5 Ways to Use Technology in the Math Classroom
Your kids will have a great tool for actively engaging mathematics learning experiences if you use technology in the math classroom. However, accepting educational technology trends can be difficult, and many teachers are unwilling to move outside of their comfort zones.If your idea of effective technology use in the math classroom is allowing students to use graphing calculators, you’re missing out on an income of tools that will improve your instruction. You can also use the average rate of change calculator by calculator-online.net for further assistance to resolve various math problems accurately and immediately.
Finding modern approaches to bring technology into the classroom can make your job as a teacher easier while also increasing student interest and participation in lessons. An average change calculator can be utilized for more convenience. There are no limits to how technology can be used in the classroom to provide an improved learning environment, from improving communication between teachers and students (as well as peer-to-peer) to organizing curriculum calendars. Also, it helps improve presentations and classes with video and visuals.
In this article, you will get to know about the 5 ways to use technology in math classrooms. So, let’s jump down!
Not only were the games fantastic and interesting tools for teaching children typing skills, but they also made using a computer fun and exciting for students, preparing the ground for all of their future computer knowledge. Math Breakers is a game that takes a new approach to learning. Students can explore math topics while playing enjoyable games by mixing essential math principles into an actual world. An average rate of change solver calculator is used for this purpose.
These digital alternatives, when used in the classroom, can overcome old or boring activities and keep students engaged in math class. Learning can and should be enjoyable, and adding gamified learning into your classroom can help you achieve that aim.
While learning software can be an effective teaching tool, gamified learning can also be as simple as creating a virtual fun game for students by creating a list of questions for them. It makes them capable of searching for and finding the correct answers to, and grouping students into pairs or groups to encourage collaboration and teamwork. An average rate of change calculator is also helpful in this regard.
Another good job for classroom management and student collaboration is Google Classroom. Teachers can form classes, post notices, add a class resource page for their students, create and offer homework, and monitor assessment data with this tool. Students can communicate and share their work electronically. Furthermore, if you feel any difficulty. Make use of the rate of change finder calculator.
Students will be able to learn about the lesson topic and complete the Google Classroom homework by watching the videos. Students can choose whether to work in small groups or on their own. They can also share their work with people all over the world, making it simple to connect and communicate both inside and outside of the classroom. Teachers can set a due date for each project, and the system will track responses automatically, reducing the teacher’s workload significantly.
Digital Content And Field Trips:
Students can show their particular creative talents while also showing their learning by creating digital content related to what they are learning. When students are allowed to express themselves in ways that show and accommodate their specific talents, the process of creating content is most effective.
Allow students to express themselves through websites, films, audio, eBooks, posters, and other forms of digital art, or any other method that suits them. Teach them about proper use of various online apps and calculators just like that of an average rate of change calculator to get a firm grip on math basics.
Digital field trips are becoming a more popular, helpful, and price tool for teachers looking for new ways to bring technology into the classroom. From the comfort of your classroom, you may visually explore parks, forests, and even national and international sites with Street View and other similar programs. To get students excited about studying a place or subject, have them virtually experience the view from the Statue of Liberty or take a trip through the Grand Canyon.
Popplet is a web-based tool for collecting and managing ideas. It can be used by students to understand and learn mathematical concepts as a thinking map. Students will be able to use Popplet to collect facts, ideas, and images in order to develop relationships between them. Students can use Popplet to express their ideas and learn to create relationships between numbers, as seen in the multiplication anchor chart.
It can be difficult to introduce technology into math in a meaningful way. For convenience, you can use an average rate of change calculator. It can, however, produce excellent results and assist students in seeing the real-world applications of mathematics. In the comments section, please share how you’ve used technology in your math teaching.
Sum Dog is a digital learning tool that involves students in collaborative mathematical activities. It is scientifically verified and evidence-based. It follows the Common Core and other important state standards. It personalizes lessons to match the needs of individual students and produces progress reports to check the knowledge of learning standards.
After a mini-lesson in math class, students can use Sum Dog to regularly practice what they have learned on their own. The progress reports can be used to comment on their learning and choose their own pace. The testing results can be used by teachers to guide their lessons and provide personalized learning based on the requirements of individual students.
Students can spend more time on the things that matter with the help of digital solutions. They will not only achieve in math class if teachers are ready to integrate digital technology into the classroom, but they will also have fun doing it. Also, using an average rate of change calculator is helpful in this regard as it assists you in resolving various mathematical problems in no time.


Nov 06 2012
Edited at 3:00 & 3:07 PM Eastern, Updated 3:40 PM
OK, I needed to get some confidence that Romney will win this thing, and so I took a look at the county-by-county tallies for Ohio’s early/absentee voting and did some analysis. Due to the complexity and size of the spreadsheet I am not posting the details, but here are the scenarios and results.
First off, I wanted to assume 2012 looked like 2008 in terms of D+whatever and just see if there is an enthusiasm edge out there for the GOP. And this should indicate Obama’s ceiling.
Here is the general process:
For each county I have the total absentee/early votes cast (not counted) for 2008 and 2012.
For each county I compute the change in votes from 2008.
Then I look at the 2008 county by county tallies for Obama and McCain and note which counties went blue or red. This was then used to determine the difference in voting from 2008 by red or blue county.
If you look at counties that went GOP in 2008, they gained 84,568 votes from 2008.
If you look at counties that went Dem
GOP in 2008, they lost –41,652 votes from 2008.
That right there shows a GOP momentum. Blue counties are down, red counties up. Problem is, counties are not monolithic or clearly on one side or the other. But as a rule of thumb, this is encouraging.
Update: To be clear because the math is complex and sometimes misleading. If you take the 2012 vote deltas in county votes, and run them through the McCain splits (which is not the same as what I computed below for the 100,000 change) the GOP gets a net 30,000 votes. What I did below was run the total 2012 vote through the 2008 turn out model, not just the delta’s. There are many ways to model a 2012 result, and many knobs to twirl that change the result. All are mathematically valid, the question is are the realistic! My engineering approach is not to determine a precise estimate out of noisy data, but to bound the likely outcomes based on positive and negative assumptions. To build a multidimensional box of results that span realistic outcomes. Please don’t take this as a given for Romney, but he has more positive indicators than Obama. And no, I don’t do Monte Carlos! – end uupdate
Now of course each county splits the vote based in their partisan make up. SO I decided to project the 2012 absentee voting using the 2008 county percentages. If we hold the county percentages constant between Dem and Rep but now project the 2012 absentee/early vote outward, Obama loses 100,000 votes in his hypothetical match up with Sen McCain. He still wins, but his lead is cut in half and indicates what Obama can expect today at best. If the counties enthusiasm is run through the 2008 returns, the race is 51-49. But of course, that is not what is happening this year at all.
We all know this is not a D+7 election like 2008. Not even close. So how much does the 2008 race have to switch to Romney for him to win Ohio?
The number even surprised me – because it was so low. If I take just 3%
2% from Obama in each county and give it to Romney, then compute the 2012 results based on absentee/early votes, Romney wins. Just 3%! That means a D+4 nationally can give Romney the win in Ohio by a tiny margin
I am seeing GOP counties, on average, increasing their voters by 11%, Dem counties by only 2% (assuming my math is right – always a challenge).
So, bottom line: Yes, I am confident Romney wins Ohio, and therefore the election. I am thinking, if it is really a tie in Ohio, then the state has moved 4% towards the GOP since 2008, and that would give Romney a 51-49 win


Distances between the club race marks are provided in the following table. The overall distance for a race can be approximated by adding the leg distances.
|HdGYC CLUB MARKS
(distances in nautical miles)
As an example of how to use the table, consider Race 4 of the 2016 Summer Series, which had a Spin course posted of BEZ2, and was started from the dock, at Z. So the individual six course legs are Z to B, B to E, E to Z, Z to B, B to E, and E to Z. From the table, the six leg distances are: 0.24, 0.83, 0.59, 0.24, 0.83, and 0.59 for a total distance of 3.30 nm. The club computer calculated the course distance as 3.32 nm, using more significant figures in the computation.
Coordinates for club marks set for 2016 season are:
Z: N 39 degrees 32.771′ W 076degrees 04.936′
G: N 39 degrees 32.541′ W 076 degrees 04.500′
H: N 39 degrees 32.908′ W 076 degrees 04.425′
F: N 39 degrees 32.599′ W 076 degrees 03.693′


School Data at a Glance
School Data at a Glance
In 2016 a new, more challenging curriculum (introduced in 2014) was assessed by new tests for the first time. Results in reading, maths and grammar, punctuation & spelling are no longer reported as levels but as scaled scores with teacher assessment in writing based on standards published in an interim framework.
Raw scores are standardised and scaled scores calculated: these scaled scores are used in schools’ performance data. The expected standard in the tests is a scaled score of 100 and the threshold for a ‘high’ score this year has been set at 110.
As the national curriculum and the tests have changed it is not possible to compare this year’s results with previous attainment in school and nationally.
KS2 progress 2016
|Pupils achieving:||National||Simon Marks|
|The expected standard in reading, writing and maths||53%||58%|
|A high level of attainment in reading writing and maths||5%||17%|
|The expected standard in reading||66%||67%|
|The expected standard in writing||74%||79%|
|The expected standard in grammar, punctuation and spelling||72%||79%|
|The expected standard in maths||70%||71%|
|A high level of attainment in reading||19%||46%|
|A high level of attainment in writing||15%||17%|
|A high level of attainment in grammar, punctuation and spelling||23%||17%|
|A high level of attainment maths||17%||25%|
|Average scaled score in reading||103||106|
|Average scaled score in grammar, punctuation and spelling||104||104|
|Average scaled score in mathematics||103||104|
|Average progress in reading||Available Dec 2016||+3.1|
|Average progress in writing||+0.5|
|Average progress in mathematics||+0.7|
In 2016 the attainment at Simon Marks was better than national in almost all areas with 58% of pupils achieving the expected standard in reading, writing and maths compared with 53% nationally, and 17% achieving a high level in all subjects compared with 5% nationally. Attainment at a high level in reading was particularly strong with 46% of Simon Marks pupils achieving this compared with 19% nationally.
Progress is measured by grouping pupils according to their key stage 1 attainment, and comparing individuals’ key stage 2 data with the average within each group to calculate an individual progress score. These are then averaged to reach a progress score for the school. A progress score of 0 means that pupils on average do about as well at KS2 as those with similar prior attainment. A positive score means pupils on average do better than those with similar prior attainment, and a negative score means pupils on average do worse at KS2 than those with similar prior attainment.
Until progress data is released in December we cannot compare Simon Marks with national.
DFE: performance tables


