Poker hand vs hand odds calculator
In this lesson we’re going to focus on drawing odds in poker and how to calculate your chances of hitting a winning hand. We’ll start with some basic math before showing you how to correctly calculate your odds. Table #2 – Examples of Drawing Hands (click to enlarge) Counting outs is a fairly straightforward process. You simply count ...
Pot Odds - 20 Basic Texas Hold'em Odds (Every Poker Player Should Know) ... In poker, your pot odds are the ratio or percentage that you get during a hand in .... you don't need a poker odds calculator when you're playing in real time. Texas Hold'em - Wizard of Odds I'm proud to present my new and improved Poker Odds Calculator. Enter any situation in Texas Hold 'Em, and ... Poker Odds, Outs And Math To Improve Your Game And Win More!
Online Poker Calculator - #1 Poker Odds Calculator Tool…
Poker Odds Calculator - PokerCalculatorOnline.com Welcome to the free online texas hold 'em poker odds calculator. Simulate texas holdem poker situations and see the odds of a winning hand. The poker odds calculator is a useful tool in the study of hold 'em odds. Use the tool to calculate odds for any possible combination of known cards and unknown cards. How to Calculate Pot Odds and Equity in Poker | Easy Poker Math Understanding and calculating the pot odds, though, will only get you halfway to where you need to be. Once you have the odds (and the implied odds), you need to calculate your equity in the pot and then compare the two to see what the correct play is in each situation.
Poker Odds Calculator - Hold Em, Omaha & Omaha Hi/Lo
How to Calculate Poker Odds | Poker Winning Hands A definitive guide to understanding poker odds and how statistics for poker winning hands work. Learn how to calculate poker odds to improve your game.
All In Match Up Odds. The table below shows the odds of each hand winning in typical all-in match ups in Texas Holdem.The percentage chance of winning assumes that both players are all-in and that all 5 community cards will be dealt to determine a winner.
Hold'em Poker Odds Calculator - Cardplayer ... odds calculator. Improve your poker or find out just how bad that bad beat was. ... Poker odds calculate the chances of you holding a winning hand. The poker ... Poker Odds Calculator - Poker Stats Tracker - Hand Matchup Odds ...
This is not your typical poker odds calculator. See odds against known cards, random opponents or place players on hand ranges with detailed stats.
Know your probability of having a winning hand against one or many ... The Poker Odds Calculator will help you calculate your chances on a given hand, in any ... ProPokerTools Online Simulator / Equity Calculator hand: hand: hand: hand: More hands ... Now you can run ProPokerTools on your desktop! Download the Odds Oracle 2.30 Now. AsAh - ace of spades and ace ...
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The concept of Degrees of Freedom is a mathematical idea that suggests there is one degree of freedom for every independant mode of motion.
For example the ERS210?'s Degrees of Freedom can be calculated as follows.
|Mouth||1 Degree of Freedom|
|Head||3 Degrees of Freedom|
|Legs||3 Degrees of Freedom (x4 Legs)|
|Ears||1 Degree of Freedom (x2 Ears)|
|Tail||2 Degrees of Freedom|
| || |
|Total||20 Degrees of Freedom|


According to Johns Hopkins University, the effects of summer learning loss can result in nearly a three-month loss in grade-level equivalency in math and a two-month loss in grade-level equivalency in reading. In order to close the summer learning loss gap in reading and math, middle school students will be expected to complete Summer Learning before they return in the fall. Teachers will grade the completed summer work when school opens in August.
3rd and 4th graders were asked to complete online work on IXL and RAZ Kids.
The following is a link to Unis’ contact regarding the ELA expectations, the book list for the summer, and the book talk rubric.
The overview of Unis Summer Learning is embedded below
Students who will be entering 9th grade at Fordson are also required to complete the following summer learning:


Farid B, Naima B. Critical hydraulic head loss assessment for a circular sheet pile wall under axisymmetric seepage conditions. Studia Geotechnica et Mechanica 2011; 33 (4): 3–25.
 Terzaghi K. Theoretical soil mechanics. Wiley: New York; 1943.
 Suvasish M. Seepage analysis through foundation using FEM and Flownet. The 12th International Conference of International Association for Computer Methods and Advances in Geomechanics 2008; 1-6 October; Goa; India: 4175-4183.
 Hirani AN, Nakshatrala KB, Chaudhry JH. Numeri-cal method for Darcy flow derived using discrete exterior calculus. International Journal for Computational Methods in Engineering Science and Mechanics 2015; 16: 151–169.
 Liu GR, Dai KY, Nguyen TT. A smoothed finite element method for mechanics problems. Computati-onal Mechanics 2007; 39 (6): 859–877.
Tikrit Journal of Engineering Sciences (2018) 25(3) 40- 46
Total Head Evaluation using Exact and Finite Element Solutions of Laplace Equation for Seepage of Water under Sheet Pile
|Aram Mohammed Raheem|
|Dept. of Civil Eng., Kirkuk University, Iraq|
In this study, the strong and weak forms of Darcy flow equation has been derived. The final obtained equation is Laplace partial differential equation. For total head evaluation, Laplace equation is solved using exact solution depending on Fourier series and numerical solution depending on finite element method. A computer program has been developed in MATLAB program to solve the Laplace equation using both exact and finite element solutions and the seepage of water under sheet pile is taken as a case study. Different number of points and nodes has been selected for the two methods. It is shown that both exact and finite element solutions have a good match in distribution for the study area especially when the Fourier points are increased.
Keywords: Laplace equation, Fourier series, FEM, total head, seepage, sheet pile.


Ms. DeAngelis joined the Bogota High School District in 2013. She has been teaching special education students since then. Besides having her own resource math class, she has also always done in class support, having the opportunity to work with all different types of student abilities. For the first three years in Bogota, Ms. DeAngelis taught high school math (Algebra I, Geometry, and Algebra II). Now, Ms. DeAngelis teaches middle school seventh and eighth grade resource math and does in-class support. Ms. DeAngelis is very passionate about her work, and has always been a dedicated student herself. She graduated high school in the top 20% of her class, awarding her the NJ star scholarship. While teaching, she completed two masters degrees in special education and educational leadership, with a 4.0 GPA. As well as continuing to brighten young students' minds, she hopes to continue her own education.
If you need updated information on grades or upcoming homework/assessments, please check Realtime. If you need extra help, Ms. DeAngelis is available after school on Monday, Wednesday, or Thursday from 2:40-3:15 at Bogota Middle School (Media Center RM 203). If you have any additional questions, please do not hesitate to contact her by email (firstname.lastname@example.org).


