can cost as little as $39 a month, with a free trial and free setup. The professional team at NannyTax.ca are tax experts! We do everything from setting up your CRA and WCB accounts to making sure you are compliant with your provincial Employment Standards.
There are three different packages to choose from, all without commitment, hassles, contracts, or fees. Visit us today to get started or call us at 1-877-626-6982.


Our Little Crackers had a lovely day exploring numbers in nursery when we took part in the NSPCC's Number Day.
The children had fun with all sorts of number related activities. We counted forwards and backwards, matched, recognised, added, combined, took away, shared, estimated and checked, made sets and sang songs… inside, outside and even at lunchtime! We all dressed up, had a giggle at Miss Lisa who was the No.1 Numberblock, and spotted numbers wherever we played. The sun came out to add to the fun, and we took our counting outside, had a number hunt and played with the numbers we found. And all for a good cause as well!


Keep Your Colorado Springs Koi And Pond Happy And Healthy By Having The Right Number Of Koi
There are 3 basic rules you can follow for finding out how many koi can fit in your pond. The difference really comes down to what kind of math you want to do and the information you know about your pond. It’s best to have a few less fish so the ones you do have stay happy and healthy.
Let’s find out how many fish can fit into a pond per gallon.
1 Fish, 2 Fish, 3 Fish, 4?
“Now that we have a pond you know what that means!”
Sabrina looks at Harvey, eyes bright with excitement. Harvey has no idea what she’s talking about and tells her as much.
Sabrina rolls her eyes, saying “Koi, Harvey, it means we can get some koi fish to swim around in our pond!” Harvey wants to know how many, exactly, Sabrina wants to put in the pond. “However many koi fit in our pond,” is her response.
Harvey shakes his head and pulls out his phone to find out how many koi fit in a pond per gallon.
How Many Koi Fit In A Pond Per Gallon
Rule #1- 6 inches of fish for every hundred gallons of water
Rule #2- 1 inch of fish per ten gallons of water (for well filtered and aerated ponds)
Rule #3- 1 inch of fish for every square foot of surface area (for a 2 foot deep pond)
You’ll want to know what kind of koi you want, whether it’s average domestic, Japanese, or jumbo. Each grows to a different size.
Average domestic koi can grow up to 15 inches long so it’s best to measure using that standard. This way your fish will end up more comfortable than cramped. So for measurement sake, the number you should have per gallon goes like this:
- 100-gallons: 1 smaller fish
- 150-gallons: 1-2 smaller fish
- 250-gallons: 1-2 koi
- 300-gallons: 1-2 koi
- 500-gallons: 2-4 koi
- 750-gallons: 3-5 koi
- 1500-gallons: 6-10 koi
Harvey goes over the math in his head real quick (he was a math major in college) and it checks out. “So how many can we get for our pond, Harvey?” asks Sabrina.
Harvey does some more math in his head and smiles, saying “3 would be a good starting point. After a while, we can add in one or two more if it seems like it’ll work out.”
1 Week Later…
Sabrina and Harvey watch the flashing scales of their fish as they lazily swim around their new home. All 3 of them seem happy and healthy and the couple plans on helping them stay that way.


Winning Strategy at Bingo
Joseph E Granville is the name of a stock market guru which had its glory days between the late 1970s and the beginning of the 1980s. Thanks to its influence on the markets and he told the big players when to buy or sell. The suggestions given by him were solid and at the same time he also had the tendency to control the market over the short period of time. In order to make the sell or buy suggestions, Joseph used some mathematic formulas. This background was also used in order to give out suggestions about what is the best bingo strategy that a player could use. Thanks to the fact that he is a serious mathematician his bingo strategies turned out to be good. He is also known for having a great ability in order to analyze any complex mathematical situations and to take action.
The analysis of bingo done by him represents an excellent exercise that has a look at the static situation that involves the odds of having any of the 75 balls called after they are drawn randomly. Everything starts by having a look at what number groups will be most likely to be called during the first 10 balls extraction, this might be logical but it’s not going to be 100% accurate. The analysis is all about the statistical probability and this should not be considered a method that is going to help you win. The basic idea behind this strategy is to help you pick up those bingo cards that have the best balance of numbers, so that the probability to have them called during the bingo game is going to be higher. Thanks to the fact that the numbers at a bingo game are called randomly the stats made by Granville start from 1 to 75 is going to be correct. While there is the possibility for aberrations to appear, over a large number of games, statistically your chances of winning will increase.
The very first theory of play created is that the first numbers have a tendency to end up in a different number at least in the first 10 bingo balls. He discovered this idea by looking at thousands of bingo games. Another thing is that the odd and even numbers are going to get even out as they are called. This means that by taking into consideration these basic rules, you will get a higher chance of picking up the right cards that will prove to be winning ones. Another interesting discovery made by Granville is that most bingo games are going to end right after only 10 to 12 numbers have been called. And at the same time up to 60% of the numbers that have been called have the last digit different.
Since there is no possibility for an online bingo player to choose his bingo cards, he cannot gain a statistical advantage while playing online. What an online player could do is to play a lower number of bingo cards each game and not go for a high number hoping that this is going to give them a better chance to win. Another result of the study is that the numbers called will average out around the number 38. There are still a small number of players that knows this. However this cannot be applied to the online bingo games, when you are getting your cards.
This theory of bingo became popular thanks to the fact that Granville wrote a book about bingo back in the ‘70s. His studies regarding the bingo cards are excellent especially for those bingo players that choose to play the game in a land based facility. One of the main problems however is that you cannot put many of these ideas in practice at the online bingo sites, since you are not given the chance to choose your own bingo cards. Under these circumstances all a bingo player can do is to hope that he will get assigned bingo cards that take into consideration the principles given out by Granville. However it’s going to be an interesting test that you can make, by taking 5 different bingo cards and see for yourself if the ideas presented here can be taken into consideration even at an online bingo site.
The random number theory is a proven fact and it’s definitely a good piece of advice, but it doesn’t apply to the online bingo sites, since you cannot pick your own bingo cards. What you could do is to buy 5 cards and in case you see that it does not comply with the ideas and principles set out by Granville, buy another pack of 5 bingo cards. This way you can get the chance to improve your odds even when you are playing bingo over the internet. You should start to test out these principles with the bingo cards that have the lowest price, and in case you manage to get this strategy to work, and improve your odds of winning, you can move on to some bingo games that have more significant prizes. The ideas presented by Granville are very interesting and they might prove to help you get an advantage over the other players. And at the same time there are still only very few people that know about all this and go through all the trouble of trying out.


