Solving Problem With Products Polynomial
Published on October 8, 2019 Post navigation. Examples of a special polynomial products include perfect square trinomials (a 2 + 2ab + b 2) and polynomials where the inner and outer terms are additive inverses and cancel each other out (a 2 - b 2). Improve your skills with free problems in 'Solving Word Problems Involving Polynomial Subtraction' and Professional Reflective Essay Writing Site Ca thousands of other practice lessons Engaging math & science practice! Let n. Here are a set of assignment problems for the Polynomial Functions chapter of the Algebra notes. Find the value of each integer. Use Algebra to solve: A "root" is when y is zero: 2x+1 = 0. 3. Find the lengths of the legs if one of the legs is 3m longer than the other leg. Subtract 1 from both sides: 2x = −1. Engaging math & science practice! Mar 08, 2020 · Published on October 8, 2019 Leave a comment on Lesson 6 Problem Solving with Polynomial Products. is shown below. And that is the solution: x = −1/2 (You can also see this on the graph). A quadratic equation is a second degree polynomial having the general form ax^2 + bx + c = 0, where a, b, and c Read More High School Math Solutions – Quadratic Equations Calculator, Part 2. Ul Thesis Logo
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Special products of polynomials In the previous section we showed you how to multiply binominals. Modeling a Punnett Square; Punnett square Word Problem 1; Punnett square Word Problem 2; Plant Genetics; Solving Quadratic Equation by Factoring. The area of each figure can be written as a trinomial in the Statement Of Interest Writing Sample form ar2 + bx + c. or a = 0. Previous article: Chapter 3 Polynomial Operations and Chapter 4- Factoring Polynomials Lesson 6: Problem Solving with Polynomial Products Friday, August 31, 2018 2:35 AM Polynomial Operations Page 1 . These are intended mostly for instructors who might want a set of problems …. Find the number. Determine the values of a, b, and c, and calculate the area when x — 2.4 3X+2 x-2. For some polynomials, you can easily set the polynomial equal to zero and solve or otherwise find roots, but in some cases it is much more complicated. .The product of two consecutive integers is 272. Published on October 8, 2019 Post navigation. It is linear so there is one root. Using Polynomials in Real Life. (3z+3)(2z–2) -6z+6z=0 (3z–3)(2z+2) 6z–6z=0.
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Essay About Understanding Cultural And Religious Beliefs Writing a Quadratic Model. Polynomial Operations Page 2 . How to solve word problems with polynomial equations? Lesson 6 Problem Solving with Polynomial Products. Lesson 6 Problem Solving with Polynomial Products. (3z+ 2)(2z– 3) -9z+ 4z= -5z Introduction to Polynomials > 9) Solving Word Problems using Factoring > Solutions for Solving Word Problems using Factoring. 2. Finding the roots of a given polynomial has been a prominent mathematical problem. In each case, the figures consist of a series of horizontal and vertical lines. After you have posted, please solve one of your classmate’s problems. The area of a triangle is 44m 2. So let us plot it first: The curve crosses the x-axis at three points, and one of them might be at 2.We can check easily, just put https://youtube-course.test1.co.il/idc-south-africa-business-plan "2" in place of "x":. 2. Polynomials Operations Lesson #6: Problem Solving with Polynomial Products Assignment 307 1.
Writing a Quadratic Model. There are a couple of special instances where there are easier ways to find the product of two binominals than multiplying each term in the first binomial with all terms in the second binomial 2x+1 is a linear polynomial: The graph of y = 2x+1 is a straight line. For an example, 2 is a root of because. Apr 24, 2017 · To solve a polynomial is to find the sum of terms. Please note that these problems do not have any solutions available. Subtracting Polynomials; Polynomials: Word Problem 1; Multiplying Binomials; Polynomials: Word Problem 2; Special products of Polynomials. The first thing you need to do is to define the integers. Without expanding the binomial determine the coefficients of the remaining terms Factoring cubic polynomials involves problem solving skills that you have learned in previous lessons such as factoring quadratics, finding greatest common factors, and combining like terms. Divide both sides by 2: x = −1/2. Write simplify an expression for the volume of the bentwood box in ern3 This topic covers: - Adding, subtracting, and multiplying polynomial expressions - Factoring polynomial expressions as the product of linear factors - Dividing polynomial expressions - Proving polynomials identities - Solving polynomial equations & finding the zeros of polynomial functions - Graphing polynomial functions - Symmetry of functions. The Fundamental Theorem of Algebra.


Method for calculating focal length of Agos camera lens
Formula calculation method:
The Department of computing field field and focal length refers to the uptake of object size, the size of the FOV is the distance to the lens to be ingested objects, and imaging lens head size requirements are determined.
The focal length of the lens, the size of the field of view, and the distance from the lens to the object to be taken are calculated as follows:
F: lens focal length
W: the width of the image (the width of the object being imaged on the CCD target surface)
W: the width of the object being photographed
L: the distance from the object to the lens
H: the height of the image (the imaged height on the CCD target), the field of view (the scene of the scene), and the height of the image
H: the height of the subject
CCD target size: mm
Three point two
Two point four
Four point eight
Three point six
Six point four
Four point eight
Eight point eight
Six point six
Twelve point seven
Nine point six
Since the width and height of the camera screen are the same as the screen width and height of the television receiver, the ratio is 4:3. When the L is unchanged and the H or W increases, the f becomes smaller, and when H or W remains unchanged and the L increases, the f increases.
Calculation of FOV angle:
If the horizontal or vertical field of view is known, the width and height of the field can be calculated according to the formula.
Horizontal field angle beta (horizontal viewing angle)
=2tg-1= vertical field of view Q (vertical viewing angle)
Type W, H, f ditto
The relation between the horizontal field angle and the vertical field angle is as follows:
Q= or =q camera angles are listed in the table B horizontal view of different sizes and different layers of camera focal length f the angle, if the horizontal or vertical field angle can be calculated by a field angle can be calculated out of the field and the field width W height H
For example, the camera's camera tube is 17mm (2/3in) and the lens focal length f is 12mm. From the point of view of the horizontal field of view is 40 degrees, and the distance between the lens and the ingested object is 2m, the width of the field of view is w.
W=2Ltg=2 * 2tg=1.46m is H=W= * 1.46=1.059m
The longer the focal length is, the smaller the f field angle is, the smaller the target will be.
As shown before, the camera's field of view by the width (W), high (H) and camera distance (L), once the decision to the camera to monitor the scene, the correct choice of the focal length of the lens on the origin of 3 factors; the distance of camera imaging device to monitor the * *. The dimension of the object camera. And the scenery of the ruler: "1/3, 1/2" 2/3, "or 1".
Diagram select the lens step: the required field of view has a simple relationship with the focal length of the lens. Use this relationship to select the appropriate lens. The maximum width of an estimated or measured field of view; an estimate or measurement of the distance between the camera and the object being photographed. Specific method: in W and L for coordinate axis icon 2-5, find out the lens focal length should be selected. To ensure that the scene is completely contained in the field of view, the number indicated on the line at the intersection of the coordinates should be selected.
For example, the field of view is 50m wide, and the distance is 40m. Use the 1/3 "format" lens, and the intersection point in the coordinate map is a little higher than the line representing the 4mm lens. This shows that if you use the 4mm lens, you cannot override the field of view of the 50m. With the 2.8mm lens, you can completely cover the field of view.
Among them, f represents the focal length, V represents the vertical height of the CCD target surface, V stands for the height of the observed object, H represents the horizontal width of the CCD target surface, and H represents the width of the observed object.
For example: suppose 1/2 CCD camera observation, the object was 440 mm wide, 330 mm high, the lens focus from the object 2500 mm. It can be worked out by the formula:
The focal length is f=6.4X2500/440 or 36 mm
The focal length f=4.8X2500/330 = 36 mm
When the focal value is calculated, if there is no lens corresponding to the focal length is normal, then you can choose a similar model according to the product catalog, the general choice is smaller than the calculated value, so that the angle of view will be larger.
Angle of common camera lens:
Simply put, the larger the camera's lens, the farther and narrower it sees; the smaller the camera lens, the closer and wider it becomes.


Homeschooling Maths Online Review
Here a my Maths Online Review after using it for 10 years with 4 children.
When I look for a homeschooling math online curriculum I’m looking for a few things:
- Is it easy for my child to use? Is it well laid-out?
- Will my child feel like they are successful in math?
- Does the resource explain things well?
- How much help will I need to give them?
- Is it sequential? Can my child easily follow what is coming next?
- Does it fit well with the Australian curriculum? Does it use metric?
- Can I see progress with my child?
- Can I set the lesson times?
- Does it have drill?
- Is there revision?
My Homeschool Maths Online Review
Disclaimer: I wrote this Maths Online review because I loved it and it helped my homeschool. I have not been paid for it and get no commission if you purchase this product.
We used Math Online in our home for over 10 years. It was a great option for homeschooling in NSW. There were so many reason I found it worked for us. It met all of the above list and some. Plus it included a summary of work completed that I could use for documenting my child’s work. This was great when applying for registration. You also got certificates that you could print off when sections were completed. These went into the children’s portfolios.
Often I found when I tutored my children in math I helped a little too much. I had a tendency to race them through the steps and they didn’t get it. With Math Online this wasn’t a problem because the children could work independently through their lessons. I did need to help now and then. This usually involved us both watching the lessons online and then me helping with a few of the questions. We set an approximate time limit for daily maths.
Another thing I loved about Math Online was that their built in incentives (certificates and progress bars) were not a distraction to the lesson. In the primary years when we tried another leading math program for kids, my children spent most of their time working below their grade in order to gain rewards and earn points for a new hat for their avatar, or to change their background instead of doing their actual lessons.
Assessing progress is also done easily using their topic tests. During a topic test I realised I hadn’t taught 24 hour time or Roman numerals. You can also quickly work through lessons seeing if your child understands a concept or if they need more work. This is great for remedial work or if you want to fast track your child.
I also loved the search feature. For example, when my high school son was studying for a math test and he wanted to know about polynomials and surds (I had no idea), we looked it up in the math online search box and listened to the explanation.
I couldn’t believe it—I even understood the explanation! My son commented that he found the Math Online tutorials so easy to understand.
We didn’t use Math Online exclusively in the primary years, it was mostly a valuable supplement. We moved to Math Online as our main high school resource for Years 7 to 10 (after trying a few programs that didn’t work for us). Two of my children did not choose to pursue math at an HSC level, however they both were able to progress through the grades of Math Online up to Year 10. For the child who did do math at university level he used Math Online as a supplement to what he was learning in his Math course.
Is Math Online All Online?
The lessons/explanations are online and you enter the answers online but you will still need to print off some of the worksheets. Your child will also need an exercise book to complete their working out, especially in the high school years.
Could Math Online Be Used As A Complete Math Program?
Well many homeschoolers use it as a complete course and some choose to supplement. This is an individual decision that really needs to be made depending on your families strengths and abilities. You also need to consider what level of Math your child will need when they graduate your homeschool.
I hope you found this review helpful.
PS: You get a 50% discount to the Math Online parent subscription when you become a paid member of the My Homeschool community.
Disclaimer: I have not been paid for this Maths Online Review . I do not get any financial compensation if you purchase a Maths Online subscription.