July 2, 2013 in Education (F)
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For a simple derivatiolqseee. Prove that there are 2 2n-1 - 1 ways of dealing 1z cards to two persons.
Let us number the cards and, for the moment only, admit the two cases that all cards go to one of the players. With two cards we can then have the deals. The first row here is 1 with A attached and the second is 1 with B attached to each entry.
Every additional card doubles the number of possibilities. Hence for n cards there are 2" deals; they may be called permutations of two things, A and B , n at a time, with repetitions allowed.
The excluded cases are the permutations containing either only A-symbols or B-symbols. If we indicate the above permutations with the numbers 1 and 2 in place of A and B y we obtain the following theorem:.
Note 1. Permutations with repetitions. It may be of interest, though beyond the scope of our problem, to discuss such permutations here. To find all permutations of m things, n at a time, we mark n places, ordered as first place, second place, and so on, to be filled with the given elements every possible way.
If reNtition is allowed, we can use each element repeatedly. We imagine these places in a horizontal row. This is not essential, for we could choose, say, the vertices of a regular n-gon inscribed in a circle and numbered consecutively clockwise or counter-clockwise. For example, in Figures 2 4 the second arrangement is a cyclic permutation of the first, the third of the second.
One more cyclic permutation would bring us back to the original 0ne. If a combination V is obtained from another, U, by cyclic permutations, then U can be obtained from V likewise, so that they are obtained from each other by cyclic permutations. If V is obtained from U by k cyclic permutations, and Wfrom V by 1 such, then W is obtained from U by k 1 cyclic permutations.
All this is clear if we view cyclic permutations as rotations. Then the number of fiermutations in any such set divides the number n. To show this, let UObe a permutation in a given set. Each of its members is one of the permutations. We have only to decide how many of the permutations in 1 are distinct. The combinations. Hence the class in question consists of just these s permutations.
Only the permutations. Clearly U, is also equal to UO. It follows that the number n is equal to one of the numbers s, 2s, 3s, ,so that s indeed divides n. Note 2. Thus the question is: I n how many ways can one pick k elements curds from among n distinct elements regardless of the order in which they were chosen. The sets chosen are called combinations of n things, k at a time; the number of possibilities is written. In terms of these symbols, the number of possibilities is. This result is useful only if we can find a simple way to compute the binomial coefficients.
We can add to a given combination. Gauss, pinceps mathematicorltm prince of mathematicians , noted physicist and astronomer, was born in in Braunschweig and died in in Mttingen, where he taught from at the university and was director of the observatory. His epochmaking number-theoretical work, the Disquisit ones arithmeticue, appeared in Leipzig in His statue, in his home town, stands on a pedestal having the shape of a regular gon to Signify that he invented the method for constructing the regular gon by ruler and compass. But in this number each combination of n things, k at a time, has been counted k times.
The reason for this is that every member of a collection of k objects can be the added object. This shows that the following products are equal:.
If we multiply numerator and denominator in 3 by. This is the so-called symmetry property of the binomial coefficients. Even though "n things, 0 at a time" is meaningless, it is customary to write. This convention is in accord with the symmetry property mentioned. Formula 4 agrees with this convention if we write O! Let us finally compare the two solutions of our problem. The binomial coefficients just introduced give the following interesting connection:. First Solution.
With BC as diameter, construct a circle k. It makes the angle 9 0 O - a with CA.
At C, draw another ray making an angle 90'-a with C A and intersecting the h s t ray in the point 0. With 0 as center and OC as radius, draw the minor arc k1 of the chord CA. The intersection of k1 and k is the point N. Since in our case,. We must prove that the circle k and the arc k1 have a common point inside the triangle. We note first that the point C cannot be the only common point of the two circles; for, if it were, they would have a common tangent at C. But the line AC is a tangent to k and a chord of the other circle. Therefore, there exists another point N common to the two circles.
N must therefore lie on the arc k1 of the other circle. A B makes the angle -a with AC. Similarly, the tangent t of the arc k1 at C makes an angle a with CA. The locus of points P at which a given line segment XY subtends a given angle. Consider the circle about the triangle X P Y. All but the end points of the arc X P Y which we shall call k' of this. The end points do not form a triangle with X and Y. Clearly, the same holds for points on the reflection k of k' in the segment X Y ;see Figure 6.
We shall now show that only k and k' belong to t.. Clearly, points of the segment XY do not belong. For reasons of symmetry, i t will now suffice to investigate those points of the plane lying on one side of the line through X and Y. Take the side containing k , and consider first a point inside the circle containing k , such as the point R in the figure.
Thus R is not in the locus. Thus R' is not in the locus.
brenanoutyn.tk: Hungarian Problem Book 1 (Number 11) (Bk. 1) (English and Hungarian Edition) (): E. Rapaport: Books. Story time just got better with Prime Book Box, a subscription that delivers editorially hand-picked children's books every 1, 2, or 3 months — at 40% off List Price.
We have thus shown that the locus in question consists of two arcs between X and Y, symmetrical about the segment X Y. The points X, Y do not belong to it.
First, Chinese would be a very difficult language for a Dutch person to learn. Am J Public Health. We shall verify the following equivalent form of the statement to be proved : If a natural number a i s not divisible by a prime fi then ab is dievisible by fi only i f b is. I t is sufficient to consider natural numbers; for, on the one hand, any number has the same divisors as its negative, and on the other hand, the negative divisors of a number are -1 times the positive divisors of that number. Welcome to Polyglot Planet. No it is not that easy as there are alot of hard words to learn and it would take forever I learn dutch at my school and i only know the folowing 1.
If B i s a right angle, the locus is a circle of diameter X Y.


OunBet 5.00 Odds
An excellent bet for a big win. With the purchase of OunBet 5.00 Odds you will receive by email 2 matches with a total odds of 5.00. All these: the principles of choosing betting odds, the mathematical foundations of betting and the theory of probability, our team of professionals is the best.
Success in sports betting cannot come from random luck alone. Predictions are therefore predictions, but unless all the probabilities are taken into account in relation to the bookmakers' odds, they are of little use for betting. The main focus is on the high odds which should be profitable enough for you.


Abel, named after Niels Henrik Abel, a Norwegian mathematician, was created as Nobel. Since 2003 it has been presented annually to highlight important developments in mathematics. Previous winners of the prize include Andrew J. Wiles, who proved Fermat’s Last Theorem and is now at the University of Oxford. John F. Nash Jr., whose life is depicted in “A Beautiful Mind”; and Karen Eulenbeck, Professor Emeritus at the University of Texas at Austin, who in 2019 became the first woman to receive an Abel award.
Last year, Dennis B. Sullivan, professor of mathematics at Stony Brook University and the Graduate Center of the City University of New York, won the Abel Prize for work in topology, the study of space and shapes.
While the secrets of the Nobel Prizes are kept closely, the Abel Committee informs the winner’s foundation days in advance. Then find out how and when to share the news with the winner.
Thomas Chen, chair of the mathematics department at Texas, scheduled a Zoom call Friday morning with Dr. Caffarelli and his wife, Irene Gamba, also a mathematician at the university. d said Caffarelli said he thinks the call might be about someone joining the mathematics department.
Instead, John Elisabeth Birkelund, secretary general of the Norwegian Academy of Sciences and Letters, which administers the Abel Prize, joined the call to tell him he was the winner.
“It was a surprise, a complete surprise,” said Dr. Caffarelli.
Dr. was born. Caffarelli in Buenos Aires in 1948. After completing his Ph.D. At the University of Buenos Aires in 1972, he moved north to the University of Minnesota where he learned about the hitch problem.
In 1980, he moved to the Courant Institute for Mathematical Sciences at New York University, where he collaborated with Dr. Nirenberg and Dr. Kuhn on Navier-Stokes research. He later worked at the University of Chicago and the Institute for Advanced Study in Princeton, NJ, before returning to Courant in 1994. In 1997, he transferred to the University of Texas.
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Here you can enter up to 10 values (angles + gravity) that is then used to create the formula. Angles equal to zero will be regarded as empty even if there is a gravity reading.
When you submit the values the device will try create a formula with increasing level of complexity. It will start with a order 2 formula and then try 3 and 4.
Once the formula has been created it will validate the formula against the supplied angles/gravity and if there is a too high difference, it will fail. You can adjust the sensitivity under advanced settings if you have issues.
Under the Error Log you will also find hints to what problem the formula creator encountered. Here is an example:
CALC: Validation failed on angle 33.430000, deviation too large 5.86, formula order 4
CALC: Validation failed on angle 33.430000, deviation too large 3.14, formula order 2
This means that the angle 33.43 had a deviation of 5.8 SG and since the default threshold is 3, it will fail. You can also see that it has failed on that point in both a order 2 and 4 formula.
So in this case you can either increase the threshold or remove the angle that has an issue. You can also use the graph on the calibration page to identify angles that is probably not correct.
Once the formula is created a graph over the entered values and a simulation of the formula will give you a nice overview on how the formula will work.


Phase 5: Sample Homeworks #115 – 191.
Summary. With any luck, by the end of this Chapter – which could well occur before your child enters first grade – your child will be reading chapter books and doing math well above grade level.
Phase 5 Objectives.
· Continue to do Field Work regularly;
· Introduce three-digit and larger numbers;
· Learn addition with carrying (regrouping);
· Learn simple two-digit subtraction;
· Learn subtraction with borrowing (regrouping);
· Read at a chapter book level;
· Read chapter books for fun, solo;
· Understand the base ten place system (ones column, tens column, hundreds column);
· Learn to read and identify fractions;
· Add fractions having the same denominator;
· Multiply two-digit numbers;
· Multiply two-digit numbers with carrying;
· Work on curing Sammy’s problems in pronouncing the “r” sound;
· Introduce three-dimensional shapes;
· Continue and expand work on intersection pictures; and
· Introduce plane geometry (lines, rays, line segments).


The 18th International Conference on Random Structures and Algorithms "RS&A2017" will be held at the Institute of European Culture in Gniezno, 7-11 August, 2017. The conference, organized biennially since 1983, brings together probabilists, discrete mathematicians and theoretical computer scientists working in probabilistic methods, random structures and randomized algorithms.
The plenary lectures will be delivered by: prof. László Babai (University of Chicago), prof. Jacob Fox (Stanford Unversity), prof. David Conlon (University of Oxford), prof. Benjamin Sudakov (ETH, Zurich), prof. Penny Haxell (University of Waterloo), prof. Tibor Szabó (Freie Universität Berlin), prof. Daniel Kráľ (University of Warwick), prof. Rob Morris (IMPA, Rio de Janeiro).
More information is available at the conference website: http://rsa2017.amu.edu.pl/
The conference Banach Spaces and Operator Theory with Applications is conceived as an international meeting place of specialists interested in functional analysis and applications. Its main goal to discuss recent progress and outline perspectives of future developments in the area.
The conference is open for contributions from all branches of functional analysis, priority however will be given to the following research subjects:
- interpolation of operators on Banach spaces
- geometry and local theory of Banach spaces
- multilinear maps and polynomials
- geometric and topological properties of Banach lattices
- factorization of operators on Banach function spaces.
[Fot. Bartłomiej Przybylski]
24th of May 2017 will be another lecture in the serie of Rejewski, Różycki, Zygalski lectures in computer science. Lecture will be delivered by Christos H. Papadimitriou from Greece. He has lectured at Harvard University, MIT and Stanford University, University of California at San Diego and the University of California in Berkeley. He is the author of many computer science's textbooks and books.
On the lecture it will be shown examples of algorithmic insights into key problems in economics and evolution. There will be also discuss current work with Wolfgang Maass and Santosh Vempala on models for the creation and interaction of symbolic memories in the brain.
To sum up, 24th of May at 15:30, Aula A of the Faculty of Mathematics and Computer Science. You have to be there! More info on page.
The aim of the MSc Programme in Mathematics is to deepen knowledge of mathematical theories, building on student's experience on a Bachelor's level. With a Master's degree in Mathematics from the Adam Mickiewicz University you will get qualified for many jobs in private and public sector! Learn more
Alan Turing and the Enigma
On the 24th of May 2016, another lecture in the serie of Rejewski, Różycki, Zygalski lectures in computer science was held. This year's lecture was delivered by Sir John Dermot Turing, nephew of Alan Turing, truestee of Bletchley Park and honorary president of the Alan Turing Centenary Advisory Committee. The lecture name was "Alan Turing and the