Nctm standards website lesson plans essay
Nctm math standards pdf
Our research paper writing service is what you require. Psychology Teaching Review, 18 2 , This however does not mean every aspect of teaching from previous generations is lost. It will identify the levels at which individual child are working in the subject of learning. Cards are a great manipulative that can be used by most students. Our team of experienced writers is on standby to deliver to you an original paper as per your specified instructions with zero plagiarism guaranteed. The lesson, entitled Hopping on the Number Line is designed to highlight the measurement of multiplication and encourages students to predict products and answer puzzles using the number line model. The manipulatives used in this activity are the three types of cards. Strategies used were group work and a think-pair-share approach to explaining their conclusion of how they came to their answers we very effective. The students use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals. They are at the most though, designed to curricular goals and guidance for the math curriculum Ferrini-Mundy, Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning. Preface Guidelines and Criteria The NCTM encourages instructors to allow students to use their natural insights when discovering number sense and operations. The instructor provides the student with similar data, numbers and symbols and assigns a task, similar to the goal card in the regular activity. The selected lesson plans will be analyzed according to several criteria, including the use of NCTM Standards, the use of differentiated instruction, and the use of manipulatives.
In this case, the instructor would go over the same lesson structure but this time working on paper. This means that if one student has trouble digesting a video due to a visual or hearing impairment, he or she may have trouble participating in the following exercise, as it requires an understanding of the concepts brought forth previously.
According to the site, they are: 1. This however does not mean every aspect of teaching from previous generations is lost.
A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades Teaching. How to do addition and subtraction type concepts do not require constructivist style learning.
Manipulatives can be physical or virtual in nature, and they can come in many forms, depending largely on the creativity of the instructor. The lesson plan is designed for students in late grade 1 and early grade 2.
Nctm algebra standards
Connect number words and numerals to the quantities they Website Lesson Plans Being a child's teacher they can be an effective partner in their learning carers by helping them understand number sense. States submit their standards and questions for approval. Website 4 The following lesson plan was taken from Lessonplans. Then look no further. The lesson plan is designed for students in late grade 1 and early grade 2. Our team of experienced writers is on standby to deliver to you an original paper as per your specified instructions with zero plagiarism guaranteed. In a role-play exercise, however, students are assigned to wear specific numbers are used as manipulatives in forming variations of one fact family. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. According to their standards, students will much more willingly explore concepts by figuring it out each time rather than memorizing formulas or using a calculator. In the instruction of Number Sense and Operations, for example, manipulatives such as base building blocks can be used to illustrate addition, subtraction, fractions, and decimals. There is no differentiated instruction presented in this lesson plan. It could have also been used for interactive websites intended for solving area. It presents a unique representation of these operations that helps form an overall picture in the minds of the students.
The instructor communicates with the class hops of 5 and 3, and the possibilities that are associated with these two multiples. She addressed necessary review time because of them, making the overall lesson an absolute success.
Nctm content standards pdf
Our research paper writing service is what you require. Instead of learning how to add or divide, children are exercising their number sense and operation sense. Cards are a great manipulative that can be used by most students. Hire a Writer Observing a Math Lesson Essay A standard in mathematics provides, at the very least, is a baseline or outline to loosely adhere to during the school year. The standards used from the NCTM fall under the measurement and the process categories. At EssayLib. Early number sense is vital because it builds upon other important concepts, such as addition and subtraction. Each problem consisted of its own cut out to measure. A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades Teaching. Other manipulatives could have been included such as blocks or beads that would act as countable objects. This assignment uses a rubric.
Lesson The objectives of the lesson I observed was to establish two different ways to find the area of triangles. The lesson, entitled Hopping on the Number Line is designed to highlight the measurement of multiplication and encourages students to predict products and answer puzzles using the number line model.
based on 70 review


Where learning is irresistible
Our Maths KS1 curriculum comprises of number and place value, addition and subtraction, multiplication and division, fractions, measures and data. We have a whole school long and medium term plan and a comprehensive assessment system in maths which helps ensure our children to meet the national standard expectations. We have invested greatly in Numicon to support our maths teaching and use this alongside other useful mechanisms for teaching maths as can be seen in our calculations Policy. We also use some Beat it challenges from Big Maths and place mental maths, reasoning and problem solving high on our maths agenda. We run additional Maths groups out of school hours for children who need some additional support as well as a higher challenge group for our Year 2 higher attaining children.


week of Nov. 13 - nov. 17
This week in math students will review topics 1-4. On wednesday students will have a cumulative test on topics 1-4. Please make sure your child is practicing times tables and division facts. having all facts memorized was a third grade requirement and a necessity for fourth grade. it is at this point in math if students do not know their times tables fluently, he/she could begin to struggle to understand and complete math concepts/assignments.
in science, we will continue chapter 2 which explores the topic of motion. There will be a chapter 2 test on friday. In social studies, class B will study spanish missions in early florida.
Mid-term progress reports will be distributed on friday.
If at anytime you have any questions or concerns, please feel free to email me: email@example.com


Data Related Search
Variable costing formula= (Raw material + Labour cost + Utilities (variable overhead)) ÷ Number of mobile covers produced = $0.30 per mobile case As per the contract pricing, the per unit price = $350,000 / 1,000,000 = $0.35 per mobile case
The formula used to calculate the variable cost is: Total variable cost = Total quantity of output x Variable cost per unit of output Also Read: What is the Average Fixed Cost? Where is it mostly used? In a business, the variable cost is mostly used and is an integral part while analysing the company’s break-even e break-even analysis is applied to scan the revenue or the unit that has to be sold to cover the total e formula to determine the break-even point is:
Average Variable Cost = (Total Variable Cost of Ball + Total Variable Cost of Plastic Boxes) / Total Number of Balls and Boxes Put the value in the above Average Variable Cost formula . Average Variable Cost = (8 * 10,000) + (5 * 15,000) / 10,000 + 15,000
The total variable cost is simply the quantity of output multiplied by the variable cost per unit of output: 2 Total Variable Cost = Total Quantity of Output X Variable Cost Per Unit of Output...
The formula for total variable cost can be derived by adding direct labor cost, cost of raw material and variable manufacturing thematically, it is represented as, Total Variable Cost = Direct Labor Cost + Cost of Raw Material + Variable Manufacturing Overhead Examples of Total Variable Cost Formula (With Excel Template)
Variable manufacturing overhead of $80,000 Total = $305,000 / 1,000,000 units produced = $0.305 variable cost per case Cost to produce special order of 1,000,000 phone cases = $0.305 x 1,000,000 = $305,erefore, there is a contribution margin of $400,000 – $305,000 = $95,000.
You can calculate total variable cost by multiplying the cost to make one unit of your product by the number of products you've is formula can be used to calculate the total variable cost for a particular period: Total output quantity x variable cost of each output unit = total variable cost
Calculating variable cost The total variable cost can be calculated using the following formula: Total Variable Cost = Total Output Quantity x Variable Cost Per Unit For example, a company receives an order for 5,000 hairdryers, with a total sales price of $5,000.


This game is called Ten Frame. It is meant to help kids learn skills associated with math. Math games help your child learn numbers, counting, addition, subtraction, multiplication, division, and grouping numbers together. Kids of all ages can use pictures, numbers, and variables to better understand math problems through learning games.
These games are meant to be fun and interactive, but also help children develop critical learning skills. They are free for unlimited use, so these games are meant to be educational resources for all kids, regardless of age and income.
Playing games helps kids learn. Studies show that kids who play games to learn get boost to their reading skills. They also learn problem solving, imaginative play, and creativity. Finally, kids who have trouble focusing in traditional educational contexts may respond better to interactive, play-based games.
This game is designed for kids in grade Preschool through grade 1. However, it can be played at any grade level. You're currently viewing this game as a child in grade 1.
Students in your grade have 30 seconds to complete this challenge. You can change the time limit by signing in and letting us know your grade. If you've already signed in and you think the game is too hard, feel free to pause the timer to give yourself enough time to work your way through the challenge.
Be a Dinosaur contains 50+ free educational games for Pre-School and Elementary School students. Learn reading, math, and problem using fun, interactive games that help kids learn in a safe, challenging virtual learning experience.
Instructions: How many dots are in the ten frame? Choose the number to solve the problem.


