Back in college, our professor used to say that you are not going to use even 5% of what you are going to study in next 4-5 years, in your entire career and boy they were so right. Today I am going to write about Genetic Algorithm. I have never used genetic algorithm after my IIT days but it is something which is interesting and unique and in the fast computing era, gaining more and more popularity. So, let’s see what really is Genetic Algorithm.
Genetic Algorithm is one of the soft computing technique, where the focus is to find an optimal solution rather than the best solution. So, the first thing we need to understand is – the difference between the best and optimal solution. Now we all now, what is meant by a “best solution”. An Optimal solution is a good solution which may or may not be the best solution but finding the best solution is either too difficult or simply too costly.
If you see this graphical representation, X axis has the Cost of influencing factors and the Y axis has Quality Results. In this case, the small red circle denotes the best result, but it is costly to find. Client or the program may be happy with Yellow or even the Blue ones, they may not be as good as Red but are certainly more cost effective. Most real life problems are far more complicated to define or to compute and traditional search for the best result is not even possible or known.
Genetic Algorithm(GA) as the name suggest, evolve with repetition. First and foremost thing to solve any problem using GA is to first define it by a measurable parameter. Suppose we define our problem in hand as an equation of 2 variables as f(x,y). Now random solution – x1, y1 are chosen and measured against the equation and the result is noted down. The same process is repeated for some more random samples and their results are noted. Depending on how good is a result, a weight is applied to each solution. Better results get more weight. After this, two random solutions are picked and based on their weight, they are randomly “Crossed Over”. To simplify this means, there is a higher probability that the crossed over solution will have more percentage from the solution with higher weight. It is still just a probability and odds can win in the cross-over. Nonetheless, the result is again recorded and depending on its result, is assigned a weight and is added to “Gene Pool” or sample set. Again two random solutions are picked and are crossed over to get another solution and thus the sample set keep increasing.
Just like our evolution process, gradually the less favourable solution will lose out as the solution set keep increasing and in theory, we will be reaching towards an optimal solution after enough iterations. The idea is that processing random samples will take far less computing time than the using the traditional way to find the best solution. This seems long but happens way faster than traditional methods of finding the optimal solution and this is how Genetic Algorithm works. It is meant to solve complicated and tough problems.
Please let me know your comments and feedback in the comment section. If you have any query let me know, may be I will be able to cover it in my next blog. You can imagine, why it is called Genetic Algorithm. Now you ask me why this topic is on SAPYard? To answer, SAP uses Genetic Algorithm to determine the Model Mix Planning in APO. 😉


From: Truman Collins
Subject: Alphametic puzzles
An alphametic puzzle is an arithmetic problem involving words where there is a one-to-one mapping between letters and digits that makes the arithmetic equation true. For example:
I + BB = ILL (answer appears at the end of the next paragraph)
There is only one substitution of digits for letters where this is true in base 10. There are a couple of rules to these puzzles. A specific digit can only substitute for one letter and zero can't be used for a letter appearing on the far left. The only answer to this one is (I=1, B=9, L=0). Another more difficult one that is well known is SEND + MORE = MONEY.
Some time ago, I wrote a program to search for these puzzles from a group of words. I've found a lot of them so far and thought I'd post a few of them here. These have exactly one solution in base 10.
BILL + WILLIAM + MONICA = CLINTON GREEN + ORANGE = COLORS PACIFIC + PACIFIC + PACIFIC = ATLANTIC CASSATT + RENOIR = PICASSO MANET + MATISSE + MIRO + MONET + RENOIR = ARTISTS COMPLEX + LAPLACE = CALCULUS
I have a web page with more of these types of puzzle on it. It's at:
Truman Collins' Alphametic Puzzle Site
This site has a web-based solver for these puzzles, as well as a generator for these puzzles. Check it out!
There are two other great web pages for alphametic puzzles. They are:
Mike Keith's Alphametic Page
The first has some very unusual types of these puzzles and the second has lots more puzzles as well as a wealth of links to related pages.
From: Steve Clarke
Hi all -
I love cryptorithms, such as:
SEND + MORE ----- MONEY
You know, the type where arithmetical sums, divisions, etc, are replaced by letters, and you have to solve for each of the letters ... Does any one know any good ones of these, to post here? or can anyone tell me of a place on the Net which might have them? I have a good book on them, but I need fresh puzzles :)
The following list should keep you busy for a while. To me, the most amazing creation of all is the second "chessametic" -- a cryptorithm that is also an interesting chess game.
ALAS + LASS + NO + MORE = CASH DONALD + GERALD = ROBERT CROSS + ROADS = DANGER RIDER + DROPS + REINS + HORSE = LOSES THIS + ISA + GREAT + TIME = WASTER FATHER + MOTHER = PARENT PIERRE + ELLIOTT = TRUDEAU APPLE + GRAPE + PLUM = BANANA WE + WANT + NO + NEW + ATOMIC = WEAPON PEANUT + TEETH = CARTER FIFTY + STATES = AMERICA TERRIBLE + NUMBER = THIRTEEN EARTH + AIR + FIRE + WATER = NATURE SATURN + URANUS + NEPTUNE + PLUTO = PLANETS GEORGIA + OREGON + VERMONT = VIRGINIA MONEY + POP + SOME + MONEY = PLEASE SAMS + IDEA + MADE = SENSE (The IDEA wasn't ODD!) SEE + YOU = SOON HEAR + THOSE + THREE = CHEERS HEAR + THAT + CHEER + AT + THE = FINISH NO + GUN + NO = HUNT MOON + MEN + CAN = REACH UK + USA + USSR = ABOMB OSAKA + HAIKU + SUSHI = JAPAN WINTER + BREEZE + BRED + BITTER = FREEZE. WINTER + IS + WINDIER, + SUMMER + IS = SUNNIER. NO + SNOW + IN + VIEW + ON + ROOFS + IN = VENICE. MARTIN + GARDNER = RETIRES. NATHAN + ATE + GREEN = PEPPERS. AMELIA + PEELED + A = BANANA. WHO + IS + THIS = IDIOT? ROMANS + ALSO + MORE + OR + LESS + ADDED = LETTERS. GEE, + I + SEE + A + RARE + MAGIC = SQUARE. ADAM + AND + EVE = MOVED OLD + SALT + TOLD + TALL = TALES LETTERS + ALPHABET = SCRABBLE WHEN + IN + ROME + BE + A = ROMAN ONCE + MORE + ONTO + THE = BEACH XMAS + MAIL + EARLY = PLEASE CALL + 1800 + 2385355 + FEDERAL = EXPRESS DIVER + DIVES + DEEP + IN = RIVER DID + HE + READ + HER = DIARY ADAM + SAYS + YES + IM + ADAM = MADAM BONGO + BONGO + BONGO + ON + THE = CONGO SUSIES + SISTER + SISSIE + SKIS + IN + SUSIES = BIKINIS PRETTY + POLLY + PARROT = REPEATS CRABBY + CRABBY + TABBY + MAY = SCRATCH REST + BREAK + AT + BAKER = STREET SMITHS + QUICK = TRICKS A + MERRY + XMAS = TURKEY FEMALES + AT + LAST + DEFEAT = EVEREST THIS + IS + VERY = EASY NEIL + A. + SEES = ALIEN (also a palindrome!)---------------------------------------------
The Doubly-True Genre
(true even when you add up the numbers corresponding to the words)
THREE + THREE + ONE = SEVEN NINE + LESS + TWO = SEVEN ONE + THREE + FOUR = EIGHT THREE + THREE + TWO + TWO + ONE = ELEVEN SIX + SIX + SIX = NINE + NINE TWO * TWO + EIGHT = TWELVE SEVEN + SEVEN + SIX = TWENTY ONE + ONE + ONE + THREE + THREE + ELEVEN = TWENTY EIGHT + EIGHT + TWO + ONE + ONE = TWENTY ELEVEN + NINE + FIVE + FIVE = THIRTY NINE + SEVEN + SEVEN + SEVEN = THIRTY TEN + SEVEN + SEVEN + SEVEN + FOUR + FOUR + ONE = FORTY TEN + TEN + NINE + EIGHT + THREE = FORTY FOURTEEN + TEN + TEN + SEVEN = FORTYONE NINETEEN + THIRTEEN + THREE + TWO + TWO + ONE + ONE + ONE = FORTYTWO FOURTEEN + THREE + TWO + ONE [22 times] = FORTYONE FORTY + TEN + TEN = SIXTY SIXTEEN + TWENTY + TWENTY + TEN + TWO + TWO = SEVENTY SIXTEEN + TWELVE + TWELVE + TWELVE + NINE + NINE = SEVENTY TWENTY + TWENTY + THIRTY = SEVENTY FIFTY + EIGHT + EIGHT + TEN + TWO + TWO = EIGHTY FIVE + FIVE + TEN + TEN + TEN + TEN + THIRTY = EIGHTY SIXTY + EIGHT + THREE + NINE + TEN = NINETY ONE + NINE + TWENTY + THIRTY + THIRTY = NINETY---------------------------------------------
I + THINK + IT + BE + THINE = INDEED (Hamlet, Act V, Scene 1) DOUBLE + DOUBLE + TOIL = TROUBLE (MacBeth) WHAT + WAS + THY = CAUSE? (King Lear, Act IV, Scene 4)----------------------------------------------
Chessametics P-K4 P-K4 B-B4 P-R4 Q-B3 P-R4 QxP ---- IWIN P-K4 + P-K4 + N-KB3 + N-QB3 + B-B4 + N-B3 + P-Q4 + PxP + O-O + P-Q3 + NxP + B-K2 + N-QB3 + O-O + P-KR3 + R-K1 + R-K1 + N-Q2 + BxP + KxB + N-K6 + KxN + Q-Q5 + K-B3 + Q-KB5 = BOOHOO
(this is actually an interesting game where a single tactical mistake gets punished by a 4-move mate sacrificial mate.)
DAD + AND + SON + SAT + ON + SOD + DAD + STOOD + AT + NOON, + AND + SON + SOON + STOOD, + TOO + A + SAD + SON, + SANS + DAD, + STOOD + AND + STOOD. + NO + DAD. + A + SAD, + SAD = FINALE.
From a song *********** MAKE + A + NEW + PLAN = STAN HOP + ON + THE + BUS = GUS DONT - NEED - TO - BE - COY = ROY a haiku ******* IN + ARCTIC + TERRAIN + AN + ANCIENT + EERIE + ICE + TRACT + I + ENTER + A + TRANCE = FLATIANA A poem about the Sevvoth Island in the North Sea ************************************************ TEN + HERONS + REST + NEAR + NORTH + SEA + SHORE + AS + TAN + TERNS + SOAR + TO + ENTER + THERE + AS + HERONS + NEST + ON + STONES + AT + SHORE + THREE + STARS + ARE + SEEN + TERN + SNORES + ARE + NEAR = SEVVOTH ------------------------------------- Problems involving multiplication or division REASON = (IT)(IS) + THERE MAD * MAN = ASYLUM XXX * XX = XXXXX (each digit is a prime, no letters or digits are provided) GO * ON = TROT LYNDON * B = JOHNSON HE * HE = SHE MEN * AND = WOMEN EVE/DID = .TALKTALK ... COGITO = ERGO * SUM FERMAT * S = LAST + THEOREM. SEND / A = GIFT (A very ODD GIFT) WINNIE / THE = POOH X X X -- + -- + -- = 1 XX XX XX ???? * ??7? --------- ????? ???? ????? --------------- ???????? PUZZLE * xxxxxxx ------------- xxxxxxx xWxxxxx xxOxxxx xWORLDx xxxxLxx xxxxxDx xxxxxxx ------------------------- xPxUxZxZxLxEx (there is no restriction on the xs) xxx * xxx ----- xxx xxx xxx --------- xxxxx (No digit occurs more than twice.) x7xxx ________________ xxx ) xxxxxxxx xxxx ------- xxx xxx ----- xxxx xxx ----- xxxx xxxx ---- xx8xx __________ xxx ) xxxxxxxx xxx --- xxxx xxx --- xxxx xxxx ---- (this last one can be figured out with almost no trial and error!) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - From: Jan Merolant Newsgroups: rec.puzzles Subject: Re: Cryptorithms Date: Wed, 16 Dec 1998 20:04:39 +0100 Steve Clarke wrote: I love cryptorithms, such as: SEND + MORE ----- MONEY Here some more, which partly were made by Gijsbert van Uden and partly by me. We made a lot of Dutch ones too. Have fun.. Jan I * DRANK + WHAT = AHRAHG (Socrates's dying words) MASH + PEAR + GRAPE + APPLE = PUREE DONT + STOP + THE = DANCE FARTUS + ALOTUS + FARTS + AS = ROMANS HEAR + THAT + CHEER + AT + THE = FINISH HERE + THEY + GO = AGAIN YKSI + AONO + EEN + ONE + EIN + UN = SEVEN OSAKA + HAIKU + SUSHI = JAPAN MACHU + PICCHU = INDIAN MAKE + A + NEW + PLAN = STAN HOP + ON + THE + BUS = GUS DONT - NEED - TO - BE - COY = ROY COGITO = ERGO * SUM ==> I think, therefore I am (Latin) ((JE + PENSE) - DONC) + JE = SUIS ==> I think, therefore I am ( French) TWO * TWO + EIGHT = TWELVE IT + IS + NOT + NO, + IS + IT + NOT, + OH + NO, + IT + IS + NOT = YES SHE + KNOWS + HOW + IT = WORKS SINOPE + ELARA + IO = EUROPA (four moons of Jupiter) COPY + PASTE + SAVE = TOOLS