|Statement||by George Salmon.|
|The Physical Object|
|Pagination||xvii, 583 p.|
|Number of Pages||583|
Feb 22, · George Salmon was an anglican priest who did significant work in mathematics. His theological works are cited in library catalogs a lot more than his math works. George Salmon's 2-volume work 'A Treatise on the Analytic Geometry of three Dimensions' is an interesting imeldaclyde.com: May 11, · Buy A treatise on the analytic geometry of three dimensions Volume 1 on imeldaclyde.com FREE SHIPPING on qualified orders5/5(1). Nov 28, · A treatise on the analytic geometry of three dimensions by George Salmon; 14 editions; First published in ; Subjects: Solid, Surfaces, Analytic Geometry, Accessible book. Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb. Skip to main content. This banner text can A treatise on the analytic geometry of three dimensions by Salmon, George, Geometry, Analytic, Surfaces Publisher Dublin, Hodges, Figgis Collection americana Digitizing Pages:
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analytic geometry two and three dimensions Download analytic geometry two and three dimensions or read online books in PDF, EPUB, Tuebl, and Mobi Format. Click Download or Read Online button to get analytic geometry two and three dimensions book now. This site is like a library, Use search box in the widget to get ebook that you want. A good Open Source book on Analytic Geometry? Ask Question Asked 7 years, 5 months ago. Analytical Geometry of Three Dimensions (; Dover edition ) Barry Spain, Analytical Conics I found a good book buy George Simmons- A treatise on the . In classical mathematics, analytic geometry, also known as coordinate geometry or Cartesian geometry, is the study of geometry using a coordinate system. This contrasts with synthetic geometry. Analytic geometry is widely used in physics and engineering, and also in . A Treatise On The Analytic Geometry Of Three Dimensions Vol I by george salmon at imeldaclyde.com - the best online ebook storage. Download and read online for free A Treatise On The Analytic Geometry Of Three Dimensions Vol I by george salmon4/5(4).


Exploring the Aisles: A Journey through Local Supermarket
In an enriching educational experience, our Grade 6 students embarked on a captivating field trip to a nearby supermarket, immersing themselves in the realm of mathematics. This excursion proved to be an eye-opening journey where they delved deep into various types of data, with a particular focus on decimals and real-world applications.
During this outing, our young scholars navigated through the supermarket’s aisles, honing their ability to distinguish between discrete and continuous data. They embraced the practical aspect of data analysis, gaining hands-on experience as they delved into categorical data by investigating product categories and their associated numerical values.
The day was an extraordinary blend of mathematical discoveries and real-world applications, fostering a newfound appreciation for the pivotal role that numbers and data play in shaping our daily lives. Our Grade 6 students returned with a wealth of knowledge, enriched perspectives, and a profound understanding of the significance of mathematics in the world around us.


Middle School Math & Instructional Support Group: Faculty
Phone: (520) 297-0922
Employed Since: 08/01/2019
2 Years Experience At School
B.Ed. Northern AZ University
Mrs. Garcia was born and raised in Texas and moved to Arizona when she was 18. Robin graduated from Northern AZ University with a degree in Elementary Education and has been teaching for over 18 years. She is trained in math and reading intervention and has an endorsement in Gifted Education. She has six children and three grandchildren. We are so thankful she has joined our CCS team!


2 edition of Silver Burdett & Ginn Mathematics Workbook 7 Teachers Edition (Mathematics Exploring Your World) found in the catalog.
Silver Burdett & Ginn Mathematics Workbook 7 Teachers Edition (Mathematics Exploring Your World)
by Silver, Burdett & Ginn
Written in English
|The Physical Object|
Burdett Ginn Mathematics Teachers Edition book opens in your web browser instead of saves to your computer, right-click the download link instead, and choose to save the file. Silver Burdett Ginn Mathematics Teachers Silver Burdett and Ginn Mathematics Teachers Edition Grade 6 ISBN ISBN Page 4/ Buy Mathematics: Grade 5 98 edition () by Silver Burdett for up to 90% off at Edition:
Buy Mathematics Daily Review, Grade 3: Practice, Problem Solving, Mixed Review by Silver Burdett Ginn (ISBN: ) from Amazon's Book Store. Everyday low prices and free delivery on Format: Paperback. Silver Burdett Ginn Mathematics: Practice Workbook (Grade 4) '' '' Silver Burdett Ginn Mathematics: Grade 5 Practice Workbook: '' Silver Burdett Ginn Mathematics Practice Workbook Grade 6, Cumulative Practice Mixed Review: Silver Burdett.
McDougal Littell Structure & Method: Student Edition Book 1 , Book 1 Student Edition Book 1 , McDougal Littel, ,, pages.. Brown Alg S+m 1+2 Book 1 Pupil Text 90 , Book 1 Book 1 Pupil Text 90 , Richard G. Brown, ,, pages.. Silver Burdett Ginn mathematics the path to math success!.File Size: 36KB. K Quality Used Textbooks: Textbooks Workbooks / Resources Media Materials Supplemental Textbooks, Workbooks, Assessments, Teacher Editions, Answer Keys, Test Banks.
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Silver Burdett Ginn Mathematics: Grade 5 Practice Workbook [SILVER BURDETT] on *FREE* shipping on qualifying offers. Silver Burdett Ginn Mathematics: Grade 5 Practice WorkbookFirst published: 28 Mar, Savvas Learning Company, formerly Pearson K12 Learning, creates K education curriculum and next-generation learning solutions to improve student outcomes.
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Using Slots to Maximize Your Likelihood of Winning
There are many methods to enjoy playing casino games. The sort of casino game you choose depends on your own private preference and budget. There is a casino game for everyone so you can play any casino video game that you discover fun and exciting. You should choose games carefully in order that you maximize your chances of winning. To be able to know more about different casino games then read the sections below.
One of the most popular casino game types may be the standard casino game. This gambling house game is named following the renowned William Benton McDonald who produced the standard deviation. Standard deviation is really a mathematical concept that determines the probability of a specific event to occur. There are three main types of standard deviation games: binomial lottery games, online games, and standard slot video games. Binomial lottery games deal with a finite set of numbers and include spins with equal chance factors.
The next casino game type may be the slot machine game. Slots are well-known because there are always consistent winning combinations. Additionally it is one of the easiest games to learn. Slots are available in a multitude of casino hotels everywhere.
Another popular type of casino game is the house edge. A residence edge may be the percentage of a casino’s purchase, which is continuously made by an investor. Property edges vary widely depending on the gaming casinos. For instance, in a progressive gambling house where jackpots are won often, a house edge using one single combination is likely. The home edge on multi-layaway equipment is even lower, as the probability of hitting more jackpots concurrently is slender.
All forms of gambling are characterized by some type of betting in terms of the total amount wagered and the number of combinations possible. You will find a relationship between these two variables, known as the Blackjack Breakdown. The basic thought behind the Blackjack breakdown can be a casino will decrease the probability of winning a combination if more folks are in that casino, or the gambling house decreases the chances of hitting a specific sequence of numbers, such as a specific number of cards dealt.
The most popular casino game titles is poker. There 인터넷 카지노 are various variations of this card game. The most popular variations is holdem. Even though rules for every variation of poker varies slightly, they all follow the same pattern of betting, raising the amount wagered, and taking the money from the player prior to the match begins. In older game titles, the house advantage is the players’ advantage, or the sum of money they might potentially win without spending some of their own money.
One of many simplest forms of casino games is the game of blackjack. Blackjack uses the “house” benefit to calculate the expected damage and the quantity of chips it is possible to possibly lose. The typical deviation is used to gauge the random variables, or variables that are beyond your control. Blackjack, like holdem, also has an assumption of what the casino will do, namely what the standard deviation would be if the overall game were to keep on its program. This assumes that the internet casino will remain in the same hands quite often, which it often does.
Slots are popular video games in casinos since they allow competitors to bet on smaller amounts, but have the biggest jackpot payouts. To calculate the best times to place these bets, developers use statistical research. They consider the random variables of a slot machine game and implement them to the types of reels that will be used, along with the odds of a specific outcome. They then determine the best times to put bets, and where to place them to increase your chances of hitting more tickets. Although you may not personally manage to determine the best times to play slot machine games, the slot machines that pay the most are the hottest places to play, so that is where you need to put your bets.