Geometry, Dynamics, Integrable Systems: proceedings VIIth International Conference (5–9 June 2018. Dolgoprudny, Russia): Moscow institute of Physics and technology [et al.].
This conference is orientated towards academic and engineering experts in nonlinear dynamics, nonholonomic mechanics, classical and applied mechanics, systems with friction, biomechanics and related fields, with the focus on the cutting-edge theoretical research and the interaction between theory and practice
Moscow institute of Physics and technology, Mathematical Institute SANU, Steklov Mathematical Institute of Russian Academy of Sciences, Russian Foundation of Basic Research, Journal “Regular and Chaotic Dynamics", Udmurt State University


Subtraction - CCSS 4.NBT.B.4
Links verified on 7/14/2014
- Ambleweb Subtraction Machine - Students choose a skill level, type the answer, and then check for correctness.
- Are You a Math Magician? - Choose your level and try to answer 20 questions in 1 minute.
- Bowling Subtraction - Bowl down pins by answering subtraction problems.
- Checking Subtraction - Students explore the inverse relationship of addition and subtraction.
- Fill-in Equation - Supply the missing number in subtraction equations.
- Ghost Blasters Subtraction - This is a 2 digit minus 1 digit subtraction game.
- Ghost Blasters Subtraction - This is a 2 digit minus 2 digit subtraction game.
- Inverse Relationship of Addition and Subtraction - Fill in the missing numeral.
- Inverse Relationship of Subtraction and Addition - Fill in the missing numeral.
- Island Chase Subtraction - "Multi-player racing game that allows students from anywhere in the world to race one another while practicing their facts." You can select to play against others or just yourself.
- It's A Fact - Practice the basic subtraction facts.
- Math Baseball - Subtraction using numbers less than 5.
- Math Fries - Students have to eat French Fries that have math problems on them that equal a certain number displayed on top of the screen. [most are addition, but some subtraction is included]
- Minus Mission - Subtraction with a creeping slime theme.
- Mixed Review -Finding the answer to the addition and subtraction problems of three numbers reveal a mystery picture.
- Mystery Picture - Subtract and find the mystery picture under the tiles. (subtraction facts to 20)
- Mystery Picture - Subtract 2 digit numerals, no borrowing.
- Speed Grid: Subtraction - (level 1) Students answer the question set by clicking on two numbers that complete the sentence. You set the number of questions (2 to 99) and the time limit (1 to 10).
- Subtraction - customize for any number range.
- Sum Sense (Subtraction) - Students practice single digit subtraction by dragging numbers to complete the sentence.
- Tic-Tac-Toe Squares - Subtraction game using numbers less than 10.


Kim Wilkerson Memorial ScholarshipA donor advised fund awarded annually to a Broomfield High math student.
Kim Wilkerson Memorial Scholarship Application
This scholarship is in memory of Kim Wilkerson, a Broomfield High School math teacher who passed away in 1999. It was set up as a donor advised fund and is awarded annually to a BHS student who has demonstrated desire and persistence in learning math, at any level, throughout their high school years. This is a one time $1000 scholarship per recipient.
The 2023 application deadline has passed.


Chief Scientific Adviser, Home Office
Professor of Statistics, Statistical Laboratory, University of Cambridge
Professor John Aston is Chief Scientific Adviser at the Home Officer, and Professor of Statistics in the Statistical Laboratory at the University of Cambridge. John is also a member of the board of directors of the Alan Turing Institute, and Co-Director of the EPSRC Centre for Mathematical and Statistical Analysis of Multimodal Clinical Imaging Data and on the management board of the Cantab Capital Institute for the Mathematics of Information. He also has an active collaboration with the Office for National Statistics.
John's interests include all areas of Applied Statistics but particularly Statistical Neuroimaging and Statistical Linguistics. John has methodological interests amongst other things in Functional Data Analysis, Time Series Analysis, Image Analysis, Changepoint Analysis, and Spatial-Temporal Statistics.
Prior to taking up his position at Cambridge, John held academic positions at the University of Warwick and at Academia Sinica in Taiwan.


There is a lot of lumber in Humboldt County — here are some images to ramp up number talks around some real world math.
The Sky Trail is a gondola ride through the redwood forests in Del Norte County, near Redwood National and State parks. As we waited in line to board, we were pondering Amusement Ride Mathematics. A few facts for consideration: Passengers are picked up every 2 minutes Each passenger pays, on average, $10 for the ride […]
Duration: 55 Minutes Goal: To better understanding what the binary system is, how it is used, and how to use it. Objectives: Students will be able to identify binary numbers and what they represent. Students will be able to write out and decode binary numbers. Binary Numbers Printable Binary Number Table Binary Number Trick How […]
Experiencing the mathematical practices as adult learners A brief activity to rekindle our own math practices Mathematical Task: Interpret graphical information 5 minutes: Individual (think) What is the topic of the “Mistake on a plane” graph? What to the horizontal and vertical axis represent? What are some observations or inferences you can make based on […]
Math and loco-motor skills can be integrated into daily physical education using the ideas shared by Chris Hopper from Humboldt State University. The Activity Make Predictions! How many steps will you take as you walk 10, 25, and 50 yards? Do It! Each student walks various lengths of the field and records their data. DOWNLOAD […]


Peter Gray writes about a study that elementary school children do better at arithmetic if you teach them less arithmetic. This is a bit of a mischaracterization, since he describes a school where they simply delayed teaching arithmetic until the sixth grade. The study was this: there was an experimental group of students who receive no arithmetic training until the sixth grade, and a control group that had learned arithmetic in the usual sequence.
The results: A pre-test was given at the beginning of the sixth grade. The control group did better on your standard arithmetic problems (of course), but the experimental group actually did better on common-sense story problems, measurement, and number sense. At the end of sixth grade (after the experimental group had been taught arithmetic), the experimental group did at least as well as the control group on everything.
It appears that children may not be developmentally ready for the formalism of high school arithmetic until later (like sixth grade). When they are ready, they can very efficiently learn arithmetic.
This is one reason why I think that we are doing a disservice by pushing algebra and geometry down to middle school, and calculus down to high school. I am generally a fan of slowing down, rather than accelerating, the curriculum.
The study also reminded me of Kamii’s work. She also had a control group of students who were taught in the usual way, and an experimental group that were not taught standard arithmetic. This time, I believe they were first-graders. The experimental group of first-graders spent the time they would normally spend on “arithmetic” by playing carefully-chosen games. These games would require them to roll two dice and add the results, or add the face-values of two cards in a game of “Double War.”
The results: once again, the experimental group did significantly better than the control except for on the most algorithmic of problems (maybe 2-3 problems out of 30).