Oxford Owl Maths supports you with your children’s maths throughout their primary years. You’ll find a whole host of activities, simple ideas, top tips and eBooks to help your child with their maths at home.
MyMaths is an interactive online teaching and homework service written by experienced teachers for all the UK National Curricula. Developed for teaching, practising and assessing children’s maths fluency across the school. Each interactive lesson that is paired with online homework means you can easily allocate matching homework and quickly assess the impact of each lesson.


Introducing Matt Hubbard’s Weekly Electoral College Status. From Matt:
The idea for this website came from two sources. The first was Ryan Lizza’s webpage during the 2000 election where he analyzed state polling data and came up with the remarkable prediction that it all hinged on Florida.
The second idea came to me last year when I was teaching statistics for the first time. The thing that struck me is how few people – including myself, my students and several good mathematicians I know – knew about the margin of error being tied to a confidence level, and that the standard confidence level is 95%. This means that if a candidate has 47% in a poll with a +/-3% margin of error, then 95% of the time, the true polling numbers should be between 44% and 50%; the other 5% of the time, the polling numbers may go above 50% or below 44%, and it is assumed both the high and the low have the same probability, 2.5% each.
You can change the margin of error with poll data, but it will also change the confidence level. My idea is to make the margin of error half the lead; this way the candidate with the lead in a particular state should win if his total stays inside the new margin of error or goes higher than the new margin of error, and he will only lose that state if his totals go below the new margin of error. (This assumes that percentage gains for one candidate are reflected in percentage losses for the other; while there are more than two candidates, they are getting only marginal numbers; if we had an election like 1992 where Perot was getting double digit numbers in many states, I would have to change my assumptions considerably. The math wouldn’t be impossible, but it would be much harder.)
Here’s an example of the method: Let’s say Candidate A leads Candidate B 47%-45% in a poll with a 3% margin of error. The margin of error should always be the 95% confidence level, or +/-1.96 standard deviations (SD) around the statistic; I then use that to get the confidence level for a margin that is half the lead, which in this case is 1 point; 1/3 ? 1.96 = .65; taking the integral of the normal distribution from -/+.65 SD, we get that about 48.4% of the time Candidate A will stay inside the 48%-46% range and Candidate B will stay inside the 46%-44% range and Candidate A will win; it is also possible Candidate A will do better than expected about 25.8% of the time, and also do worse than expected 25.8% of the time. This adds up to a 74.2% chance for victory for Candidate A and a 25.8% chance of victory for Candidate B in this state.
I collect data from state polls and put the information into a computer program written in C; if the leader’s chance to win a particular state is better than 99.5%, which is to say if half the lead is greater than 2.6 SD, then I consider that state a lock and add the electoral votes to the party’s total. For all the n states that are not locks, I then put them into a calculation pool of 2n¬ possibilities and figure out the probability for each of the possibilities and add that probability into its proper category, either GOP victory, DEM victory or tie.
For this week’s stats, Matt writes,
For the first time since the Republican National Convention, my data shows Kerry in the lead. It’s still very close and hinges largely on the outcome of Ohio, but it looks like those undecided voters (who are these people?) are starting to see Our Resolute Leader as petulant and impatient instead of forceful and resolved.
Write to Matt at [email protected]


The Pythagorean theorem, binomial formulas, differential equations and curve discussions – we can’t avoid mathematics at school. No wonder: it is the mother of all sciences. For more than 2,500 years, scholars have been looking for generally applicable mathematical laws to make processes in the world explainable. With success. Physical laws and chemical formulas are formulated in the language of mathematics. Technical progress also depends to a large extent on their knowledge. Without math, we wouldn’t have computers, MP3 players, or cell phones. It is also used to forecast the weather, assess investment risks or calculate prices for stock options.
An overview of the mathematics course
According to TOPSCHOOLSOFLAW, anyone who has enjoyed working with equations and formulas in school is in good hands with mathematics. However, the course is very different from the classic math lessons in school. It is no longer a question of using the right arithmetic techniques to solve a task set by the teacher. Rather, the students have to recognize the structure of scientific, technical or economic problems , translate them into the language of mathematics and develop their own solutions. To do this, they use a formula that has little to do with the blackboard paintings in school. Students also rarely use the calculator. This requires a lot of logical understanding and a certain creativity required.
In the first two semesters of the bachelor’s degree, the first two basic subjects are :
- Linear Algebra
In analysis, the students deal with functions, while in linear algebra it is about general laws of calculation and number theory. In the further course of the course there are also subjects such as
- Differential equations
- Modeling and
- mathematical optimization
In the higher semesters, the students finally decide on a focus . You can choose between two fields of work :
- Applied Mathematics
- Pure math
The latter deals with algebra, number theory or geometry, while applied mathematics seeks solutions to problems in other areas of science. Possible focus areas are engineering, computer or financial mathematics.
The majority of all students follow a bachelor’s degree with a master’s degree. On the one hand, this qualifies for management positions and, on the other hand, offers the opportunity to deepen the knowledge acquired in the bachelor’s degree. The master’s degree is also a prerequisite for a doctorate and a subsequent career in research.
Budding math teachers must also complete a master’s degree in order to be able to go to school. The master’s degree is usually very research-oriented. The students specialize in a sub-area such as stochastics or optimization and deal with current research questions. In the area of applied mathematics, students often combine the subject with another subject such as statistics , business administration or computer science .
Requirements for studying mathematics
Almost all universities and many technical colleges offer a degree in mathematics. The universities of applied sciences predominantly offer practice-oriented courses in the field of applied mathematics. Here the students combine the subject with another subject such as business administration or computer science.
Anyone interested in studying math should be able to think logically and abstractly . Persistence and patience are also required when dealing with complicated math problems. In the master’s programs, good English skills are also required in order to understand the mostly English-language specialist literature.
Mathematicians are in demand in almost all areas of science and work. Graduates thus have good career prospects. In addition to their mathematical knowledge, employers particularly value their ability to think in a solution-oriented manner. Many graduates later find work in the areas of risk or project management at insurance companies and banks. Here they calculate risk premiums or calculate new financial products.
Consulting companies and associations also use mathematicians. For example, you optimize the production processes in large companies or are involved in market research . In large industrial companies, they test new models and products in computer simulations or work in quality control.
Those who have also dealt with computer science during their studies will also find numerous employment opportunities in the IT industry . Mathematicians program databases and computer games or develop electronic cash systems. Further fields of work arise in the areas of telecommunications, medical technology , engineering and the energy industry.
Graduate teachers are usually employed as math teachers at a school. Master’s graduates also have the opportunity to do a doctorate and embark on an academic career.
Benefits of international experience for mathematicians
One or two semesters abroad during your studies are ideal to expand your personal and professional experience. It not only offers you the opportunity to get to know a different culture and many interesting people, but also to gain important intercultural skills. At the same time, you will acquire new foreign language skills or optimize your existing ones. Every employer appreciates international experience. It signals open-mindedness, flexibility and a willingness to develop.