One kg is approximately equal to 2.2046226 pounds. Using our stones and pounds to kilograms converter you can get answers to questions like: - How many kilograms are in 11 stones and 10 pounds? - 11 stones and 10 pounds is equal to how many kilograms? - How to convert 11 stones and 10 pounds to kilograms? - What is 11 stones and 10 pounds in kg? 10 stones and 11 pounds to kg. Convert English or US weight units to metric units. Stones st and pounds lb to kilograms kg. You may have reached us looking for the answer to the question: 10 stones and 11 pounds to kg or 10 stones and 11 pounds to the metric unit kg. One kg is approximately equal to 2.2046226 pounds. Using our stones and pounds to kilograms converter you can get answers to questions like: - How many kilograms are in 10 stones and 11 pounds? - 10 stones and 11 pounds is equal to how many kilograms? - How to convert 10 stones and 11 pounds to kilograms? - What is 10 stones and 11 pounds in kg?
Riuscirai a convertire 12 pietre da 10 libbre in kg? 12 pietre = 168 libbre. Più 10 = 178 sterline. 178 sterline equivalgono a 80.739442 kg. Che cosa è 140 lb convertito in pietre?. 55 lbs e 11, 96 Pietra. la conversione è. 1 kg = circa 2, 2 libbre. 1 kg = circa 157 Stone. Qual è il 10 pietra 6 chili in kg? 10 Stone equivale a 140 sterline, quindi vogliamo davvero sapere quanti Kg sono 146 Lbs. 146 lb.. 1 kg 2, 2046 lb. =66, 22448602 kg. 146 libbre equivalgono a 66.22448602 kg. 68, 7 kg sono convertiti in libbre per approssimazione approssimativa 1 kg = 2, 2 libbre quindi 68, 7 kg x 2, 2 poundskg - 1 = 151, 14 libbre convertendo sterline in pietre e libbre dividiamo il nostro numero per 14 in prendi il numero di pietre e poi usa il resto per le nostre sterline quindi x st y lb = 151, 14 div 14 st 151, 14 mod 14 x st y lb = 10 pietra 11, 14 libbre div è un'operazione. Lbs to Kg converter. Easily convert pounds to kilograms, with formula, conversion chart, auto conversion to common weights, more. 11 st to lbs 11 stones to pounds converter. Convert 11 Stone to Pound with formula, common mass conversion, conversion tables and more.
How much does 11 stone weigh in kilograms? This simple calculator will allow you to easily convert 11 st to kg. calculate me. Weight. A stone is a unit of weight equal to 14 pounds.It is commonly used in the. is the base unit of weight in the Metric system. It is the approximate weight of a cube of water 10 centimeters on a side. lb or kg The SI base unit for mass is the kilogram. 1 lb is equal to 0.45359237 kilogram. Note that rounding errors may occur, so always check the results. Use this page to learn how to convert between pounds and kilograms. Type in your own numbers in the form to convert the units! ›› Quick conversion chart of lb to kg. 1 lb to kg = 0.45359 kg. 10 Stone equals 140 pounds, so we really want to know how many Kg is 146 Lbs 146 lb 1 kg 2.2046 lb = 66.22448602 kg 146 Lbs equals 66.22448602 kg Asked in Weight and Mass How much is 14 stone and 11 pounds in kg. 1 lbs is equal to 0.45359237 kilogram. Note that rounding errors may occur, so always check the results. Use this page to learn how to convert between pounds and kilograms. Type in your own numbers in the form to convert the units! ›› Quick conversion chart of lbs to kg. 1 lbs to kg = 0.45359 kg. 5 lbs to kg = 2.26796 kg. 10 lbs to kg = 4. Answer: 11 st = 69.85 kg Asked in Units of Measure, Weight and Mass. 10 pounds = 4.536 kilograms. Asked in Dieting and Weight Loss, Weight and Mass How many kilos is 10lbs? 10 pounds = 4.536 kilograms. Asked in Units of Measure, Weight and Mass What is 56 kilos in stone and lbs? It is 8 stone 11 pounds. Asked in Units of Measure, Weight and Mass.
11.7 pounds equal 5.307030729 kilograms 11.7lbs = 5.307030729kg. Converting 11.7 lb to kg is easy. Simply use our calculator above, or apply the formula to change the length 11.7 lbs to kg. Calculator to convert 11 stones and 10 pounds or any other value, to kilograms kg, to grams g, to pounds, to kg and to pounds and to ounces.
Stones to Kilograms st to kg conversion calculator for Weight conversions with additional tables and formulas. Convert 10 stones and 11 pounds to kilograms. What is 10 st and 11 lb in kg. How many is 10 stone 11 pounds in kilos.
How heavy is 10 stone? How much does 10 stone weigh in pounds? This simple calculator will allow you to easily convert 10 st to lb. A British or Irish person will commonly express their weight in stone and pounds eg. 12 st 6 lbs instead of purely in pounds as would be the case in the United States 174 lbs. The stone is now used almost exclusively in the UK and Ireland, as a popular - if informal - way of expressing a person's weight. 11 Pounds to Kilograms Conversion Pounds to Kilograms - Mass and Weight - Conversion. You are currently converting Mass and Weight units from Pounds to Kilograms. 11 Pounds lb = 4.98952 Kilograms kg Pounds: The pound or pound-mass abbreviations: lb, lbm, lbm, ℔ is a unit of mass with several definitions. 10 stones and 10 pounds to kg. Convert English or US weight units to metric units. Stones st and pounds lb to kilograms kg. You may have reached us looking for the answer to the question: 10 stones and 10 pounds to kg or 10 stones and 10 pounds to the metric unit kg.
How to convert 11 pounds to kilograms To convert 11 lb to kilograms you have to multiply 11 x 0.453592, since 1 lb is 0.453592 kgs. So, if you want to calculate how many kilograms are 11 pounds. 57 pietre è una misura del peso di circa 400 a 500 libbre e aggregato significa "in totale". ad esempio se un peso è stato registrato più volte, sarebbe la somma di tutti i pesi registrati. esempio 6 pietre 4 pietre 3 pietre 7 pietre 20 pietre 7 pietre 10 pietre l'aggregato sarebbe 57 pietre. 11.6 st to lbs 11.6 stones to pounds converter. Convert 11.6 Stone to Pound with formula, common mass conversion, conversion tables and more.
Calcolatore di conversioni da Pietre a Chilogrammi st to kg per conversione di Peso con tabelle aggiuntive e formule. This page will help you to convert pounds lbs to kilograms kg. If you would like to use quick lbs to kg conversion click here. If you found any bug on this website contact us immediately. You can find our email id on about us page. Chili a Libbre. Conversione tra le unità kg → lb o vedere la tabella di conversione. Instant free online tool for pound to kilogram conversion or vice versa. The pound [lbs] to kilogram [kg] conversion table and conversion steps are also listed. Also, explore tools to convert pound or kilogram to other weight and mass units or learn more about weight and mass conversions.
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Pi day celebration at Sir John
Northern News Services
Students at Sir John Franklin high school were treated to pie in order to properly celebrate International Pi Day.
"While it might be only geeky math guys celebrating this day, it is celebrated all over the world," said math teacher Adrian Richards with a laugh. He believes getting teenagers interested in math - whether by celebrating Pi Day or using examples from The Simpsons - helps them learn.
Getting past students' lack of confidence in math makes all the difference, he said.
"Lots of people say they're not a math person, but everyone can do it."
With pieces of pie served to each student, some brought by the students themselves, Richards had their undivided attention as he taught a lesson about Pi.
For those of us in need of a mini math lesson - Pi is the number derived from the circumference, or distance of the outside of a perfect circle, divided by its diameter, or the distance across the middle of a circle.
The number, usually written as 3.14, is special because the numbers to the right of the decimal are both random and infinite. "It's good to learn about the history of Pi and celebrate on the last day of class," said 15-year-old Leon Husky. Though it won't officially be International Pi Day until March 14 - the month representing three and the day representing the decimals - students were happy to eat a most appropriate treat on the Friday before March break.