Recently I had to implement a median filter algorithm, I found Redis very powerful to accomplish this! A very simple solution and scalable.
As described in Wikipedia, Median filter works in this way: given a signal, output sample is the median of last N input samples, where N can be any positive integer number. Higher is N, more aggressive will be your filter.
We need a store for last samples, in a FIFO way, pushing a new one will drop an older one. Redis provides lists, which are perfect for this scope. Also we need to sort these samples in numerical order, to get every time we want the median value. Redis provides a SORT command, which does this job.
I implemented these two primitives:
add_sample(value)- called every time to add a new sample
get_median()- to get the median value
For the former we need to call two Redis commands:
MULTI LPUSH <yourkey> <value> LTRIM 0 <N>-1 EXEC
LPUSH will simply add a new sample to the list,
LTRIM ensures that at least
N elements will be stored, no more.
To get median value we need to call
SORT and then calculate median. SORT returns
all values on that list, sorted by numerical order. I have preferred
to use a script, so Redis avoids returning non useful data to clients:
local list_key = KEYS -- Key of samples list -- Sort values local sorted_values = redis.call("SORT", list_key) local size = #sorted_values local median = 0.0 -- Calculate median if size % 2 == 0 then median = (sorted_values[size/2]+sorted_values[size/2+1]) / 2 else median = sorted_values[(size+1)/2] end -- Use tostring because median value may be floating point return tostring(median)
Calling this script it’s easy:
EVAL <script> 1 <yourkey>
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NCTM 7-12 Classroom Research Grants
The purpose of this grant is to support and encourage classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators. The research must be a collaborative effort involving a college or u...
The purpose of this grant is to support and encourage classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grades 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom).
The primary applicant may be either a mathematics educator or a classroom teacher currently teaching mathematics at the grades 7-12 level
No person(s) may receive more than one award administered by the Mathematics Education Trust in the same academic year
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100%. So Fibonacci Is Basically quick cash systems scam Useless ? There is a fibonacci 76.4 range of Fibonacci retracements that are available at the Fibonacci Online Calculator.
For a downward trend, this is its high. This is the beginning, or the low, for an upward movement. The Fibonacci sequence is a pattern of numbers generated fibonacci 76.4 by summing the previous two numbers in the candle chart analysis sequence. Any trend during a rollback is more likely to continue than reverse.
The fibonacci ratios are derived from the fibonacci sequence: 0, 1, 1, 3, 5, 8, 13, 21, 34, 55, 89, 144, 283, and so on. The expectation for a downtrend is that if price retraces from this low, it could possibly encounter resistance fibonacci 76.4 at one of the Fibonacci levels because traders who want to play the downtrend at better prices may be ready with sell orders there Fibonacci levels. The easiest way to calculate the sequence is by setting up a table; however, this is impractical if you forex trading bitcoin are looking for, for example, the 100th term in the sequence, in.
- Imagine you see that the price of USD/JPY is in a long-term downwards tre. It can act as the fibonacci 76.4 first correction line for a new trend. There are three main values that are used in the Fibonacci Online Calculator to figure out Fibonacci retracements and Extensions. Well no not exactly… Additionally, there are a few indicators which include 76.4%.
- The key Fibonacci retracement levels to keep an eye on are: 23.6%, 38.2%, 50.0%, 61.8%, and 76.4% This would be the 76.4% retracement, which doesn’t have any actual Fibonacci relevance behind it. Here, each number is equal to the sum of the two preceding numbers. Starting point. The fibonacci 76.4 numbers in the sequence are frequently seen in nature and in art, represented by spirals and the golden ratio.
- 76.4%. fibonacci 76.4
This is not a Fibonacci number, it is just 1 minus the first Fibonacci number of 23.6%. fibonacci 76.4 Now let’s look at an example.
Screening of Stocks near Fibonacci 76.4 retracement level in a short term trending stocks, along with trend start/end date/price with other potential support levels like fibonacci 76.4 38.2, 61.8 etc. Extreme price value, from which the grid stretches to 0%. The retracement levels are 1.3933 (23.6%), 1.3983 (38.2%), 1.4023 (50.0%), 1.4064 (61.8%) and 1.4114 (76.4%).
I’ll release an article fibonacci 76.4 soon detailing the use of the 76.4% level and explain to you why its important for spotting market reversals. The forex Fibonacci strategy can be quite subjective, but due to the fact that so many traders use them, they can also have a self-fulfilling prophecy.
And the. They are: 23.6%, 38.2%, 50%, 61.8%, 76.4%, 100%, 138.2% You can see on the image the Fibonacci grid contains a fifth level which I didn’t show you earlier. Relatively weak level. But – at.786 we have an interesting number fibonacci 76.4 to work with, as this is the square root of.618. The foregoing values are high, low and custom.
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I had a lawn in my front yard. Emphasis on “had”. I took it out after realizing how much water it needed.
Grab a tape measure and measure your lawn. Start at one end and lay the tap measure down, if you run out of tape measure, stop in that spot, coil up the tape and start measuring again from that spot. Then add all the lengths together for that run. Then measure perpendicular from the run you just had so you end with a final Length x Width. Multiply the two numbers together to get your lawn area.
If you don’t have a tape measure, walk out the lawn area by using the length of your foot step either heel to toe or your normal walking pace. If your feet are 12″ long then each step toe to heel is a foot. Otherwise measure your pace, usually between 2-3 feet.
If you have a weird shaped lawn, measure at the widest point, and then at about an average width spot for the other dimension. It will give you a ballpark of about how big your lawn is.
You’ve got this.
I had 546 square feet of lawn in my front yard.
Lawn Area: 21 feet wide x 26 feet long = 546 square feet
Through searching online for “recommended watering for lawns“, I need to water my grass between 1″ – 2.5” of water a week. How much water is that?
1 foot X 1 foot X 1 foot = 1 cubic foot 7.48 gallons = 1 cubic foot Recommended Weekly Watering: 1 inch to 2.5 inches 546 square feet X (1 inch a week/12 inches depth of water) X 7.48 gallons = 340.34 gallons OR 546 square feet X (2.5 inches a week/12 inches depth of water) X 7.48 gallons = 850.85 gallons
1″ weekly watering is 340.34 gallons while 2.5″ weekly watering is 850.9 gallons.
Remember, this assumes 100% of the water coming out of your sprinklers goes into the ground. Here is the catch, if you water during the day when it is warm or windy, as much as 30% of the water will evaporate before hitting the ground. Turn on your sprinklers and watch the mist never hit the ground.
To calculate how much MORE water is needed, I continue using my numbers from above and get this:
340.34 gallons needed for 1 inch weekly watering 30% lost of evaporation (or 70% lands on the ground) Total Water Needed = Total Water Applied X 70% Simply Put: Total Water Needed / 70% = Total Water Applied 340.34 gallons / 70% = 485.71 gallons
For 1″ water a week, I’ll need 485.7 gallons of water.
850.85 gallons needed for 2.5 inches weekly watering 30% lost of evaporation (or 70% lands on the ground) Total Water Needed = Total Water Applied X 70% Simply Put: Total Water Needed / 70% = Total Water Applied 850.85 gallons / 70% = 1215.5 gallons
For 2.5″ water a week, I’ll need 1215.5 gallons!
To put this into perspective, with my 150 gallon tank, if I filled it all the way, I’d need to do 8 trips to the fill station a week to meet this demand. I’m sorry, but this is ridiculous. The lawn has got to go!
If you’d like to download this math in a Microsoft Excel format: http://1drv.ms/1zbpM3B Clicking the link will open in Microsoft Excel Online. Note: you are free to use as you please.


Instruction: Let |AB|=1. Construct a point C on the ray AB such that the length of AC is equal to √3.
Goal: 3L 3E
- Perpendicular Bisector
- Angle Bisector
Previous level: 4.6
Next level: 4.8
3L 3E solution
- Construct the circle with center B and radius AB, intersecting the ray at D
- Construct the circle with center D and radius BD, intersecting circle B at E
- Construct the circle with center A and radius AE, intersecting the ray at C
- Point at C
- AB = 1 = BD, DE = 1
- AD = 2
- AED = 90o based on Thales Theorem
Using the 30-60-90 special triangle, we can deduce that side AE = . AE and AC are both radii of the circle centered at A.


Our three-year-old loves to pretend to shop. She’ll often get out her shopping cart, purse, coins, and even a (voided) credit card, and ask, “Mommy, will you play grocery store with me and check me out?”
Since she’s just three (well, technically three and a half), I haven’t worried too much about making sure she’s getting the academic basics that I’m sure would be covered in a formal preschool. (We’re homeschooling, for now). But since she’s so interested in coins, bills, and money, I wanted to capitalize on this interest.
So I decided to set up a little restaurant for my daughter.
Math is Fun! Math Money Games for Preschoolers
Affiliate links included where appropriate.
We started by raiding her piggy bank. In addition to the usual pennies, nickels, dimes, and quarters, we also found a few half dollar coins, and two dollar coins. The six types of coins fit nicely in these plastic serving trays.
I made menus and price lists using picmonkey (a free photo editing program) and pictures of our favorite food items (Creativecommons.org has lots of pictures). I plan to laminate the menus eventually or at least put them in plastic sleeves.
The first day we tried this, we had egg salad sandwiches, blackberries, pretzels, and hummus. Our little one LOVED paying for each and every blackberry!
Side note: prices change quickly at our house, so buy fast! I originally listed blackberries for one penny a piece, but when that menu needed a re-do, I changed the price to a more true-to-life price of one nickel each.
When my kiddo ran out of one type of coin (e.g. she had no more dollar coins, and she wanted to buy a $1 glass of milk), she had to figure out how to combine coins to reach the total she needed. Had I just sat her down at the dining room table and drilled her with info about the different values of coins, I guarantee we would have ended up with an epic power struggle, a tired mama, and a frustrated kid.
But she was determined to find the right combination of coins so she could buy her lunch. No fussing, no reluctance, no power struggles. Pretend play for the win!
Now every day around lunch time I hear, “Mommy, can I buy my lunch today?”
Sure, kiddo! Today lunch is on you. 🙂
For more fun preschool play ideas, check out our preschool play board on pinterest!