This summer I was looking for ways to help the Queen to improve her ‘working memory‘. She struggles to hold facts and numbers in her head for long enough to manipulate them with ease. Or where she just put something down.
So I went on a little google hunt and found a brilliant game, which is designed to teach facts and improve working memory. It’s called Brainbox and consists of a series of cards on a variety of subjects. The set we got this summer was on nature. Other topics include maths, history, football and the World. You take it in turns to study a card for ten seconds. You can play on line to see what sort of cards are included (you’ll have to concentrate!). Once your ten seconds are up, you roll a die and answer the question with the corresponding number from the back of the card.
The children loved this game – it’s quick to play, interesting and doesn’t seem like hard work, as you might expect from an educational game. It comes in a robust box which means that it will last. So many games seem to come in boxes not designed to store their contents for longer than a couple of plays, which drives me loopy. I have the maths and a history one tucked away for Christmas stockings. Mind you, as these evenings get darker and more uninviting, I might be getting them out before then.


Having the following theory:
datatype bitvector = BTM | BITV bool bitvector
lemma "∀ x1 x2 y1 y2. (BITV x1 x2 = BITV y1 y2) = (x1=y1) ∧ (x2=y2)"
I get the following proof state:
proof (prove): step 0
goal (1 subgoal):
1. ∀x1 x2 y1 y2. (BITV x1 x2 = BITV y1 y2) = (x1 = y1) ∧ x2 = y2
Auto Quickcheck found a counterexample:
x1 = False
x2 = BITV True BTM
y1 = False
y2 = BTM
What kind of equality is this here? It is obvious that it is not the structural equality that is of Standard ML. Or, is there a bug in this formalisation?
Best How To :
Be careful with equality of boolean-type expressions. Due to operator precedence, the proposition of your lemma is actually the following:
lemma "∀ x1 x2 y1 y2. ((BITV x1 x2 = BITV y1 y2) = (x1=y1)) ∧ (x2=y2)"
This is obviously false. What you should write is:
lemma "∀ x1 x2 y1 y2. (BITV x1 x2 = BITV y1 y2) = ((x1=y1) ∧ (x2=y2))"
In fact, due to these operator precedence issues, I prefer using
⟷ for equality of boolean expressions:
lemma "∀ x1 x2 y1 y2. BITV x1 x2 = BITV y1 y2 ⟷ x1 = y1 ∧ x2 = y2"
Moreover, one would normally write a lemma such as this without the HOL universal quantifiers and instead use the following, which is equivalent:
lemma "BITV x1 x2 = BITV y1 y2 ⟷ x1 = y1 ∧ x2 = y2"
All of these lemmas are easily proven by the simplifier, as they are direct consequences of the injectivity lemmas that are automatically provided by the
I should also mention that instead of defining bit vectors yourself, you may want to use the predefined formalisation of bit vectors in
src/HOL/Word. Some examples exist in


CTMS Pre-school program is designed to meet the developmental needs of the 3-6 year old child. It is our school’s profound belief that the child’s work is internal and is motivated by a sense of self worth and self-confidence gained through “learning by doing”.
The child is given individual lessons and is invited to choose activities that interest them. The foundational lessons in Practical Life Skills and the Sensorial Materials, equip the child with skills necessary to explore and experience the various areas of the classroom and outdoor environment.
The Montessori materials await each child’s moment of interest in language, math and cultural subjects. Because the materials are engaging, many students are involved in academic work but the goal of the pre-school program is to nurture self-motivation, self-discipline and independence.
Practical Life: The lessons and exercises of practical life reflect the daily life skills necessary for care of self, others, and the environment. The materials are meticulously arranged so that the child experiences, logical sequencing, attention to detail, exactness and purposeful activity. Fine muscle control, concentration and a sense of order are developed while engaging in this area of the curriculum.
Sensorial: The sensorial materials are finely engineered to isolate and categorize qualities perceived through the senses. The materials have a built in control of error allowing the child to identify mistakes and make immediate corrections for themselves. Through work in the sensorial area each child develops perceptual and sensory abilities and refines their observational skills, laying the critical foundation for future learning based in reason and judgment.
Language & Literacy: The Montessori classroom is a language rich environment where children are provided the correct names for objects and concepts. Story telling, discussion and conversation are encouraged and guided by the teacher, providing opportunities to build vocabulary and confidence in self -expression. The initial introduction to letters is through letter sounds (phonetics) and using the Sandpaper Letters. Progressing to the Moveable Alphabet, the student is then encouraged to build words. In this way the child is introduced to reading, which is further supported with the use of simple texts.
Mathematics: The Math curriculum encourages the manipulation of concrete objects to gain experience in; one to one correspondence, sequencing, quantity, place value and recognition of numbers. With this as a base, the children explore the functions and patterns of the four math operations. Number relationships such as squares, cubes and fractions are isolated with the Montessori materials and lay the foundation for mathematical reasoning.
Cultural: Cultural activities such as art, science and geography are integrated through daily work and in seasonal topics of interest. Work with world puzzle maps, the botany cabinets and zoology materials introduce children to the interdependence that helps sustain our societies and the natural world. We have weekly music lessons as part of the school day.


BRIGHTON and HOVE, England, Aug. 29, 2019 /PRNewswire/ -- National Numeracy is calling for the nation to check their maths skills this September. The charity has renamed the month 'Checktember' and is encouraging everyone to go online and check that they have the number skills needed for everyday life and work.
Research released earlier in the year revealed that over half of adults in the UK have poor or low numeracy skills, equivalent to the level expected of a primary school child and 1 in 4 people would be put off applying for a job if numbers and data were listed as a requirement1.
However, a third of us (36%) wish we were better at maths and numeracy, which is where Checktember comes in. The National Numeracy Challenge website is free to access and reveals how sharp your skills are. A score of 80 or more is roughly equivalent to a GCSE pass (Adult Level 2) but whatever your level, there are learning resources provided for free to help you to improve.
Over a quarter of a million people have signed up to the National Numeracy Challenge. One of those is Tony from Durham, who got involved because he wanted to give his mind muscles a workout: "Doing the challenge was the perfect way for me to refresh my number skills after many years of not doing both simple and harder maths. I intend to do it again from time to time to refresh my knowledge and keep on top of the learning process."
Shannon, from Liverpool, felt her stomach churn when it came to numbers. She dreamed of getting a PGCE but first needed to improve her numeracy skills and retake her Maths GCSE all while raising a new baby. She said,?"With just an hour to spare here and there sometimes I'd think, 'I really can't be bothered', but there was a bigger picture - I knew I needed a teaching qualification to get where I wanted to be.?I found the resources on the National Numeracy Challenge really did help.? It won't take long to learn and understand - you just have to dedicate yourself to it. It's helped me to fulfil my dream - I'm 28 and I'm going back to university to be a teacher."
Do you need a maths MoT this Checktember? Try the National Numeracy Challenge here: https://lp.nnchallenge.org.uk/Checktember
About the National Numeracy Challenge
The National Numeracy Challenge is a free online service created by National Numeracy to help people understand their current numeracy level and then provide tailored support for any areas they need to improve. It's all about the maths needed in daily life and at work - not algebra or trigonometry. Anyone can take the National Numeracy Challenge at any time and return to the learning resources to practise and improve as often as they like. It takes between thirty minutes and an hour to complete the assessment. A score 80 or more on the skills assessment generates a digital badge and certificate to show that the Essentials of Numeracy have been achieved; the everyday maths equivalent of a "4" at GCSE. www.nnchallenge.org.uk


Once students arrive at the physical chemistry topics of the Chemistry for GAMSAT course, they are confronted with a subset of mathematical skills that are required.
The maths is quite straight forward believe it or not, but the big equations and the use of logarithms can make these questions seem more difficult, and let’s face it, sometimes kinda scary!
Fear not, it takes a little practice but the more you see and use your basic math skills with these equations, the less scary they become, until you’re laughing in the face of huge equations!
The following set of videos cover the following mathematical techniques:
- Rearranging equations involving logs
- Using simultaneous equations to find values for more than one unknown
- “Linearising” an equation (ready for graphing, or just to simplify)
The idea of this post is to remove some of the “scary factor” when you see complex equations, and to help you become more familiar with, and learn how to manipulate them.
All the videos are around 3 minutes long. If you don’t understand the rearragements or log rules, you should consult the other maths for Chemistry resources on this blog, such as “Logs in less than 5 minutes“.
Resource 1: Logarithms in Chemical calculations
The following resource explains the maths used when manipulating some common physical chemistry equations.
- Nernst Equation: The use of log to base 10 and the natural log (ln) in the Nernst equation is shown, and how the equation can be rearranged to be able to plot on a straight line graph.
- Gibbs Free energy related to the Equilibrium Constant: How to rearrange the equation ΔG = RTlnK to solve for K using log rules
- Clausius-Clapeyron Equation (relating vapour pressure to temperature): Another example of how to rearrange an equation involving log rules.
Resource 2: Simultaneous Equations and the Arrhenius Equation
This video is concerned with the Arrhenius equation (relates the rate constant k to the temperature). It summarises the following:
- Rearranging the Arrhenius equation into a “linear” form
- Using simultaneous equations to solve for more than one unknown
Resource 3: Simultaneous Equations and Thermodynamic Expressions
More practice at using simultaneous equations and rearranging equations with logs in them.
I hope these resources help you feel more at ease with some scary looking equations.
For more information about cbsquared GAMSAT preparation courses, please visit: http://cbsquared.co/learn/courses/by


There are common questions that students have in pre algebra. We are answering a couple questions here:
We are willing to answer other questions for you. Click on the "Contact" tab above and we will post the answers.
Steph asks, "In using the distributive property to simplify algebraic expressions do I distribute or add first. For example, do I subtract 8 - 9 first in 8 - 9 (7 - 5 x )?"
Steph, always remember PEMDAS (Please Excuse My Dear Aunt Sally) for the "order of operations" with algebraic operations. We do multiplication and division before addition and subtraction. Therefore, use the distributive property with multiplication BEFORE subtracting 8 - 9. To make things easier for you, consider multiplying by - 9. Your simplification will look like this:
8 - 9 (7 - 5 x )
= 8 - 9 (7) + (- 9 ) ( - 5)
= 8 - 63 + 45
Now add (subtract) left to right and you have:
= - 55 + 45
= - 10
Abby asks, "Are there good pre algebra videos?"
Algebra: Videos from beginning Algebra through Algebra II (Data Math).
Algebra I Worked Examples: Sample problems worked from Algebra I.
Developmental Math 2: Oodles of worked examples from Algebra through Algebra II
ck12.org Algebra I Examples: Great review topics to make sure you understand Algebra I topics.
STILL NEED HELP? Our tutors are here to help you. Just contact us right now for help. Either register and log in at the left or click on the Contact Tab at the top of the page! BOOK YOUR FREE CONSULTATION RIGHT NOW!