Then set it equal to the information that you are given. The problem is solved by multiplying the given data and its units by the appropriate unit factors so that only the desired units are present at the end. (1) How many centimeters are in 6.00 inches? (2) Express 24.0 cm in inches. You can also string many unit factors together.
in the metric system is the meter. 1 millimeter = 0.001 meter: 1 centimeter = 0.01 meter: 1 decimeter = 0.1 meter: 1 kilometer = 1000 meters : Abbreviations: 1 millimeter = 1 mm: 1 centimeter = 1 cm: 1 meter = 1 m: 1 decimeter = 1 dm: 1 kilometer = 1 km: Length Conversion Calculator FOR REFERENCE: One meter is about half the height of a very tall adult.
The formulas below use the CONVERT function to convert yards to meters, Celsius to Fahrenheit, gallons to liters, and square meters to square yards: = CONVERT(100,"yd","m") // returns 91.44 = CONVERT(22,"C","F") // returns 71.6 = CONVERT(1,"gal","l") // returns 3.79 = CONVERT(100,"m2","ft2") // returns 1076.39.
Results for "customary units of length" There are 23 total matches. We found 23 Jams and
Given a real-world situation with measurements in either metric/SI or customary units, the student will solve a problem requiring them to convert from one system to the other.
The use of these prefixes can be illustrated by reference to the basic metric unit of length, the meter. For long distances, a kilometer (1,000 m) is used; on the other hand, very short distances may require a centimeter (0.01 m) or a millimeter (0.001 m) and so on, down to a nanometer (0.000000001 m).
Metric System. Converting Units of Measure. Quiz: Precision and Significant Digits. U.S. Customary System. Calculating Measurements of Basic Figures.
Metric System Test. Answer metric measurement and microscopy Flashcards. Approximate equivalents of metric, apothecary, and household measures. Pharmacy Conversions. This Flash card set can be used to memorize the conversions within the customary and metric systems.
Units of length can be converted between imperial and metric units using unit conversions. If you need to use an imperial to metric conversion in an exam, the values will be given to you. Two ...


In C programming the <math.h> signbit() function determine if the ‘sign‘ of the argument is negative.The declaration of the ‘signbit’ functions are given below.
|bool signbit(float x);|
|bool signbit(double x);|
|bool signbit(long double x);|
x -A floating point value whose sign is to be determined.
bool -Returns true if the sign is negative.
All the three functions are the same.The only difference between than is the type of argument accepted by the function.
The sign determination is not limited to only normal values(integer and floating point value) but it can also determine the sign of NaN,infinity,subnormal,0.It can determine the sign of all types of values.
printf( “%i”, signbit( d1 ) );
printf( “\n%i”, signbit( d2 ) );
printf( “\n%i”, signbit( -0.0 ) );
printf( “\n%i”, signbit( -INFINITY ) );
‘INFINITY’ is the macro that represent the infinite value.


Here is the EPA link and the formula used to calculate the annual reduction in carbon emissions:
37.2 kWh/bulb/year x 1,558.8 pounds CO2/MWh delivered electricity x 1 MWh/1,000 kWh x 1 metric ton/2,204.6 lbs = 2.63 x 10-2 metric tons CO2/bulb replaced
With the new updated numbers, the calculation is as follows: .0263 x 7500=197.25 metric tons.
Bottom Line...Since November, CLEA-N has delivered 7,500 LED bulbs to 1,100 households, which over the life of the bulbs, will reduce utility costs by over $550,000.
Here's how we calculate the cost savings on utility bills.
- Each LED bulb uses just 11 watts of energy but is 75 watt equivalent.
- Each LED bulb is expected to last 15,000 hours, or 13.6 years at 3 hours per day.
- Our Alliant Energy bill shows our local rate is $.1166/kWh.
- We used an online energy cost calculator, with 3 hours per day per bulb.
- 75 watts of energy (with incandescent) would cost $9.58 to operate a bulb for a year.
- 18 watts (75 watt equivalent CFL) would cost $2.30 to operate a bulb for a year.
- 11 watts (75 watt equivalent LED) would cost $1.41 to operate a bulb for a year.
- Since CLEA-N launched, we have impacted just over 1,100 households, with just over 7,500 bulbs given out.
When we did the swap/exchange portion of the project, we saw 64% incandescent and 36% CFL exchanged. Assuming that ratio holds true across all the households...
- 64 Watts (reduction/savings on incandescent to LED) is saving $8.18 per year.
- 7 Watts (reduction/savings on CFL to LED) is saving $0.89 per year.
- Energy cost savings for incandescent replacements is calculated at $534,000.
- Energy cost savings for CFL replacements is calculated at $32,000.
Therefore, we estimate the total cost savings, over the life of the LED bulbs, for the folks who received LED bulbs from CLEA-N, is over $550,000!!


For large n , Sankoffs algorithm must be used with iterative improvement. Werner, The role of topology and geometry in optimal network design. The Euclidean metric approach also assumes that sequences can be com- pared position by position. Lundy, Applications of the annealing algorithm to combinatorial problems in statics. Further, each species is labeled with m states corresponding to m different characters. Smith, Studies in computational geometry motivated by mesh generation. Hwang, A new bound for the Steiner ratio.
Weng, Steiner minimal trees on zig-zag lines. The Melzak Algorithm 35 2. Minimum spanning networks have been well-studied when all connections are required to be between the given points. It can be concluded that the authors wrote a comprehensive book on the Steiner Tree Problem. Hewgill, Exact computation of Steiner minimal trees in the plane.
This is different from the I-Steiner problem in which the S-point need be connected to only a subset of the N-points. Very useful is the discussion on computational experience for exact and heuristic algorithms. Bern, Faster exact algorithms for Steiner trees in planar networks. J Algo- rithms 8 1987 122-130. Foulds, Unlikelihood that minimal phylogenies for a realistic biological study can be constructed in reasonable computation time.
This last subject represents a Steiner tree problem in biology. Richter, New heuristic algorithms for solving the Steiner tree problem in graphs. Jaffe, Routing to multiple destinations in computer networks. Wing, Supoptimal algorithm for a wire routing problem. Computational complexity of inferring phylogenies from dissimi- larity matrices.
It should be noted that the. Weighted Steiner Tree Problem 203 6. Saks, Dynamic search in graphs. This is equivalent to the directed rectilinear Steiner problem where all edges are di- rected away from the origin progenitor ; the algorithms from the previous section can be applied here. The major source of exponentiality is due to the large number of topologies. The vertices not in N with degree 2 3 in the tree are called Steiner vertices.
Sorenson, Resolving the query inference problem using Steiner trees. Hendy, TurboTree: A fast algorithm for minimal trees. Proceedings of the Third International Conference on Genetic Algo- rithms 1989 231-236. Provan, The role of Steiner hulls in the solution to Steiner tree problems. Academic Press, New York 1985 119-161. Clark, Communication networks, soap films, and vectors.
Liebman, An O n2 heuristic algorithm for the directed Steiner minimal tree problem. Hwang, An O n log n algorithm for rectilinear minimal spanning trees. A second group of algorithms use suboptimal variants of exact algorithms. Weng, Steiner minimal trees for regular polygons. Mitchell, Rectilinear Steiner trees in rectangle trees. Hendrickson, Clustering in numerical cladistics: A minimum-length di- rected tree problem. Proceedings of the 14th Annual Conference of the Opera- tional Research Society of New Zealand 1978 , Vol.
Hwang, On Steiner minimal trees with rectilinear distance. A Graph Approximation Algorithm 71 4. Plesnik, On heuristics for the Steiner problem in graphs. Howard, Theoretical model to optimal drainage. There are several obvious reductions that can be made e.