Easton Press MARGOT LEE SHETTERLY: Hidden Figures SIGNED SEALED
MARGOT LEE SHETTERLY: Hidden Figures, Signed Edition
Personally signed by Margot Lee Shetterly.
The phenomenal true story of the black female mathematicians at NASA whose calculations helped fuel some of America’s greatest achievements in space. This is the #1 NY Times best-seller and the award-winning Hollywood film.
This Easton Press exclusive edition features premium leather binding, a hubbed spine accented with true 22kt gold, gilded page ends, moiré endsheets, and a satin bookmark to conveniently mark your place.
6” x 9”, 368pp


What is special about 127?
127 is a palindromic prime in nonary and binary. 127 is the sum of the sums of the divisors of the first 12 positive integers. 127 is the smallest prime that can be written as the sum of the first two or more odd primes: 127 = 3 + 5 + 7 + 11 + 13 + 17 + 19 + 23 + 29.
In what century is the year 127 AD?
century 3rd century
|Centuries:||1st century 2nd century 3rd century|
|Decades:||100s 110s 120s 130s 140s|
|Years:||124 125 126 127 128 129 130|
Is 127 a Mersenne prime?
(sequence A000043 in the OEIS) and the resulting Mersenne primes are 3, 7, 31, 127, 8191, 131071, 524287, 2147483647, (sequence A000668 in the OEIS). Numbers of the form Mn = 2n − 1 without the primality requirement may be called Mersenne numbers.
What is the prime factors of 127?
Solution: 127 is a prime number and it has only two factors, i.e. 1 and 127.
Who coined the phrase bread and circuses?
Roman poet Juvenal
The Roman poet Juvenal in his poem Satire X coined the phrase “bread and circuses” (Latin: panem et circusensus) to describe how politicians maintained public approval through distraction.
What event in CE 476 marks the formal end of the Roman Empire in Western Europe?
What event in C.E. 476 marks the formal end of the Roman Empire in Western Europe? The formal deposition of Emperor Romulus Augustulus, the last Roman emperor, in C.E. 476 marks the formal end of the Roman Empire in Western Europe.
What is the prime factorization of 127?
Prime Factorisation of 127 Since 127 is itself a prime number, therefore no other prime factors can divide it. Therefore, the prime factor of 127 is 127 itself.
Why is 127 not a prime number?
The number 127 is divisible only by 1 and the number itself. For a number to be classified as a prime number, it should have exactly two factors. Since 127 has exactly two factors, i.e. 1 and 127, it is a prime number.
What are the multiples of 127?
The first 5 multiples of 127 are 127, 254, 381, 508, 635. The sum of the first 5 multiples of 127 is 1905 and the average of the first 5 multiples of 127 is 381. Multiples of 127: 127, 254, 381, 508, 635, 762, 889, 1016, 1143, 1270 and so on.
What is radical 127 Simplified?
What is the Square Root of 127 in Simplest Radical Form? The number 127 is a prime number. This implies that the number 127 is pairless and is not in the power of 2. Therefore, the radical form of square root of 127 cannot be simplified further.
How did the term Panem et circenses come into use?
This phrase originates from Rome in Satire X of the Roman satirical poet Juvenal (c. 100 CE). In context, the Latin panem et circenses (bread and circuses) identifies the only remaining interest of a Roman populace which no longer cares for its historical birthright of political involvement.
What was significant about Octavian Augustus?
As Rome’s first emperor, Octavian (Augustus Caesar) (63 B.C.–A.D. 14) is best known for initiating the Pax Romana, a largely peaceful period of two centuries in which Rome imposed order on a world long convulsed by conflict. His rise to power, however, was anything but peaceful.


1 copy being processed for GDL Central Library Children's Non-fiction.
40 pages : illustrations (chiefly color) ; 29 cm
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Includes bibliographic references (page 40).
"When Emmy Noether is born in 1882, no one knows she's going to become a visionary mathematician. Back then, girls were expected to be gentle and quiet -- definitely not geniuses. But Emmy is a genius! And she's much more interested in math than in learning to cook and sew. Though she faces sexism and anti-Semitism, she perseveres to earn her mathematics degree and teach at a university. And when Einstein's famous Theory of Relativity has a problem that no one can solve, Emmy gets the chance of a lifetime to prove herself. That's just the first of her lasting contributions to the fields of computer science and theoretical physics."-- Provided by publisher.


We are now in a position to find the most basic equations to do calculations on satellite orbits in the plane.
First, let us imagine a satellite which is in a circular orbit around Earth, as seen in figure 1. There is only one force acting on the satellite, which is the gravitational force of the Earth. The force is given as
where is the mass of the Earth, is the mass of the satellite and is the gravitational constant. We know that the centripetal force equals the force of gravity :
Simplifying and solving for the velocity gives
where is called the gravitational parameter. For Earth it becomes . Here, is the Earth mean radius and is the altitude of the satellite above Earth’s (mean) surface. Then, the velocity above is that which a satellite must have to maintain a circular velocity around Earth at a given radius or altitude.
We know that distance equals mean velocity times the time spent moving that distance, or . Using the circumference of a circular orbit and orbital time period , we have
Solving for time, we get
For a general ellipse this expression is very similar:
where is the semi-major axis.
As long as the satellite is not firing its motors, its mechanical energy will always be conserved (in a Keplerian orbit; relativistic effects could cause non-conservation). The mechanical energy is given by
Note that the potential energy is a constant for a general gravitational field, given only by the semi-major axis for the orbit. This is valid for all ellipses. Usually we rewrite the equation to
Enter the ideal rocket equation . The assumption for the equation is that the satellite burns its engine for a short time, which is usually true for a satellite with a chemical rocket engine. When planning a satellite orbit, it is important to have a so-called ‘delta-v budget’, which states exactly how much fuel is needed for the satellite to reach a given orbit and to stay there. As several can be added together, the total mass needed for the total can be easily calculated. We will come back to this shortly.
This article is part of a pre-course program used by Andøya Space Education in Fly a Rocket! and similar programs.


Two researchers from the National Center for Scientific Research (CNRS) and the Ecole des Hautes Etudes en Sciences Sociales studied the strategy of gait in a gallop race.
Using speed data from the Chantilly races, they defined a mathematical model that provides the optimal gait strategy for horses over a fixed distance. This makes it possible to understand the speed, the evolution of the oxygen uptake in a race, as well as the energy or the propulsive force and to predict the changes of rhythm according to the properties (altitude and flexion) of the track. .
This study was based on tracking data collected using the McLloyd HPv2 high precision sensor, with courtesy of France Galop.


This is a children's adult height prediction calculator based on a linear regression analysis method or parent's height. This calculator uses the parents' height only. It can be used to predict the future heights of unborn children or very young infants.
More on this topic you can find below the form. How does the height calculator work? The ratios taken into account for each case were deducted from statistical data, but since the child's height is determined by genetics and environmental factors hard to be well defined and measured.
By inheriting genes from both parents, a child usually grows to their average height. However, the activity of genes can vary, and so too can growth. And beyond genes, there are environmental factors like wellness, activity, and nutrition.
Will your child be short, tall, or average? It's a question many parents ask, but there is no magic way to look into the future and see how tall your children will be when they grow up. You can get a good idea, however, by using a method that can predict your child's future height. Simply double your child's height when they're two years old.
There's no proven way to predict a child's adult height. However, several formulas can provide a reasonable guess for child growth. Here's a popular example:.
This child height calculator answers the question of how tall will your children be? We use two very different methods and describe in detail how to calculate a child's height. If you already have a child over four years old, our future height calculator uses a scientifically proven formula to determine their height.
Was this useful to you? Help others and share. Note, this calculator or tool provides an estimate of how tall a child will be as an adult.
Parents often wonder how tall their toddler or preschooler might be when they grow up. Gradeschoolers and young teens may ask, "How tall will I be? While no one has a crystal ball, there are ways parents and pediatricians can make an educated guess.
Do you want to know your child's height when he is adult? Try this Children's Adult Height calculator for boys and girls, which predicts the height of your child in the future based on child and parents data. Select the child's gender boy or girl and age, to the closest half year.
Its good that you are so eager to know about the growth of your baby. Many a times this has been quite a concern for many parents who feel that their child is avoiding food all the time. And height being one measure to check growth, we provide you with an accurate height calculator that can preditct the required height for your child at his age.


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**THIS EVENT IS OPEN TO SPA STUDENTS, FACULTY, STAFF AND GUESTS ONLY** Join the Emergency Management and Homeland Security Advisory Board for the newest installment in the Masters of Disasters Lecture Series. TBDCollege of Community Innovation and Education
Competency 2—Knowledge of geometry and measurement Identify and classify simple two- and three-dimensional figures according to their mathematical properties. Solve problems involving ratio and proportion (e.g., scaled drawings, models, real-world scenarios). Determine an appropriate measurement unit and form (e.g., scientific notation) for real-world problems involving length, area, volume, or mass. Solve real-world measurement problems including fundamental units (e.g., length, mass, …College of Community Innovation and Education
Read Across America with Dr. Spalding College of Community Innovation and Education
The 2022 FL Teacher of the Year, Ms. Sarah Painter, a 5th-grade teacher at Eisenhower Elementary School in Pinellas County, will present on Igniting the Joy of Collaboration. She will share ways to create a culture of teamwork and collaboration with colleagues and lasting connections with students and parents, especially amid today's shifting educational contexts. College of Community Innovation and Education


xThink, Inc. was founded by developers in Round Rock, Texas and Wolgast, Germany to develop intelligent problem solvers. In our first breakthrough, we enabled customers to write and solve math problems with a stylus on a Windows Tablet PC, including rich graphical visualizations. Our products generated special interest in high schools, colleges, and other institutions of higher learning around the world.Call to Action!
xThink entered the marketplace in 2003 with xThink Calculator. The calculator quickly became an essential tool for users of the Windows Tablet PC. So much so that several OEM manufacturers licensed xThink software to include with the sales of their Tablet PCs.More Info
xThink MathJournal was long xThink’s flagship product for the Tablet PC. Microsoft summed it up as follows in their 2005 “Innovation Starts Here” pamphlet: “With extraordinary symbol identification and two-dimensional recognition capabilities, the solutions [xThink Calculator and MathJournal] offer a more natural way to do math computations.”More Info


So…February is coming to a close. I can’t figure out when or how that happened? Time passes so quickly now. I remember when I was a kid it seemed like days, even hours took forever. I particularly remember thinking this during third grade. Every morning my teacher held a math meeting and we would count by 5’s, 10’s, etc. I always thought those little morning math meetings were dreadful—so long and boring. I guess that’s where my disdain for math really began.
Anyway—on to more important things.
The record is really coming together! I’m so excited for all of you to hear it–and so soon! Tyler has been working non-stop trying to get everything finished and I think the outcome will be well worth the long hours.
Also—the tour is 90% booked. The tour dates we have listed on the site are pretty accurate at this point, so check them out and plan accordingly. We’d really love to see you at our shows.
Oh and I got my wisdom teeth out a few weeks ago. Check it out: http://www.youtube.com/jennyandtylermusic


You need to close all the 5 sections with at least 5 points on each. Section 1 to 4 all have three number fields. You get 3 points if you hit the center field and 1 point if you hit either of the adjacent fields. First section for example, have the fields 5 - 20 - 1. You get 3 points for hitting the 20 and 1 point for hitting number 5 or 1. Last section you aim for bulls-eye. 3 points for bull (double or single) and 1 point for darts inside the treble ring (not treble). Finish the game with as few darts as possible.