Principal Investigator:Lorin Crawford is the RGSS Assistant Professor of Biostatistics, and a core member of the Center for Statistical Sciences (CSS) and Center for Computational Molecular Biology (CCMB) at Brown University. He is also affiliated with the Robert J. and Nancy D. Carney Institute for Brain Science. Before joining Brown, Lorin received his PhD from the Department of Statistical Science at Duke University where he was formerly co-advised by Sayan Mukherjee and Kris C. Wood. As a Duke Dean’s Graduate Fellow and NSF Graduate Research Fellow he completed his PhD dissertation entitled: "Bayesian Kernel Models for Statistical Genetics and Cancer Genomics." Dr. Crawford received his Bachelors of Science degree in Mathematics from Clark Atlanta University. [Faculty Profile] [CV]
Postdoctoral Fellows:Greg Darnell completed his PhD in Quantitative and Computational Biology at Princeton University in 2019 under the mentorship of Professor Barbara Engelhardt. Greg's research interests within statistical genetics include creating machine learning algorithms for understanding the genetic basis of disease. He has developed both Bayesian and deep learning based methods for scaling and adapting traditional genetic association study techniques to high-dimensional traits. Starting September 2019, Greg will be working in the both the Ramachandran lab and the Crawford lab, and will be at the Institute for Computational and Experimental Research in Mathematics (ICERM) from September 2019 to May 2020 as an Institute Postdoctoral Fellow. [Professional Website]
Graduate Students:Pinar Demetci is a Computational Biology PhD student (on the Computer Science track). She graduated from Olin College of Engineering with a BS in Bioengineering and worked on bioinformatic analyses and mathematical models for microbial communities under environmental perturbation. Upon graduation, Pinar spent a year in the Gene-Wei Li Lab at the Broad Institute of Harvard and MIT, working on various quantitative biology projects. Her current research interests broadly include interpretable statistical learning and algorithm design with applications in human genomics and personalized medicine.
Alan DenAdel is a Computational Biology PhD student (on the Applied Mathematics track) and a Brown Graduate School Presidential Fellow. Prior to attending Brown, Alan worked at Illumina as a bioinformatics scientist. As an undergrad, he majored in mathematics (with minors in statistics and biology) at Pacific Lutheran University; and he now holds an MS in Bioinformatics and Genomics from the University of Oregon. Alan's current research interests include statistical theory development, machine learning applications in genomics, and reproducible research.
Chibuikem (Chib) Nwizu is an MD-PhD student at the Warren Alpert Medical School of Brown University, and is currently working to complete his PhD in Computational Biology (on the Computer Science track). Chibuikem graduated from Brown University with an ScB in Applied Mathematics-Biology. His current research interests broadly include topological data analysis and the application of machine learning to clinical diagnostics, cancer genomics, and stem cell biology.
Kexin Qu is a PhD student in the Department of Biostatistics in the School of Public Health. Previously, she graduated from Emory University with a BS in applied math with high honors and an MSPH in biostatistics. Before coming to Brown, Kexin worked as a biostatistician working on various real world health outcome projects. Her research interests include developing computational methods for longitudinal genome-wide association (GWA) studies and building statistical machine learning tools for applications in personalized medicine.
Dana Udwin is a PhD student in the Department of Biostatistics in the School of Public Health. Before moving to Providence, she worked as a data scientist at MassMutual Financial Group while pursuing an MS in Statistics from the University of Massachusetts Amherst. Dana graduated from Smith College with a BA in Mathematics and a minor in Chinese. Her research interests include statistical machine learning and Bayesian methodology.
Emily Winn is a PhD candidate in the Division of Applied Mathematics at Brown University and a National Science Foundation (NSF) Graduate Research Fellow. Emily received her Bachelor of Arts in Mathematics with High Honors from the College of the Holy Cross. She also completed a year in the Visiting Students Programme at St. Edmund Hall at the University of Oxford. Her research interests include statistical topology, topological data analysis, and developing new methods using tools from probability and information theory. [Personal Website]
Undergraduate Researchers:Gabrielle Ferra is a current Goldwater Scholar who is concentrating in Applied Mathematics-Biology at Brown University. Her research interests include using statistical methods to analyze epistatic interactions, and developing computational algorithms to answer problems sitting at the intersection of topological data analysis (TDA) and genetics.
Ashwin Veeramani is a current undergraduate concentrating in Applied Mathematics at Brown University. His research interests include applying statistical/machine learning methods to genome-wide association (GWA) studies and identifying genetic mechanisms that explain how the architecture of complex traits vary across individuals of different ethnic ancestry and social economic backgrounds.
Former Lab Members:
- Zachary Kaplan (Applied Mathematics Undergrad 2019) → Machine Learning Engineer at Schrödinger
- Timothy Sudijono (Applied Mathematics Undergrad 2019) → Portfolio Implementation Analyst at AQR Capital Management
- Isaac Zhao (Biostatistics Masters 2019) → Cancer Genomic Researcher at the National Institutes of Health (NIH)
- Bruce Wang (Data Science Initiative Masters 2018) → PhD Student in Quantitative and Computational Biology at Princeton University