After looking at the API the getRotationMatrix method is really simple, it just assumes the acceleratometer data indicates down(only precisely true when you aren't moving it at all) and then the cross product of down and the geomagnetic reading gives you a vector pointing east. Another cross prouct between down and easy gives you a vector pointing north. Normalize them and then they make up the rotation matrix.
Typically aligning one coordinate system to another by a rotation to just match a unit vector means there are an infinite number of possible rotations. IE you could spin the coordinate system about that vector and any rotation would satisfy the constraints. But for my game I can add the constraint that they are holding the phone in landscape view and not rotating it, so rotation around the Z axis is 0, and I only need to find rotation around Y and Z to calculate the orientation.
So the equation representing the rotation of the device is M' = Rx * Ry * M, where M' is the measured magnetic field in the coordinate frame of the device and M is the reference magnetic field given by the WMM.
Expanding this out yields(where sx,cx,sy,cy are sin(x), cos(x)...):
[M'x] [cy, 0, -sy] [Mx]
[M'y]=[sx*sy, cx, sx*cy]*[My]
[M'z] [cx*sy,-sx, cx*cy] [Mz]
[M'x] [Mx*cy - Mz*sy]
[M'y]=[My*cx + (Mz*cy + Mx*sy)*sx]
[M'z] [(Mz*cy + Mx*sy)*cx - My*sx]
Using some handy trig identities you can use the M'x line to solve for y and then substitute that in either of the other two equations to solve for x. ie for y it would be
y = asin(-M'x/sqrt(Mz^2+Mx^2)) + atan(Mx/Mz)
A = (Mz*cy + Mx*sy)
x = asin(M'y/sqrt(A^2+My^2)) - atan(My/A)
Although this method requires 2 asin and 1 atan calculations, so I'm not sure how fast/stable this approach will be.


Students attending Catholic schools in the Diocese of Orlando consistently score well above other students in state and national achievement test comparisons.
Catholic High School Students Ready for College
High school students at Catholic schools in the Diocese of Orlando posted higher scores on the ACT than students state-wide and nationally, with a composite score of 23.0 compared to 19.9 for the state and 21.0 nationally.
The ACT consists of curriculum-based tests of educational development in English, mathematics, reading, and science designed to measure the skills needed for success in first-year college coursework. Catholic students outscored students state-wide in all four subject areas.
100% of our high school seniors graduated.
98% of our seniors went on to college, having earned more than $39.2 million in scholarships.
Our students gave back to their communities through more than 110,000 volunteer hours.
Catholic Elementary and Middle School Achieve High National Scores
Elementary and Middle School students in the Diocese of Orlando posted higher scores on the Iowa Assessments (formerly known as the Iowa Test of Basic Skill-ITBS) than students nationally, with a composite score of 69 compared to 50 for the nation.
NOTE: The Iowa is a norm-referenced test, meaning the average score is at the mid-point or the 50 percentile. In other words, with a composite score of 69, our student scored 19 percentile points above average, or higher than 68% of other students nationwide. The Iowa consists of tests of educational knowledge in reading, writing, vocabulary, mathematics, social studies, and science.


Its been a while since I last updated this blog, so I am going to do a bit of an 'idea vomit', as I have been stockpiling ideas and just haven't gotten around to getting them up online lately.
In Math we have been looking at place value a fair bit lately, developing their number knowledge. We have been using a lot of concrete materials- beans, iceblock sticks, unifix cubes, money etc. I am now trying to link the more abstract with the concrete- using place value 'house charts', where the children need to image the materials and quickly tell me how many tens/ones are in a number.
Quite frankly, my slow brain does not generate numbers fast enough. The poor thing finds it hard enough to make my body breathe, talk and eat, without generating random numbers for the children to computate. After a while I realised I was using the same digits over and over, and completely forgetting digits like '7'. Poor 7.
In the interest of using completely random two digit numbers, and saving my brain from a complete meltdown, I decided to use dice to generate my numbers. I roll two dice, one goes in the 'tens' column, the other in the 'ones' column. The children then read the number, and tell me how many 'tens and ones' there are in the number. I just love these large foam dice I bought from a local emporium (6 for $2). Bargain!
Yes, I did realise that these dice only deal with the digits 1-6. So after a while of using the dice, we switched up our equipment to.... playing cards!
I have millions of packets of playing cards in the classroom, they are handy for lots of things (these ones were 50cents a packet at the same emporium.. double bargain!). In this instance, I have removed the tens and picture cards, leaving the single digit cards behind. If you wanted, you could use permanent marker to create your own 'zero' cards too.
The children loved the rapid fire 'game' of name the number, and my brain loved me too. Triple bargain!


Answer:Sorry about the sick day.The answer is simply Larry did the greatest.
Step-by-step explanation:First, subtract 54-14=41. Then, you multiply 41 times .25 since 25%=.25.This will give you 10.25.Finally, you subtract 41.00-10.25 to find out the remaining payment from Larry which is 37.50 dollars.Therefore, Larry paid the most.
Transversal line establishes special angle relationship when intersected with one or more lines.
A transversal is a line that pass through two lines in the same plane at distinct points. When two parallel lines are cut by a transversal special angle relationships are formed. These angles include; corresponding angles, alternate angles e.t.c


The Cost of Sampling in Google Analytics
Weber shows that while sampling works well for overall trends on your website, it can become very inaccurate. One good example of this is when you’re looking at smaller subsets of data, such as the conversion rate of a specific campaign.
To help calculate the accuracy of your data, Weber even included an online tool, which you can use to determine the “margin of error” for your campaign conversion rate.
In this post, I want to take his argument a bit further. I wanted to ask a slightly different question and see what the sampling inaccuracy could actually COST you, particularly if it led to taking the wrong decision in a campaign.
First, calculate margin of error
Imagine that you have a website with some 10M sessions in a particular time period, and that sampling kicks in. Now, suppose you’re comparing five different online campaigns, each of which is reported to send 4K sessions to your website with conversions of 2%.
Using Jonathan’s tool, linked above, we can now calculate the margin of error for these reported conversion rates. Here is the result:
As you can see, even though Google Analytics reports a conversion rate of 2%, the real rate for each of the five campaigns is actually between 0.55% and 5.04%. A significant difference, whichever way you look at it.
Next, calculate sampling cost
Let’s assume you have invested $6K in each of the five campaigns (for a total cost of $30K). Let’s then say that each converted session is worth around $100, making your total revenue from the campaigns $40K. This gives you a total profit of $10K:
Now assume that Campaign A is doing much better that the rest. Assume that its conversion rate is 5.04%, while the other campaigns only convert to 1.24%:
In this case, you would still see a profit of $10K across all your online campaigns, but you would only profit from Campaign A.
Now imagine that you have an additional $30K to invest in the five campaigns. If you allocated this money based on GA’s sampled report, you would still end up with $10K profit.
But, if you had had access to the unsampled data, you would have known that Campaign A is the only profitable one, and that investing the entirety of your $30K into this campaign was the smart move.
Indeed, this simple decision would net you nothing less than $70.8K in profit:
As you can see, sampling in this hypothetical case would have cost you $70.8K – $10K = $60.8K.
That’s not small change by any means. Think about that next time you run into this seemingly innocuous message:
Unsample your data with Scitylana
The potential cost of sampling in Google Analytics for business is one reason we created Scitylana. This tool lets you extract data from your free Google Analytics account, transforming them into a raw, hit-level form.
The data is free from sampling, giving you more freedom to analyze, visualize, and integrate GA and CRM data.
The best thing? Signing up is absolutely free, and you can do it right now in just a couple of seconds: www.scitylana.com


Foster early childhood learning with JAM Math Manipulatives! These teaching tools will help young learners practice their basic math skills. Learn how to do addition and subtraction as well as odd and even counting with Color My World Frogs Math Tool. Gain counting, sorting, and matching skills with Dr. Seuss Counters and Dr. Seuss Counting Fish. Your children will love this fun and interactive approach to learning! Perfect for use whether you’re a teacher or parent. Handy for any preschool or kindergarten classroom. They can be used as a fun in-class activity or in homework aid. Set up your students for academic success!
Color My World Frogs Math Tool measures 20 x 4.25 inches and includes 24 sheets of reusable math practice tools. This colorful educational toy meets Head Start Math Standards for Patterns and many Common Core Standards. Use with dry erase markers for a longer lifespan.
Dr. Seuss Counters come in a plastic tub that measures 3.75 x 5.5 x 3.75 inches and includes 150 multicolored 1.375 inch diameter circular chips with Dr. Seuss characters. Ages 3+.
Dr. Seuss Counting Fish measure 5.25 x 3.75 x 3.75. The set includes 50 multicolored counting fish (10 each of 5 colors) and 5 coordinating cups. Ages 3+.


I 'm not in the mood for a long post, so here are some random thoughts in aggregate form:
The new Facebook Social Plugins are FriendConnect done right. FriendConnect has so much potential yet the current implementation leaves a lot to be desired (to say the least). Moreover, the Graph API is a bold step forward towards the machine readable Web (Web 3.0 / Semantic Web if you will). The 'Like' button is an obvious (yet powerful) idea that Google should have implemented a long time ago.
π is wrong
I always thought that 'π' should be the number known as '2π'. Then 'π' would be the perimeter of the unit circle, angle measurements would be more intuitive (90 degrees == π/4, 180 degrees == π/2, 360 degrees = π, ie a full 'cycle' is π radians) and a lot of formulas would be simplified:
p = πr, i.e. scale the unit perimeter by the radius, sin(x+π) = sin(x), i.e. the period of the trigonometric functions is π,
etc. At the moment π is the sum of the angles in a triangle and the perimeter of a circle of with a diameter equal to 1 (doesn't this look awkward to you?). Read π is wrong for a better treatment of the argument.