New study contradicts previous research that girls cannot excel in math.
It is agreed girls do as well as boys in average math skills. When it comes to high level and advance math, boys excel. That is according to the research.
Past research concludes boys have greater ability and aptitude for higher level math. Not true.
Latest study points in a different direction. Boys and girls are treated differently in math classes. Boys are expected and given more chances to participate in advance math classes.
Are U.S. schools guilty of gender inequality in mathematics?
- Elementary and middle school boys have more opportunities and encouragement to excel in advance mathematics.
- High school and college males are encouraged to pursue mathematics degrees and career options.
- Few girls in the United States test in the top 1 percent in mathematics. More girls perform above the 99th percentile in mathematics in other countries.
Actions speak louder than words.
Educators are traditional in their approach and assume boys have a greater interest in math. Girls actively participate in math related areas such as technology and research. How often is a girl encouraged to pursue a mathematics degree? It is still true that the very select and advance math positions are usually reserved for males.
Start by changing perceptions.
Gender equality and curriculum issues in education are not going to change overnight. Start today and become more aware of perceptions and actions.
- Elementary and middle educators – ask girls to participate in math discussions and related activities.
- High school educators – encourage girls to sign up for advance math classes and pursue college degrees in mathematics.
- Explore what other countries do to achieve greater numbers of girls testing in top percentages in mathematics.


The conventional solution to the blue-eyed island problem, seen last week, admits a retort that at first glance seems well-founded: if there are 90 brown-eyed and 10 blue-eyed people on the island, all the islanders know that there are some blue-eyed people; therefore, for an outsider to arrive and say that there is at least one person with blue eyes does not add any information, since each and every islander already knew that. And if the stranger doesn’t provide any new information, how is it possible that the statement is the cause of the 10 blue-eyed inhabitants leaving the island?
The problem thus becomes the paradox of the island of blue eyes, which I submit to the consideration of my astute readers.
As for the chatter of the three friends entering a bar, of course all three want beer. If the first and/or the second did not want beer, they would answer “no” to the question: “Do you three want beer?”, then the third deduces that the other two want beer, and since he wants beer too, the answer is “yes “.
The “official” solution to Cheryl’s birthday problem, posed at the Singapore Mathematical Olympiad, is given by our regular commentator Rafael Granero: “The only months in which there is no way to know, if you are told a day, which month is July and August. The only day that, if you know, you know for sure which of those months it is is the 16th. So Cheryl’s birthday is July 16th”. But a few years ago this problem sparked a wide debate on the web, as some alleged that there are two more possible solutions: June 17 and August 17. Because?
In the respective comment sections of the last three installments, some problems have been appearing to which we have paid little or no attention, and which I now recover for the delight – or suffering – of those who do not usually read these sections: the natural numbers 1, 1 , 2 and 4 have the property that their sum and their product are equal: 1+1+2+4 = 1x1x2x4 = 8. Are there other quaternions of natural numbers that satisfy the same condition? And three? And what?
We place 41 rooks on a checkers board (10×10 squares). Prove that 5 can always be found such that none threaten any others.
To pass an exam with 12 questions that are answered with a YES or a NO, you need to give 8 correct answers. If the YES answer is correct for exactly 6 of the questions, is answering randomly worse than answering YES 6 times and NO 6 times?
If the tosses of a coin end in two heads in a row, what is the probability that it ends in an even number of tosses?
And, finally, a small “anti-problem” (it’s about deducing the statement) inspired by the one of the three friends in the bar and the one on Cheryl’s birthday: two people try to guess a number from a list, each with certain information, and have the following conversation:
-I do not know.
-I do not know.
Think of a list of numbers and some information related to them based on which two people can have this short kissing dialogue.
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The Ultimate Restaurant Break-Even Formula Guide: How to Calculate Your Break-Even Point
Knowing your numbers, including your break-even point, is a critical part of running a financially viable restaurant. Your restaurant can have a James Beard Award and tables filled with customers, but if it’s spending more than it’s bringing in, the business will inevitably fail.
Novice restaurateurs may be surprised to learn just how much math is involved in running a successful restaurant. You have to calculate the cost of goods sold to set menu prices. You have to keep an eye on labor spending to ensure overtime isn’t biting into your profits. You also have to run a break-even point analysis to ensure your restaurant is financially healthy.
In this guide to the break-even formula, we’re explaining:
Why doing a restaurant break-even analysis is vital
Common terms related to the break-even point formula
How to calculate a break-even point for your restaurant
How to use a break-even analysis to make business decisions
Break-Even Formula 101: Why Knowing Your Break-Even Point Is Crucial to Restaurant Success
Conducting a restaurant break-even analysis helps you determine how much you need to sell so that your business’ expenses match its revenue. This is one of the most critical restaurant KPIs to measure, because your break-even point enables you to understand how well your restaurant is doing financially.
Your restaurant could be generating $100,000 each month in revenue, which sounds impressive. But if you do a break-even analysis, you might find out that your restaurant spends $200,000 each month and needs to double or triple its revenue to be profitable.
When you know your restaurant’s break-even point, you can set realistic prices and sales goals to make up for your spending and turn a profit.
Break-Even Formula Glossary
Here are several terms you need to know to use the break-even formula successfully.
What is a break-even point?
A break-even point is the spot at which a business earns as much money as it spends. In other words, a restaurant reaches its break-even point when it has a $0 net profit; thus, its revenue and expenses are equal.
What is a break-even analysis?
A break-even analysis is the exercise of calculating your break-even point to find out how much money your business needs to generate or how many units it must sell before it starts becoming profitable.
What is the break-even formula?
The break-even formula helps you find your restaurant’s break-even point. You can calculate it in units sold or sales dollars generated.
The formula for break-even point by units sold is:
Break-Even Point by Units Sold = Sum of Recurring Costs / Contribution Margin
And the formula for break-even point by sales dollars is:
Break-Even Point by Sales Dollars = Sum of Recurring Costs / Contribution Margin Ratio
We’ll break these formulas down in the next section.
How to Calculate Your Restaurant’s Break-Even Point
Here’s how to use the two break-even point formulas to uncover critical business insights.
Pro tip: Use your POS reports to find key components of these formulas, instead of calculating them manually.
How to Use the Break-Even Formula to Find Your Restaurant’s Break-Even Point by Units
So, what do we mean by break-even point by units?
This figure reveals how many units of a specific menu item (e.g. scoops of ice cream) you have to sell to reach a $0 net profit. Calculating break-even point by units, rather than by sales dollars, is most useful when your menu has only a few items on it.
Sandwich shops, pizza parlors, and ice cream shops are examples of venues that might use the formula for break-even point by units.
Choose a period of time over which you’d like to know your break-even point. For example, if you calculate your monthly break-even point, you’re learning how many units you have to sell in one month to earn as much as you spend in one month.
Break-Even Formula by Units Sold = Sum of Recurring Costs / Contribution Margin
Expanded Formula: Recurring Costs / (Revenue Per Unit – Cost Per Unit)
To find your sum of recurring costs, add up regular expenses your restaurant owes, like rent or mortgage payments, salaries and wages, restaurant insurance, inventory, and utilities. Check your POS reports to find these expenses more easily. If you’re calculating your monthly break-even point, determine how much you spend on these things during a month.
To find your contribution margin, subtract your cost per unit from your revenue per unit. Revenue per unit is how much you charge customers for the item that you’re calculating a break-even point for, like a scoop of ice cream. Cost per unit is how much that item costs you to make. You can find your cost per unit in your POS reports. To calculate this figure manually, add up the ingredients’ costs for one unit of the menu item in question.
Let’s put this formula into practice. You own a sandwich shop and want to figure out how many sandwiches you need to sell each month to break even.
First, you find your recurring costs per month. After adding up your monthly inventory costs, rent, utilities, labor, and other expenses, you discover that your restaurant has $25,000 in monthly expenses.
Next, you identify your revenue per unit and cost per unit to calculate your contribution margin. You charge customers $10 for a sandwich, so that’s your revenue per unit. You look up your per-unit costs POS report and find that two slices of bread, three ounces of deli meat, two slices of cheese, and a dollop of mayo costs your shop $3. You subtract the cost per unit cost from revenue per unit ($10 – $3) and find out that your contribution margin is $7 per sandwich.
Then you divide your recurring monthly expenses by your contribution margin ($25,000 / $7) and learn that you have to sell 3,571 sandwiches each month to break even.
25,000 / (10 – 3) = 25,000 / 7 = 3,571
How to Use the Break-Even Formula to Calculate Your Restaurant’s Break-Even Point by Sales
The break-even point by sales dollars formula reveals how much revenue your restaurant must generate to break even. This exercise is more useful than finding out how many units you need to sell if your restaurant has a varied menu.
Break-Even Point by Sales Dollars = Sum of Recurring Costs / Contribution Margin Ratio
Expanded formula: Recurring Costs / [(Average Revenue Per Unit – Average Cost Per Unit) / Average Revenue Per Unit]
Just like in the previous formula, to find the sum of recurring costs, you need to add up your restaurant’s regular expenses, like rent, wages, and inventory costs.
Don’t confuse contribution margin with contribution margin ratio.The contribution margin ratio involves dividing the contribution margin by revenue per unit.
To find your contribution margin ratio, you’ll first need to calculate your contribution margin. You’re going to calculate contribution margin differently than you did for the break-even point per sales dollars formula.
You’ll use the average revenue per unit and the average cost per unit, rather than revenue per unit and cost per unit, because you want to know cost and revenue for the entire menu, rather than just for one item. Look at your POS reports to find these figures.
So, find your contribution margin by subtracting the average cost per unit from the average revenue per unit. Next, find your contribution margin ratio by dividing your contribution margin by your average revenue per unit.
Let’s apply the break-even formula per sales dollars to the sandwich shop example. You want to find out how much revenue you need to generate each month to break even.
You already know from the last example that your sandwich shop’s monthly recurring expenses are $25,000.
Besides sandwiches, your shop also sells chips and drinks. You look at POS reports and learn that your average revenue per unit is $7 (your average menu price), and your average cost per unit is $2 (the average amount it costs your shop to make sandwiches or purchase chips and drinks).
Now you can plug those numbers into the break-even formula per sales dollars:
You find out that you need to generate $35,000 in monthly sales to break even.
4 Ways to Use a Restaurant Break-Even Analysis
Knowing your restaurant’s break-even point can help you set goals to reach your break-even point and eventually make a profit.
Here are four ways to use a break-even point restaurant analysis to achieve business success.
1. Set Sales Goals
Knowing your break-even point can help you set sales goals based on data rather than just a gut feeling or historical sales figures. For example, if you sold 10,000 sandwiches this time last year, but your expenses have since gone up, then setting a goal to sell 10,000 sandwiches isn’t useful.
While the sandwich shop examples mentioned earlier calculated the break-even point on a monthly basis, you can also calculate it on a weekly, quarterly, or annual basis to set sales targets.
2. Set Menu Prices
Conducting a break-even analysis reveals how many units or sales you need to make to break even. If your sales goals seem unattainable, there’s no need to fret. Rather than increasing the number of units you sell, you can also increase your menu items’ prices or decrease the cost per unit.
For example, rather than selling sandwiches for $10, you could charge $13 for them, which will bring you closer to your revenue goals. And if you decrease your cost per unit from $3 to $2 by reducing portion sizes or finding cheaper vendors, you can reach your break-even point even faster.
Suppose you run a per unit break-even analysis with $13 as your revenue per unit and $2 as your cost per unit with $25,000 in recurring expenses. In that case, you have to sell 2,272 sandwiches rather than 3,571 sandwiches (based on when your revenue per unit was $10 and your cost per unit was $3) each month to break even. That’s nearly 1,300 fewer sandwiches you have to sell each month!
3. Manage Expenses
Another way to break even more quickly is to reduce your recurring expenses. While some costs are fixed, like rent payments, others are varied. Audit your most significant variable expenses and find ways to reduce those costs.
For example, labor is one of the greatest variable expenses for restaurants. Restaurants typically spend 30.5% of their revenue on salaries and wages.
Look at your POS to audit your labor spending. How often are you overstaffed? Can you cut down on overtime? Can you give servers side duties that can make you spend less on back of house staff?
When you decrease your recurring expenses, you can reach your break-even point more quickly.
A restaurant is first and foremost a business and needs to be treated as such to stay open for the long term. A break-even point restaurant analysis can unlock powerful insights into your business’ financial health and help you plan for its longevity.
Dana is the former Content Marketing Manager at TouchBistro, sharing tips for and stories of restaurateurs turning their passion into success. She loves homemade hot sauce, deep fried pickles and finding excuses to consume real maple syrup.