How To Make A Truth Table 2022 up to date
How To Make A Truth Table ~ Indeed recently is being searched by customers around us, possibly among you. People are now accustomed to using the internet in smartphone to watch video as well as photo info for ideas, and according to the name of this post I will certainly go over about How To Make A Truth Table Because we are calculating the truth value for a compound proposition, we must first divide it. Using a trace table on a low level program. It doesn't mater if arguments are ¬ p, ¬ q ? The purple box lists the keyboard symbols and the operations they represent. The prime on a is not and the multiply is and. So we'll start by looking at truth tables for the five logical connectives. Type letters to represent variables. This equation is read as “not p and q”, meaning, the equation is true if p is not true and q is true. Abc + bc + df, the sum of products “abc,” “bc,” and “df.”. Creating a truth table*memorizenegation is always the oppositeconjunction is only true when both are truedisjunction is only false when both are falseconditi. Here's the table for negation: Here’s how to make a table from the insert table dialogue box: A truth table shows how the truth or falsity of a compound statement depends on the truth or falsity of the simple statements from which it's constructed.
If you re searching for How To Make A Truth Table you have actually come to the excellent location. We ve obtained graphics regarding including photos, pictures, photos, wallpapers, and also a lot more. In these web page, we also provide selection of graphics available. Such as png, jpg, computer animated gifs, pic art, logo design, blackandwhite, translucent, and so on. There are four steps to building a truth table. This number is also the number of different capital letters in the formula (s). This table is easy to understand.
In this case, we are going to start with the negation of q. The “λ” is equivalent to “and”. Then move left to the next column and alternate pairs of t 's and f 's until you run out of lines. Because we are calculating the truth value for a compound proposition, we must first divide it. The purple box lists the keyboard symbols and the operations they represent. If p is true, its negation is false. Ip addresses (ipv4, ipv6), mac addresses & urls. After you create and label a truth table in a chart or simulink ® model, you specify its logical behavior. Computer logic gates are the physical electronic devices which can perform logical operations with one or more binary inputs and give a single binary digit at the output. Identifiers can be either upper or lower case letters: A level computer science revision. Bouncing algorithm in a platform game. Here’s how to make a table from the insert table dialogue box:


In this video I go over a quick proof of the trigonometric identities tan(x + y) and tan(x – y). The identity is simple to derive because we can use the identities which I derived in my earlier videos for sin(x +/- y) and cos(x +/- y), as well as the fact that the tangent function, tan, is just equal to the ratio of sine over cosine. Although deriving the set of identities for tan(x +/- y) is pretty simple, I show how even that process can be simplified further by utilizing the use of the notations “+/-“ and “-/+”. This allows for the solving of two identities or sets of identities at the same time! I will be utilizing this set of trig identities in my later videos so make sure to watch this video!
Download the notes in my video: https://1drv.ms/b/s!As32ynv0LoaIhvhE4tV3srF3zrHhxg
View Video Notes on Steemit: https://steemit.com/mathematics/@mes/video-notes-trigonometric-identity-tan-x-y-proof
Trigonometry Identities: cos(x +/- y) = cos(x)cos(y) -/+ sin(x)sin(y) : http://youtu.be/VuQczhk7HOs
Trigonometry Identities: sin(x +/- y) = sin(x)cos(y) +/- cos(x)sin(y): http://youtu.be/edtk9thfwbM
Trigonometry: Sine, Cosine and Tan Functions: http://youtu.be/WKTIlF2oWw8 .
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New Delhi: Nearly a year after Delhi University and Jamia Millia Islamia embarked on the Master of Mathematics Education programme under the meta university concept, Jawaharlal Nehru University and Indian Institute of Technology (Delhi) are gearing up to set up a programme of their own.
While IIT Delhi said the initial formula required all four universities to participate together, the concept got divided after DU and Jamia embarked upon the Masters course.
"The meta university concept was supposed to have all four universities on board. But then, DU and Jamia went ahead and started their own mathematics course. We are now working out the modalities with JNU to launch the programme and will sign the Memorandum of Understanding (MoU) by this month," said RK Shevgaonkar, director, IIT Delhi.
While the Finer nuances of the programme are yet to be worked out, officials said the programme would be meant for post-graduate students in humanities. At the same time, they claimed they were looking at tapping JNU's science streams as well.
"Humanities students from both JNU and IIT will get to select courses from the institutes and there will be an arrangement for calculating credits. The modalities are still being worked out, but the stress is on facilitating this programme for PhD students, research scholars and master's students," he added.To more information click here


From June 20 to 22, 2020 the Departments of Information Technology (IT) and Computer Science (CS) jointly organised a RUSA-sponsoredthree-day webinar on “Data Science and Machine Learning”, which was attended by a total of 118 participants.
Mr. Shishir Dubey, Data Scientist at Spocto Solution, was the resource person. Over three days, Mr. Dubey covered various topics of data science and machine learning with Python by discussing Jupiter Notebook along with Panda. He also gave a brief introduction about the various implementation tools available in Python, such as Scikits, Panda, Keras, TenserFlow and Numpy. In addition, he discussed concepts of central tendencies, measures of dispersion, probability distribution, linear regression and K-Nearest Neighbour (KNN) algorithm. He also explained the importance of mathematics in data science by discussing probability and linear regression. Finally, he shared some basic ideas about random forest.
The participants benefited greatly from the Webinar.
All Copyrights Reserved © 2017 PATKAR VARDE COLLEGE | Design by PRAJAKTA SOFTWARE


Lung bifurcations are all the rage at VCU this summer. There are several PhD students working on different aspects of this project, and I was lucky enough to avoid these complicated structures for a while. Unfortunately, my project got bogged down waiting for part-orders to arrive, so I was handed my own little segment of the bifurcation drama. These models are all being constructed in a CAD package called Gambit, and Gambit is really just the design structure for a CFD (Computational Fluid Dynamics) system called Fluent. Design for CFD requires building the negative space of a structure since the model is really meant to study the fluid in the structure. Hyper-accurate measurement of the trachea and the fist few bifurcations are used to build the fluid volumes, then the real work begins. For CFD to be effective, the volume must be broken down into tiny cells called a mesh. Each cell in the mesh usually takes on a regular geometric shape like a solid polygon where each vertex (corner) of the polygon forms a node. Specific information about flow conditions (boundary conditions) are calculated at each node, and the whole set of nodes forms a massive matrix equation. Luckily, we build the model, but the software solves the matrix. In high school algebra, most people solve simple linear matrix equations, but these matrices are usually higher order, nth degree differential equations.
If you are having a hard time reading this than you should pity those of us who took Finite Element Analysis, for these cumbersome equations are solved by hand in the FEA class. Nightmare.
Anyway, my portion of this project was adding a ribbed-shape to the tracheal section before the lungs. This slight change in geometry has the potential to create a very noticeable change in the behavior of the fluid (air) traveling through the lungs. We'll see what the model tells us pretty soon! Here's a close-up of what I've done thus far. I sent these images to Sonya, and she said, "Gross!" I sent these same images to my dad, and he said, "at first, I thought this was a cobra."


My goal is to generate random numbers that all have decimal precision errors.
Here are some examples of types of numbers I would like to generate:
1.8181818723678589 1.2727272510528564 0.444444477558136
Here are strategies I have tried.
None of the things I tried have created even a single number similar to that which I am looking for.
Assuming that the exact values actually meant are:
- 1.81 repeating
- 1.27 repeating
- 0.4 repeating
Observe that in each number there are around 7 or 8 digits that are “correct”, and around 18 digits in total.
floats are usually precise to 7 to 8 digits, and
doubles are usually precise to around 18 digits, so I suspect that these numbers are actually
floats (or 32-bit floating point numbers) that got “widened” to be
1.81 repeating is 20/11, so I tried:
float i = 20f/11f; double d = i; System.out.println(d);
This prints exactly the value you saw – 1.8181818723678589.
1.27 repeating is 14/11 and 0.4 repeating is 4/9. You can try both of these yourself. They all produce your desired numbers. This strongly suggests that the errors are produced by widening a
float to 64 bits.


College Admissions Counselor
Math/Science & Test Prep Instructor
University of California, Los Angeles (Psychobiology, B.S.)
University of Texas at Austin (Cognitive Neuroscience, Ph.D. in progress)
Sharon has had experience helping students from California and Texas apply to both undergraduate and graduate programs across the U.S. Several of her students have been admitted to top programs all around the country.
"I believe that everyone has a unique story to share, and it is up to both the student and counselor to make sure to convey each student's story in the most compelling way. I like to invest heavily in getting to know each of my students individually so that we can work together in finding ways to best communicate the student's strengths within the limited confines of each college application."
While Sharon was in Los Angeles, she taught SAT I and II math courses, AP and SAT Biology courses, and general courses in Biology, Geometry, Algebra I, and Algebra II. Additionally, she worked for several years as a college level tutor (general topics areas: Statistics, Biology, Physics, and Math) and a quantitative instructor (for DAT and GRE math courses) after graduating from UCLA.
"I believe the goal of education is to enhance long-term learning and performance. Often times, strategies that seem more difficult for learning in the short-term enhance long-term retention. I incorporate these optimal learning strategies in my teaching as much as possible, while also trying to keep the learning process relatively simple and fun."
Sharon really enjoys playing board games and watching the discovery channel.