House Edge and True Odds in Slot machine games and Bingo
The main difference between a casino game and a video poker equipment is that video poker machines require more skill than most casino games. A good example of this is Texas Holdem, a casino game of luck, where the outcome is pre-determined. Players select a hand and the machine rolls the numbers for the chosen hand and tells the ball player whether the hand has the “low” or “high” cards. If it has the high card, the player will win; if it has the low card, the player loses the game. There is absolutely no other way to get in Holdem.
The results of a random event includes a range, that may be studied using mathematics and statistics. Standard deviation is one particular study, which uses probability concept and various assumptions concerning the distribution of results. Among the assumptions, known as the binomial distribution, predicts that the likelihood of an event occurring is dependent on the number of outcomes that occur. For instance, in a typical deviation analysis, the typical deviation is used to estimate the range of possible results. This could be compared with the lottery wheel, which uses a finite amount of draws to estimate the probability of getting a specific number of “balls”. Each draw occurs in a discrete interval and is in addition to the others.
Another popular kind of casino game is the slot machine game. Slot machine games are played on revolving pubs, and every time the ball lands on a certain line, the amount paid out is correspondingly increased. A typical slot machine game gives players an opportunity to win large sums of money, but they are not random, since there is a greater chance of hitting the winning line. Actually, it really is considered a “lier” form of gambling because it is dependent on likelihood.
An added popular kind of casino game is the card game. Most casinos include a variant of the game, as many players find this more amusing than the more traditional slots. There are also some variation of the cards game in non-casinos, such as for example bingo. Again, due to the dependability on chance, cards are less predictable than slot machines. However, many players find cards more exciting than the other styles.
An important characteristic of casino games may be the house edge. The house edge is the difference between the expected payoff and the amount actually received by the internet casino. In most slot machines, the house edge is about twenty per cent, while it may be only ten % in bingo. The home edge may also greatly increase when game variations, such as for example card shuffling, increase the amount of hands performed.
In comparison with gambling, casino games require even more calculation skills. While talent in gambling may increase with experience, it isn’t necessarily true for casino games. While luck may affect the outcome of individual spins, it is impossible to depend entirely on 우리카지노 더킹 luck. The house advantage means that you will find a greater risk of losing profits when one partakes in modern casino games than gambling.
Although the house edge does affect the amount of cash that could be won or lost, it isn’t the principal reason why a casino user chooses a particular machine. Like any other type of gambling, real cash is involved. The primary motivation for playing is the thrill of winning and this is easier attained in slots. However, it is much more difficult to acquire at bingo, the traditional card game. If the gambler prefers bingo or slots depends on her or his preferences for enjoyment and the casino’s offerings.
When all factors are considered, it is easy to note that slots win far more than bingo. Slots offer a chance for the player to obtain additional than one possiblity to win and if the amount wagered is small, since it is in most casino settings, more likely than not, the home edge will negate the gains of the average person spins. In this scenario, casinos with larger house benefits keep their slots open more lengthy, thereby providing more opportunities to win. If the amount wagered is significant, even so, slot players may prefer to play bingo. No matter which casino video game is chosen, the true odds of success are the same.


Determining how many documents you have is not so difficult if you just know how many sheets are in a typical container.
In order to calculate how many document you have, you will have to figure out two variables. First you will need to know how many inches of paper you have. Secondly, you will have to figure out how much paper you have in an inch. Once you have both of those numbers just multiply them out and that will give you a great idea of how many documents you have.
To figure out your sheets per inch number just look inside your containers and count how many files you have in one foot. Then you will have to count how many sheets are in your typical file. Just open up one or two files and physically count how many sheets are in each file. Average that number out and multiply the number of documents in that one foot section times the average file length and that will give the approximate number of documents you have per foot. Multiply that number by the total lineal feet of container space you have.
|The following are the typical numbers of documents per box|
|Legal/Letter Box||2,000 - 2,500 pages|
|Long Bankers/Transfer File Box||4,500 - 5,000 pages|
|Vertical File Drawer 18”||3,000 - 3,600 pages|
|Vertical File Drawer 24”||4,500 - 5,000 pages|
|Lateral File Drawer 36”||7,000 - 7,500 pages|
|Lateral File Drawer 48”||9,000 - 9,600 pages|


‘It’s not that I’m so smart, it’s just that I stay with problems longer.’
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The purpose of our Mathematics Curriculum is to develop:
- A positive attitude towards mathematics
- A creative subject that is inherent in other curriculum areas and allowing for a broad and balanced curriculum
- To provide children with the skills necessary to carry out problems, that link in with everyday life.
- To develop the mind and encourage the learner to understand more about the world in which he/she lives
- An ability to solve problems, to reason, to think logically and to work systematically and accurately.
- An ability to work both independent and with others
- Competence to draw upon mathematical concepts, skills and knowledge.
All children are different and so are the ways in which they learn. In order to cater for this, teachers use a variety of teaching approaches to enhance children’s learning in mathematics. Children are challenged to achieve their potential whatever their ability; by being encouraged to participate in all lessons and engage in independent, paired or group activities learning with peers.
Through careful planning, we aim to ensure that throughout the school, children are given opportunities for:
- problem Solving
- open ended investigations
- practical activities and maths games
- using the outdoors
- skills practice, mental calculation and recall of facts
Teachers Planning and Organisation
Each class teacher is responsible for the mathematics learning in their classroom and should ensure there is a daily maths lesson taught every day. These lessons should involve:
- revisiting previous learning as part of a warm up activity; including Kick Starts.
- a clearly focused teaching that will build upon previous learning and ensure progression
- an emphasis on embedding fluency
- the opportunity to reason and problem solve
Each lesson should last between 45-60 minutes.
In EYFS, the teacher will ensure that children are given the opportunity to build upon their previous knowledge and explore their next steps both within adult guided activities and child initiated activities. Opportunities for mathematics learning will be available in continuous provision, both inside and outside, and adults will question children to move their learning forward.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
The impact of our maths curriculum is good! We are consistently inline with national expectations and achieve very well compared to similar schools in Lancashire.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Assessment of impact forms an integral part of every maths lesson at our school – we use formative, daily assessments and end of unit tests. In addition to this, we use termly tests to check on the cumulative knowledge that our children are gaining. Staff continually look at the level of knowledge and understanding shown by the children being taught during every part of the maths lesson and make changes in their teaching to ensure that a solid knowledge and understanding are being developed. Linking with our mastery approach, staff ensure that confidence and resilience continually develop in each and every child, taking the small steps approach to ensure an understanding in every lesson. The way children explain their methods and understanding and the mathematical vocabulary play as big a part as getting the answer correct.
how we do it
key learning documents
Calculations Policies (white rose maths)
let’s do it together
We use lots of the resources from WhiteRose so your children will be familiar with this presentation style – click the link above to make a parents’ account.
Look at us learning
We love maths – can you tell?


ANDREW O. HALL, a colonel in the U.S. Army, is the Chief of Military Personnel Structure and Plans within the Deputy Chief of Staff G-1 on the Department of the Army Staff. He has served in Operations Research assignments at West Point, in the XVIII Airborne Corps Headquarters, and on the Army and Joint Staffs. His areas of research include manpower analysis, applied probability, networks and operations research. Colonel Hall holds a B.S. in computer science from West Point, a M.S. in applied mathematics from the Naval Postgraduate School and a Ph.D. in Management Science and Operations Management from the Robert H. Smith School of Business at the University of Maryland.