Statistics: Prof. G.
Battaly, Westchester Community College, Valhalla, NY
Notes Bat's Bytes
The graphs below represent the Normal Curve.
The graph in blue is the Standard Normal Curve with
a mean, μ = 0, and standard deviation,
δ = 1.
To see how the shape of the normal curve changes with different values for the mean and standard deviation, move the sliders to change the values,
and the shape of the normal curve in red
will change accordingly.
What happens to the curve when the mean increases in value?
What happens to the curve when the standard deviation is less than 1?
What happens to the curve when the standard deviation is greater than 1?
G. Battaly, WCC, Created with GeoGebra


Maths Mastery at Hillyfield aims to ensure that pupils develop a deep and sustainable knowledge in mathematics by taking time to explore topics in greater depth and make connections between areas of mathematics. Practice should reflect thevariation required to build factual, procedural and conceptual fluency; the use of concrete, pictorial and abstract models to aid understanding ; emphasis on mental calculation strategies.
Our aims are for children:
• To enjoy mathematics, be successful and have a positive attitude towards the subject
• To have the confidence, resilience and ability to tackle mathematical problems.
• To develop a sound understanding of basic mathematical concepts through practical investigational work.
• To acquire appropriate and necessary mathematical skills and to apply them confidently and accurately.
• To be able to demonstrate their skills and knowledge and talk about their work using appropriate mathematical language.
• To use mathematics as part of their everyday life in school and at home.
• To help pupils recognise that mathematics is a search for pattern and relationship and ensure problem-solving and investigations are a key priority.
• Ensure that all pupils follow a broad and balanced mathematics programme based on the requirements of the National Curriculum.
• To ensure that all pupils are provided with interesting and challenging tasks that enables them to broaden and deepen their mathematical knowledge leading to mastery of topic areas
• To ensure that pupils can work individually, collaboratively in groups and within the whole class.
• To allow pupils to develop as independent learners, who are able to make decisions about their own work.


Students in all years and at all levels of understanding are encouraged to take advantage of the tutoring programs offered at Yale. Tutoring is available to all undergraduate students and is free of charge.
Tutoring in science and quantitative reasoning (QR), including economics, is provided through two programs, the Residential College Math and Science Tutoring program and the Science and Quantitative Reasoning Tutoring program.
Residential College Math & Science Tutoring Program
The Residential College Math and Science Tutoring Program offers tutoring at scheduled times five nights a week in the residential colleges. These tutors are available to all Yale College students on a walk-in basis. Tutoring is provided in all areas of math and science as well as in economics.
Science and QR Tutoring Programs
The Science and QR Tutoring Program offers small group tutoring to students who are experiencing academic difficulty in a specific course. Tutoring is provided in all areas of math and science as well as in economics.
Students are strongly encouraged to have sought and asked for assistance from their instructors/TAs and to have utilized the Residential College Math & Science Tutoring program before seeking an assigned tutor.


The binary system (base 2) expresses information by using combinations of the digits 1 and 0. Binary system is well suited to logic systems (computers, control systems, PLC’s) where many devices have only two states on or off (switches, solenoids, relays etc..). As with the decimal (base10) system the value of each binary digit is determined by its position in the overall number, as shown below.
BINARY TO DECIMAL CONVERSION
When converting binary to decimal start at the far right binary bit and assign a value of decimal ‘1’ to it, then move to the next bit to the left and double the decimal value for that bit (2) and continue to move to the left and keep doubling the decimal number for as many binary bits as you have in the question as shown above.
Once you have done this for each bit, you now have a decimal number associated with each digital bit so add up all the decimal numbers that have a binary ‘1’ assigned to them (as shown above 1,4,8) and ignore the binary ‘0’ decimal numbers (2) . Adding up all the binary ‘1’ decimal equivalents we get from right to left 1 + 4 + 8 = 13.
Therefore binary 1101 = 13.
DECIMAL TO BINARY CONVERSION
Start by writing out the decimal equivalents of the binary positions starting from right to left as shown above (1,2,4,8,16). To achieve a decimal 24 we need a 16 and an 8, therefore the binary number( 1 or 0) associated with 16 and 8 should be a binary ’1’. That leaves us with 11000 = 24.
RS-232 is a standard for serial communication and transmission of data.
Pin 2 on RS-232: Used to transmit signals.
Pin 3 on RS-232: Used to receive signals.
Pin 7 on RS-232: Signal ground.
Communication systems are affected by noise from other cables or circuits. To eliminate noise ensure that adequate separation ( 2018 CEC Rule 60-308 pg.342) is maintained from power circuits when installing communication systems.
Is an electronic device used to display amplitude (y-axis) and time (x-axis) characteristics of a waveform. Using the grid (Volts/div and Time/div) of an oscilloscope you can determine the voltage and time period (T) of a waveform. Once you know the time period (T) you can determine the frequency (F) of a waveform.
F = 1/Time, T = 1/Frequency. Time period (T): is the amount of time for one complete cycle to occur.Frequency (F): is the number of cycles per second.
RESISTOR COLOUR CODES
DATA NETWORK TOPOLOGIES
Transistor Transistor Logic (TTL): Operates at a voltage of 5v
CMOS: Operates at a voltage of 3.3v
7 SEGMENT DISPLAYS
A 7 segment display requires 8 conductors, 7 input wires and a ground wire as shown below.
A zener diode can be used as a simple voltage regulator as shown below
This device transfers electrical signals between two isolated circuits by the use of light. They prevent high voltages from adversely affecting the system receiving the signal (low voltage circuits).
CEC SECTION 60 – ELECTRICAL COMMUNICATION SYSTEMS
SEPARATION OF COMMUNICATION SYSTEM CONDUCTORS
Refer to 2018 CEC 60-308 and 60-318 (pg.342)
COMMUNICATION SYSTEM CONDUCTORS
shall be separated at least 50mm from any insulated conductor of a Class 1 circuit or any electric light or power system operating at 300v or less, and shall be separated at least 600mm from any insulated conductor or an electric light or power system operating at more than 300v
COMMUNICATION CONDUCTORS UNDER RAISED FLOORS
Conductors of Communication systems shall be permitted to be installed without additional mechanical protection under a raised floor, provided that,
Raised floor is suitable non – combustible construction
Minimum separation of 50mm is maintained from power circuits,
Conductors serve the equipment located only on the floor above the raised floor, where the space under the raised floor is used as an air plenum.