We are dedicated to ensuring that all students become proficient in numeracy skills that allow them to create, apply and conceptualize mathematics in real world situations from Early Learning Years (pre-K) through to grade 12.
- We understand, plan and deliver instruction using competency-based curriculum (curricular competencies and content).
- We utilize competency-based assessments to assess student progress pre-K to grade 12.
- We implement data driven, timely and targeted instructional interventions for students.
- FSA 4
- FSA 7
- Numeracy 10
- SNAP (Student Numeracy Assessment and Practice)


The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.
Mathematics 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 and a sense of enjoyment and curiosity about the subject.
We aim to support children to achieve economic well-being and equip them with a range of computational skills and the ability to solve problems in a variety of contexts.
At Allendale Primary, children are encouraged to make mistakes in a safe and supportive environment. They are supported to discuss these misconceptions with their peers and staff alike. Following the mastery approach, we place oracy at the heart of our learning through shared work and class discussions. Use of appropriate vocabulary is modelled throughout lessons by both staff and children, allowing everyone to ‘talk like a mathematician’. Once a child can articulate their understanding of a concept, they can truly begin to make connections within their learning.
At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways.
To ensure whole consistency and progression, the school uses the nationally recognised White Rose Maths scheme, although we adapt this approach according to the needs of our pupils. The White Rose curriculum is a cumulative curriculum, so that once a topic is covered, it is met many times again in other contexts. For example, place value is revisited in addition and subtraction and multiplication and division. The curriculum recognises the importance of children’s conceptual understanding of number. It is therefore designed to ensure that time is invested in reinforcing this to build competency.
Lessons are planned to provide plenty of opportunities to build reasoning and problem solving elements into the curriculum. When introduced to a new concept, children have the opportunity to use concrete objects and manipulatives to help them understand what they are doing. Alongside this, children are encouraged to use pictorial representations. These representations can then be used to help reason and solve problems. Both concrete and pictorial representations support children’s understanding of abstract methods.
Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. These teaching blocks are broken down into smaller steps, to help children understand concepts better. This approach means that children do not cover too many concepts at once which can lead to cognitive overload.
Each lesson phase provides the means for children to achieve greater depth, with children who are quick to grasp new content, being offered rich and sophisticated problems, within the lesson as appropriate.
Our school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Pupils can underperform in Mathematics because they think they cannot do it or are not naturally good at it. The school’s use of White Rose Maths addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing their confidence and resilience.
Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 above the national average, as well an increasingly high proportion of children demonstrating greater depth, at the end of each phase.
As our journey towards embedding and sustaining our mastery approach continues, we have teachers and support staff who fully understand and support the pedagogy of the subject. We have children who are increasingly engaged in maths lessons and talk passionately about the subject, making links with other subjects and with the wider world and they tackle mathematical challenges with resilience, confidently using concrete resources and visual representations. We have children who are more articulate when discussing mathematical concepts and consequently we see progress becoming more accelerated due to the way lessons are structured and the impact of tailored interventions. We will have a greater proportion of our reception children achieving age-related expectations within the early learning goals, and a greater percentage of our children achieving the higher standard scores at the end of each key stage.


Open your own sandwich shop! This deliciously educational game lets children explore mathematical concepts while they build sandwiches from durable felt food pieces.
Kids will practice counting and adding as they follow the menu cards to place colorful vegetable, meat and cheese items on each sandwich.
With over 100 food pieces, they can experiment with a wide variety of sandwich combinations, counting as they go!
Play alone or use the guest check tablet to take orders from customers of your pretend restaurant. Then slip your guest’s sandwich into the envelope and start on the next snack to prepare!
Encourages pretend play, basic math and fine motor skills.
Contains: over 100 felt sandwich pieces, 10 menu cards, dry erase marker, guest check tablet and 4 sandwich bags for holding the end sandwiches.
Ages: 3+; 1-4 Players.


As mentioned in the introduction, Negotiation Engineering uses quantitative methods in a heuristic way to find an adequate solution to a set of complex negotiation problems. In doing so, it particularly draws on the decomposition and the formalisation of the problems at hand and the heuristic application of mathematical methods, such as game theory and mathematical optimisation, to facilitate the reaching of agreements.7 In essence, Negotiation Engineering attempts to break down the negotiation problem (or problems) into smaller sub-problems. Once reduced to their most formal structure, the sub-problems can then be translated and restated into mathematical language. That allows for the tools of mathematics to help further analyse the sub-problems based on objective and measurable criteria and ultimately seek solutions to real-world problems. Negotiation Engineering has already achieved a number of practical successes. For instance, in the diplomatic sphere, the approach played a crucial role in the Land Transport Agreement between Switzerland and the European Union, and in facilitating nuclear talks between Iran and P5+1 group of nations.8
Negotiation Engineering does not intend to replace face-to-face discussion and neither does it seem likely to ever do so. It may in some cases also have very limited application. For instance, not all problems are quantifiable or should be reduced to a quantitative level, such as interpersonal conflicts. However, in case a negotiation involves problems with a particular degree of complexity and actors with a certain level of analytical capacity open to a rational approach, Negotiation Engineering can help de-emotionalise underlying negotiation problems and allow for more logical accuracy and the finding of pragmatic solutions. To that end, significant capacity-building is required for future development.


To create a graph start the
rhino-stats client in graphical mode using the
$ ./rhino-stats -g
When run in graphical mode,
rhino-stats offers a range of options for interactively extracting and graphically displaying statistics gathered from Rhino, including:
counter/gauge plot — displays the values of gauges, or the change in values of counters, over time; displays multiple counters or gauges using different colours; stores an hour’s worth of statistics history
sample distribution plot — displays the 5th, 25th, 50th, 75th and 95th percentiles of a sample distribution as it changes over time, either as a bar-and-whisker type graph or as a series of line plots
sample distribution histogram — displays a constantly updating histogram of a sample distribution in both logarithmic and linear scales.
The client includes a browser panel at left, with the available parameter sets displayed in a hierarchy tree.
To quickly create a simple graph, right-click a parameter set, and select a parameter and type of graph.
For example, the following illustration shows selecting a quick plot of
To create more complex graphs, comprising multiple statistics, use the "graph creation wizard". The following steps are illustrated with an example that creates a plot of event-processing counter statistics from the IN-SIS.
Start the wizard
The wizard presents a selection of graph types.
The following types are available:
The wizard presents a selection of graph components.
This screen displays a table of statistics selected for the line plot. Initially, this is empty. To add statistics, click Add.
Select parameter sets
The Select Parameter Set dialog displays.
The Select Graph Components screen redisplays with the components added.
Name the graph
The wizard prompts you to name the graph.
View the graph
The client creates the graph and begins populating it with statistics extracted from Rhino.
The client will continue collecting statistics periodically from Rhino and adding them to the graph. By default the graph will only display the last one minute of information. This can be changed using the timescale drop-down list on the toolbar or clicking the magnify or demagnify buttons either side of the drop-down list — the x-axis scales from 30 seconds up to 10 minutes.
Each line graph stores approximately one hour of data (using the default sample frequency of 1 second). To view stored data that is not currently visible in the graph window, click and drag the scrollbar underneath the graph, or click directly on a position within the scrollbar.


Combinations of choosing 6 numbers.
I am only concerned with general, simple lottery forecasting concerns.
Resources for helping you pick your lottery numbers from Lottery Predictor including rundown workout sheets and other prediction workout sheets. 3.
Create one column with the draw date as a heading.
FORECAST calculates future value predictions using linear regression, and can be used to predict numeric values like sales, inventory, expenses, measurements, etc. Works great for any lottery includi. Pick 3 Tic Tac Toe Rundown Worksheet.
Sep 29, 2021 · You can use Microsoft Excel if you like, but LibreOffice Calc is free and will do pretty much everything Excel can.
The Excel FORECAST function predicts a value based on existing values along a linear trend. You'll have to watch to believe. Predict Now.
Enter the formula =COMBIN (C2,D2) in cell E2, as shown in Fig. To calculate your odds of winning the lottery, use the formula: factorial of n over factorial of r times factorial of n minus r, where n is the total number of possible.
Pick 3 Multuple Lines Rundown Worksheet.
Enter the formula =COMBIN (C2,D2) in cell E2, as shown in Fig. May 15, 2023 · Draw Date: 1990-02-21.
I'd like to build a table that would show how many drawings it's been since each digit has been draw in each position. .
Create column headings for "Odds" and "Jackpot" at the top.
(Click image for a larger view.
May 15, 2023 · Draw Date: 1990-02-21. Create one column with the draw date as a heading. .
) If your state lottery game requires you to select six numbers out of 40, then the odds against you. Pick 3 Tic Tac Toe Rundown Worksheet. Combinations of choosing 6 numbers. Viewed 6k times. Note: Starting with Excel 2016, the FORECAST function was replaced with the FORECAST. Thus, if the lotto jackpot is greater.
In the Forecast End box, pick an end date, and then click Create. LINEAR function.
Jun 19, 2008 · Set up a spreadsheet with the number of balls in your lotto game in cell C2.
Money saving option is included!.