Best apps to take your maths fear away
By John Ocampos
Mathematics is often seen as a formidable subject, causing anxiety and fear in many students. However, in the digital age, numerous apps have been developed to make mathematics more accessible and engaging. These apps are designed to cater to various age groups, from students struggling with basic arithmetic to those tackling advanced mathematical concepts. In this article, we will delve deeper into some of the best apps available to help conquer the fear of mathematics and make learning a more enjoyable experience.
Star Dash Studios: Breaking the Mold of Traditional Learning
Star Dash Studios, an innovative math-educational app developed by National Numeracy, has revolutionised the way students perceive mathematics. Available on multiple platforms such as Apple, Android, and Amazon devices, this app has captured the attention of 16- to 25-year-olds who previously struggled to grasp the real-world applications of math. Incorporating the engaging theme of a film studio, Star Dash Studios seamlessly integrates fun gameplay with educational content, making learning a joyous experience.
As players embark on their journey in the film industry within the game, they encounter real-world scenarios where arithmetic is essential. Through immersive gameplay, users develop a comprehensive understanding of how mathematics intertwines with various aspects of business and everyday life. Star Dash Studios doesn't just teach mathematical concepts; it helps users appreciate the practical implications of these concepts, fostering a deeper connection with the subject matter.
Sumaze: A Game Changer for Advanced Mathematicians
For students at the A level and beyond, Sumaze has emerged as a game-changer, offering a stimulating platform to enhance problem-solving skills. Unlike conventional math-related games, Sumaze doesn't require prior knowledge of complex mathematical principles such as arithmetic, inequalities, or logarithms. With a focus on fostering critical thinking and logical reasoning, Sumaze presents puzzles encompassing fractions, decimals, percentages, prime numbers, and digits, challenging players to think creatively while honing their mathematical prowess.
Sumaze has also introduced a sequel, Sumaze 2, further expanding its repertoire of mathematical challenges. With an emphasis on diverse mathematical concepts, Sumaze continues to push the boundaries of conventional learning, encouraging students to explore the intricacies of mathematics in an interactive and enjoyable manner.
If you have a mathematical question, you can look up detailed explanations of how to solve it on websites like Mathway for free via FreeAccountsOnline.
SumQuest: A Brain Training Game for Mathematical Excellence
In the realm of mental math, SumQuest stands out as an exceptional brain training game designed to improve mathematical aptitude. Whether you prefer solitary challenges or friendly competitions with peers and family, SumQuest provides a versatile platform for enhancing quick thinking and strategic decision-making in mathematical contexts. Equipped with an array of in-game gadgets, players can accelerate their cognitive abilities while unravelling the mysteries of mathematics.
Apart from dedicated gaming platforms, a wealth of online resources is available to assist students in comprehending complex mathematical problems. Websites like Mathway provide detailed explanations and step-by-step solutions to a wide array of mathematical queries, empowering users to overcome hurdles and develop a profound understanding of mathematical concepts.
Khan Academy: A Comprehensive Learning Platform for Mathematics Enthusiasts
Among the plethora of educational apps available, Khan Academy has established itself as a leading authority in the realm of mathematics education. With a comprehensive library covering fundamental arithmetic to advanced calculus, Khan Academy caters to students of all ages and proficiency levels. Its user-friendly interface and well-structured content make navigating through various mathematical topics a seamless and enriching experience.
One of the distinguishing features of Khan Academy is the presence of video tutorials narrated by Salman Khan himself, a renowned figure in the field of education. His engaging and informative approach to explaining complex mathematical concepts has garnered widespread acclaim, making mathematics more accessible and less daunting for learners worldwide.
Moreover, Khan Academy's extensive repository of resources, including online courses, instructional videos, and interactive quizzes, serves as a valuable asset for students pursuing diverse mathematical disciplines. By providing a platform for self-paced learning and exploration, Khan Academy nurtures a culture of continuous intellectual growth and instils a passion for mathematics among its users.
Photomath: An Augmented Learning Companion for Mathematics
Photomath has redefined the concept of mobile learning, offering a unique platform that enables students to solve complex mathematical problems using their smartphone cameras. By simply scanning printed or handwritten mathematical equations, users can receive step-by-step solutions and detailed explanations, empowering them to comprehend intricate mathematical concepts with ease. Photomath's advanced technology combines optical character recognition (OCR) with intelligent computing algorithms, providing real-time feedback and guidance for users, thereby facilitating a seamless learning experience both in and outside the classroom.
With its user-friendly interface and interactive features, Photomath encourages active engagement and promotes a deeper understanding of mathematical principles. This app serves as a valuable tool for students seeking additional support and guidance in navigating the complexities of mathematics, instilling confidence and proficiency in tackling challenging problem-solving tasks.
DragonBox: Gamifying Mathematics for Young Learners
Catering to a younger audience, DragonBox has revolutionised the approach to teaching mathematics to children. Through a series of interactive games and puzzles, DragonBox introduces foundational mathematical concepts in a playful and engaging manner, fostering a love for learning among young students. By seamlessly integrating storytelling and gamification elements, DragonBox encourages children to explore mathematical concepts with curiosity and enthusiasm, thereby laying a strong foundation for their future academic endeavours.
The app's intuitive design and adaptive learning algorithms ensure that each child progresses at their own pace, allowing for personalised learning experiences tailored to individual strengths and areas for improvement. By making mathematics accessible and enjoyable, DragonBox paves the way for early mathematical literacy, setting the stage for a lifelong appreciation of the subject and its practical applications in everyday life.
GeoGebra: Bridging the Gap Between Mathematics and Geometry
GeoGebra has established itself as a versatile and dynamic tool for students and educators alike, seamlessly integrating various mathematical disciplines, including algebra, geometry, and calculus. Through its interactive interface and comprehensive suite of features, GeoGebra enables users to visualise and manipulate mathematical concepts in a virtual environment, fostering a deeper understanding of complex mathematical relationships and structures.
From graphing functions to exploring geometric constructions, GeoGebra empowers users to experiment and engage with mathematical concepts in a hands-on manner, promoting active learning and critical thinking. Its diverse range of tools and resources caters to the needs of learners at different stages of their mathematical journey, making it an indispensable companion for students, teachers, and professionals seeking to explore the intricate interplay between mathematics and geometry.
Prodigy: Transforming Math Practice into an Entertaining Adventure
Prodigy has gained popularity as an immersive educational platform that seamlessly integrates gaming elements with mathematical practice. Designed for elementary and middle school students, Prodigy offers a captivating virtual world where users embark on mathematical quests, solve puzzles, and engage in strategic battles, all while honing their mathematical skills and knowledge.
Through its adaptive learning technology, Prodigy tailors the learning experience to each student's individual strengths and weaknesses, providing targeted practice and real-time feedback to foster continuous growth and improvement. By making mathematics accessible and enjoyable, Prodigy cultivates a positive learning environment that encourages students to overcome challenges and develop a deeper appreciation for the beauty and practicality of mathematical concepts.
Desmos: Redefining Graphing and Visualization in Mathematics
Desmos has revolutionised the way students and educators approach graphing and visualisation in mathematics. Offering a comprehensive suite of graphing calculators and digital tools, Desmos empowers users to create, manipulate, and explore mathematical graphs and functions with unparalleled ease and precision. From plotting complex equations to visualising mathematical models, Desmos provides a dynamic platform for students to deepen their understanding of mathematical concepts through interactive and visually engaging experiences.
With its user-friendly interface and powerful computational capabilities, Desmos serves as an invaluable resource for students at various educational levels, from elementary school to college and beyond. Its seamless integration with classroom instruction and online learning environments has made Desmos a go-to tool for educators seeking to enhance the mathematical learning experience and promote active student engagement in the exploration of mathematical concepts.
Cymath: Empowering Students with Step-by-Step Problem Solving
Cymath has emerged as a comprehensive online platform that offers step-by-step solutions to a wide range of mathematical problems. Designed to assist students at various proficiency levels, Cymath provides real-time guidance and detailed explanations, enabling users to grasp complex mathematical concepts with clarity and precision. Whether it's algebra, calculus, or trigonometry, Cymath's extensive database of solutions serves as a valuable resource for students seeking additional support and reinforcement in their mathematical journey.
With its user-friendly interface and interactive features, Cymath fosters a collaborative learning environment, encouraging students to explore and engage with challenging mathematical problems while building confidence and proficiency in problem-solving. By providing accessible and comprehensive solutions, Cymath empowers students to overcome obstacles and develop a deeper understanding of mathematical principles, laying a solid foundation for future academic and professional endeavours.
Math Games by Math Learning Center: Engaging and Interactive Mathematical Exploration
The Math Games app by Math Learning Center offers a diverse collection of interactive games and activities designed to reinforce mathematical concepts and skills. Catering to a wide range of age groups and learning preferences, Math Games provides a dynamic platform for students to explore and practice various mathematical topics, from basic arithmetic to advanced problem-solving strategies.
With its engaging interface and educational games, Math Games fosters an environment of active learning and discovery, encouraging students to approach mathematical challenges with confidence and enthusiasm. By gamifying the learning process, Math Games instils a sense of enjoyment and accomplishment, motivating students to explore mathematical concepts beyond the confines of traditional classroom instruction.
Brainly: Fostering Collaborative Learning and Knowledge Sharing in Mathematics
Brainly has revolutionised the concept of peer-to-peer learning, offering a collaborative platform where students can seek assistance and share knowledge on a wide range of academic subjects, including mathematics. With a global community of students and educators, Brainly provides a supportive environment for users to ask questions, receive detailed explanations, and engage in meaningful discussions to deepen their understanding of complex mathematical concepts.
Through its interactive interface and community-driven approach, Brainly encourages active participation and knowledge sharing, fostering a culture of collaborative learning and intellectual curiosity. By connecting students with peers and educators from diverse backgrounds, Brainly promotes a holistic learning experience that goes beyond traditional classroom instruction, empowering students to gain valuable insights and perspectives while honing their mathematical skills and critical thinking abilities.
Brilliant: Unlocking the Beauty of Mathematics Through Interactive Learning
Brilliant has established itself as a dynamic and immersive platform for exploring and mastering mathematical concepts through interactive problem-solving challenges and guided lessons. With its comprehensive curriculum and engaging content, Brilliant caters to learners of all ages and proficiency levels, offering a diverse range of courses and modules that cover various mathematical disciplines, from algebra and geometry to probability and statistics.
Through its interactive interface and personalised learning approach, Brilliant encourages students to embark on a journey of discovery and exploration, fostering a deep appreciation for the elegance and practicality of mathematical concepts. By providing a rich and stimulating learning environment, Brilliant nurtures a culture of intellectual curiosity and continuous growth, empowering students to develop critical thinking skills and problem-solving strategies essential for success in the ever-evolving landscape of mathematics and beyond.
Mathway: A Comprehensive Mathematical Problem-Solving Companion
Mathway has become a go-to resource for students seeking comprehensive solutions to a wide array of mathematical problems. With its robust database of solved equations and step-by-step explanations, Mathway serves as a reliable companion for students navigating the complexities of algebra, calculus, and other mathematical disciplines.
In conclusion, the integration of technology into the realm of mathematics education has significantly transformed the learning experience for students across various age groups. Through the innovative gamification of mathematical concepts and the development of interactive learning platforms, these apps have succeeded in mitigating the fear and apprehension associated with mathematics. By promoting a holistic understanding of mathematical principles and their real-world applications, these apps are instrumental in nurturing a generation of mathematically proficient individuals poised to excel in an increasingly digitised and data-driven world.