Listed below are some of the cases which ApnaComplex Penalty Rules Engine supports. Do note these are just a small list of possibilities. The engine supports nearly innumerable penalty schemes. Treasurers now can calculate penalty for one or more charge types (not just maintenance charge – but any charge type and any number of types) and you can get a fair idea of the powerful engine with the examples below:
Examples of Penalty Calculations supported by ApnaComplex
1. Calculate penalty at a flat rate of Rs. 25/- per every day of delay.
2. Calculate penalty for at a rate of Rs. 500/- for 1st week of delay and Rs. 1000/- there after
3. Calculate penalty at a compounded rate of interest on the invoice amount.
4. Calculate penalty at 10% per annum on the maintenance charge for a delay of a week and 20% of the maintenance charge if the payment is delayed by more than week
5. Calculate penalty at 2% per month on reducing balance as per the payments received against an invoice.
6. Apply penalty charges only if the outstanding amount is greater than a minimum amount
and many more..
Now, don’t you call this a true Diwali Gift for the treasurers!?


All constraints are pleased. Functions are a particular type of relation. At first integral calculator site, a function resembles a relation. Check to make certain you’ve got a function and not a relation. You simply have to enter the function and it’ll produce its domain and range automatically. The SolverAdd function is utilized to add https://sites.google.com/site/mathcalculatoronline/exponent-calculator three constraints to the present issue. In that situation, it wouldn’t be a valid input so the domain wouldn’t consist of such values.
The range takes a graph. It is a bit trickier, which is why they may not ask for it. The reach of an easy, linear function is nearly always likely to be all real numbers. It is critical to comprehend what the domain and range mean as they’re usually part of the remedy to more intricate math difficulties. In that situation, the range is simply that one and only value. The variety of absolute value inequalities will count on the vertex.
The worth of 25 can be the output value for at least 1 input value, but every input value will have just one output value associated with that. Thus, to get what values aren’t in the domain, you must get the values where the function isn’t defined. A solution usually means all potential values that produce the inequality statement true.


Our 6th-8th grade classes have a full curriculum of Math, Language Arts, Science, Social Studies, and Religion. They also participate in these weekly enrichment classes; Music, Art, Spanish, Media and Physical Education.
Christ the King is also committed to helping students excel in STEM (Science, Technology, Engineering and Math) curriculum (check out our STEM video!). Go to our STEM in Action for more detailed information about these endeavors which set Christ the King apart.
Click here to see our 2017 Iowa Scores!
Other unique opportunities for middle school students include:


This was written back when Bitcoin was trading at $241. So it’s come a long way since then, and who knows if Bill still thinks the same way. But nonetheless a valuable read, simply to understand how one of the industry’s most respected and consistently successful value investors approaches this particular investment opportunity.
He uses three methods to triangulate a present value for Bitcoin.
- If Bitcoin achieves the gold market cap, each coin would be worth $314K USD. Assume a 0.25% chance that this happens
- If Bitcoin replaces the 3 dominant payment processors Visa, MasterCard, and American Express, each coin would be worth $17K USD. Assume a 2.5% chance that this happens
Thus each coin has a probability weight value of $1210, which, interestingly, is equal to its current value as of March 2017.
And his third method? Comparing Bitcoin’s potential and liquidity to fiat currencies:
One other point of comparison may also suggest the currency is meaningfully undervalued. The total value of all outstanding Bitcoin is $3.4B, which puts the stock of the cryptocurrency between the total money supply of Fijian dollars ($3.1B) and Haitian gourdes ($3.5B)1. Bitcoin has far greater potential than either of these currencies, yet Bitcoin is valued similarly despite being much more liquid with a tighter bid/ask spread.


Characteristics of Permutation Math
You may use them for solving Math problems which are on the test, but they’ll also appear useful in your daily life. Each math topic has many distinct varieties of math worksheets to cover various sorts of problems you may decide to work on. Varsity Tutors offers resources like free GRE Quantitative flashcards to aid to your self-paced study, or maybe you want to look at a GRE Quantitative tutor. Math is a considerable portion of computer science. Find out more about GMAT combinatorics questions and the way to reach the perfect answers to be better prepared for the test.
Things You Won’t Like About Permutation Math and Things You Will
As you may need later to be in a position to know the other formats, make certain now that you know all of them. Otherwise G is believed to be primitive. More specifically, you could say it’s a trinomial.
The Do’s and Don’ts of Permutation Math
You may believe that’s a typo. Here’s an explanation on this issue in detail. Writing in the next way makes it a lot easier to solve these kinds of questions.
All About Permutation Math
The easy interface of Algebrator makes it simple for my son to receive right down to solving math issues. Please write comments when you have any doubts regarding the topic discussed above, or in case you’re facing difficulty in any question or whether you’d like to explore a question other than those mentioned previously. Just like other mathematical issues, it’s often valuable to experiment with a problem as a way to obtain an insight about what the appropriate answer may be. John Tusack, MI I don’t have any difficulties. It is like the previous tango problem. Thanks guys well worth the cost.
The Bad Secret of Permutation Math
If you’re determined to watch them of the ideal way at least one time, you can begin a marathon, playing the episodes repeatedly until all potential order variants are complete. Just Contact Us, we’ll be pleased to help you. Listed here are generally regarded as the basic things to bear in mind when playing Yahtzee.
Every student had to create their own pass code composed of 4 distinct numbers from 0-9. Also, have a look at the Combination Calculator in the event the order of the numbers does not matter. For those who have N people and you need to learn how many arrangements there are for them all, it’s just N factorial or N!
It’s really easy to get spoiled you enter an issue and here comes the solution. In addition, by highlighting the most crucial features, model builders can concentrate on making use of a subset of more meaningful features which could possibly reduce noise and training time. I love the simple fact I can ride on your company to constantly enhance the software, as opposed to just making the sale and forgetting about the consumers. Reese Pontoon, MO I loved the ability to select a specific transformation to do, as opposed to blindly copying the solution practice. This website is free for the users due to the revenue produced by the ads running on the website. Have a look at our factorial calculator for more info on this issue.
Permutation Math Help!
It’s a contemporary area of mathematics that’s widely utilised in business and industry. In reality, the previous two are so convoluted and tricky they wouldn’t even appear on the test. https://www.craftanessay.com/term-paper-writing-service The aim is to predict Price. We’ll then center on the absolute most combinatorially interesting particular instance, where the group is the symmetric group. So, the quantity of arrangements for this instance is 9!
Details of Permutation Math
Interval notation is simpler to write than to pronounce, on account of the ambiguity regarding whether the endpoints are included in the interval. The permutation symbol ijk is comparable. We now concentrate on different subsets of elements that may be chosen from a set of objects. What’s more, the commas separating elements in the exact cycle are from time to time dropped if this doesn’t create confusion. A permutation is a potential order to place a set of objects.
The Foolproof Permutation Math Strategy
Just take a case of salad, you’re taking to your school. By way of example, say you have eight books and you would like to learn how many methods you’ll be able to group three of those books on a library shelf. An arrangement of objects where the order isn’t important is referred to as a combination.
The purpose is to count the amount of subsets of a particular size. Since you can see from the examples above, it may be recommended to create a suitable random function to utilize for all random integer purposes. The values can be decided by utilizing the 3 clues.
Algebrator is well worth every cent! The more significant upper half of the outcome is all but entirely determined by the worth of state0. To begin with, learn the maximum power of 2.
Choosing Good Permutation Math
Observe that the problem was decomposed into several subproblems which were generally exactly the same. It is very important to understand whether repetition is allowed when determining which formula to use if solving combination troubles. The heuristic of a specific problem is merely the sum of all of the individual heuristics.
Providing the most suitable diagnosis could make an outstanding difference on whether or not a patient has a speedy recovery or not. Listening is a significant portion of excellent communication. Combinations We are selecting a group from a bigger group.
The Permutation Math Trap
A finite part of a line is known as aline segment. There are a number of that wish to name every potential polygon, but there seems very little point in doing this. An empty set contains no elements. A pool is surrounded by means of a deck. For more information on perimeters, take a look at my reference page on perimeter formulas.
The Unexpected Truth About Permutation Math
A permutation is a means to choose part of a collection, or a set of things where the order matters and it’s exactly these cases in which our permutation calculator can assist you. From a combinatorial or algorithmic perspective, it’s difficult to keep an eye on cycle decompositions this manner. If a word may be used in a description of a certain fact, it has to be formally related to that reality.
The Battle Over Permutation Math and How to Win It
We are going to begin with five lines to be a symbol of our 5-card hand. If you get a terrible roll of the dice close to the end of the game, you can enter a zero in the Yahtzee box or among the other difficult combinations. When 6 tractors work together, every one of them ploughs 120 hectares each day. Following this very first step is finished, there are then two means of filling the second slot, because there are just two ladies left. After the very first roll you keep the dice of the most frequently encountered number you rolled and re-roll twice to see if you’re able to wind up with all of that number.
Complex matrices aren’t included. Galois invented groups as a way to work out this problem. But they’re still permutations.
Ideas, Formulas and Shortcuts for Permutation Math
Figuring out how to interpret a real-world situation can be very hard. There are 4 methods to select the first. To have the ability to compute the possibility of a specific event happening you should have the capacity to count all the potential outcomes.