EducationI am a graduate student at North Carolina State University. I completed my bachelor's in Mathematics at NCSU in May 2014. I graduated Summa Cum Laude with a 4.0 GPA.
ExperienceI have been tutoring in various capacities since 2011. I have worked with tutoring services through Cape Fear Community College and North Carolina State University as well as working with students privately. I have made A+'s in every core mathematics class including Calculus, Ordinary and Partial Differential Equations, Linear Algebra, Mathematical Analysis, Probability, and others.
HobbiesMathematics is a hobby as well as a major. But on a lighter note I also enjoy being an overgrown kid playing board games or outdoor sports for fun.
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Wednesday, 15 June 2011
How much mathematics do students need?
A report came out yesterday (Tuesday) showing that many UK university students are poorly prepared for the mathematical requirements of the courses that they register to study. The report was produced and published by a not terribly well known institution, ACME, the Advisory Committee on Mathematics Education, an independent body based at the Royal Society. The latest report is in three parts - an overview/summary plus two substantive papers - and it is the outcome of a two year project run by ACME on the topic, Mathematical Needs.
The findings of the report make rather dismal reading, for they show that about two-thirds of the UK students who enrol for degree courses that require some mathematics, do so without the proper mathematical foundations that they need, with the result that many universities have to run remedial maths classes to bring students up to the right level. Better late than never, I suppose, but much of this extra maths could so easily have been done in secondary schools. Employers, too, are widely dissatisfied with the mathematical knowledge and skills of those they employ, so the problem is not just about preparing for university entry.
The fact is that we live in a world where mathematical expertise (or at the very least, a basic competence) is needed in all sorts of different areas of work. Yet as the ACME report shows, UK school students are increasingly lagging behind those in other advanced and emerging economies both in terms of the share of such students who continue with mathematics beyond age 16, and in the academic levels they aspire to and achieve. This is really quite a distressing situation, given our intensely competitive world - how on earth will UK young people be able to compete for and occupy the best and most productive jobs if this critical dimension of their education is so weak? Not surprisingly, therefore, the report includes lots of advice on ways of improving mathematics curricula and teaching in order to strengthen the UK's position in this important area.
Moreover, quite aside from this strictly utilitarian and functional approach to mathematical knowledge, surely we ought also to put a bit more weight than we do on the sheer joys and delights of mathematical explorations? Curiously, it seems to be socially acceptable in the UK to be 'bad at maths', whereas it most definitely isn't so acceptable to admit to functional illiteracy. There is also a widespread perception that 'maths is a difficult subject'. Both these views seem to me complete nonsense. They are not shared by our leading competitor countries, and they create a culture that makes it far too easy for the UK to under-perform. In my view (though I do admit to being a bit biased here), maths is no harder than anything else provided that students are prepared to put in the necessary hours of effort - I've always found history much harder going than mathematics, for example.
And mathematics is full of beauty and elegance, once one advances just a little beyond the routine (and rather dull) mechanics of basic calculations. For instance, lots of interesting geometrical shapes - plane or solid - can be constructed using elementary methods known to the Ancient Greeks, many important equations are both simple and beautiful, and by moving up a dimension or two some truly amazing objects arise.
Just recently, I managed to buy from a company in California an intriguing item, a Klein bottle, depicted here. The company concerned is actually the ACME Klein Bottle Company, though its name has no relation to the organisation referred to above. It is the only company I have ever dealt with that asked me to state the dimensionality of space in my neighbourhood, showing that at least some mathematicians have a sense of humour.
As I have tried to explain (unsuccessfully) to my wife, this object really requires us to be in four-dimensional space, and what I have purchased, therefore, is merely the projection into our familiar three-dimensional space of the real thing. But isn't it lovely? As it happens, I can't think of any economic applications of this sort of object, nor indeed any applications at all, but who cares?
And wouldn't it be great if more people took the same delight in discovering a new equation, or a new geometrical result (here I probably reveal that my maths is slightly old fashioned, as little geometry seems to be taught nowadays, sadly), as they do when they discover a new writer?


3-5pm | 9-13 Feb
Thinkers in both continental and analytic traditions make liberal use of arguments drawn from the mathematical results of Cantor, Gödel and Turing. Alain Badiou in Being and Event, for instance, makes use of Cantor's theories of the transfinite in his examination of ontology, and the analytic philosopher John Lucas relies on Gödel's proofs of mathematical incompleteness to argue that minds cannot be explained as machines.
To a mathematical outsider, these arguments can seem opaque – do the mathematical results justify all that is claimed? In these lectures we provide an introduction to the concepts needed to illuminate the work of Cantor and later thinkers who have built on his results. The lectures require no mathematical background: in straightforward terms, they will explore mathematical conceptualizations of structure, proof, and countability.
We will touch on some of the contrasting approaches to work at the juncture of philosophy and mathematics, but the primary goal will be to outline the native "mathematical approach", which will give students a foundation for further exploration of their own in the area.
We start with the most basic examples of symbols and structures, and how they can be manipulated, and build gradually up to an elucidation of (one approach to) the infinite in mathematics, explicating Cantor's Theorem and his results on uncountability.
Lecture 1: Symbols, structure and rules
Lecture 2: Cases and contradiction
Lecture 3: Mapping and matching
Lecture 4: Counting and number; Hilbert's Hotel
Lecture 5: Cantor and the Uncountable


Year 6 Maths Challenge
On Tuesday, four Year 6 pupils, Catherine, Jessica, Liza and Isabel, competed in the Eagle House Year 6 Maths Challenge.
The hall was packed with 128 children working frantically through different rounds of problem-solving activities. After the challenge Liza said, ‘It was fun and the cookies were nice!’. Isabel added, ‘ It was fun and a great team effort.’
The event was eventually won by a pair from Stroud School.


Use this calculator to compute how much you would need to have invested in order to withdraw a specified amount each year over the course of a specified period of time. For example, if you want to be able to withdraw $500 during each month of your expected 20-year retirement, this calculator will tell you that if you expect to earn a 10% interest rate you will need to have $51,812.30 saved up by the time you retire. This is often referred to as "Present Value of an Annuity" analysis.
This is a hypothetical example used for illustrative purposes only and does not represent the return of any specific investment. Actual rates of return will vary over time; particularly for long-term investments.
To compute the Present Value of an Annuity, fill in the first three text boxes and then click the "compute" button.


Nounhomoscedasticity (or homoskedasticity)
In statistics, a sequence or a vector of random variables is homoscedastic if all random variables in the sequence or vector have the same finite variance. This is also known as homogeneity of variance. The complementary notion is called heteroscedasticity. The alternative spelling homo- or heteroskedasticity is equally correct and is also used frequently.
As described by Joshua Isaac Walters, "the assumption of homoscedasticity simplifies mathematical and computational treatment and usually leads to adequate estimation results (e.g. in data mining) even if the assumption is not true." Serious violations in homoscedasticity (assuming a distribution of data is homoscedastic when in actuality it is heteroscedastic) result in underemphasizing the Pearson coefficient.
In a scatterplot of data, homoscedasticity looks like an oval (most x values are concentrated around the mean of y, with fewer and fewer x values as y becomes more extreme in either direction). If a scatterplot looks like any geometric shape other than an oval, the rules of homoscedasticity may have been violated.
Assumptions of a regression modelIn simple linear regression analysis, one assumption of the fitted model is that the standard deviation of the error terms are constant and does not depend on the x-value. Consequently, each probability distributions for each y (response variable) has the same standard deviation regardless of the x-value (predictor). In short, this assumption is homoskedasticity.
Residuals can be tested for homoscedasticity using the Breusch-Pagan test, which regresses square residuals to independent variables. The BP test is sensitive to normality so for general purpose the Koenkar-Basset or generalized Breusch-Pagan test statistic is used. For testing for groupwise heteroscedasticity, the Goldfeld-Quandt test is needed.
Two or more normal distributions, N(\mu_i,\Sigma_i), are homoscedastic if they share a common covariance (or correlation) matrix, \Sigma_i = \Sigma_j,\ \forall i,j. Homoscedastic distributions are especially useful to derive statistical pattern recognition and machine learning algorithms. One popular example is Fisher's linear discriminant analysis.
homoscedasticity in German: Homoskedastizität und Heteroskedastizität
homoscedasticity in Spanish: Homocedasticidad
homoscedasticity in Hebrew: הומוסקדסטיות
homoscedasticity in Hungarian: Homoszkedaszticitás
homoscedasticity in Italian: Omoschedasticità
homoscedasticity in Dutch: Homoscedasticiteit
homoscedasticity in Polish: Homoskedastyczność
homoscedasticity in Sundanese: Homoscedasticity