We hope you found the Nigeria Tax Calculator useful, this site is now for historical reference and the latest version of the Nigeria Tax Calculator for 2023 is available here.
✔ Simple Salary examples to allow you to compare earnings and take home pay provided by different salary amounts
Select one of the following salary calculations to see a full income tax calculation and breakdown for your income tax due in the 2017/18 tax year. The income tax calculation includes refundable and non-refundable tax credits as detailed in the 2017/18 tax tables.
Alternatively you can produce your own bespoke income tax calculations in seconds by using our Nigeria Income Tax Calculator for the 2017/18 tax year.
|Taxable Income (R)||Percentage rate of tax due within the threshold|
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|₦1,600,000.00 - ₦3,200,000.00||21% of income within the threshold + ₦170,000.00|
|₦3,200,000.00 - ₦0.00||24% of income within the threshold + ₦431,000.00|
|₦0.00 - ₦0.00||% of income within the threshold + ₦0.00|


Inverse probability weights used to fit marginal structural models are typically estimated using logistic regression. learner (EL) that creates a single partition of the data into teaching and validation units. Longitudinal data from two multicenter cohort studies in Spain (CoRIS and CoRIS-MD) were analyzed to estimate the mortality risk percentage for initiation versus no initiation of combined antiretroviral therapy among HIV positive subjects. Both ensemble methods produced hazard percentage estimates further away from the null along with tighter confidence intervals than logistic regression modeling. Computation time for EL was less than half that of SL. We conclude that ensemble learning using a library of diverse candidate algorithms offers an alternative to parametric modeling of NQDI 1 inverse probability weights when fitted marginal structural models. With large datasets EL provides a rich search over the answer space in less time than SL with similar results. + 1) = 1 | (zero normally) is a counterfactual indication of death at time under program = (? 1) is the treatment history through time ? 1 (? 1)) is a vector of baseline covariates and = 0 to ? 1) conditional on past treatment and covariate history. When as in our example we know or presume that treatment is definitely by no means discontinued once it has been started the model can be restricted to person-times with ? 1) = 0 (all other person-times have probability 1 of receiving treatment) and thus covariates for past treatment history are not needed in the model. To model covariate history which grows over time one needs to decide which components of the covariate history are adequate to adjust for time-varying confounding. With NQDI 1 this paper we will presume that the baseline ideals and the most recent values of the time-varying confounders are adequate to adjust for NCAM1 history when included as covariates in the model. The numerator is definitely estimated analogously by regressing treatment at time on baseline covariates. One also needs to decide the practical form of the covariates in the logistic model. Because the functional form of the relationship between confounders and treatment is typically unfamiliar any a priori specified parametric model is likely to be misspecified. An alternative is to estimate the probability using data-adaptive methods such as recursive partitioning algorithms  boosted regression . or ensemble learning to simultaneously considers a collection or library of methods [12 13 3 Ensemble learning in large datasets Because data-adaptive methods perform in a different way under different data-generating scenarios the single best estimation procedure to apply to data whose true underlying distribution is NQDI 1 definitely unknown cannot be pre-specified. An alternative that has a a long history in the machine learning literature is to NQDI 1 combine predictions from multiple models [14-16] or more generally from multiple predictive algorithms [12 13 Algorithms included in a prediction algorithm library can be any mixture of non-parametric parametric and semi-parametric methods any of which could itself become data-adaptive. Commonly used algorithms include logistic regression models neural nets and classifiers such as -fold mix validation to assess the individual overall performance of prediction algorithms in an ensemble library and combines these algorithms to produce an asymptotically ideal combination. The optimal combination converges to the true data model when the prediction algorithms search over the correct portion of the perfect solution is space and normally to the minimizer of a loss function-based dissimilarity measure ?(��) with respect to target parameter �� E[?(| is definitely a set of covariates is a dependent variable and the data consists of observations = (is the vector of treatment signals is the number of algorithms in the library Step 1 1: Train each algorithm (observations and obtain expected ideals equal-sized partitions of the data indexed by �� �� 1 �� those in partition �� and related validation collection �� 0 ?and that minimizes the cross-validated risk. �� 0 ?is the vector of expected values (from your is definitely column of the changing times on subsets of size ? can be time-consuming. Several alternatives exist when the empirical distribution of a subset of the data closely resembles that of all the data as in many of today��s ��big data�� problems. One obvious approach is to obtain fitted values for those observations from an SL predictor qualified on only a.


A unit system is a system of units for measurement and conversion of units from one system to another system. In the early metric system there were two fundamental or base units, the meter and the kilogram, for length and mass. This post offers information on the metric system and metric conversion in the manner of inches, feet, yard, miles, centimeter, grain, dram, ounce, pound etc. The relationship between the units used in different systems is determined by convention or from the basic definition of the units.
Posted by Rajesh at Tuesday, September 20, 2011


- Doctoral degree in Mathematics. Bielefeld University (Germany), 2006—2009.
- Engineering degree in Electronics and Telecommunication Systems. Escuela Superior Politécnica del Litoral (Ecuador), 1999—2005.
- Professor of Applied Mathematics, Faculty of Natural Sciences and Mathematics, Escuela Superior Politécnica del Litoral (Ecuador) since March 2017. Teaching responsibilities: Calculus, Linear Algebra, Numerical Analysis, Dynamical Systems.
- Invited Professor at the Faculty of Mathematics and Sciences, University of Koblenz-Landau (Germany) from October 2019 to March 2020 (Link). Teaching and research activities under the Master Program “Mathematical Modeling of Complex Systems”.
- Director and founder of the Center for Applied Dynamical Systems and Computational Methods (CADSCOM), Escuela Superior Politécnica del Litoral (Ecuador) since March 2017 (Link).
- Research Fellow at the Center for Dynamics (CFD), Dresden University of Technology (Germany) from May 2014 to February 2017 (Link). Collaboration with the Center for Advancing Electronics Dresden (CFAED) in the area of mathematical modelling of Chemical Information Processing Systems.
- Research Fellow at the Centre for Applied Dynamics Research (CADR), University of Aberdeen (United Kingdom) from May 2012 to April 2014 (Link). Contribution to these CADR research areas: Resonance Enhanced Drilling, Rotor Dynamics, Impacting Systems, Drill-String Vibrations. Organizer and chair of the CADR seminar series.
- Director of the postgraduate program in Mathematics, Escuela Superior Politécnica del Litoral (Ecuador) from July 2009 to April 2012.
- Researcher and lecturer at the Institute of Mathematical Sciences, Escuela Superior Politécnica del Litoral (Ecuador) from July 2009 to April 2012.
- Guest member of the Research Group for Numerical Analysis of Dynamical Systems, Bielefeld University (Germany) since 2009 (Link).
- Editorial Boards: PLOS ONE.
- Reviewer for Zentralblatt MATH; Mathematical Reviews; SIAM Journal on Applied Dynamical Systems; Physics Letters A; Physica D; Nonlinear Dynamics; Mathematical Problems in Engineering; Mathematical Methods in the Applied Sciences; Mathematical Biosciences and Engineering; Mathematical Biosciences; Journal of Sound and Vibration; Journal of Biological Physics; Journal of Biological Dynamics; International Journal of Non-Linear Mechanics; International Journal of Mechanical Sciences; International Journal of Bifurcation and Chaos; Discontinuity, Nonlinearity and Complexity; Communications in Nonlinear Science and Numerical Simulation; Chaos, Solitons & Fractals; Applied Mathematical Modelling; Applied Mathematics and Computation; AIMS Mathematics; Advances in Difference Equations; Acta Biotheoretica.
- Project evaluator for the National Secretary of Higher Education, Science, Technology and Innovation, SENESCYT (Ecuador).
- Spanish (native).
- English (fluent).
- German (fluent).
- French (intermediate).


Issue 15 (4) 2016 pp. 193-207
Dariusz Gąsiorowski, Wojciech Artichowicz
MODELING OF UNSTEADY FLOW OVER FLOODPLAIN USING TWO-DIMENSIONAL DIFFUSIVE WAVE EQUATION
Keywords: diffusive wave equation, unsteady surface flow, floodplain inundation, infiltration, finite element method
The phenomenon of floodplain inundation can be modeled using the shallow water equations. Since during the inflow phase the area is initially dry, the shallow water equations must be solved in a domain with variable geometry. As a result, the solution domain is bounded by propagating wave front that separates dry and wet areas. In this case, very small depths occurring at this front give high velocities, which can then lead to negative values of depths and numerical instability. The above problems resulting from the application of the shallow water equations for simulation of the flow over floodplain can be avoided by using the simplified diffusive wave model. During the flood wave propagation over floodplain, the part of water volume can infiltrate into the soil. In the work it is assumed that the infiltration process is described by the Horton equation, which is coupled with a diffusive wave equation by source term. In order to solve the two-dimensional diffusive wave equation the splitting methods with regard to the directions and physical processes are applied, whereas a modified finite element method is used for spatial discretization. This approach leads to an efficient and stable numerical algorithm, which also ensures an adequate accuracy required during simulation of floodplain inundation.
|MLA||Gąsiorowski, Dariusz, and Wojciech Artichowicz. "MODELING OF UNSTEADY FLOW OVER FLOODPLAIN USING TWO-DIMENSIONAL DIFFUSIVE WAVE EQUATION." Acta Sci.Pol. Form. Cir. 15.4 (2016): 193-207. http://dx.doi.org/10.15576/ASP.FC/2016.15.4.193|
|APA||(2016). . Acta Sci.Pol. Form. Cir. 15 (4), 193-207 http://dx.doi.org/10.15576/ASP.FC/2016.15.4.193|
|ISO 690||GąSIOROWSKI, Dariusz, ARTICHOWICZ, Wojciech. MODELING OF UNSTEADY FLOW OVER FLOODPLAIN USING TWO-DIMENSIONAL DIFFUSIVE WAVE EQUATION. Acta Sci.Pol. Form. Cir., 2016, 15.4: 193-207. http://dx.doi.org/10.15576/ASP.FC/2016.15.4.193|


A short resume of my professional skills.
I've worked a few years in large financial institutions, doing statistical and mathematical modelling. Then, after developing a passion for computers and tech, and a few startup projects, never shying away from actually solving and tackling the hard problems, I have acquired a good skill in analyzing and modelling data or processes, and delivering performant and stable systems that are clean, minimalist and useful. Core technologies
python ↗↗↗ git ↗↗↗ debian/ubuntu ↗↗↗ pandas/numpy ↗↗↗
ansible ↗ c/c++ ↗ c# ↗ java ↗↗
Jupyter ↗↗↗ Airflow ↗↗↗ Hadoop ↗↗↗ Excel ↗↗↗
R ↗↗ Rstudio ↗ rpy2 ↗↗ pythonnet ↗↗↗
Flask ↗↗↗ SQLAlchemy ↗↗↗ Wordpress ↗↗
Microsoft Azure ↗↗ Apache/nginx ↗↗↗ systemd ↗↗ crossbar ↗↗
PostGIS ↗↗ openstreetmap ↗↗ Shapely ↗↗
ERP5 ↗ SlapOS ↗ jIO ↗↗
Optimization (BFGS, NCG, Nelder-Mead) ↗↗
Statistics (Regressions, Maximum Likelihood, Copulas) ↗↗
Financial mathematics (Ito, Merton, Black, HJM, Vasicek, SABR) ↗↗
Machine Learning (Convolutional NN, XGboost, decision trees) ↗
Lately I've been involved in projects mostly as a full-stack python developer.