Program Type: Freeware
Release date: 2017-06-22
A curve fitting program: Lorentzian, Sine, Exponential & Power series are available models to match your data. A Lorentzian series is recommended for real data especially for multiple peaked data. Another improved productivity example.
CurvFit (tm) is a curve fitting program for Windows. Lorentzian, Sine, Exponential and Power series are available models to match your data. A Lorentzian series is highly recommended for real data especially for multiple peaked and/or valleys data.
CurvFit is another improved productivity example do to using Calculus (level) programming ... ie. minutes to solve, days or years to understand solution and what it implies (e.g. wrong model, sampling rate error, etc.). Helps learn 1) whether math model is good for given data; 2) convergence implies a reasonable solution; 3) how to select new starting initial parameter values. See comments in EX*.? files for ideas on how to converge via solvers. Interpolation, extrapolation, & Hardcopy Plot options are now available.
Industry problems with solutions over the past twenty plus years have been put into a textbook to show the power of Calculus (level) Problem-Solving. The textbook is on our website at fortranCalculus.info/textbook/welcome . The software architect behind Calculus Compilers is Joe Thames (read about Joe on our About page).
Help improve science and engineering productivity by supporting Joe Thames' MetaCalculus University Rollout efforts, visit metaCalculus.com/campaigns.html, in developing MC Fortran. (There has been little if any corporate funding of Joe's work for many years!) Help future science & engineers get jobs upon graduation. With MC Fortran, one increases their productivity by a factor of twenty!
Keywords: Curve fitting, data fitting, Math Modeling, Sine Series, Lorentzian Series, Exponential Series, Power Series, Equation Calculator, Calculus Programming
More on CurvFit
This is the primary download URL given by the publisher of CurvFit
1 Cool File periodically updates the software information and pricing of CurvFit from the publisher thus some information might not be up-of-date. You should confirm all information before relying on it. Software piracy is theft, Using CurvFit password, crack, registration codes, serial numbers, key generators is illegal and will prevent future development of CurvFit.


I graduated from Northside Christian High School in 1987.
I graduated from Concordia University in Seward, NE in 1992.
I have a Bachelor of Science in Mathematics Education with a license to teach K - Grade 12.
I also have a minor in physical education.
I started teaching in Burlington in 2003. I am currently teaching Algebra 1, Geometry, and Algebra 2.
I began teaching in 1992 at Trinity Lutheran School in Roselle, IL. I taught 8th grade religion, middle school health and physical education, and coached girls’ basketball and track.
In 1995, I moved to Pine River, MN. I taught at Pine River-Backus High School. During my time in Pine River, I taught health, physical education, and math (7th grade, consumer math, algebra, algebra 2, trigonometry, pre-calculus).
I have been married to my husband Don for 23 years. We have four children. Two attend Burlington schools and two attend University of Kansas. I have one dog, a beagle named Lucky.
When I am not teaching I like to watch my children in all their activities and read.


“If the derivative of a function, the first derivative, f'(x), is differentiated, a new function is obtained called the second derivative, f''(x).
“If this function is differentiated again, a third derivative, f'''(x), is obtained.
“… This process can continue and these resultant functions are referred to as higher order derivatives.”
Consider the function y = f(x) where y = art resulting from variable (x), where x = BEING.
The first derivative is then the velocity of art as life varies.
The second derivative is the acceleration of the art.
Higher order derivatives may exist.
Nth-Derivatives seeks higher order derivatives of the function of being.
Art-making is a first derivative of the function of being.
Photo-documentation of art is a second derivative.
Processing photo-documentation into a photo montage explores higher order Nth derivatives.
Steles A, B, & D - Nth Derivative - Walkabout A
2017 · digital photo montage based on #WalkaboutTipi · 60"x12" (intended print size each)


Interest, Compound Period, and Payment Period
Frequently, the attention rate you come into an amortization calculator could be the nominal rate that is annual. But, when designing an amortization routine, this is the rate of interest per period that you apply within the calculations, labeled price per duration into the spreadsheet that is above.
Fundamental amortization calculators frequently assume that the re payment regularity fits the compounding period. The rate per period is simply the nominal annual interest rate divided by the number of periods per year in that case. Once the element duration and re re re payment duration are very different (like in Canadian mortgages), an even more general formula is required (see my amortization calculation article).
Some loans in britain usage a yearly interest accrual duration (annual compounding) where a payment per month is determined by dividing the yearly re payment by 12. The interest percentage of the re re payment is recalculated just from the beginning of every year. The best way to simulate this making use of our Amortization Schedule is through establishing both the mixture duration while the re payment regularity to yearly.
There are 2 situations by which you might end up getting negative amortization in this spreadsheet (interest being put into the total amount). The foremost is if the re re payment is not sufficient to cover the attention. The second reason is if you decide on an ingredient duration that is faster compared to the re payment duration (as an example, picking a regular substance duration but making re payments month-to-month).


I am often asked about arrow-switching, why there should not be more (or less), so here is an attempt to explain the ideas without (much) recourse to algebra.
In a pairs event the total amount of competition can be defined as the total number of match-points awarded to NS on all the travellers. Or EW - the total is the same.
This total is the product of four factors:
Factor (i) is determined by the number of players who turn up.
Factors (ii) and (iii) depend on the time allocated - in most clubs the product of Factors (ii) and (iii) is likely to be in the range 24-28.
Only factor (iv) is at the disposal of the Director, who should maximise it by choosing a complete movement, where all the players play all the boards, and half a top is one less than the number of tables in play. An incomplete movement simply cuts down the amount of competition, and makes the result more of a lottery, less of a test of skill.
The total amount of competition ought to be as large as possible - otherwise we might as well play rubber bridge.
For example, in a 7-table Mitchell, (and suppose for simplicity that we are playing 1-board rounds), the total amount of competition is 7 x 7 x 1 x 6 = 294.
This figure of 294 can be split up amongst the various pairs of pairs:
Pair 1 competes against each of the other 13 pairs, Pair 2 competes against Pairs 3 to 14, and so on, 91 pairs of pairs in all. (If there are P pairs competing, the number of pairs of pairs is P x (P-1)/2 ).
A movement is balanced if each pair competes fairly and equally against each of the other participating pairs.
If you want a single-winner 7-table Mitchell movement each pair of pairs ought to compete by 294/91 = 3.23
This cannot be arranged exactly, because all measures of competition are whole numbers, but the movement would be as balanced as possible if all the amounts of competition were 3 or 4. By judicious arrow-switching we can approach the ideal. This is how to get a precise measure of the amount of competition between two pairs, say Pair 1 & Pair 2:
Consider each board (or board set) separately and allocate a competition score thus:
|If Pair 1 and Pair 2
play the board
|against each other||score half a top|
|in the same direction||score 1|
|in opposite directions, but not against each other||score -1|
We can calculate the competition scores between every possible pair of pairs, and for a balanced movement these scores should all be equal or approximately so. To see how this scheme works out, look at the 7-table Mitchell, switched on the last round.
|Round 1||1A 8||2B 9||3C10||4D11||5E12||6F13||7G14|
|Round 2||1B14||2C 8||3D 9||4E10||5F11||6G12||7A13|
|Round 3||1C13||2D14||3E 8||4F 9||5G10||6A11||7B12|
|Round 4||1D12||2E13||3F14||4G 8||5A 9||6B10||7C11|
|Round 5||1E11||2F12||3G13||4A14||5B 8||6C 9||7D10|
|Round 6||1F10||2G11||3A12||4B13||5C14||6D 8||7E 9|
|Round 7||9G 1||10A 2||11B 3||12C 4||13D 5||14E 6||8F 7|
(In this matrix, a group of symbols such as 2D14 under Table 2 in Round 3 means that Pair 2 is NS, Pair 14 is EW, and they play the fourth set of boards (D being the fourth letter of the alphabet)).
|The competition score between Pair 1 & Pair 2 works out thus:|
|On boards B,C,D,E,F||Pair 1 & Pair 2 both play NS:||Score 5|
|On boards A and G||Pair 1 & Pair 2 play in opposite directions:||Score -2|
|Total competition score||= 3|
|A further example: Pair 3 and Pair 8|
|On board E||they encounter one another:||Score 6|
|On boards B and F||they play in the same direction:||Score 2|
|On boards A,C,D,G||Pair 3 is NS and Pair 8 is EW:||Score -4|
|Total competition score||= 4|
Continuing in this way for all the pairs of pairs, we arrive at
The total competition score is equal to 42 x 3 + 42 x 4 = 294, as we know it must be.
A measure of the spread of competition scores (the smaller the better) is given by the standard deviation of these numbers, which is calculated as the square root of (SS - S x S/N)/N
|SS means||the sum of squares of the scores||(in our case 42 x 9 + 42 x 16 = 1050)|
|S means||the total competition||(in our case 294)|
|N means||the number of pairs of pairs||(in our case 91)|
|The standard deviation works out at 1.05 and cannot be further reduced by switching more or fewer boards|
For more complicated movements, a computer program is needed to calculate the standard deviation, and to find the switching regime which minimises it.
In the case of the unswitched Mitchell, the competition score is 7 between any two NS pairs, 7 between any two EW pairs, and 0 between any NS and any EW pair. Hence the two groups of players are uncoupled from each other, but there is more intense competition within the NS field and within the EW field. The total amount of competition (294) is the same whether or not you apply arrow-switching, but arrow-switching spreads the competition more thinly and enables you to issue a single list of results.


What is the optimal rate of math or English proficiency for any public school? Public school proficiency arguably shouldn’t be 100 percent. The problem with 100 percent proficiency is the price of collecting those last percentage points. It is, after all a public school, a democratic right and one in which no one is denied admission. To chase those last few percentage points would be prohibitively expensive and would deprive those meeting proficiency from advancing yet further.
Taking the other view however, it really shouldn’t be as low as the Hawaii Department of Education scores for the 2013-2014 school year. Only 18 of 47 schools had 75 percent or more of students proficient in reading, and only three schools had 75 percent or more of students proficient in math.
Below is a chart of middle school scores from of what is being called the bridge assessment, a period of transition from the Hawaii State Assessment (HSA) to the Common Core State Standards (CCSS) based test. Horizontal lines have been inserted at the 25%, 50%, and 75% tiers
Data Source: 2013-14 Strive HI Master Data File(.xlsx file) Hawaii Department of Education
The PDF format is attached below.