Welcome to our KYOTE class home page! The KYOTE classes consist of three transitional math classes, T1, T2 and T3, all serving the purpose of remediation and review in preparation for the KYOTE college course placement exam. To see what you will be reviewing, check out the syllabus link. The KYOTE exam will be taken before Christmas break and again at the end of the year. The goal for T1 and T2 is a score of 26 on the Math College Readiness Placement exam and the T3 goal is a score of 14 on the Math College Algebra Placement exam.
No worries if you do not own a calculator! Use the Desmos calculator or when dealing with fractions, a Fraction calculator


Finding a tutor for your kids might be hard.You don’t know what kind of tutor your kids will be able to work with more comfortably. So, the best option for you is to find out the areas where your kids lag. Most students are weak in math and need individual attention.
Finding the best math tutor for kids
Finding a tutor for your kids might be hard. As you don’t know what kind of tutor your kids will be able to work with more comfortably. So, the best option for you is to find out the areas where your kids lag. Most students are weak in math and need individual attention.
Analysis of the requirements
Sometimes the best teachers might not be the best for you. It depends what you’re looking for and what kind of student you are.
For example, A math tutor is considered to be the best in the market and charges high rates for it but you’re a slow learner and appreciate learning in an enjoyable environment. So you don’t need the one with good skills but the one that makes you feel comfortable. So you need to look for a tutor that understands your needs. You can check the reviews or feedback of that teacher. After that, you can decide whether he’s the one you’re looking for or not.
Finding tutoring online
There are numerous websites for online tutoring. You can go through them and find one of the best math teachers. You can ask past experiences of students who have been taking classes from them or look at the ratings and reviews. Parents can go through the top 10 online tutoring websites to get the best math tutors for their children.
Considering the peer tutors for kids
Parents can consider peer tutors because they may be the best tutor for your child. There are situations where students don’t need another teacher but a study buddy that can help them clear their concepts. Someone in the same class may have mastered the subject and has really good skills as a math tutor might be helpful and perfect for your kid. This will help your child understand the subject better. It will help develop a supportive relationship as well. It may be the best option for you. Some kids are more comfortable working with peers. So a peer math tutor may be the best tutor for your kid
Parents should look for tutoring agencies that can be found easily. They may have the best math tutors. They can be found through parenting publications, television advertisements, websites, and radio. Noodle Education is a platform that helps parents find tutors with specific skills. The parents can narrow their search for the best math tutors with filters such as location, budget, subject, and Specialization in math. If the parents have a cost issue this website also offers small sessions in which you can share it with your friends cutting the total cost.
Many nonprofit organizations have programs in which they take in high school students who have specialized in some specific areas. They may be the best source when looking for assistance in a specific subject such as math. Look for local groups that offer specialized tutoring; for instance, the Autism Society (autism-society.org) can help families locate tutors. They have the finest math tutors available and you can take a look at other societies as well to find the best tutor.
Sharing is caring
Tell your friends, family, neighbors and etc. That you are interested in hiring the best math tutor if they have someone in mind they should contact you. Hiring a tutor that is referred by your friend gives you a trust factor and it would be in the best interest of your kid because he or she might have past experience with them as they recommended them to you. It’s important to get different perspectives to find the right match for your child and speaking with friends can give you insights into an instructor’s personality, skills, teaching style, and methods. Plus, you may discover unadvertised discounts and tips on when a tutor is available. If someone has hired him before can give you the pros and cons of him. You’ll have an idea of what you’re paying for and is it in the best interest of your kid
Look in your surroundings
You can look within your networks such as neighbors, friends, and family may have the skills of a good tutor. This could be an ideal situation for your child. As you know them before and your kid will feel comfortable with them. Being the best in the market doesn’t mean it’s the best for you. The best tutor is determined by many different factors such as whether your child is comfortable with them or not.
Look for teachers that specialize in math to get the best results. Then check their past records if you have the resources. You can ask them for a week’s trial. To get a better idea of what you’re going to pay for. These tutors will be available on different websites and you can check their portfolio out.
Questions in mind
What is your budget?
- How often do they need to meet with a tutor? (This may change your budget)
- Are there free options to try before paying someone?
- You should do proper research before getting your child a tutor. There might be a possibility if you ask his/her teacher for extra online classes they may agree with you. It is beneficial for your child as he is already aware of the tutor and is familiar with his/her teaching methods
- You can also check out free courses available online. They might help or resolve the problems your kid is facing regarding math
What is method of online tutoring?
This method is quite effective and easy. You could ask your friends who have kids of the same age as yours. Many children face difficulties in math. So they might already be studying from some online math tutor. You can ask them the following questions; How much do they charge? What’s their teaching style? How much involved are they in the discussion?
You may find them the best fit for your kid or not. So this method can be quite helpful in finding the best math tutor.
Library and community centers
Even if your local library and community centers don’t offer any online tutoring courses. They have community centers boards where you can find information about online tutors. You can contact them. If still, it doesn’t work out for you. Try to reach the school counselor of your kid to find the best online math tutor.
Finding the best math tutor for your child can be difficult. We have mentioned many ways to ease up this process for you. Online Tutor Kids strives to be your best online partner in finding competitive math’s tutor. The importance of mathematics cannot be denied. Choose the best option for your child to help him standout from the crowd.


Maximize the function f(x,y,z)=x²+y²+z² subject to the constraint curve x+y+z−18=0.
Find dw⁄dt given that w=x²+y², x=3t and y=5t+2.
Find the volume of the solid bounded by the surface z=16−x²−y² and the plane z=1.
A man throws a ball horizontally out of a window with an initial velocity of 12 meters per second. Find the velocity of the ball in the vertical direction just before it hits the ground and the final horizontal distance it travels if the window is 11 meters above the ground.