We examine a method for predicting variations in the probabilities and occurrence of intense local 24-hour precipitation events over seasonal, annual, and 5-yr intervals. The wet-day mean μ can be used to describe the exponential distribution for the wet-day amounts, and provides a basis for forecasting the likelihood of seeing an event above a given threshold. A regression-based downscaling model is calibrated on annualμ and wet-day frequency fw, respectively, and then tested on seasonal to multi-annual scales. The probabilities for heavy precipitation statistics are taken as the product between a fitted cumulative exponential distribution for the wet-day amounts μ and fw. The annual number of heavy precipitation events is estimated from the annual probability, where a 90% confidence interval on the number is computed using the 5 and 95 percentiles of a binomial distribution for the predicted probability. The analysis identifies a strong link between large-scale predictors such as mean sea-level pressure or surface temperature and the wet-day frequency. There was a weaker dependency of the wet-day mean to large-scale predictors, which suggests that local-scale processes have a stronger influence on the 24-hour precipitation amounts. The results also suggest that similar physical processes influence the wet-day mean μ on different timescales except for during winter, and that similar physical processes may explain the wet-day frequency on seasonal to annual time scales. The implication is that models calibrated on annual data samples in some cases can give skilful predictions on seasonal time scales.
Keywords: Precipitation, wet-day mean, wet-day frequency, seasonal-to-decadal forecast, validation, statistical downscaling


There have been many tutorials floating around the ‘net for a while, detailing how to calculate the distance between an entry in your database, and a set of arbitrary GPS points. Not many of these tutorials will allow you to find the distance between two random points you might have.
In order to solve this (and remove the use of the rather large clumsy SQL calculation), I have re-written this MySQL calculation into a function, for easier reference.
DELIMITER $$ CREATE FUNCTION `CALCULATE_DISTANCE`(`@oLat` DECIMAL(10,7), `@oLon` DECIMAL(10,7), `@dLat` DECIMAL(10,7), `@dLon` DECIMAL(10,7)) RETURNS DECIMAL(10,7) NO SQL BEGIN RETURN ( ( ACOS( SIN(`@dLat` * PI() / 180) * SIN(`@oLat` * PI() / 180) + COS(`@dLat` * PI() / 180) * COS(`@oLat` * PI() / 180) * COS((`@dLon` - `@oLon`) * PI() / 180) ) * 180 / PI() ) * 60 * 1.1515 * 1.609344 ); END$$ DELIMITER ;
The format of the arguments are as follows:
|@oLat||The latitude from which the distance will be calculated.|
|@oLon||The longitude from which the distance will be calculated.|
|@dLat||The latitude to which the distance will be calculated.|
|@dLon||The longitude to which the distance will be calculated.|
So, how do I use it?
It’s really easy. Simply execute the SQL provided above. If your database user doesn’t have the necessary privileges to be able to create functions, then you won’t be able to use this. After having run the SQL, you can find the distance between two arbitrary points like that shown below:
SELECT CALCULATE_DISTANCE(-33.91429, 18.42389, -34.079120, 18.446882);
Thanks to zcentric.com for the SQL calculation.


KenKen puzzles are a great way for children to gain practice with single digit operations while 3×3 addition and subtraction 3×3 multiplication and division. How to Play Kenken. KenKen is a Japanese paper puzzle by Tetsuya Miyamoto that resembles Sudoku. Some papers even offer 3×3 grids for beginners too. Introduce KenKen(R) puzzles as a classroom cooperative puzzle. . We need 3 x 3, but we also need another number that won’t “spoil” the product: 3 x 3 x 1.
|Published (Last):||2 December 2011|
|PDF File Size:||20.99 Mb|
|ePub File Size:||8.74 Mb|
|Price:||Free* [*Free Regsitration Required]|
Changed your mind about a number? We’re trying to be as reasonable as possible, and it also allows us to continue to offer you an option to 33 KenKen puzzles for free. A “number ring” appears with that grid’s possible numbers.
Ask for ideas, but recognize that students are not yet likely to expect that solving a puzzle is about deduction not guessing. Use whatever strategies and orders work well for you.
So we fill kenkeb a 3 in the other square. Try our mobile app on iPhone and iPad or our Kindle version. Download transparency to use in introducing KenKen. Talented puzzlers can do krnken same thing with multiplication, too. Register now to receive free, printable, monthly sets of one-of-a-kind KenKen puzzles — handcrafted by its inventor! For example, each row of a 6×6 must multiply to There are some simple techniques that will help you solve the easier puzzles.
A completed Kenken needs to have every single number in every single row and column, only once. Fill in each horizontal row with the numberswithout repeating any of them.
With the same logic using addition, or just knowing which numbers need to be in every row and columnwe can fill in the remaining two squares. A significant part of the Law School Admission Test is a kind of kenkken puzzle that sometimes appears in schools only as a rainy-afternoon diversion for students who have finished their “real” work!
Fill in blank single boxes first. Always check all three sets of clues before putting in a number. A two must be in the top or bottom — meaning it cannot be in the middle rows. The 1 can’t go in the same column with the other 1.
For example, imagine a vertical row that already contains a 4 and a blank in the top boxes. However, X-winging is when you can eliminate all 2s from every other space in the two rows shown by the “X”. The numbers, of course, can be in any order.
Similarly, if the product of one row isthen the product of two rows must be 2. Ask students kenen might go in the two cells.
The rules take some getting used to, but once you have the basics down you can tackle Ken Kens of any size. Click here to 3xx3 the video of how it works.
We would love to provide everyone an ad-free experience, but we do need to generate revenue to cover at least some of our overhead.
Introducing KenKen Puzzles
The “X-wing” is when you have the same possible number say, a 2 in two side-by-side boxes in two different places see example below. You’ll see examples of what this means below. Start with a 4×4 puzzle, like the one shown here. Finding the easiest places to start is part of what makes this a puzzle.
While the difficulty of the puzzle increases depending on the size, the actual rules and strategy for solving it do not. Do we know what order to write them? After waiting long enough for students to have a chance, feel free to model “finding an easy place” by pointing to an “easy place” that you see.
Revenue we raise from advertisements and subscription sales allow us to keep the program going, plain and simple. You can download this puzzle to project on a smartboard or overhead projector to introduce KenKen puzzles.
If you’d like to repeat a note notes in another square, simply drag the number from the original square to the new one.
Fun, addicting, yet educational. These puzzles should be a regular feature of your classroom, so that students see that you consider puzzles “serious work” even though they’re fun!
To delete a number or note, press C. Expand the row by row sums above to account for rows at once. Cages with just one square should be filled in with the target number in the top corner.
To hide the number ring, click the red “X. That number is the goal, no operation is needed, so we just write the number. Regardless of why, how, or where you play, KenKen are the math puzzles that make you smarter! Just follow the big, thick lines.
3 Ways to Play Kenken – wikiHow
Menken thank you for supporting these teachers and students by supporting us. Already answered Not a question Bad question Other. Know that the same rules apply no matter how big the puzzle gets. The number will disappear from the square. While you may notice some subtle differences, puzzle play should be exactly the same as always This puzzle uses only addition. Puzzles are not just motivational play.
Cages that are around only one square are the easiest to solve.


Through a partnership with Sierra College, the North Valley office hosted a faculty externship in Grass Valley for math professors on August 6 & 7. GRID worked with the professors to learn more about math applications in the solar industry. The purpose of externships are to give professors contemporary answers to the age old question of When will I ever use math in real life?
The externship was comprised of a two day installation with the math faculty team, and a classroom session to review mathematics involved in the design and installation process. Now, I can show students pictures and math involved with trying to figure out derating (a calculation used to find the efficiency of a solar panel) so the panels can sustain as much energy as possible said Nevada County campus Math Professor Vicki Day, were really excited to have this opportunity.
The externship is another example of how the gift of solar with GRID keeps on giving. The two families will save more than $55,000 from their systems and divert 175 tons of greenhouse gases from being released into the atmosphere. Math faculty will share with many more students practical and contemporary math applications for the solar industry. The experience was a win for everyone involved; a unique and meaningful service-learning experience for professors in real-world technology applications, and a long-lasting gift to two single mothers in need.
For information on how your team can benefit from a similar experience contact Rebekah at email@example.com


The 21st century will note the bicentennial event of America’s first mathematics Olympics. This year’s competition is slated to be the best-running math competitors in the nation considering that the Olympians returned to their nations greater than a century back. Competitors in this year’s Olympics will certainly originate from all over the world and a number of them have never ever also set foot on American soil. These solid competitors originate from nations as much apart as China as well as Russia, yet the common string linking these apparently distant countries together is the strong math educational practice they have actually accumulated over several years. With such solid friendship among rivals from these nations, it is little marvel why the USA is on the brief end of the spectrum when contrasting student success in math with other countries. The Mathematics Olympics or the SIM competitors as it is occasionally called, has actually been running for almost three years now as well as is one of the most distinguished competitions globally. It likewise brings in several of the best high school and also university players in the country and creates wonderful international television protection that gets to thousands of households. The International Mathematics Olympiad is a four-day competition with medals mosting likely to the teams that earn one of the most gold during each of the 4 days. Competitors in this year’s SIM competition are anticipated to do their hardest in every day’s difficulties as well as the general scoring competitors is high too. However, the SIM competitors has always had good requirements as well as this year’s version is set to be also better. For the past 7 years, the mathematics competition winners have actually gone on to become leading trainees in their courses, gaining themselves high marks and also beneficial gold medals. While it is still vital to work on one’s qualities, ending up being a leading performer in a mathematics competition is a substantial benefit per se. So what makes a pupil stand out from the group in a math contest? There are numerous factors that go into winning mathematics contests, however many include pure capacity. The best grades don’t take place without technique, which do without stating. There are many different mathematics competitions offered, yet just a pick few that require real ability and practice to reach gold. Numerous senior high schools use their trainees additional help in math by having them participate in a mathematics competition. Groups that win a math contest are offered an opportunity to display their abilities to a panel of courts, who then identify the 2017 grades and honors a gold medal. The gold medal is just one of one of the most prestigious that any type of pupil can get, and winning can push a team right up right into the top 10% in their class. This is just one of the most significant incentives for taking part in a high quality mathematics contest, however there are much more benefits. Joining a mathematics competition not only boosts examination scores as well as gain trainees added awards, but it additionally gives youngsters a reason to get in touch with others that may have an interest in math better down the road. Math contests exist all throughout the country, yet most of them need secondary school pupils to go into. Secondary school trainees that want to do well in mathematics can obtain important experience while additionally earning some cash money. There are numerous math contests running all year, so discovering one in your location is easy. Mathematics competitions are an enjoyable means to obtain children excited regarding math, and also to enjoy some added acknowledgment in a hard class.