Over 5,000 transition-year girls from 22 Irish counties are engaging with science, technology, engineering and math (STEM) through the I Wish STEM showcase.
“Choosing subjects and courses can be challenging for students, and events like I Wish can really help to explain the opportunities that STEM can offer and showcase the possibilities of a career in the STEM sectors,” said Minister for Education and Skills Richard Bruton.
“I’m keen to promote the uptake of STEM subjects during my time as Minister, especially among women, and I am delighted to be here to officially open I Wish, which will see more than 3,000 students experience STEM over two days here at the RDS Dublin.”
The showcase includes industry exhibitions, talks by female role models and a STEM entrepreneur zone.
“Female students need more support and encouragement into STEM for a variety of reasons, including lack of information on STEM careers, unconscious bias and stereotyping, as well as lack of confidence in maths, science and computer science subjects,” said I Wish Co-founder Ruth Buckley.
“To address this, I Wish provides real engagement with the STEM sector.
“Students hear from leading female executives working in engineering, life sciences and tech companies. We also have introduced a new Teach It zone this year so that teachers also have the support they need when providing advice and information to students in relation to STEM courses and careers.”
2,000 students have already attended I Wish events in Cork on January 25 and 26. An additional 3,000 are attending events at RDS in Dublin January 29 and 30.


The premise is that mathematician Maximillian Cohen (Gullette) is trying to build and program his own computer, named
, to predict the stock market. He believes that all things can be understood by finding the underlying patterns of numbers that describe them and that everything has these numbers. In addition to being paranoid, Cohen suffers from migraine headaches that started when he defied his parents and stared into the sun for several minutes as a child. Euclid
spits out some predictions, then a 216 digit number, then crashes. The 216 digits appear to be random and Cohen throws them out in disgust. The next day he finds out that Euclid ’s first few stock market predictions turned out to be accurate. He tries to find the other numbers he threw out, but cannot. Euclid
He goes to his old professor and mentor, played by Mark Margolis (who has appeared in every Aronofsky film to date.) The mentor used to research the nature of Pi, but for reasons unexplained stopped years before. When Cohen mentions the random number, the mentor asks if it was 216 digits long. He tells Cohen that he ran across the same number years before and urges caution.
Cohen runs into a Hasidic Jew, who goes into numerical patterns in the Torah. He explains to Cohen that the Hasidim have been searching for a number in the Torah that will help them understand God. The number is, you guessed it, 216 digits long.
Cohen is also tracked down by some powerful Wall Street types who tell him they want to buy the results of his research. In return they offer him a powerful new computer chip to help him fix
. Instead of crunching Wall Street numbers, Cohen has it analyze the Torah. It crashes again – after spitting out the same 216 digit number. Euclid
Cohen starts getting pressure from all sides. His mentor finally reveals that in trying to understand this number years ago he ended up suffering a stroke. Cohen’s headaches have been getting worse and worse, and he even is starting to get a bump on his head over the section of the brain that is mathematical. Both the Wall Streeters and the Hasidim want the number that Cohen’s computer produced. All this pressure is getting to Cohen and you don’t know what he might end up doing.
Making things more interesting in the movie is that as Cohen gets deeper and deeper into it, he may be hallucinating that things are happening. What we are seeing on the screen might just be all in Cohen’s head, not really happening. This will sound familiar to anyone who saw Black Swan.
Don’t let all this talk about math discourage you. You do not need to like math, nor have any special mathematical knowledge to see the movie. In fact, it’s probably better if you know nothing because much of the mathematical talk does not hold up. Some things are a little off and a few things are completely inaccurate. Even the value of Pi shown at the beginning of the movie is not correct. Some people have tried to read a deeper meaning into these discrepancies, but I’m not a believer of this. My interpretation is that this is a very low budget film, written by a couple of guys who tossed in some math talk, and who either didn’t have the money to re-shoot scenes where stuff was wrong, or who didn’t even realize they had made mistakes.
One thing that I’m sure was intentional was the fact that the number is 216 digits long. 216 = 6 times 6 times 6, or in other words, 666 (the Number of the Beast.)
Some people have asked why the movie is titled “Pi” when there is not much in the movie dealing with it. My take on this is that the filmmakers figured that Pi was the most well known mathematical constant and that it would convey to audiences the idea that gets delved into during the movie’s run.
Something to make you think in regards to the title: it is simultaneously the shortest movie title ever, usually shown as the one character symbol for Pi, and the longest movie title ever, since the value of Pi is an infinite string of digits. As of the mid 2000s Pi had been calculated to over one trillion places. You can actually download the entire string as a text document with thousands of pages in it, if you want a little light reading.
This is not your straightforward, everything tied up neatly in a bow kind of movie. If you don’t like movies that are open to interpretation, you may not like this one. For everyone else, give this movie a try. If you are a fan of Aronofsky’s better known films, but have not seen Pi, then you will definitely want to check it out.
Chip’s Rating: 3 out of 5 stars
[Note – you can see all the Movies by Numbers, as well as get some hints on what’s to come, at this link.]
DVD Instant Video


continued the section in my maths
book on 'The exponential function'
with the expression ex.
The most common exponential
expression is ex where e
is the exponential constant, 2.71828
. . . .
Wikipedia says this:
The number e, known as Euler's
number, is a mathematical constant
approximately equal to 2.71828
which can be characterized in many
ways. It is the base of the natural
Euler is an interesting chap; he
also has an asteroid named after
here is that function on my
I do 2 [SHIFT] e2 =
worked through some examples in my
maths book. I got somewhat stumped
at trying to simplify these:
e3y(1+ey) - e4y
video which I found to be good
for understanding e. I followed
along and used the Xy
button on my calculator.
here to continue]


A guide to translating mathematics into English sentences.
I am a PhD student in the Department of Applied Mathematics at the University of California, Santa Cruz. Under the advisement of Professor Ricardo G. Sanfelice, I study various topics within the domain of hybrid systems. My research interests include
- Switching schemes between multiple controllers for achieving asymptotic stability
- Approximation theory for hybrid systems
- Model predictive control
- Numerical simulation of hybrid systems
Introduction to the theory and use of SOS programming.
Introduction to the \changes package for annotating chnages.
A brief introduction to my field of research.
A guide to talking about numbers in a way that helps the audience remember and understand them.
A guide to choosing clear, memorable notation in mathematical writing.


Published December 13, 2000
by Brooks Cole .
Written in English
|The Physical Object|
|Number of Pages||525|
Mar 05, · Assuming you are trying to learn this on your own, I recommend the book "Vector Calculus, Linear Algebra, and Differential Forms: A Unified Approach" by John Hubbard. E-Book Review and Description: Note: If you're looking for a free download links of Multivariable Calculus Pdf, epub, docx and torrent then this site is not for you. tonyasgaapartments.com only do ebook promotions online and we does not distribute any free download of ebook on this site. The download link provided above is randomly linked to our. About the Book. This book covers the standard material for a one-semester course in multivariable calculus. The topics include curves, differentiability and partial derivatives, multiple integrals, vector fields, line and surface integrals, and the theorems of Green, Stokes, and Gauss.5/5(1). Multivariable Calculus Lecture Notes (PDF P) This lecture note is really good for studying Multivariable calculus. This note contains the following subcategories Vectors in R3, Cylinders and Quadric Surfaces, Partial Derivatives, Lagrange Multipliers, Triple Integrals, Line Integrals of Vector Fields, The Fundamental Theorem for Line Integrals,Green’s Theorem, The Curl and Divergence.
turn. The prerequisite is a proof-based course in one-variable calculus. Some familiarity with the complex number system and complex mappings is occa-sionally assumed as well, but the reader can get by without it. The book’s aim is to use multivariable calculus to teach mathematics as. $\begingroup$ @mathemania The best book on forms for physics students (and would be terrific for mathematics students interested in physics) is tonyasgaapartments.coml's THE GEOMETRY OF PHYSICS. The prerequisites for it is a good course in multivariable calculus and some linear algebra-in other words,basically Bandaxall/Liebeck. Landing Page for Calculus Book. Active Prelude to Calculus, Active Calculus, and Active Calculus Multivariable are free, open-source texts designed for a more active learning experience for students. Every section of each text has engaging activities for students to complete before and during class, as well as exercises that challenge students to connect and assimilate core concepts. Published in by Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.
Success in your calculus course starts here! James Stewart’s CALCULUS texts are world-wide best-sellers for a reason: they are clear, accurate, and filled with relevant, real-world examples. With CALCULUS, Eighth Edition, Stewart conveys not only the utility of calculus to help you develop technical competence, but also gives you an appreciation for the intrinsic beauty of the subject. Jan 01, · Multivariable Calculus book. Read 9 reviews from the world's largest community for readers. These best-selling texts differ from CALCULUS, FOURTH EDITION /5. Step-by-step solutions to all your Calculus homework questions - Slader. Multivariable calculus (also known as multivariate calculus) is the extension of calculus in one variable to calculus with functions of several variables: the differentiation and integration of functions involving several variables, rather than just one.


I am a professor of biomedical informatics at Harvard Medical School and director of the PhD program in Bioinformatics and Integrative Genomics. My group (http://compbio.hms.harvard.edu) specializes in computational analysis of DNA sequencing data in epigenetics and cancer genetics. As an undergraduate (Winthrop House ’94) and graduate student (Caltech), I studied applied math and tried to stay as far away from the biological sciences as possible. But soon afterwards, I discovered that there are many fun math problems in genomics with immediate relevance to medicine and biology, and I have not had to look for a job since then. While in college, I played in the Harvard band, rowed intramural crew, and was active in Christian Fellowship.


I attended one of Steve’s breakout sessions where he introduced his +/- 8 Slide Lesson guide concept with the notion of converting a “ho-hum” task or exercise into a rich and engaging one that supports learning. Steve took us through one of the lessons and I started to think about how I could incorporate this method of teaching into my mathematics classroom when I got back to school. I loved the idea of providing students with rich opportunities for discussion, problem solving, and reasoning, while embedded in real life contexts. Steve’s lessons allowed multiple entry points into the questions for all students regardless of their background knowledge and skills they have.
Steve provided some questions for us to think about when designing +/- 8 Slide lessons.
I asked the question, “What could this look like in my grade 3 math class?” After some wonderful discussions with math enthusiasts from across the province, I decided to take a risk and use the 8 Slide Lesson in an upcoming lesson. I started creating a lesson using Steve’s essential guiding questions and his examples from his session for a lesson dealing with currency and understanding the value of coin collections (currency lesson guide & exit ticket).
I chose to try out the lesson with seven other educators across my school division observing my classroom (no better way to receive feedback on a lesson than with fellow educators in the classroom).
Reflection of Lesson:
I thoroughly enjoyed this lesson and was amazed how such a simple lesson had such a powerful impact on student learning. What I found was:
Mr. Williams “The Skeptic”


A while ago, the ah-boy was engrossed in solving Rubik’s cube because, well, his social circle was engrossed in it.
Someone from his circle boasted, “Just try the trick I told you! It would definitely work! I can even tell you other tricks to control the number of sides that would have the same colour! You just have to tell me how many sides of the Rubik’s cube do you want to have, I can definitely produce it!!”
The ah-boy retorted, “Ok!! Prove it to me now! I want five sides of the Rubik’s cube to have the same colour!”