How To Calculate how many boxes of flooring to purchase for your project:
1. Measure the longest overall Length of your room. Take into account any bump outs/set backs to insure you account for those areas.
2. Measure the longest overall Width of your room. Take into account any bump outs/set backs to insure you account for those areas.
3. Multiply the Length by the Width to get total square feet of your room.
4. Take the total square feet and multiply by 1.10 to account for cut lengths. This number will be the total square feet you should purchase for your project.
5. Our product is sold by the box, and each manufacturer has a different amount of footage per box. You will need to take the Square Feet per Box for the product you want to purchase and determine the correct number of boxes by taking the Total square feet from above and dividing by the square feet per box. This will give you the total box quantity. You will then round up to the next whole box.
EXAMPLE: 12 ft x 10 ft bedroom: multiply 12 x 10 = 120sqft – multiply 120 x 1.10 = 132sqft – If flooring is 30.186 sqft per box, then divide 132 / 30.186 = 4.373 boxes, you would round up to 5 boxes.


Wilder Oraldo Benites Lozano
Mathematical competence (CM) understood as the ability of the student to understand, question and use mathematics in different situations and contexts of daily life. The objective was to investigate about the strategies that favor reaching the MC; because students continue to show poor learning outcomes in this competition. The PRISMA method was used to select the articles, from the year 2017 to 2022, in information bases such as: Dialnet, Scielo, Scopus, EBSCOHost, Semantic Scholar, Redalyc Latindex, Redib and Redinet; allowing to answer the question: How to efficiently achieve mathematical competence in school. In this sense, 13 methodical strategies are presented as results, among them: the ABP methodology, Theoretical Model a Priori, gamification strategy; 6 educational programs such as the JUMAT Program, the Program to create and rebuild problems, and the Scratch Maths Project, among others. As well as 6 articles referring to attitudes. All this leads the student to acquire and apply mathematical knowledge in problematic situations that arise daily. In conclusion, applying methodological strategies, as well as educational programs contribute to efficiently achieving MC. Likewise, the more attitude towards mathematics, the higher academic results are achieved.
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For interval (0 1), Uniform Distribution Function f(x) defined as 1/(1-0) = 1
i.e. f(x) = 1
So function is NOT Uniformly Distributed.
Lets Check Countinuity,
f(x)=e-1/x/x is everywhere continuous except 0. so it will be Continuous in (0 1).
Value of Function at x=0 is Undefined so it should be UnBounded in (0 1)
B should be correct Choice.


Mathematical Models in Photographic Science (Mathematics in Industry)
This book presents mathematical models that arise in current photographic science. The book contains seventeen chapters, each dealing with one area of photographic science, and a final chapter containing exercises. Each chapter, except the two introductory chapters, begin with general background information at a level understandable by graduate and undergraduate students. It then proceeds to develop a mathematical model, using mathematical tools such as ordinary differential equations, partial differential equations, and stochastic processes. Next, some mathematical results are mentioned, often providing a partial solution to problems raised by the model. Finally, most chapters include open problems. The last chapter of the book contains 'Modeling and Applied Mathematics' exercises based on the material presented in the earlier chapters. These exercises are intended primarily for graduate students and advanced undergraduates.
*An electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.
Formats for this Ebook
|Required Software||Any PDF Reader, Apple Preview|
|Supported Devices||Windows PC/PocketPC, Mac OS, Linux OS, Apple iPhone/iPod Touch.|
|# of Devices||Unlimited|
|Flowing Text / Pages||Pages|
|The message text:|
Minutes of the Committee and of the first Commission for detecting and defeating conspiracies in the state of New York, December 11, 1776-September ... of the Council of appointment, state of New
A sermon preach'd at the Church of St. Mary le Bow, to the Societies for Reformation of Manners, December 26, 1698 by John Hancock ... (1699)
Brain Teaser Puzzles for Crossword Lovers Vol 6: Light and Easy Edition: Volume 6 (Brain Teaser Puzzles for Crossword Lovers: Light and Easy Edition)


Winning Bingo is not just a matter of chance, contrary to what many might think. There are ways to tilt the odds in favor of the player and thus become a more consistent player.
You need to learn about the winning approaches at judi bola online site for getting an increase in real money. The implementation of the approach should be at the right place to get the benefits. The collection of the information is essential to have more bonuses and rewards in the account.
Did you know that the mathematician Joseph E. Granville, the inventor of the strategies of market stocks were a great success, he devoted much of his analytical mind to the game of Bingo?
After several years of searching, he developed strategies that have proven and will give you a different vision for competitive and try your luck at Bingo.
Granville techniques are so simple that anyone can use. No need to do complicated calculations or large mental arithmetic. Granville uses only the procedures you must follow step by step and that they will win in any game of Bingo.
Do you think this is impossible?
Several studies carried Granville to the inevitable conclusion that every Bingo game follows defined patterns, models on which the player is usually unconscious. Using these models, Granville discovered how to master the odds on Bingo. And now you can!
Granville discovered crucial relationships between winning Bingo numbers and the panel where they are advertised. He shows us how to use these simple and proven truths to choose more cards bingo winners.
The incredible thing is that in many cases you can increase your chances of winning, playing with the fewest possible cards.
As we all know, there are 75 balls in a bingo machine, numbered from 1 to 75. The probability that a ball comes out before the other is completely the same, 1 in 75. Since the probabilities are equal, this is called a uniform distribution.
As the ball leaves the machine at random, we must take into account three things:
- There must be an equal number of numbers ending in 1, 3, 4, 5, etc..
- even and odd numbers must be balanced
- Numbers and weaknesses should be balanced.
On the other hand, the English statesman Tippett said in his book “When a random sample size grows, it gives a result that is increasingly about the value of the population.” According to him, the board of 75 numbers was the “population“.
The average number in this population is the average of the 75 numbers. 1 to 75, the average number is 38. The first numbers on the Bingo-out may or may not be 38, but it is certain that as the game advances, the average of the numbers that come out regularly will approach 38.
Thus, when bingo numbers leaving the entire game (which contains an average of 12 “calls”) is a sampling of the entire population and the broader the sample, 38 are closer to the numbers.


I just have to put this here, math explanation from:
UMMM… It’s nice and stuff, the idea that they’re trying to convey here, but it’s a grave mistake to take just that population and think yourself done. If 0.2% of inmates were atheistic, but 0.1% of the general population was atheistic (it’s not the case), then that would mean atheists are more likely to commit crime.
But let’s do a quick estimate here. I want to find the probability that you’ll commit a crime, given that you’re an atheist:
We know that P(A|C) = 0.2%. Now we need the percentage of atheists in the general population (P(A)) and the probability that a random person will commit a crime (P(C)).
A few polls have taken place, and I don’t trust them entirely, because the rates have varied between 6% and 15% of Americans. I’ll take the neutral P(A) = 10% of Americans are atheists. The sources for these numbers can be found at the bottom of this page.
This alone is enough to give us an interesting likelihood ratio: the probability of being a criminal given you’re an atheist is about 0.02 times the probability of being a criminal in general. Moving on.
Now to find P(C), I’ll get the number that I found here, which says that “more than 1 in 100 adults in the US is in jail or prison,” so I’ll round that down to 1%.
Before we do the math, let me just be clear on the meaning of this. If you chose a random person in the USA and abducted them to your alien spaceship, without any bias, there would be a 1% chance that you’d get an inmate.
In that case, then, if you restricted your search to only atheists, 0.02% of them are inmates. P(C|A) = 0.02%.
The likelihood ratio of that is 1 criminal atheist for every 4,999 non-criminal atheists.
Another quick search found that around 77% of the population in the US are registered as Catholic/Protestant (there are probably less, because they likely don’t stop counting all the people who convert to other religions or become atheists), so the percentage in prison isn’t that different. You’ll get a probability of 0.96%.
Now, however, let’s go to the child molesters. I want the probability that someone is a molester, given that they’re Christian P(M|D) (I labelled Christianity D because C was already taken by criminality).
P(D|M) is given as 93%.
P(D) is 79.5%, according to this.
The likelihood ratio we found, then, is 1.17, which is to say that upon finding someone’s a Christian, you should be 1.17 times more certain that they’re child molesters.
According to this, there are 400.000 registered sex offenders in the US. So that’s P(M) = 0.13%.
Multiplying this together, the probability that someone is a sex offender given that they’re Christians is P(M|D) = 0.15%. Not much larger.
Throwing stats like these around isn’t really helpful. Probabilities have three degrees of freedom, and if you only give us one piece of the puzzle, we can’t really say anything at all!
As an extra, let’s find the Evidence shift caused by finding out someone’s religion. That is: once you find out someone is an atheist, how much evidence is that against them being a criminal? Once you find out someone is a Christian, how much evidence is that for them being child molesters?
We want, then, to find:
We know P(A|C) = 0.2% and P(D|M) = 93%. With some mathematics, we find that P(A|¬C) = 10.1% and P(D|¬M) = 79.49%.
Therefore, finding out someone is an atheist gives you 27 deciBels of evidence against their being criminals, while finding out someone is a Christian gives you only 0.7 deciBels of evidence for their being child molesters.
The main point of the post - atheists are in fact less likely to be criminals - is correct. But trying to throw around a lot of ugly-looking probabilities to impress people doesn’t help at all.
We’re already right. We don’t need to distort facts to make them look worse.
Although I confess that knowing people as I do, they probably didn’t even know what they were doing when they posted these numbers.
Important: I did not fact-check the numbers on the post, and all the numbers I’m using here were taken off quick Google searches. Once you plug in the numbers, however, the mathematics is sound.