Alicia Michael, Casper College
Math was one of the reasons Alicia Michael didn’t succeed during her first attempt at college.
The business administration sophomore said the traditional way to teach math had never worked for her: example problems on the blackboard while she took notes.
When she returned to Casper College last year, she discovered that while math itself had not changed, the teaching practices had.
“I enrolled in a self-paced class,” said Michael, 47, who ran two bars and a restaurant in Texas and Wyoming before returning to college. “You work on a computer on your problems, and if you don’t understand something, you raise your hand and the teacher comes over.”
Taking courses from Deb Swedberg and Jake McIntyre, she was able to move through her remedial math classes and complete the general education math needed for her degree. She said that while math is still work, this way of teaching clicked for her. Better still, she said students can complete the class early, and move on to another math class if they wish. If they don’t finish, they don’t flunk. Instead they begin from where they finished the next semester.
“I could see this working for science and English classes,” she said. “I was able to build my confidence and not dread the subject.”
Ironically, she said she was not able to keep up with the pace when she first took college math in 2011. However, with the new methods, she moved faster through the subject, completing her remedial math class with 25 percent of the semester remaining.
“Let’s be clear, this type of class would not work for everyone,” she said. “I tell everyone, you need discipline. And I am a very disciplined person.”
Kimberly Goggles, Central Wyoming College
Central Wyoming College student Kimberly Goggles started her college experience in the fall of 2013, taking classes at the Lander outreach center and main campus in Riverton.
“I was pretty worried about whether or not I was going to be able to write papers at a college level, but I didn’t want to take an extra remediation class if I didn’t need to,” Goggles said. “I would have had to travel more and it would have cost me extra money too.”
After speaking with her instructor, Buck Tilton, she found that she could take advantage of a new option called a “co-requisite” English class, in which you take the typical English 1010 and add an additional credit hour to allow for one-on-one tutoring from the instructor throughout the semester. “We got a lot of individual attention,” Goggles said. “During the extra time we spent in class we were introduced to all sorts of resources to help us like the tutoring center, library service assistance, computer assistance and one-on-one coaching to help us write better.” Thanks to this model, Goggles successfully completed the course in one semester and was able to continue her program without getting off sequence with her English classes.
Remediation classes have been a constant challenge for post-secondary institutions. If a student is not performing at a college level, these classes are required to assist them in reaching the appropriate level prior to taking classes that count toward their degrees. They are costly, time consuming, and can be an obstacle that is difficult to overcome.
“Sometimes the students get discouraged taking a full semester of a remediation class that costs them money and time,” said Buck Tilton, associate professor of English. “They may successfully pass the class, but lose their enthusiasm to take yet another class, at the college level, in the same discipline.The co-requisite model allows them to be in class with their peers, getting college credit, and spending the extra time needed to help them succeed, without spending an entire semester.”
Goggles is set to graduate in December 2015 with a degree in health sciences. She is applying to radiography schools in Wyoming so she can continue her education after she graduates from CWC.


John Cardy received his BA (1968) in Mathematics and PhD (1971) in Theoretical Physics from Cambridge University. After postdoctoral studies at CERN, Geneva and the University of California, Santa Barbara, he joined the faculty at Santa Barbara in 1977. In 1993 he moved to Oxford University, where until 2014 he was a Senior Research Fellow at All Souls College (now an Emeritus Fellow) and a Professor of Theoretical Physics. He is also an Honorary Fellow of Downing College, Cambridge. From 2015-2023 he was a Visitng Professor then a Research Physicist at University of California, Berkeley.
Currently he resides in Sacramento, California USA.
His research prior to 1978 was in particle physics, in particular the study of high-energy diffraction scattering. After this, he applied methods of quantum field theory and the renormalization group to condensed matter, especially to critical phenomena in both pure and disordered equilibrium and non-equilibrium systems. In the 1980s he helped develop the theory of conformal invariance and its applications to these problems, ideas which also had an impact in string theory and the physics of black holes.
In the 1990s he used conformal invariance to derive many exact results in percolation and related probabilistic problems. This helped inspire the work of mathematicians which was recognised by the award of the Fields Medal to Wendelin Werner in 2006, and to Stas Smirnov in 2010. More recently Professor Cardy has worked on questions of quantum entanglement and non-equilibrium dynamics in many-body systems.
He is a Fellow of the Royal Society, a recipient of the 2000 Dirac Medal of the Institute of Physics, of the 2004 Lars Onsager Prize of the American Physical Society, of the 2010 Boltzmann Medal of the International Union of Pure and Applied Physics, of the 2011 Dirac Medal and Prize of the International Centre for Theoretical Physics, and of the 2024 Breakthrough Prize in Fundamental Physics..
Updated July 2023.


Date and Time : 04-06-2020, 10:00 am – 11:00 am
- At the beginning of the session, Megha explained the importance of Mathematics in our daily life. She emphasized that students like games and stories much. So if we teach them Mathematics through games and stories then it will be easy for them to understand the Maths and they will also enjoy it. In this webinar, she tried to highlight the advantages of teaching Mathematics through games and stories.
- While sharing her experience of Mathematics teaching she said that children often don’t understand that Multiplication is the process of using repeated addition. She also explained how she removed some students’ confusion about the expansion formula (a+b)2.
- She explained the Pythagorean Theorem using a farmer’s story and said that if we teach students Maths by giving examples then it will be easy for them to understand & remember the concepts.
- She also said that students learn the area of the circle in school. But they don’t understand why the area of the circle is ∏r2. She explained why the area of the circle is (pi)r2 using the story of Beckmann.
Views shared by other participants:
- Satyavati ma’am said that in Mathematics too we should allow children to do experiments and discussion should happen based on the experiences they gain through their experiments. Only Maths teaching aids/kits are not important but teachers’ interaction with students is crucial for better learning.
- Shaila Thakur ma’am said that Mathematics will be easy for students once they understand how formulae are formed/derived. She also said that in the workshop organized by HBCSE we learned that we should give an opportunity to students to make the formulae. When we give students formulae directly then they forget those formulae after some time. And unable to solve examples. But when they make/form formulas on their own, that experience of self-creation makes students happy. Whatever teaching strategies we learned in the HBCSE workshop, we have implemented in our school and we found those strategies very useful.
- Aaloka praised Megha’s idea of bringing Maths through games and stories. Adding to this she said that even traditional stories also contain Mathematics. Maths in the folk tales are quite interesting. We should try to bring mathematics of the folk tales and games in the classroom while teaching Maths. Teaching Maths through games and stories all such things will work only when teachers and students will create a subject in the class by interacting with each other. So the culture of discussing the subject is important. Teaching through games and stories will enhance this culture of discussion.
- Mayuri said that, while teaching Maths when teachers give different daily life examples to students then it helps students to understand the concepts in a better way.
- Vadodkar sir said that stories shared by Megha in this webinar for teaching different concepts in Maths would be useful for students.
- Namdeo Chavan sir said that students learn Maths easily when we give them the opportunity to do things on their own.
Report prepared by: Mayuri Pawar & Pranav Khot.