The new pocket-sized Leica DISTO D2 laser meter developed by Leica Geosystems is a compact, ergonometricdesigned device that can measure distances and calculate area and volume using the indirect functions at the touch of a button with fast, reliable results.
The Leica DISTO D2 includes a soft grip, flipout end-piece and shortcut keys for addition, subtraction, area and volume, and simple Pythagoras (indirect) calculations, as well as the ability to stake out positions using equal distances. The flip-out end-piece guarantees accurate results when measuring from edges or corners, while shortcut keys ensure rapid access to frequently used functions.
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IXL Efficacy Research Meets Every Student Succeeds Act (ESSA) Tier 2 Requirements
SAN MATEO, Calif., Jan. 14, 2020 /PRNewswire/ -- IXL Learning, the K-12 personalized learning platform used by more than 8 million students, announced the results of a new research study that demonstrates IXL helps students achieve greater learning gains in both math and reading. The evaluation of IXL's impact meets the required rigor of the What Works Clearinghouse and the Every Student Succeeds Act Tier 2 standards for evidence-based interventions.
The study, which examined data from approximately 4,000 students in grades pre-K to 12 during the fall semester of the 2018-19 academic year, found that IXL had a positive effect on student achievement in math and reading as measured by the NWEA MAP tests. The key findings of this study are:
IXL makes personalized learning easy for teachers to implement through the IXL Real-Time Diagnostic, comprehensive K-12 curriculum, personalized guidance, and actionable Analytics. IXL offers over 8,000 skills that cover math, English language arts, science, social studies and Spanish, and are aligned to the Common Core and all state standards. More than 400,000 teachers and 8 million students around the world are using IXL.
For more information about IXL's research studies, visit: www.ixl.com/research
About IXL Learning
View original content to download multimedia:http://www.prnewswire.com/news-releases/ixl-efficacy-research-meets-every-student-succeeds-act-essa-tier-2-requirements-300986503.html
SOURCE IXL Learning


Confidence Interval Calculator
This is where confidence intervals come into play. A confidence interval is a range of values that provides an estimate of the true population parameter. It helps us quantify the uncertainty and variability in our estimates, allowing us to make informed decisions and draw meaningful conclusions.
In this blog, we will delve into the fascinating world of confidence intervals and explore the concept of a confidence interval calculator. Whether you're a student, researcher, or professional in any field that involves data analysis, understanding how to calculate and interpret confidence intervals is essential.
We will start by explaining what a confidence interval is and why it is important in statistical analysis. You will learn about the factors that affect the width of a confidence interval, such as sample size, confidence level, and variability. We will also address common misconceptions surrounding confidence intervals and discuss their advantages and limitations.
But that's not all! We will provide you with a step-by-step guide on how to calculate confidence intervals using a formula. We will walk you through an example calculation to ensure you grasp the concept fully. Additionally, we will explore real-world applications of confidence intervals in various fields.
So, whether you're a beginner or an experienced statistician, join us on this journey to unravel the mysteries of confidence intervals and discover the power of the confidence interval calculator. Get ready to enhance your statistical analysis skills and make more informed decisions based on reliable data. Let's dive in!
How to Calculate a Confidence Interval?
The formula for calculating a confidence interval depends on the type of data and the distribution being used. However, a common formula for calculating a confidence interval for a population mean is:
Confidence Interval = Sample Mean ± (Critical Value × Standard Error)
Let's say we want to estimate the average height of adult males in a certain population. We take a random sample of 100 individuals and measure their heights. The sample mean height is 175 cm, and the standard deviation is 5 cm. Assuming a 95% confidence level, we can calculate the confidence interval as follows:
Confidence Interval = 175 ± (1.96 × (5 / √100))
Factors Affecting Confidence Intervals
The size of the sample used to calculate a confidence interval affects its width. Generally, larger sample sizes result in narrower confidence intervals, providing more precise estimates.
The confidence level determines the probability that the true population parameter lies within the calculated interval. Commonly used confidence levels are 90%, 95%, and 99%. Higher confidence levels result in wider intervals.
The variability of the data being analyzed also affects the width of the confidence interval. Higher variability leads to wider intervals, indicating less precision in the estimate.
Importance of Confidence Intervals
Confidence intervals are important because they provide a range of values that likely contains the true population parameter. They allow us to make statements about the population based on sample data and help us assess the reliability of our estimates. Confidence intervals also help in comparing different groups or treatments and determining if there are statistically significant differences.
Interpreting Confidence Intervals
Confidence intervals should be interpreted in the context of the specific study or analysis. If the interval includes a particular value, it means that value is a plausible estimate for the population parameter. If the interval does not include a value, it suggests that the value is unlikely to be the true parameter.
There are some common misconceptions about confidence intervals. One is that the interval represents the range within which individual observations fall. In reality, it represents the range within which the true population parameter is likely to lie. Another misconception is that a wider confidence interval indicates a less accurate estimate. While a narrower interval provides a more precise estimate, a wider interval may still be accurate and reflect the variability in the data.
Advantages and Limitations
Confidence intervals have several advantages. They provide a measure of uncertainty, allow for comparisons between groups, and help in decision-making. However, they also have limitations. Confidence intervals assume that the data is normally distributed and that the sample is representative of the population. Violations of these assumptions can affect the validity of the interval.
Applications of Confidence Intervals
Confidence intervals are widely used in various fields, including market research, medical studies, social sciences, and quality control. They are used to estimate population parameters, compare groups, assess treatment effects, and make predictions.
Confidence intervals are a valuable statistical tool that provides a range of values within which the true population parameter is likely to lie. They help in quantifying uncertainty, making inferences, and assessing the reliability of estimates. Understanding confidence intervals is essential for anyone involved in statistical analysis and decision-making.
FAQs (Frequently Asked Questions)
What is the purpose of a confidence interval?
A confidence interval provides a measure of uncertainty and helps in estimating the true population parameter.
How do you calculate a confidence interval?
A confidence interval is calculated using a formula that takes into account the sample mean, standard error, and critical value.
What factors affect the width of a confidence interval?
The width of a confidence interval is affected by the sample size, confidence level, and variability of the data.
Can a confidence interval be wider than the range of the data?
Yes, a confidence interval represents the range within which the true population parameter is likely to lie, which may be wider than the range of the observed data.
What are the limitations of confidence intervals?
Confidence intervals assume certain statistical assumptions and require a representative sample. Violations of these assumptions can affect the validity of the interval.


Introduction to Integer Overflows & Underflows
In computer science, an integer is a datum of integral data type, a data type that represents some range of mathematical integers. Integral data types may be of different sizes and may or may not be allowed to contain negative values. Integers are commonly represented in a computer as a group of binary digits (bits). The size of the grouping varies so the set of integer sizes available varies between different types of computers. Computer hardware, including virtual machines, nearly always provide a way to represent a processor register or memory address as an integer.
Integers are just regions of memory, since we also need to store negative numbers using only binary we must use Most Significant Bit (MSB) of a variable to determine the sign. If MSB is 1 it’s negative, if‘s 0 it’s positive.
Below you can see an example of C types, the storage size and expected value ranges. Other languages, architectures and operating systems have their own expectations and limitations on what can be stored and what types are available.
What is an Integer Overflow?
An Integer Overflow is the condition that occurs when the result of an arithmetic operation exceeds the maximum size of the integer type used to store it.
Let’s take the above C table as an example, the maximum value for int is 2,147,483,647 so if a value is larger than 2147483647 it will segfault.
What is an Integer Underflow?
An Integer Underflow is the condition that occurs when the result of an arithmetic operation is less than the minimum size of the integer type used to store it.
The impact is specific to the binary being exploited. Integer overflow and underflows on their own do not lead to arbitrary code execution but they might lead to stack or heap overflow conditions which may result in arbitrary code execution.
This is a nice example of an integer overflow remote exploit, I suggest you take time to read through write up and other issues like it…Offensive Security’s Exploit Database Archive
PHP 7.0.5 – ZipArchive::getFrom* Integer Overflow. CVE-2016-3078 . remote exploit for PHP platformwww.exploit-db.com
Other examples of impact may include:
- eCommerce, when calculating price an integer overflow could be used to change total from a positive to a negative value, resulting in account credit for the attacker and delivery of the stolen goods.
- Withdrawing 1 dollar from an account with a balance of 0 could cause an integer underflow and yield a new balance of 4,294,967,295.
- A very large positive number in a bank transfer could be cast as a signed integer by a back-end system. In such case, the interpreted value could become a negative number and reverse the flow of money — from a victim’s account into the attacker’s.


Tips for Dual-Language LearnersSeptember 18, 2009
New Resources for Teaching ELLs and DLLsNovember 18, 2009
- Preschool teachers may feel flooded with different demands. Meeting the needs of ELLs is challenging so Math can get overlooked. Here are tips for making Math easy and effective for ELLs – every single day.
- Most important with ELLs: use real items for math activities as often as possible. They are easier to recognize and more likely to connect with prior learning.
- The more diverse the classroom, the less effective will large group instruction be. That’s great news for teachers who are intimidated by the prospect of planning big math lessons. Instead, keep some math goals in your mind and find ways to address them casually with each child during the day.
- Take a step out of your usual context. Visit another classroom and look for interesting opportunities to talk about math concepts in different areas. As long as you know you are going to look for counting, comparing, putting things in series or groups, measuring, and noticing shapes – you will start seeing how math learning could easily happen in the art area, block area, outdoors, at the sand table, during mealtime – and in an unexpectedly primetime for math conversations: cleanup and transition times!
- Use visuals. Get used to talking about math whenever you have something to show or demonstrate along with your talk.
- Post reminders around the room, including translated key words in the languages you need to have informal math interactions with your ELLs whenever they show an interest.