Thanks to a grant from the All Points North Foundation, Breakthrough Collaborative has updated its academic curriculum in all four subject areas – literature, writing, math, and science. The new curriculum includes updated materials and resources, assessment tools for all subject areas and grades so teachers can monitor students’ learning, differentiated practice opportunities in math so students at all levels can continue to grow, and a new literature text, The Other Wes Moore, so teachers have more options in tailoring the curriculum to the community’s needs. Last summer, 593 teaching fellows at 19 affiliates used these new resources as they taught a collective 2,950 students. The new materials received positive feedback from from leaders across the Collaborative who appreciated the opportunity to track local growth and differentiate instruction. We are grateful to the All Points North Foundation for making this work possible, and we’re excited to continue to refine our curriculum in the years to come.


Hi! I'm Paul, an undergraduate majoring in computer science, mathematics, and statistics at the University of Pennsylvania. I am fortunate to be doing research with Nadia Heninger. I'm applying to computer science Ph. D. programs this fall. Generally, I'm interested in cryptography, computer security, and related systems building. My research experiences include implementing and designing bignum parallelized algorithms related to cryptography, and theoretical exploration of lattice reduction algorithms.
My other hobbies include running, yoga, listening to podcasts, drinking hot chocolate, and making a variety of oatmeal. I am also fond of animals.


Graph Theory I: Intro And Data Structure Examples
Why use Graph Theory?
Here’s an example from the firehose project:
Say you want to build a data representation of a tweet. How would you represent retweets and favorites? This problem sounds easy in theory, but naturally starts moving towards advanced graph theory searching algorithms. For example, for a particular tweet you may need to write a depth-first-search algorithm to determine if someone with the twitter handle “barackobama” retweeted the tweet that is supplied.
So what exactly is graph theory? Well first of all, computer science graphs have nothing to do with your garden variety real-life graphs. These graphs are effectively ways to represent a bunch of dots connected by lines. Think of a map of cities connected by roads. Got that? Now replace “city” with “node”, and “road” with “edge”. Now you’re talking graph language!
The first thing you need to do to understand graph theory is use a tool to visually represent graphs, otherwise you’ll go insane with confusion. My favorite tool is VisuAlgo (see what they did there?). The runner-up prize goes to Graph Online.
VisuAlgo is great because you can create your own graphs and see how they are represented in the three standard varieties:
- adjacency list
- adjacency matrix
- edge list
Adjacency lists are most useful when we mostly want to enumerate outgoing edges of each node. This is common in search tasks, where we want to find a path from one node to another or compute the distances between pairs of nodes.
So with adjacency lists, you list the edges (connections) for each node in a separate array, starting with node 0:
var adjList = [ , // Node 0 is only connected to Node 1 [0, 2, 3], // Node 1 is connected to everyone // (except itself!) , // Node 2 is connected to Node 1 , // You get the idea ];
With an adjacency matrix, every single possible connect between every node is listed. If there is no edge (connection), a
0 is used. If there is an edge (connection), a
1 is used.
var adjMatrix = [ [0, 1, 0, 0], // Node 0 is only connected to Node 1 [1, 0, 1, 1], // Node 1 is connected to everyone // (except itself!) [0, 1, 0, 0], // Node 2 is connected to Node 1 [0, 1, 0, 0], // You get the idea ];
Edge lists, as the name implies, just lists the edges (connections) between each node.
var edgeList = [ [0, 1] // The first edge is from 0 to 1 [1, 2] // The second edge is from 1 to 2 [1, 3] // The third list is from 1 to 3 ]; // And that's it! Show's over, folks.
You can see that the edge lists are often the most efficient way to represent a graph.
So now we know how to represent graphs. What do we do with them? We can use them to repesent all kinds of network relationships.
The two most popular algorithms to use with graphs are depth-first search and breadth-first search. I’m going to look at implementing a breath-first search in the next part. If you can’t wait for that, you can look at Khan Academy’s excellent introduction to depth-first search.


Today we’re going to look at what it means to have the Macd above zero.
Can we use it as a reliable indicator for long or short trades?
Moving average convergence divergence is a widely used indicator for analyzing market dynamics.
Although it doubles as an oscillator, it is not typically used to identify overbought and oversold conditions.
Instead, it is used to identify trends.
The indicator uses two moving averages and tries to predict the formation of a new trend.
The indicator appears in charts as two lines; the MACD line and the signal line.
There is also a zero line above and below which underlying trends emerge.
When the two moving average lines cross, they create crossover patterns that traders want to profit from.
The two lines swing without limits.
The shorter line is usually a 12-period exponential moving average that moves faster.
The longer one is usually a 26 exponential moving average that moves more slowly.
In addition, the MACD indicator has a histogram that shows the number of bars used to calculate the moving average and the difference between the faster and slower moving averages.
The MACD line is usually the difference between the two exponential moving averages, 12 and 26.
It also represents the difference between the two lines.
In the MACD indicator, the MACD line is usually the faster moving average.
On the other hand, the signal line is usually the slower moving average.
The signal line represents the average of the previous MACD line.
In most cases, it is usually the 9-period exponential moving average.
The signal line is used to smooth the sensitivity of the MACD line.
On the other hand, the histogram shows the difference between the MACD line and the signal line, which is shown in bars.
Depending on how the bars form, they can signal that a crossover is imminent.
Whenever the MACD line is above the signal line, the histogram is above the zero line.
Consequently, whenever the MACD line is below the signal line, the histogram is below the zero line.
The histogram basically shows the market dynamics. When the momentum is high, the histogram becomes much larger.
As the dynamics decrease, the histogram also decreases in size.
As the distance between the MACD line and the signal line increases, the histogram becomes larger and leads to Deviations when the MACD line moves away from the signal line,
Similarly, as the moving averages approach, the histogram becomes smaller, resulting in convergence.
This implies that the faster moving average is converging and approaching the slower moving average
Crossing the zero line of the MACD from below is often viewed as a bullish signal.
In most cases, this indicates that upward momentum is building and the price of the underlying security is likely to increase significantly.
The higher the MACD line is from zero, the stronger the signal and the greater the likelihood of price movement.
In this case, traders will try to enter Long positions in anticipation of a price increase.
Likewise, every time the MACD line crosses the zero line from below from above, it is interpreted as a bearish signal, signaling that the price is likely to fall.
In this case, the further the MACD line is from the zero line, the stronger the bearish signal.
Using two moving averages for the same indicator creates a crossover phenomenon.
The faster moving average, in this case the MACD Line, will always react faster to price movements than the slower one, the signal line.
Similarly, every time a new trend occurs, the MACD line, which is the quickest to react to price changes, reacts faster and crosses the slower line, the signal line.
If this crossover occurs in both directions or the MACD line begins to break away from the signal line, it indicates that a new, much stronger trend has formed.
A bullish MACD crossover is manifesting in the NVDA chart above, with the MACD line crossing the signal line right near the zero line.
In this case, it signals that an uptrend is starting on the fast moving average and reacting faster to price changes.
The bullish trend is only confirmed as soon as the MACD line rises above the zero line after crossing the signal line from below.
The price rose significantly from that point on when traders took long positions.
In times of increased market volatility, will lash the MACD line and cross the signal line back and forth.
MACD users often avoid trading during such periods as the unreliable signals come into play.
After the market has completely digested the development that caused the wild fluctuations, the MACD signal line will cross the signal line and signal in which direction the price is likely to move.
The MACD line also crosses the signal line from below and moves above the zero level increased volatility would essentially signal the formation of an uptrend.
The MACD line farther away from the signal line would confirm a stronger signal.
Divergence is a powerful indicator of trend reversals.
Fidelity’s chart below shows that the stock is making a significantly lower low.
At the same time, the MACD indicator is reaching a higher low.
This suggests that the downtrend is losing strength and could soon be reversed.
MACD is a reliable trend following momentum indicator that is widely used in technical analysis.
The indicator is often used to show new trends when the fast moving average rises above or below the slow moving average.
The indicator that crosses the zero line is considered bullish while it crosses below the zero line bearish.
Disclaimer: The information above is for For educational purposes only and should not be treated as investment advice. The strategy presented would not be suitable for investors who are unfamiliar with exchange-traded options. All readers interested in this strategy should do their own research and seek advice from a licensed financial advisor.