- Number of Reviews written. (This includes tips, and reviews in all categories; patterns, books, websites, stores, etc.) The breakpoints are 1, 26, 51, 76, 101, 126, 151, 175.
- Number of people who "favor" you. The breakpoints here are 1, 11, 21, 31, etc. up to 90.
- 25% of the average rating on all your reviews. This is the tricky one.
As you know, you can rate other people's reviews. Here are the 4 ratings, and the points each represents.
- Very Helpful +2
- Helpful +1
- Needs More Info +0
- Off-Topic -1
You must make a chart or something (Excel is handy) with all your reviews and go through and write down how many helpfuls, very helpfuls, etc. you have on each review. Then add the number of points for each review individually, divide by the number of ratings on that particular review and that's the average for that review. Add up all the averages, divide by the total number of reviews, and then take 25% of that number, and that's the third part of the score.
- 3Very Helpful, 2 Helpful on a review would give you a total of 8, divided by 5 raters = 1.6.
- If you had another review with 15 Very Helpfuls and 1 Helpful, 31 divided by 16 = 1.9375.
- One more with 2 Very Helpfuls only would be 4 divided by 2 = 2
- Total averages: 5.5375 divided by 3 reviews = 1.84583
- Multiply by .25 = 0.4614
You can see from this method that 2 is the highest average you can get on any particular review, and if anyone even gives you one Helpful rather than a Very Helpful, that drags you down quite a lot. I was really surprised to find out that Helpful is bad, apparently.
When you add the three parts of your score, you must then divide by 3, and that is your Star Rating Number. They're all recalculated every Monday morning, although I think that once you have a star, you keep it, no matter how many people unwittingly may deem you Helpful!
So, taking this example, your components would be:
- 0.25 for a total of 3 reviews
- 0.2 for 6 people who favor you
- 0.4614 for ratings on your reviews
- Divide by 3
- Total is 0.3038 for 1 Star.
You must have at least 0.3 to get 1 Star, 0.6 for 2 Stars, 0.8 for 3 stars, 1.1 for 4 stars, and over 1.5 for 5 stars. The easiest thing to raise is number of reviews, as you control that. Next easiest is number of persons who favor you, and hardest is your review rating, as you're likely to get Helpfuls as well as Very Helpfuls on your reviews, and you may have reviews with no ratings at all, which of course will draw your average down as well. No matter how many Very Helpfuls you have though, 0.5 is the most that you can get in the rating category.
All this militates toward members writing many reviews, which of course is the main purpose of the site, so this formula gives the edge to quantity.
Thanks to Irina for her Very Helpful help!


Grade 8 Mathematics Module 1, Topic A, Lesson 1 Student Outcomes Students know what it means for a number to be raised to a power and how to represent the repeated multiplication symbolically. 6 >5 8 and 1 8 <1 6, the first difference will be greater than the second. The two differences are 17 24 and 11 24 respectively. Another way to tell that 5 6 – 1 8 is larger is to note that 5 6 > 5 8 and 1 6 > 1 8. Thus, 5 6 –1. (Here you use the> 5 8 –1 8 > 5 8 –1 fact that subtracting a larger number from a given number results in a ... *All documents on this page were last edited during the 2016-2017 school year. They still make a great reference but minor things may have changed since they were published.
Provided by Scott Foresman, an imprint of Pearson, the world's leading elementary educational publisher.Its line of educational resources supports teachers and helps schools and districts meet demands for adequate yearly progress and reporting. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. We are in our fourth year of implementing the Connected Math Project 3 (CMP3). The program originating from Michigan State University incorporates highly researched and best practice in Math instruction. Proportions Worksheet Answer Key Proportions D2 = NB D; Proportions = NBD Evaluate. 1. 3 4 = x 45 ... 6 and 8 64 = 1 8. No. c 2011 Shmoop University, Inc. All rights ... Answers Investigation 1 ACE Assignment Choices c. See part (b) for some equations; explanations will vary. Students might draw sketches. For example: Core 1, 2, 18–20 Other Connections 21–24 Problem 1.2 unassigned choices from previous problems Problem 1.3 Core 5, 6 Other Connections 33–50; unassigned choices from distribute the 6 throughout the parenthesis on the left-hand side, but only did it to the first term and forgot to do it to the second one (it should be 24, as opposed to 4). The correct solution is x = 26 3 25. Student 1: The first step is incorrect. Instead of subtracting 6, the student should have added 6. The correct answer is 64.5 ÷ 3.4 ...
Unit Practice Test -- Pythagorean Theorem. Multiple Choice (85 points; 5.3 points each) Identify the choice that best completes the statement or answers the question. 1. Find the length of the unknown side. Round your answer to the nearest tenth. 15 cm b 25 cm. A. B. 20 cm . B. 400 cm . C. 10 cm . D. 29.2 cm . 2. m and hypotenuse: 16 m. Find ... Click on the tabs below for pages for various classes or topics. Be sure to sign up for regular updates! Guided questions teach the process of how to answer a question. Foundational skills are refreshed. The first unit in each book reviews big ideas from the previous grade with four-to-five topics that are key to new concepts in the current grade. Assessment-type items are included in the Indepedent Practice section and unit reviews.
CPM Education Program proudly works to offer more and better math education to more students. Additional Resources Related to Sixth Grade Math. If you’re interested in the sixth grade math lesson plans, you might also be interested in: Middle School Science; Sixth Grade Reading Program; Sixth Grade Language Arts Lesson Plans. Here is a free printable worksheet to share with your student. Sixth Grade Spelling Words and Vocabulary List Equal Opportunity Notice The Issaquah School District complies with all applicable federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability, or ...
Core Middle Grades Mathematics Program Common Core Aligned • Inquiry-Based Instruction Pearson's Connected Mathematics 3™ ©2014 (CMP3) for Grades 6–8 is strongly aligned to the instructional shifts required by the Common Core State Standards: Focus deeply on a narrower set of key topics per grade Answer Key 27 Multiple Choice 1 Statistics and Probability 7.S.6 B 28 Multiple Choice 1 Number Sense and Operations 7.N.11 H 29 Multiple Choice 1 Measurement 7.M.3 D 30 Multiple Choice 1 Statistics and Probability 6.S.11 J Grade 7, Book 2 31 Short Response 2 Algebra 6.A.4 n/a 32 Extended Response 3 Number Sense and Operations 7.N.10 n/a ©7 u2l0 y1T2 b oK fuAtDa7 SQohfKtIw Yavr YeQ 4LRL GCp.0 m HAQl5lt nrJi OgNhFt 9sN zr 0eds reCr9vQeRdP.W P qM taBdIea Uwoi 9t NhP pIqn jfTi cn MiQtaex sA Cl 3gbe ab drda K Z1 n.7 Worksheet by Kuta Software LLC Answers | Investigation 2 from the graph, so some inaccuracy is Note: To graph these equations on a graphing calculator, you could use the following window: Xmin=0, Xmax=100, Ymin=0, and Ymax=350
6th Grade Math Worksheets and Study Guides. The big ideas in Sixth Grade Math include connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems, division of fractions, rational numbers, writing, interpreting, and using expressions and equations and understanding of basic concepts in statistics and probability. Begin by explaining to students that a ratio expresses the relationship between two quantities. Ratios compare two measures of same types of things (use an example from the classroom h Jun 24, 2011 · Does 8th grade CMP count as Algebra 1? Short answer: Yes. But this is a question with a history. Let's begin in 1989. 1989 NCTM Standards and CMP 1 In 1989, the National Council of Teachers of Mathematics issued Curriculum and Evaluation Standards for School Mathematics.
Nov 25, 2015 · On this page you can read or download scope and sequence accelerated christian education in PDF format. If you don't see any interesting for you, use our search form on bottom ↓ .
InterAct Math is designed to help you succeed in your math course! The tutorial exercises accompany the end-of-section exercises in your Pearson textbooks. Beginning July 31, 2016, Pearson will discontinue our open access online homework and practice website, www.InteractMath.com. Answers | Investigation 3 d. There are 6 coins in each pouch; x = 6. e. There are 2 coins in each pouch; x = 2. 10. a. y = 5 + 0.50x. Here x stands for the number of math questions Gilberto gets right, y stands for the total amount of money his grandfather gives him, 5 stands for the birthday money Gilberto gets even if he never answers a single
"I hear, and I forget. I see, and I remember. I do, and I understand" - Confucius. Repeated practice is the key to unlock learning potential. Navigate through these eighth grade math worksheets, that compile all major topics prescribed by the Common Core State Standards like expressions and equations, functions, geometry, statistics and probability, encompassing an enormous collection of ... At the end of Grade 8, students have either completed all of the required content for Algebra 1, or they are prepared to begin a formal high school algebra course. Note that CMP3 offers two eighth- grade paths—traditional eighth grade and Algebra 1 eighth grade. Completing the Algebra 1 pathway in eighth grade puts students on the path to InterAct Math is designed to help you succeed in your math course! The tutorial exercises accompany the end-of-section exercises in your Pearson textbooks. Beginning July 31, 2016, Pearson will discontinue our open access online homework and practice website, www.InteractMath.com.
24 x (6 – 2) = 24 ÷ 4 = 6. 6. A: A solution to an equation or inequality is a value of the variable(s) that makes the equation or inequality true. To determine which choice is a solution to the inequality 9 + 2x > 5x, substitute each one for x in the inequality and simplify the result to see if the inequality is true. Start with x = 2. 9 ... 8th Grade Mathematics Skills Prior Standards Implementation The standards listed below have been replaced by a newer set of standards. Please go to Current 8th Grade Math Standards for current resources.