Why don't fictional characters say "goodbye" when they hang up a phone? If we can't tunnel through the Earth, how do we know what's at its center? All Rights Reserved. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply.
Hottest Questions. Previously Viewed. Unanswered Questions. Roman Numerals. Korean Music and Drama Kpop.
Wiki User It is not a proper Roman numeral. One interpretation would be that it is supposed to be Seven in Roman numerals is VII.Psvr setup
Asked in Roman Numerals What inspired the roman numerals? Roman numerals were inspired by Etruscan numerals of which Roman numerals originated from. Asked in Roman Numerals What is the Roman numerals for 27? Eleven in Roman numerals is XI. Asked in Roman Numerals What is 34 in Roman numerals? Asked in Roman Numerals What is 74 in Roman numerals?
Asked in Roman Numerals What is x1x in roman numerals? XIX in Roman numerals is 19 in standard numerals. Those are Roman numerals. In Arabic numerals it is A does not have an equivalent in Roman numerals. Asked in Roman Numerals What is 1. It is: I. XI in Roman numerals. Asked in Roman Numerals What is mxcix in Roman numerals? It's already in Roman numerals and in today's notation of Roman numerals they represent 1, The letter "M" represents in Roman numerals.
In Arabic numerals, it is Asked in Roman Numerals Is Roman capitalized in numerals? Yes, Roman is capitalized in Roman numerals as Roman is a proper noun. Asked in Roman Numerals What is Roman numerals? Asked in Roman Numerals What is in Roman numerals? Trending Questions.Roman numeralany of the symbols used in a system of numerical notation based on the ancient Roman system.
A symbol placed after another of equal or greater value adds its value; e. A symbol placed before one of greater value subtracts its value; e.Victim Malayalam Short Film 2018
A bar placed over a number multiplies its value by 1, Roman numeral. Article Media. Info Print Cite.
MCMXXXIV in Numbers
Submit Feedback. Thank you for your feedback. Roman numeral mathematics. Read More on This Topic. The direct influence of Rome for such a long period, the superiority of its numeral system over any other simple one that had been known…. Learn More in these related Britannica articles:.
The direct influence of Rome for such a long period, the superiority of its numeral system over any other simple one that had been known in Europe before about the 10th century, and the compelling force of tradition explain the strong position that…. Numeral systemany of various sets of symbols and the rules for using them to represent numbers, which are used to express how many objects are in a given set. Numerals and numeral systemssymbols and collections of symbols used to represent small numbers, together with systems of rules for representing larger numbers.
Just as the first attempts at writing came long after the development of speech, so the first efforts at the graphical representation of numbers came long after people…. History at your fingertips. Sign up here to see what happened On This Dayevery day in your inbox! Email address. By signing up, you agree to our Privacy Notice.
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Introduction Homepage Math blog Pre-algebra Pre-algebra lessons Algebra Algebra lessons Advanced algebra Geometry Geometry lessons Trigonometry lessons Math by grades Math by grade Math tests Online math tests Math vocabulary quizzes Applied arithmetic Basic math word problems Consumer math Baseball math Math for nurses Interesting math topics Fractions Ancient numeration system Set notation Math resources Other math websites Basic math worksheets Algebra worksheets Geometry worksheets Preschool math worksheets First grade math worksheets Second grade math worksheets Basic math formulas Basic math glossary Basic math calculator Algebra solver Educational math software Online educational videos Private math tutors Ask a math question Careers in math The Basic math blog.The converter lets you go from arabic to roman numerals and vice versa.
Simply type in the number you would like to convert in the field you would like to convert from, and the number in the other format will appear in the other field. Due to the limitations of the roman number system you can only convert numbers from 1 to To easily convert between roman and arabic numerals you can use the table above.
Roman numerals XXXIV
The key is to handle one arabic digit at a time, and translate it to the right roman number, where zeroes become empty. Go ahead and use the converter and observe how the table shows the solution in realtime! Here is the current date and time written in roman numerals. Since the roman number system doesn't have a zero, the hour, minute, and second component of the timestamps sometimes become empty.
Here you can read more about what happened in the year The right column shows how each roman numeral adds up to the total. Roman numerals originate, as the name suggests, from the Ancient Roman empire.
Unlike our position based system with base 10, the roman system is based on addition and sometimes subtraction of seven different values. These are symbols used to represent these values:. However, for the numbers 4 and 9subtraction is used instead of addition, and the smaller number is written in front of the greater number: e.
It could be argued that would be more easily written as CIC, but according to the most common definition you can only subtract a number that is one order of magnitude smaller than the numbers you're subtracting from, meaning that IC for 99 is incorrect. Roman numerals are often used in numbered lists, on buildings to state the year they were built, and in names of regents, such as Louis XVI of France.
Feel free to link to this site if you find it useful. It's also possible to link directly to specific numbers, such as roman-numerals. You can also link to intervals, for instance roman-numerals. Convert Roman Numerals Arabic numerals:.
Roman Numerals Converter
Roman numerals:. The year 34 Here you can read more about what happened in the year This simple Roman Numerals Converter can be used at any time to convert numbers to Roman numerals.
If you need to make conversion from Arabic numbers to Roman numerals, simply enter the number to the box on the right, and press the button 'Convert to Roman'. You will get the exact representation of the number in Roman Numeral Symbols. Why do people learning math need to learn this?How to check whether pandas is installed or not
This isn' t any cool formula or equation, its just how to say numbers in a more difficult way. Try 34,,, 34 decillion, nonillion, octillion, septillion, 80 sextillion, quintillion, quadrillion, trillion, billion, million, thousand, nine. I need help.Vand placute amovibile
Not a joke, please help.Roman numerals were developed so that the Romans could easily price different goods and services. Roman numbers were widely used throughout the Roman Empire in everyday life. Following the fall of the Roman Empire, numerals continued to be used throughout Europe up until the 's. Which represent the numbers 1, 5, 10, 50,and 1, These seven letters are used to make thousands of numbers.
For example, the Roman numeral for two is written as ' II ', just two one's added together. Roman numerals are usually written largest to smallest from left to right. However, this is not always the case. Instead we use the subtractive principle.
Because the one is before the five we subtract it making four. There are six instances where subtraction is used:. The number is a great example of these rules. To write the year in Roman numerals we need to make larger numbers. Years in the 21st century are quite simple.
Years from the 20th century are simple as well. We start off with the Roman numerals for MCM and add on the appropriate amount from here. However, it is possible to write numbers higher that in Roman numerals.How to bypass pioneer dvd player in car while driving
In this system, you draw a line across the top of the numeral to multiply it by For example, the Roman numeral for 5 x is written as:.
Similarly, 1, x is written as. If we want to write 1, in Roman numerals it would look like this:. If we break it down the numeral for 1, isthe numeral foris and the numeral for 50, is. Fractions were often used in currency. The most common fractions used were twelfths and halves. A half is represented by the Latin letter ' S ', which is short for semis. This isn't really a rule, but interestingly, there is no numeral to represent zero. This is because the system of Roman numbers was developed as a means of trading and there was no need for a numeral to represent zero.
Instead they would have used the Latin word 'nulla' which means zero.Why don't fictional characters say "goodbye" when they hang up a phone? If we can't tunnel through the Earth, how do we know what's at its center? All Rights Reserved. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply. Hottest Questions. Previously Viewed. Unanswered Questions. Roman Numerals. Wiki User XXXIV is X equals 10 and V equals 5.
If you see IX that means '1 before 10,' so 9. If you see IV as in this examplethis means '1 before 5,' so 4. Thank you. Asked in Roman Numerals What number is this roman numeral cl xxxiv? It is the modern version of Roman numerals equivalent to This three tens the Xsfollowed by IV 5 minute 1.
This is not a valid roman numeral! XXL is not a valid roman numeral. Asked in Roman Numerals What does 5 mean roman numeral? Unfortunately, the roman numeral 'Z' does not exist. Asked in Roman Numerals What is 34 in Roman numerals? You mean Roman Numeral? It is XVI. Asked in Roman Numerals What mcmxc mean in Roman numeral?
The roman numeral M represents the number
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Bart Jansen and Astrid Pieterse win Excellent Student Paper Award at IPEC 2017
Bart Jansen (Assistant Professor) and Astrid Pieterse (PhD student) won the "Excellent Student Paper Award" at the 12th International Symposium on Parameterized and Exact Computation (IPEC 2017) in Vienna, Austria, with their paper "Optimal Data Reduction for Graph Coloring Using Low-Degree Polynomials".
Abstract of the paper
The theory of kernelization can be used to rigorously analyze data reduction for graph coloring problems. Here, the aim is to reduce a q-Coloring input to an equivalent but smaller input whose size is provably bounded in terms of structural properties, such as the size of a minimum vertex cover. In this paper we settle two open problems about data reduction for q-Coloring. First, we use a recent technique of finding redundant constraints by representing them as low-degree polynomials, to obtain a kernel of bitsize O(k^(q−1) log k) for q-Coloring parameterized by Vertex Cover for any q >= 3. This size bound is optimal up to k^o(1) factors assuming NP is not in coNP/poly, and improves on the previous-best kernel of size O(k^q). Our second result shows that 3-Coloring does not admit non-trivial sparsification: assuming NP is not in coNP/poly, the parameterization by the number of vertices n admits no (generalized) kernel of size O(n^(2−e)) for any e > 0. Until now, such a lower bound was only known for coloring with q >= 4 colors.
You can find the paper here.
Learn more about IPEC 2017 on their website.


Mathematics in the Curriculum
Learning mathematics creates opportunities for students and helps them enrich their lives. The Australian Curriculum develops students’ knowledge and understanding in Numbers and Algebra, Measurement and Geometry and Statistics and Probability.
The curriculum aims to:
- Foster a love and understanding of the elegance and power of mathematics
- Ensure students are confident and creative users of mathematics who are able to investigate, represent and interpret information
At Victor Harbor R-7 School our students are taught the skills and knowledge of mathematics and are also provided with opportunities to apply their learning in everyday situations. Building on from what learners know and guiding them from using concrete objects and representing their ideas to using abstract methods such as paper and pencil is how we manage the mathematics journey from R-7. A typical mathematics lesson is based on a three part framework of a warm up and explicit teaching, guided practice and review.
Victor Harbor R-7 provides a range of activities that develop students' understanding and ability to become numerate citizens. This may include things such as:
- Exploring patterns in a tables chart
- Making maps – drawing items at the set coordinates and following instructions to find a hidden treasure
- Playing games to consolidate key ideas
- Problem solving using many different strategies
- Completing a real life investigation linking many areas of their mathematical understanding