We are used to encoding numbers on computers in binary. Binary is the “simplest” base that yields logarithmic length though it may not be optimal. But can we do simpler? How about unary?
Unary is often used with Turing machines where we don't care for efficiency and I will assume this same stance. Let's forget about efficiency and explore what can unary numbers do that binary can't. Specifically lazy unary numbers as otherwise the systems are equivalent. I'll be using Haskell as it is lazy by default and thus a good fit.
Let's start off with a simple definition.
data Nat = Zero | Succ Nat deriving Eq
This are natural numbers as usually defined in mathematics. An example value (3) in this encoding would be
Succ $ Succ $ Succ Zero. For the sake of simplicity I will from now on assume that we do not use bottom values that correspond to errors.
The first interesting property of this representation is a simple encoding of infinity in finite space.
nInf :: Nat nInf = Succ nInf
This ties the knot and only constructs one
Succ that points to itself. The interesting (and useless) bit is that we cannot observe this in a given value! At least not in pure functions. Given a
Nat we cannot possibly know if it is infinite or just very large.
Equality and ordering
I just derived
Eq before not giving it much thought. But notice now that comparison between two
Nats may not return if both are infinite. However if one is finite we can detect that the two are not equal. All is not lost. We can even do more and define ordering
instance Ord Nat where Zero `compare` Zero = EQ Zero `compare` Succ _ = LT Succ _ `compare` Zero = GT Succ n `compare` Succ m = n `compare` m
This does the obvious thing: it “zips” the two numbers together and finds a differing spot if there is any. Again it will loop forever if both numbers are infinite.
This type is also enumerable which can be implemented by an isomorphisim with integer
instance Enum Nat where toEnum 0 = Zero toEnum n | n > 0 = Succ $ toEnum $ n - 1 fromEnum Zero = 0 fromEnum (Succ n) = fromEnum n + 1
Given this we can now show
Nat as a decimal number
instance Show Nat where show n = show $ fromEnum n
And I saved the best for last: full
instance Num Nat where Zero + m = m Succ n + m = Succ $ n + m n * Zero = Zero Zero * m = Zero n * Succ m = n + n * m Zero - _ = Zero n - Zero = n Succ n - Succ m = n - m fromInteger 0 = Zero fromInteger n | n < 0 = fromInteger $ negate n | otherwise = Succ $ fromInteger $ n - 1 negate = error "cannot represent negative Nat" abs = id signum _ = Succ Zero
Let's walk through it. Addition recurses on first argument. Note that the second argument is reused. It will only allocate
Succs matching the first argument.
Multiplication again recurses on one argument but does addition at each step. Since there is no way to represent negative numbers in this scheme I defined
0 - n = 0 which is a bit shady but works in most cases. Similarly
negate throws an error. Anther consequence is that
abs is just identity and
signum always returns
But the most useful function is
fromInteger. I extended
toEnum by handling negative cases. This does not look like much but due to literal polymorphism we can now write decimal literals and they will be automatically converted to
Nat where this is the expected type.
There are two interesting things. First is encoding infinity. Not much on itself. But the second thing is partial evaluation. By traversing n
Succs we know that the number is greater or equal to n. This means we can compute even with infinite numbers as long as we don't need to look at the exact result.
Last modified on 2015-05-03


My Ladies XL Wood Puzzle
This wooden puzzle puzzle will help young ones learn to count while having fun. In its first phase, it develops fine motor coordination, hand-eye coordination and recognition of shapes and colors. In its second phase, it helps them learn their first numbers and count.
Includes: 10 Ladybugs numbered by their spots and a fitting tray. Count the spots and match them with the correct number, if you need help just match the color of the ladybug with the color of the number.
Age: From 3 years old


Square mile Information
The mile (abbreviated as sq mi and sometimes as mi²)  is an imperial and US unit of measure for an area equal to the area of a square with a side length of one statute mile.  It will not be confused with miles square, which refers to a square region with each side having the specified length. For instance, 20 miles square (20 × 20 miles) has an area equal to 400 square miles; a rectangle of 10 × 40 miles likewise has an area of 400 square miles, but it is not 20 miles square.
One square mile is equal to:
- 4,014,489,600 square inches
- 27,878,400 square feet
- 3,097,600 square yards
- 640 acres
- 2560 roods
Since one inch has been standardized to 2.54 cm by international agreement, a square mile is equivalent to the following metric measures:
- 25,899,881,103.36 square centimetres
- 2,589,988.110336 square metres
- 258.9988110336 hectares
- 2.589988110336 square kilometres
When applied to a portion of the earth's surface, "square mile" is an informal synonym for section.
Romans derived measurements from marching. Five feet was equal to one pace (which is appropriately a double step). One thousand paces measured a Roman mile, which was somewhat smaller than the English statute mile. This Roman system was adopted, with local variations, throughout Europe as the Roman Empire spread.
Total population in a square mile is derived by dividing the total number of residents by the number of square miles of land area in the specified geographic area. The population per square kilometer is derived by multiplying the population per square mile by 0.3861.
Land area measurements are originally recorded as whole square meters. Square meters are converted to square kilometers by dividing by 1,000,000; square kilometers are converted to square miles by dividing by 2.58999; square meters are converted to square miles by dividing by 2,589,988.
- Rowlett, Russ (September 1, 2004). "S", How Many? A Dictionary of Units of Measurement. University of North Carolina at Chapel Hill. Retrieved February 22, 2012.
- Davies, Charles (1872). Mathematical dictionary and cyclopedia of mathematical science. Original from Harvard University: A.S. Barnes and co. p. 582.
- François Cardarelli (2003). Encyclopaedia of scientific units, weights, and measures: their SI equivalences and origins. Springer. p. 3. ISBN 978-1-85233-682-0. Retrieved 22 February 2012.
- Zupko, Ronald Edward (1985). A dictionary of weights and measures for the British Isles: the Middle Ages to the twentieth century. American Philosophical Society. p. 353. ISBN 978-0-87169-168-2. Retrieved 22 February 2012.
- "The history of measurement". Retrieved 9 August 2015.
- "Land Area and Persons Per Square Mile". Census.gov. Retrieved 9 August 2015.[ permanent dead link]


We built a simple tool recently to review so-called value spreads over time. (1)
This tool maps out the median valuations for the top decile and bottom decile “cheap stock” portfolios (e.g. EBIT/TEV or sales/price).
Why might this be useful?
This tool allows one to identify the “valuation” spread between the cheapest stocks and the most expensive stocks in the universe. Some research suggests this can be a useful prediction device.
The analysis to build the data works as follows:
- Identify Universe: Top 1500 stocks by market cap (US and EAFE)
- Identify Valuation: Calculate a valuation metric (e.g., EBIT/TEV) for all firms in the universe
- Decile Splits: Sort the 1500 stocks into 10 buckets, 150 stocks each, equal-weight, rebalance monthly
- Calculate Median Valuation: For each decile, calculate the median valuation metric (e.g., EBIT/TEV)
- Plot the data
We create the following time series (assuming EBIT/TEV is the value metric):
- US Value = Top Decile EBIT/TEV (1)
- US Glamour = Bottom Decile EBIT/TEV (10)
- US Spread = US Value – US Glamour
- EAFE Value = Top Decile EBIT/TEV (1)
- EAFE Glamour = Bottom Decile EBIT/TEV (10)
- EAFE Spread = US Value – US Glamour
Here is a chart of the spreads since 1992 for the US and EAFE. You can dig in to the tool for the raw data and additional breakouts on the data.
Spreads aren’t crazy and fairly in line with historical norms. Surprising.