“Sathpat Brahman, which dates back to at least 900 BC records the theorem of Pythagoras 400 years before Pythagoras. Boudhayan’s Sulabh Sutra also clearly records the theorem of Pythagoras” said Professor Dinesh Singh, renowned mathematician former Vice Chancellor of University of Delhi. He was delivering a lecture titled ‘Indus Valley to Srinivas Ramanujan(A brief history of Indian Mathematics)’ on National Mathematics Day. National Mathematics Day is observed every year on 22 December to mark the birth anniversary of genius Indian mathematician Srinivas Ramanujan.
Prof Singh elaborated the advancements made by India in Mathematics “All irrational numbers are mentioned in the Shulba Sutras. Pingal in his 200 BC book ‘Meru Prastha’ mentioned what is known as the Pascal’s Triangle. Jain mathematicians had identified different orders of infinity mathematically not through philosophical speculation. Bhaskaracharya who lived in the 12th century AD 500 years before Newton is also believed by many to have invented the Calculus.”
He explained the scientific prowess of the Indus Valley people and expressed doubt about the established chronology where Indus Valley Civilisation is believed to predate Vedic civilisation he said “If IVC an urban civilisation predated Vedic age then why is it that the Rig Ved is totally devoid of these two words- city and brick. Mohenjo Daro had the great bath, the step well, the stairs are in perfect right angles at least five thousand years ago a pointer to the level of sophistication and knowledge of Mathematics they possessed. It stretched over a region of more than million square kilometres the civilisation used baked clay bricks which were standardised in their shape, size and dimensions over a large area. These bricks were in the ratio of 4 is to 2 is to 1 which I am told by the civil engineers this ratio makes any brick structure very stable. They also had a standardized system of weights in the ratios of 1/6th, 1/4 and so on. These weights were made in regular geometrical shapes cubes, hexagon, cones, cylinders all kinds of weights were used. There are also indications that they understood decimal system no proof it yet as we have not deciphered the script there unit of length for the Indus foot which was just a little more than the present day foot and yard.”
He said that trigonometry also comes from India and the names of sine and cosine were Jya and Kojya, they went from here to the Arabs who gave it to the Greeks.
Prof Singh underlined the need for taking learning outside the classrooms and adopting a more hands on approach to education “Knowledge needs to be practical that is how innovations and inventions can take place practical knowledge practical day to day activities led to the development of geometry and algebra. Einstein is known as someone who gave theories but very few know that he had more than 50 patents to his name he invented the first modern safe refrigerator, first Automatic Camera. Newton was also a skilled craftsman Faraday worked as a book binder hence work with hand and practical skill is essential. CV Raman made all the instruments were used for discovering the Raman Effect himself. Rote learning is not the tradition of India education used to be functional hands on experience sharing education was connected with the problems and challenges of society.”


Please use this identifier to cite or link to this item:
|Title:||A division algorithm in a redundant residue number system using fractions|
|Authors:||Chervyakov, N. I.|
Червяков, Н. И.
Lyakhov, P. A.
Ляхов, П. А.
Babenko, M. G.
Бабенко, М. Г.
Lavrinenko, I. N.
Лавриненко, И. Н.
Deryabin, M. A.
Дерябин, М. А.
Lavrinenko, A. V.
Лавриненко, А. В.
Nazarov, A. S.
Назаров, А. С.
Valueva, M. V.
Валуева, М. В.
|Keywords:||Algorithm;Fraction;Modular division;Redundant residue number system;Residue number system (RNS)|
|Citation:||Chervyakov, N., Lyakhov, P., Babenko, M., Lavrinenko, I., Deryabin, M., Lavrinenko, A., Nazarov, A., Valueva, M., Voznesensky, A., Kaplun, D. A division algorithm in a redundant residue number system using fractions // Applied Sciences (Switzerland). - 2020. - Volume 10. - Issue 2. - Номер статьи 695|
|Series/Report no.:||Applied Sciences (Switzerland)|
|Abstract:||The residue number system (RNS) is widely used for data processing. However, division in the RNS is a rather complicated arithmetic operation, since it requires expensive and complex operators at each iteration, which requires a lot of hardware and time. In this paper, we propose a new modular division algorithm based on the Chinese remainder theorem (CRT) with fractional numbers, which allows using only one shift operation by one digit and subtraction in each iteration of the RNS division. The proposed approach makes it possible to replace such expensive operations as reverse conversion based on CRT, mixed radix conversion, and base extension by subtraction. Besides, we optimized the operation of determining the most significant bit of divider with a single shift operation of the modular divider. The proposed enhancements make the algorithm simpler and faster in comparison with currently known algorithms. The experimental simulation using Kintex-7 showed that the proposed method is up to 7.6 times faster than the CRT-based approach and is up to 10.1 times faster than the mixed radix conversion approach|
|Appears in Collections:||Статьи, проиндексированные в SCOPUS, WOS|
Files in This Item:
|scopusresults 1228 .pdf||1.15 MB||Adobe PDF||View/Open|
|WoS 827 .pdf||193.47 kB||Adobe PDF||View/Open|
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3 edition of Strategies for teaching mathematics found in the catalog.
|Statement||author, Deborah V. Mink ; contributing authors, Janis K. Drab Fackler, Linda H. Pickett ; foreword, Earlene J. Hall|
|Contributions||Fackler, Janis K. Drab, Pickett, Linda H., Shell Education|
|LC Classifications||QA11.2 .M56 2010|
|The Physical Object|
|Number of Pages||320|
To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16 in most classes and the last four for math : Marcus Guido. - Explore MathCoachCorner's board "Books for Math Teachers and Instructional Coaches", followed by people on Pinterest. See more ideas about Math coach, Math and Teaching math pins.
Strategies for Teaching Vocabulary. Strategies for teaching vocabulary are a critical part of every teacher’s toolkit, yet searching for them is a little bit of an Alice in Wonderland experience – down the rabbit hole you go. 4 Algebra Readiness, Cycle 1 The Effective Mathematics Classroom What are some best practices for mathematics instruction? In general, a best practice is a way of doing something that is shown to generate the desired results. In terms of mathematics instruction, we typically think of a best practice as a teaching strategy or lesson structure that promotes a deep student understanding of File Size: KB.
About the Book: These strategies are brought to life in a new Math Solutions resource widely adopted by K-5 teacher preparation educators: Supporting English Language Learners in Math Class: A Multimedia Professional Learning Resource (Bresser et al., ). This tool was developed for teachers in regular or mainstream classrooms with one or. elements of inquiry. In the book Effec-tive Teaching: Current Research (Wax-man & Walberg, ), Kenneth Tobin and Barry Fraser identify teaching strategies that are used by exemplary mathematics and science teachers. According to research, exemplary teach-ers ensure that activities are set up to allow students to be physically andFile Size: KB.
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Enhance mathematics instruction and build students' understanding of mathematical concepts with this practical, research-based resource. Choose from a wide range of easy-to-implement strategies that enhance mathematics instruction, including developing students' mathematical vocabulary and problem-solving abilities, assessing students' mathematics thinking, and using manipulatives.5/5(1).
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: Making Sense of Mathematics for Teaching the Small Group (Small-Group Instruction Strategies to Differentiate Math Lessons in Elementary Classrooms) (): Juli K.
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All pages are intact, and the cover is intact. The spine and cover may show signs of by: Mathematics teachers looking Strategies for teaching mathematics book creative classroom strategies to engage students will appreciate the substantive, thought-provoking ideas presented in this volume.
The authors of this accessible book present exciting pathways to the reform standards that have been suggested by the National Council of Teachers of : 21 Techniques for Differentiating Instruction and Assessment.
Author: Edward J. Thomas,John R. Brunsting,Pam L. Warrick; Publisher: Corwin Press ISBN: Category: Education Page: View: DOWNLOAD NOW» This book offers effective, research-based strategies that can be mixed and matched to differentiate mathematics instruction for high school students through four different.
In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that by: Strategies for Teaching Mathematics By: Published on by Shell Education.
Enhance mathematics instruction and build students' understanding of mathematical concepts with this exceptional resource notebook. Teaching Mathematics in Secondary and Middle School. James Cangelosi “Interactive in its approach, this book focuses on all the complex aspects of teaching mathematics in today’s classroom and the most current NCTM standards.
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We all want our kids to succeed in the maths classroom and the type of strategies we use will determine if they are successful or not when teaching numeracy. Being strategy focussed and using creative hands-on maths teaching strategies in your instruction can get students excited and motivated about maths.
Being intentional and using creative approaches to your instruction can get students excited about math. These 15 essential strategies in teaching mathematics can make this your class’s best math year ever.
Raise the bar for all. As early as second grade, girls have internalized the idea that math is not for them. Effective Strategies in the Teaching of Mathematics is an explication of pertinent knowledge and skills that middle and high school teachers of mathematics should possess.
The enigmatic quality of good teachers may be acquired through the instructional process, and this book provides access to the key, which teachers may use to become stronger practitioners of effective instruction in mathematics.
Here are seven effective strategies for teaching elementary math: 1. Make it hands-on. Elementary math can be difficult because it involves learning new, abstract concepts that can be tricky for children to visualize.
Try to imagine what it's like for a five-year-old to see an addition problem for the very first time. Elementary School Middle School. Unpacking Fractions: Classroom-Tested Strategies to Build Students' Mathematical Monica Neagoy, drawing on decades of research studies, evidence from teacher practice, and 25 years of experience, addresses big ideas in the teaching and learning of fractions in grades Adapting teaching and learning strategies The strategies linked to learning activities are a suggestion only.
As teachers know their students learning styles and needs they can select alternative strategies or adapt those suggested to deliver the content. For example: y a. Get this from a library. Strategies for teaching mathematics. [Deborah V Mink; Janis K Drab Fackler; Linda H Pickett; Shell Education.] -- Enhance mathematics instruction and build students understanding of mathematical concepts with this exceptional resource notebook.
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This research-based book fully documents the different learning styles and demonstrates tangible strategies that meet the NCTM process standards.A simple strategy teachers can use to improve math skills is repetition.
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A population distribution with a mean of µ = 56 and a standard deviation of σ = 20 is transformed into a standardized distribution with µ = 50 and σ = 20.
Find the new, standardized scores for each of the following values from the original population.
x = 46
x = 76
x = 40
x = 80
Get Statistics homework help today
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FINDING ITGas Buddy gathers information from stations all across North America and then sorts it by region. The interactive gas price maps are great as prices vary as you cross state or provincial lines (and even from one county to the next). There's a link on the site for free mobile apps. AAA Daily Fuel Gauge Report collects price info on a daily basis by U.S. state. The website has a very cool fuel cost calculator that allows you to plug in your trip start and finish points (drawback: it only uses major cities), the vehicle you are driving and - voila! - it calculates trip distance (in miles), gas (in U.S. gallons) and the estimated fuel costs based on the day's prices at the pump. In Quebec, it's possible to track the prices of gas by region at the CAA-Quebec's Gasoline Watch website.
DOING THE MATHThe fast way is to take the price per gallon at the pumps in the U.S. and multiply by .26 = $/litre.
For example: $3.60/ U.S. gallon X .26 = 94¢/litre (in U.S. dollars, so this is the point where you'll need to make the currency conversion).Or, you can head to a conversion website, plug in the dollar amount on the pump and let the experts do the math. Remember the number you come up with is in U.S. dollars, so to convert to Canadian dollars multiply the number you calculated by the current exchange rate.


Smart Slide Rule reproduces a slide rule (slipstick) with A, B, C, CI, D, S, L, T, and K scales.
A slide rule is a mechanical analog calculating tool that uses the principle of logarithms.
The slide rule appears as an important prop in the movies "Apollo 13" and "The Wind Rises".
This application reproduces a slide rule on the screen of your device.
The front side of the slide strip corresponds to the B, C, and CI scales, and the back side corresponds to the S, L, and T scales.
You can move the slide strip and the cursor.
The slide rule uses a logarithmic scale to calculate multiplication, division, exponentiation, square root, and trigonometric and logarithmic functions.
This application features an explanation of how to use the slide rule, so you can learn how to calculate.
Since the calculation is performed in pixels of the device screen, the accuracy of the calculation cannot be guaranteed.