by Michael Brunnbauer, 2014-04-22
This work is dedicated to Hans Hermes. If I had to forget all books I have read but one, I would choose to remember his book "Einführung in die mathematische Logik".
The proof of Gödel's first incompleteness theorem uses a self-referential formula that basically means "I am not provable". What is easily overlooked is that the short hand notation used in the proof is just that. The Gödel sentence cannot use non-elementary symbols because it has to be provable or unprovable by itself. All definitions have to be reduced to the elementary symbols of Peano arithmetic.
This is what I have tried - with partial success. I was able to generate the first stage with 19GB and estimate the final thing to have at least 740GB.
You can find the codebase to try it yourself on Github
Numbers (Gödel-numbers) are assigned to symbols, formulae constructed from those symbols and proofs constructed from the formulae. The assignment allows to reconstruct the symbols, formulae and proofs from the numbers.
Functions are then defined that determine what numbers are valid formulae and proofs or that manipulate formulae. These functions are simple expressions or primitive recursive functions - which basically means that they can be calculated effectively e.g. they do not require unbounded loops/recursion when implemented as algorithm.
The Gödel sentence is constructed using:
A function isvalidprooffor(x,y), which is 1 if x is a valid proof for y, else 0.
A function number(x), which yields the Gödel-number of a term that yields the number x using 0 and the sucessor function.
A function subst_formula(f,v,t) which substitutes the free variable v in formula f with term t.
We first define the formula p:
p = for all x: not isvalidprooffor(x,subst_formula(y,[y],number(y))) = 1
[y] is a term that yields the Gödel-number of variable y.
p is the first stage I was able to generate with 19GB size (the formula, not its Gödel-number).
The Gödel sentence would then be: subst_formula([p],[y],number([p])), where [p] is a term yielding the Gödel-number of p.
G = subst_formula([p],[y],number([p]))
If we actually do the "subst_formula", we get:
g = for all x: not isvalidprooffor(x,subst_formula([p],[y],number([p]))) = 1
We can now see that g is equivalent to "for all x: not isvalidprooffor(x,[g]) = 1":
g <-> for all x: not isvalidprooffor(x,[g]) = 1
This allows to infer that g is unprovable and - assuming ω-consistency - that there is no proof for the negation of g.
Note that g does not follow from "there exists x such that: isvalidprooffor(x,[g]) = 1". The notion of syntactical inference uses the standard model of natural numbers but the mentioned formula is not limited in this way.
Of course, what I tried to generate is strictly a Gödel sentence, not the Gödel sentence because there are so many ways to do it. What follows are the technical details of my approach.
The primitive recursive functions isvalidprooffor(x,y), subst_formula(x,y,z) and number(x) used in the Gödel sentence are defined using ASCII-based Gödelization and a first order logic sequent calculus augmented with the 6 first order axioms of Peano arithmetic and the induction scheme. The arithmetization does not use prime numbers but powers ot two.
Variables, terms, propositions, formulae, sequences of formulae and proofs are certain ASCII-strings interpreted as the numbers corresponding to their bitstream.
namelc: Names for variables and functions are lower case strings consisting of a-z,0-9 and _ starting with a-z.
nameuc: Names for predicates are upper case strings consisting of A-Z,0-9 and _ starting with A-Z.
The following definitions use BNF grammar:
A sequence of formulae is a concatenation of formulae delimited by ; and ending with ;. The last formula in a sequence is meant to be implied by the preceding ones.
A proof is a concatenation of sequences of formulae delimited by \n and ending with \n. A valid proof is a proof where every line can be generated by application of a rule of the calculus on zero, one or two of the preceding lines.
The notion of formulae, free variables, substitution, sequences of formulae and proofs are defined as primitive recursive functions using the symbols n0-n256, sc(x), ad(x,y) and mu(x,y) for the numbers 0-256, the successor function, addition and multiplication. The symbols n1-n256 can be replaced with repeated application of sc() on n0 when needed.
The definitions start with n1-n256 representing the numbers 1-256.
The sequent calculus (taken from Hans Hermes book mentioned above) has the following rules. A and B are formulae, t is a term, x is a variable, ... and --- are sequences of zero or more formulae.
1) A formula implies itself: A A 2) Introduction of conjunction ... A --- B ... --- (A&B) 3) Removal of conjunction1 ... (A&B) ... A 4) Removal of conjunction2 ... (A&B) ... B 5) Exhaustion ... A B --- ~A B ... --- B 6) Ex contradictione quodlibet ... A --- ~A ... --- B 7) Removal of generalization ... !x:A ... A 8) Introduction of generalization ... A ... !x:A (if x is not free in ...) 9) Substitution ... A --- B (if ... B is a substitution of t for x in ... A) 10) Tautological equation t=t 11) Substitution with assertion of identity ... A ... x=t B (if B is a substitution of t for x in A) The sequences ..., --- or ... --- in the resulting sequence only have to contain the same formulae as ..., --- or ... ---. It is allowed to permutate and to introduce or remove repetitions - except in rule 9. An additional rule allows to permutate to get the required order for rule 5: 12) Permutation ... A --- A (Where --- contains the same formulae as ...)
These are the additional rules for Peano arithmetic:
13) You can write any of these formulae as sequence with empty premise: !x:~n0=sc(x) !x:!y:~(sc(x)=sc(y)&~x=y) !x:ad(x,n0)=x !x:!y:ad(x,sc(y))=sc(ad(x,y)) !x:mu(x,n0)=n0 !x:!y:mu(x,sc(y))=ad(mu(x,y),x) 14) Induction scheme. It is allowed to write a sequence: *** (A&!x:~(B&~C)) ; *** !x:B where: n0 is free in A B = subst_formula(A,n0,x) C = subst_formula(A,n0,sc(x)) *** is empty or a list of generalizations not containing variable x or n0
There are five types of functions (see functions.py):
f(x) for a primitive recursive function with f(0)=c and f(x+1)=g(f(x),x) is resolved to:
∃a∃m( rm(a,m*(0+1)+1)=c ∧ ∀i<x( g(rm(a,m*(i+1)+1),i)=rm(a,m*(i+1+1)+1) ) )
Informally: There exists a,m such that the remainder of a divided by m*(i+1)+1 is f(i) for all i <= x (the sequence of values of the function up to f(x) is coded into a,m).
f(x) is then rm(a,m*(x+1)+1).
rm(a,b) is resolved to: ∃c∃d( a=(b*c)+d ∧ d<b )
rm(a,b) is then d.
a<b is resolved to: ∃i a+(i+1)=b
If you find any error in my reasoning, definitions or the code, please let me know.


SO PROUD! A MAN FROM TASIKMALAYA BREAKS HELMHOTZ EQUATION
This is the most challenging formula that scientist around the world can't solve it so far.
We should be proud because Yogi Ahmad Erlangga from Tasikmalaya, East Java, was able to break the mistery of the Helmholtz equation that for decades there is no one can answer. Yogi graduated from Delft University of Technology (TU DELFT), Netherland. He pursued his master's and doctoral in applied mathematic at the same universities. Yogi also joined postdoctoral in Germany and being a professor assistant in the mathematic program at the University of Alfaisal, UEA.
His interest in Algebra and Matrix Analysis, numerical methods for partial differential equations (PDEs), numerical linear algebra, iterative methods for large-scale linear/non-linear systems, PDE-constraint optimization, with applications in fluid dynamics, and wave propagation seismic exploration/imaging. He is also interested in aircraft design and creates long, high, and durable uncrewed aerial vehicles.
Yogi says that mathematical equations in the differential form can solve the Helmholtz formula; it converts equations into ordinary linear algebraic equations. Once done carefully, then the next stage is the completion by direct method or iteration.
In the realm of engineering, this equation is not only to find the source of oil but the success of the Helmholtz equation can also be applied in other industries related to waves and is used to describe the behavior of waves in general. Industries that can apply this formula include the radar industry, aviation, submarines, data storage on blu-ray discs (super DVD chips that can contain tens of gigabytes of data), and laser applications.
For decades, scientists from around the world have not been able to solve mysterious equations. Still, thanks to the persistence and determination of the winner of the VNO-NCW Scholarship from the Dutch Chamber of Commerce, these equations applied in several engineering fields can now be used.
Yogi doesn't want to patent his findings, maybe he will get a considerable amount of money, but this very religious scientist refuses—including naming his results Erlangga Equation.
According to him, patenting this finding will hinder the development of other science. The doctoral thesis, prepared at the Mathematics Department of the same campus in Delft, was selected as the best thesis in the Netherlands by MNC.
He wants this finding to be used as much as possible to develop science and technology for the whole world because, according to him, it is a human right to develop science. According to his genius view, this right can be guaranteed if knowledge is owned by the public and is open source.
What is the Helmholtz equation?
The Helmholtz is an equation named after Hermann von Helmholtz, which is the linear partial differential equation. Where is the Laplacian, is the amplitude, and is the wavenumber. The Helmholtz equation is also an eigenvalue equation. The Helmholtz differential equation can be solved by the separation of variables in only 11 coordinate systems.
Applications of Helmholtz Equation
Seismology: Scientific study of earthquakes and their propagating elastic waves is known as seismology. Other study areas are tsunamis (due to environmental effects) and volcanic eruptions (seismic sources).
There are three types of seismic waves: body waves with P-waves (primary waves) and S-waves (secondary or shear waves), surface waves, and regular waves. Helmholtz function is defined as the thermodynamic function of a system equal to the difference between the internal energy and the product of the system's temperature and entropy. The Helmholtz equation was solved by many, and the equation was used for solving different shapes. Simeon Denis Poisson used the equation for solving rectangular membranes. Gabriel Lame solved the equilateral triangle, and Alfred Clebsch used the equation for solving circular membrane.
#THE S MEDIA #Media Milenial #helmhotz formula


Pascal’s Triangle is a treasure hunt for sequences and patterns.
Our study of Pascal’s Triangle was inspired by my son’s Folding the Circle class. A father in our co-op hosted this class (it made a great zoom homeschooling activity), and the kids really dug into some amazing geometric art.
During this class my son folded and built giant tetrahedrons out of smaller tetrahedrons, and we searched for a pattern. How many smaller tetrahedrons are added as the giant shape grows a level? How many total, are there? It turns out these patterns — the triangle numbers and the tetrahedral numbers — can be found in Pascal’s Triangle.
So we dropped everything for a couple days to investigate Pascal’s triangle.
As a jumping off point, we used the short-story biography of Pascal, from Mathematicians Are People, Too. The biographies in this book are only a few pages each, and my son really enjoys them. (It’s also great as inspiration for finding special math topics.)
After reading, my son filled in the numbers of Pascal’s Triangle, and searched for patterns.
He discovered the symmetry of the triangle, the counting numbers, the triangle numbers, the tetrahedral numbers, and the doubling of sums when you go down rows. As he learns more math concepts, we’ll be sure to revisit this.
It turns out, Pascal’s Triangle also includes probability values. But when I got out a penny to do some coin tosses, my son shouted “Noooooo! Not THAT kind of math” and ran away. Apparently he’s developed an aversion to statistics… Oh well! Maybe another day.
We also practiced some binomial notation, where he found values based on their position in the triangle. Older kids could learn the binomial theorem and use this to predict tetrahedron and triangle numbers.
For a nice overview of the math concepts in Pascal’s Triangle and a definition of the binomial theorem, check out Math Is Fun.
Below are worksheet downloads for filling out Pascal’s triangle if you want to try this activity with your kids: