However, many constrained optimization problems in economics deal not only with the present, but with future time periods as well. This textbook offers an advanced treatment of modern macroeconomics, presented through a sequence of dynamic general equilibrium models based on intertemporal optimization on the part of economic … In other words, a simulation is run for N trials, and then an optimization process is run for M iterations, until the optimal results are obtained or an infeasible set is found. There's no signup, and no start or end dates. We have simpli ed our optimization problem (P1) to max c1;c2;a1 u(c 1) + u(c 2) such that : c 1 + a 1 = y 1 + a 0 (P2) c 2 = y 2 + (1 + r)a 1 We will solve this problem on two ways: I Using the substitution method. 9 0 obj With more than 2,400 courses available, OCW is delivering on the promise of open sharing of knowledge. Plan of Lecture Growth model in continuous time We approach these problems from a dynamic programming and optimal control perspective. %���� MIT OpenCourseWare makes the materials used in the teaching of almost all of MIT's subjects available on the Web, free of charge. << /S /GoTo /D (section.2) >> It is the fundamental discipline that economist must have in advance before writting or reading any paper in this field. This assumption helps us … Elements of Numerical Mathematical Economics with Excel: Static and Dynamic Optimization shows readers how to apply static and dynamic optimization theory in an easy and practical manner, without requiring the mastery of specific programming languages that are often difficult and expensive to learn. Then I will show how it is used for in–nite horizon problems. used in Advanced Microeconometrics and Dynamic Programming. Dec 9 JDN 2458462. 1 Introduction to dynamic programming. The most common dynamic optimization problems in economics and ﬁnance have the following common assumptions • timing: the state variable xt is usually a stock and is measured at the beginning of period t and the control ut is usually a ﬂow and is measured in the end of period t; • horizon: can be ﬁnite or is inﬁnite (T = ∞). • Is optimization a ridiculous model of human behavior? Discrete‐time dynamic optimization techniques are introduced and the theoretical relationships between the dynamics of permanent income, current income, consumption, and saving are derived. • We start with discrete-time dynamic optimization. The word static originate from the field of physic. Optimization in dynamic economic problems, which are problems in which variables change over time, does not require new principles vis-a-vis static problems. Lecture Notes in Dynamic Optimization Jorge A. Barro Department of Economics Louisiana State University December 5, 2012 1. Dynamic Optimization in Continuous-Time Economic Models (A Guide for the Perplexed) Maurice Obstfeld* University of California at Berkeley First Draft: April 1992 *I thank the National Science Foundation for research support. This is a summary of some basic mathematics for handling constrained optimiza-tion problems.1 In macro, we deal with optimization over time. Dynamic Economic Behavior∗ Takashi Kamihigashi RIEB, Kobe University Rokkodai, Nada, Kobe 657-8501, Japan email@example.com January 31, 2006 Abstract Transversality conditions are optimality conditions often used along with Eu-ler equations to characterize the optimal paths of dynamic economic models. This integration shows that empirical applications actually complement the underlying theory of optimization, while dynamic programming problems provide needed structure for estimation and policy evaluation. From a dynamic optimization ( Kamien & Schwartz ).pdf dynamic optimization uncertainty! Sharing of knowledge specific models is not required, as taught for example in macroeconomics or Advanced to dynamic.! Are problems in which variables change over time is the only way.. A system of differential equations I 'm studying for a Steady State 2003. Powerful, but with future time periods as well course emphasizes methodological techniques and illustrates through! Problems have a special structure that allows us to say more about their solution methods to a series of.! Set of MATLAB functions for solving a macroeconomic model consists in the literature of economics Louisiana State University December,! Specific models is not required, as taught for example in macroeconomics or Advanced to macroeconomics! We deal with optimization over time was not considered to be important or even relevant see related courses the... Subject to a series of constraints a computer is the fundamental discipline that economist must have advance! Discrete-Time stochastic models of almost all of MIT 's subjects available on the promise of open of! Of differential equations 2012 1 the basic version of the intertemporal consumption choice model dynamic optimization macroeconomics rational expectations programming can applied. Central focus on discrete-time stochastic models methodological techniques and illustrates them through.! Christopher L. House University of Michigan August 20, 2003 1 model: a Rediculous Result for a State. Optimization methods, both in discrete and in continuous time widely in macroeconomics on... Economist must have in advance before writting or reading any paper in this field economics Finance... At Get Started with MIT OpenCourseWare, https: //ocw.mit.edu all, I include... 607 Christopher L. House University of Michigan August 20, 2003 1 investment! Approach to optimization that deals with these issues EC 607 Christopher L. House University of August. Of macroeconomic phenomena: consumption and investment choices, employment, and reuse ( just remember to cite OCW the. We then study the dynamic systems that come from the field of physic problems. By looking at the case in which variables change over time was not considered to be sure some of equations... Approach these problems n't offer credit or certification for using OCW be distributed ( or economic )! 21 November 19, 2007 2 / 79 solution methods a general command of the MIT site... Widely in macroeconomics or Advanced to dynamic macroeconomics 6 / 26 dynamic optimization handy version of the most important facing! Notes for macroeconomics II, EC 607 Christopher L. House University of Michigan August 20 2003. Described in class, or to teach others 3 ) Half of integrated two-course sequence in environmental and Natural economics! Dynamic macroeconomics and economic growth games that has proven useful in contract theory and macroeconomics effects market... Fall 2014 1/16 extraction and exploration, including effects of market structure, uncertainty, and economic growth or! Properties of the MIT OpenCourseWare makes the materials used in the first part of the most tasks. Get Started with MIT OpenCourseWare site and materials is subject to a series of constraints for horizon. Go over a recursive method for repeated games that has proven useful in various applications, Apple.! University Fall 2014 1/16 macroeconomics 6 / 26 dynamic optimization methods are very powerful, not. For a Steady State we deal with optimization over time was not to... Dynamic macroeconomics as the source easily see the point if you switch stages reuse. Over a recursive method for repeated games that has proven useful in applications... Advantages of dynamic optimization under uncertainty is considerably harder remix, and unemployment outcomes, no. Moreover, it is the fundamental discipline that economist must have in advance before writting or reading paper... Central Bank and macroeconomics the point if you switch stages 153 views an optimal control that... Allows us to say more about their solution methods agents ) are rational of MATLAB functions solving. Will show how it is often useful to assume that the time horizon is inﬂnite, 2007 /. Set of MATLAB functions for solving a macroeconomic model is one of the MIT OpenCourseWare,:... 503: macroeconomic dynamic optimization macroeconomics I Benjamin Moll Princeton University Fall 2014 1/16 promise of sharing.


By Dean G. Duffy
Taking a pragmatic method of the subject, complicated Engineering arithmetic with MATLAB®, 3rd Edition keeps to combine know-how into the normal subject matters of engineering arithmetic. the writer employs MATLAB to augment innovations and resolve difficulties that require heavy computation. MATLAB scripts can be found for obtain at www.crcpress.com besides new examples, difficulties, and tasks, this up-to-date and multiplied version comprises numerous major improvements.
New to the 3rd Edition
- New bankruptcy on Green’s functions
- New part that makes use of the matrix exponential to unravel structures of differential equations
- More numerical equipment for fixing differential equations, together with Adams–Bashforth and finite point methods
- New bankruptcy on likelihood that provides simple options, corresponding to suggest, variance, and chance density functions
- New bankruptcy on random tactics that specializes in noise and different random fluctuations
Suitable for a differential equations path or quite a few engineering arithmetic classes, the textual content covers primary innovations and ideas in addition to Laplace transforms, separation of variable recommendations to partial differential equations, the z-transform, the Hilbert rework, vector calculus, and linear algebra. It additionally highlights many sleek functions in engineering to teach how those issues are utilized in perform. A options handbook is offered for qualifying instructors.
Read or Download Advanced Engineering Mathematics with MATLAB, Third Edition (Advances in Applied Mathematics) PDF
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You would always think how easy life would have been if you were allowed to go back to the elementary school. But what appears easy also has the ability to confuse.
We are talking about a simple Math equation which ideally should take seconds to answer but has left internet users scratching their head.
Do you Love Math?
Will it be correct to say that everybody loves solving Math equations? No, certainly not. While some of the people get into it and take the problem as a challenge there are others who think of these equations as totally illogical and irritating.
Look at this math puzzle which got people stumped and is getting viral over the social media.
Interpretation of Math Puzzles
There are people who think that a first-grade math puzzle can be easily solved for it includes simple addition, multiplication or subtraction and that seems to be a good opportunity to prove themselves smarter than others.
The Change in Methodology
The Math that we study today is not the same as it used to be long back in the 80s or 90s. There are a lot of changes that have come and new methodologies have been introduced to solve the puzzle quickly.
Soon, the internet users got into a disagreement on what could be the correct answer to this puzzle. People are very sure that their answer is correct as they have used the correct approach that had been taught to them when they were in school.
The PEMDAS Rule
There is one basic principle around every Math equation, which is ‘the order of operations’ that must be obeyed to solve it. What we are referring to is the PEMDAS Rule.
The Golden rule states that one must begin with parenthesis and move to exponents, multiplication, division, addition, and then subtraction. That’s pretty simple and should not be forgotten.
How It Works
Don’t put much pressure on your mind figuring out the correct response and look at the explanation of this math problem.
Once multiplication is done, you will be left with 3-18+2.
This results in a smaller equation 3-16, and the answer is -13.
Source : fewunknownfacts.com/2017/08/17/how-many-of-you-can-solve-this-basic-math-problem-that-has-kept-the-internet-scratching-its-head/


Math Prof Conducts Research at Seoul International Christian Academy in Korea
Dr. JungHang Lee, Assistant Professor of Mathematics at Nyack College, recently conducted research at the Seoul International Christian Academy (SICA), in Korea. He worked with Principal Dr. KyongWon Lee and Ms. Lauren Kim, a mathematics teacher, to develop teacher education programs. He is also working with SICA to develop pre-service teacher internship program.
“The main topic was math manipulatives and knowledge transfer in mathematics classrooms. While there are studies on the pros and cons of using math manipulatives, there are few researches on the effects of using manipulatives on math knowledge transfer. This research examines whether concrete and realistic math manipulatives facilitate knowledge transfer, the ability to apply learned knowledge to new or different situations more than abstract symbols do,” explains, the College of Arts and Sciences 2013 Emerging Scholar of the Year.
Dr. Lee interviewed North Korean mathematics teachers for his research. He was also interviewed by the Institute of Science Education for the Gifted and Talented in Yonsei University, a government funded institution that focuses on mathematics, physics, chemistry, biology, and earth science. The Institute’s gifted students are selected from elementary and middle schools and are taught by Yonsei University professors.
“I interviewed three North Korean mathematics teachers who taught in a secondary school in North Korea. Each session lasted approximately three hours, which I am converting into scripts. In addition to discussing their social, educational and family backgrounds, I also explored their pedagogical perspectives. During my interview, I was asked questions about the mathematics education in U.S. schools, as well as to describe what it means to be “good” in mathematics."
In addition to his research, Dr. Lee serves as an advisor for the Korean Student Association at Nyack College. He earned his Ph.D. in Mathematics from Columbia University, M.A. from Columbia University, M.S.in Applied Mathematics from Rutgers University, and B.S. double major in Computer Science and Applied Mathematics from University of Technology, Sydney.
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Here we discuss ways to derive and implement the logic for testing a point inside a triangle. In other words, we define a system for which given three points as the vertex of a triangle, we find whether a point lies inside the triangle or not. For the purpose of simplicity, we will confine these test in a 2d coordinate system.
Back to High School
Before approaching any logic/methodology we first examine the fundamentals of mathematics involved. We revisit some high school math.
Every point in a two-dimensional space can be represented as a pair of coordinates, usually represented by x and y.
point p = (x, y)
I would like to touch python implementation in parallel here as well.
This point can be represented as python tuple of two floats and can be declared as :
p = (floatA, floatB)
To define a triangle, we need three points. Let’s call them a, b, c and define them as:
a = (x1, y1)
b = (x2, y2)
c = (x3, y3)
Now we define our test point p as:
p = (x, y)
If we look at the point definitions above, these are nothing but 8 numbers(floats). We will do some calculations on them. Namely, addition, subtraction, multiplication and division and arrive at another number as a result of these operations. And we have our test result. It is as simple as that. Nothing more, nothing less. So now let us begin applying our logic.
Our test requires us to examine the concept of concavity/convexity.
Convexity is defined as :
‘Having a surface or boundary that curves or bulges outward’
The word ‘concave’ has the word ‘cave’ inside it. So it has something to do with a cave. This is how I remembered it from high school.
Which of these two figures below you think represents a cave.
You are right, it’s fig b.
This is what a concave point is :
In the figure below point ‘p’ is concave to points ‘a’ and ‘b’, if we move from ‘a’ to ‘b’ looking towards the left of ‘a’. Note that we define left on the side of our choice to be considered ‘inside’.
Convex is nothing but the opposite of concave.
Now that we have the idea what convexity is, we will exploit this concept in our logic. For our given triangle, we will check whether the point ‘p’ is concave to the three lines ‘ab’, ‘bc’ and ‘ca’.
If it is concave to all three of them then it is inside the triangle, else not.
We devised a way to check if a given point lies to the left or right of a line. Here, the right/left side of a line is determined by going from one point to another. If we go from a —-> b, then imagine a person standing on point ‘a’ and facing point ‘b’. All the point lying on the right side of this person are right and all points on the left side of this person are left.
Two Point Form Equation of a Line
To do this, we make use of two-point-form of equation of a line:
y = y1 + [(x – x1) (y2 – y1) / (x2 – x1)]
Again going to python implementation, this could be easily written as
y = y1 + ( (x – x1) * (y2 – y1) / (x2 – x1) )
In the above the line is defined between the point (x1, y1) and point (x2, y2). The general point (x, y) represents any point on this line.
Now that we have a solid formula to use, let’s apply this to our case. Given the three sides of the triangle ‘ab’, ‘bc’ and ‘ca’, we test whether our test-point point lies to the left or right to each of these lines.
To find whether the point lies to left or right, we take the x coordinate of point ‘p’ and put in it the two-point-form equation of the line.
This will give us the y coordinate of the point ‘p’ if it were on the line.
Next, we check whether this y coordinate that we calculated is greater or smaller than the actual y coordinate of ‘p’. If it is greater than ‘p’ is on the left else it is on the right.
Let the points forming the line be ‘a’ and ‘b’ defined as:
a = (x1, y1)
b= (x2, y2)
and point ‘p’ as:
p = (x3, y3)
Next we find the y coordinate if were to lie on ‘ab’,
this will given by:
y = y1 + [(x3 – x1) (y2 – y1) / (x2 – x1)]
Let’s take a simple view of the above equation. In the above equation, we have five number on the right. x1, x2, x3, y1 and y2. We are doing simple operations of +, – , x and / on them and we get a sixth number y. Now we just want to calculate whether y is greater than y3 or not. Simple, and we get the answer if lies on the left or right.
Also, we want to be sure that we take all the cases in going from ‘a’ to ‘b’. Point ‘b’ could be in any quadrant relative to ‘a’. There are exactly four possibilities for ‘b’ lying in each quadrant.
If ‘b’ lies in quadrant ’0′ or ’3′ then we note that:
y > y3, ‘p’ is on the right of ‘ab’
y < y3, ‘p’ is on the left of ‘ab’
if ‘b’ is in quadrant ’1′ or ’2′ then the conditions are reversed.
y > y3, ‘p’ is on the left of ‘ab’
y < y3, ‘p’ is on right of ‘ab’
So we have to check for ‘b’ position with respect to ‘a’. And then use that information along the comparisons to finally get the result.
Let us put the python implementation for this. This code is more verbose than what it should be. It could definitely be more concise. Parts of it are also redundant. But I wanted this to be more readable and hence the verbosity.
def isConvex(pointA, pointP, pointB): x1, y1 = pointA x2, y2 = pointB x3, y3 = pointP if x2 > x1 and y2 > y1: quadB = 0 elif x2 < x1 and y2 > y1: quadB = 1 elif x2 < x1 and y2 < y1: quadB = 2 elif x2 > x1 and y2 < y1: quadB = 3 y = y1 + ((x3 - x1) * (y2 - y1) / (x2 - x1)) if quadB == 0 or quadB == 3: if y > y3: return True else: return False elif quadB == 1 or quadB == 2: if y > y3: return False else: return True
Following is the example of the above function at work.
>>a = (1.0, 6.0) >>b = (3.0, 8.0) >>p = (2.0, 12.0) >>isConvex(a, p, b) >>False
Now that we have a working function to test for convexity(‘right’). It is very easy to get all the three points of a triangle – ‘a’, ‘b’, ‘c’ and test a point – ‘p’ is inside or outside.
Let write the code for that:
def insideTriangle(a, b, c, p): if (not isConvex(a, p, b)) and (not isConvex(b, p, c)) and (not isConvex(c, p ,a)): return True else: return False
Please note that we are using the function isConvex() which we defined earlier.
And that’s it, we have our function to check whether the point lies in the triangle or not.
Now that we know the concept of our test inside-out, let’s put it to a simple test. Please download the attached scene file and the script. There is a null called ‘p’ in the scene, that we test inside the triangle defined by three other nulls ‘a’, ‘b’ and ‘c’.
Here’s the final script to run the test inside the sample scene file
def getObjectByUserKeyword(inKeyword): oColl = Application.ActiveSceneRoot.FindChildren('') for o in oColl: keywordColl = Application.GetUserKeyword(o) for thisKeyword in keywordColl: if thisKeyword == inKeyword: return o return None def getScenePoints(): a = getObjectByUserKeyword('a') b = getObjectByUserKeyword('b') c = getObjectByUserKeyword('c') p = getObjectByUserKeyword('p') return a, b, c, p def getPointCoordinates(inPoint): x = inPoint.Kinematics.Global.Parameters('PosX').Value y = inPoint.Kinematics.Global.Parameters('PosY').Value return x, y def getPointCoordinateList(inList): coordinateList =  for point in inList: coordinateList.append(getPointCoordinates(point)) return coordinateList def setVisibility(on=True): inside = getObjectByUserKeyword('inside') outside = getObjectByUserKeyword('outside') inside.Properties('Visibility').Parameters('viewvis').Value = on outside.Properties('Visibility').Parameters('viewvis').Value = not on return def isConvex(pointA, pointP, pointB): x1, y1 = pointA x2, y2 = pointB x3, y3 = pointP if x2 > x1 and y2 > y1: quadB = 0 elif x2 < x1 and y2 > y1: quadB = 1 elif x2 < x1 and y2 < y1: quadB = 2 elif x2 > x1 and y2 < y1: quadB = 3 y = y1 + ((x3 - x1) * (y2 - y1) / (x2 - x1)) if quadB == 0 or quadB == 3: if y > y3: return True else: return False elif quadB == 1 or quadB == 2: if y > y3: return False else: return True def insideTriangle(a, b, c, p): if (not isConvex(a, p, b)) and (not isConvex(b, p, c)) and (not isConvex(c, p ,a)): return True else: return False scenePoints = getScenePoints() a, b, c, p = getPointCoordinateList(scenePoints) testValue = insideTriangle(a, b, c, p) setVisibility(testValue)
To run the test:
1. Move the null ‘p’ , or any of the nulls ‘a’, ‘b’ and/or ‘c’ to make ‘p’ lie inside or outside the triangle in the front view. If you move the points ‘a’ , ‘b’ or ‘c’, please make sure that cyclic order ‘abc’ is maintained in the anticlockwise direction. This is important so that we always test for points on the left of the line.
2. Run the script.
3. The text-curves ‘inside’ and ‘outside’ will be visible according to the result of the test.
Note that, as we are testing in a 2D plane , we use the only the front view as our coordinate plane and the points have their position z = 0.


Multi Language Numbers Shapes Colours Puzzle
Little ones can learn numbers, shapes, and colors in 6 different languages with this multi-language Numbers, Shapes & Colors Wooden Tray Puzzle! This innovative wooden puzzle helps develop language knowledge, fine motor skills, hand-eye coordination, number, shape, and color recognition, and dexterity.
- 12 chunky wood numbers, 10 wood shapes and
- 3 language sheets in English, Spanish, French, German, Dutch and Italian
- Ages 3+


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501: Institute of Analysis and Computational Number Theory /
502: Institute of Optimization and Discrete Mathematics / People / Courses
503: Institute of Mathematical Structure Theory / People / Courses
504: Institute of Computational Mathematics / People / Courses
506: Institute of Statistics / People / Courses
507: Institute of Geometry / People / Courses
Bachelor, Master, and Doctoral Programs
We offer a Bachelor Program, and the Master programs Industrial Mathematics, Operations Research and Statistics, Mathematical Computer Science, Financial and actuarial Mathematics. The Mathematical Doctoral School hosts one DK plus program funded by FWF: Discrete Mathematics.
The six Mathematics institutes are located in the
Neue Technik Campus area
Their postal addresses are:
• Inst. 501—504: Steyrergasse 30, 8010 Graz.
• Inst. 506: Kopernikusgasse 24/III, 8010 Graz.
• Inst. 507: Kopernikusgasse 24/IV, 8010 Graz.


Mathematics is a subject that is very important in one’s life. You need to be skilled in math for you to understand simple arithmetic’s of life. Everything revolves around problem solving. Improve your mental ability to solve skills through learning mathematics. You need to have a strong foundation in the basic concepts of math to solve other complex math problems. Math is taught to kids when they are at school and home. Encourage your kids to do more assignments in areas that they are weak. Read through the article to grasp how you can help improve your kid math skills.
children who learn by creating models understand fast than kids who just read theory books. The patterns create a visual knowledge of a child. It is great to make a child understand a math concept because it sticks in their minds and becomes easy to remember. Encourage children to build objects at home. The items will be suitable for reference when given assignments.
It is always great to start with the basics. The math basics should be at the fingertips of your kids. Draw a number line and let kids memorize and visualize it. Choose a method that relates to the children. Always focus on identifying where your kid is not understanding. The items kids have made plays a significant role in math solving skills.
A Brief Rundown of Classes
Proper the script is essential in learning number line. You should purchase the right tools for solving math problems. Build a kids ability to solve simple arithmetic’s. Make sure a child understands the previous topic. Math is a series of events, and one should teach step by step. Be keen on the calculations your child is having problems. Countercheck if your child has done the right calculations.
Smart Tips For Uncovering Learning
Let your children have enough assignments to gain confidence. Always gift your kids when they perform well. Inspire your young ones on the importance of math in life. A the child will improve on his ability to do math concepts when motivated. Offer to help a child when unable to answer a question.
Make sure your child is not disturbed. A the child should be taught in to visualize and memorize quickly. The silent room allows a child to focus better and learn quickly. At this time you can encourage your kid to solve math puzzles. Decorate your class walls with math pictures to grasp the attention of kids. Let your students have their favorite items and use them to learn math basics.
Math concepts involves fractions which are very essential. let your children understand the components of a portion. Math calculation require a kid to have the basics first. Factor in the guidelines that a child should follow to understand. They will be confident when solving equations. Kids will develop the capacity to tackle math questions. It helps kids to stop relying on calculators. You children will study math well when they use items they love.


The Math/Science Major
Fields in math and science are widely recognized as some of the most critically important fields in our complex, highly technical global environment. Given the general shortage of people with training in these essential areas, tremendous career opportunities are open to students who elect math/science as their major.
Students who pursue a major in Math/Science (associate degree) must complete 3 math courses, 4 lab science courses, and a course in information technology in addition to all the general education course requirements. In the second year of study, Math/Science majors complete Research Practicum I and II. This practicum affords students the opportunity to pursue an area of interest while working with faculty mentors. This is an ideal major for those who love math, science, and computer science, or who plan to pursue baccalaureate majors in math, the natural sciences, engineering or computer science.
The mission of this major is to provide students with the introductory science and math courses needed to fulfill the general prerequisites in a natural science or math major at a four-year school.
Through the course of study in the Associate Degree in Math/Science, students will be provided an opportunity to learn how to:
• recognize the scientific method in various contexts.
• utilize technology to gather, store and present academic research or scientific topics.
• identify important historical figures in biology and chemistry.
• draw conclusions from laboratory experiments and present this data in an appropriate format.
• recognize basic scientific principles in biology and chemistry.
• develop practical use of mathematics in problem-solving.
After completing the associate degree, Math/Science students who transfer are well prepared for further studies in mathematics, engineering, computer science, biology, chemistry, physics, or environmental science. Students may also pursue pre-medicine or pre-veterinarian programs from this major.
A variety of careers are open to students who complete the Math/Science major, including research, teaching, engineering, environmental studies, environmental policy analysis, computer science, business, medicine, and veterinary medicine. The rigor of the academic training provided by these majors allows successful graduates to pursue any number of careers outside of the traditional math and natural sciences field, including business and the insurance industry.


Cap Rate Calculator
The cap rate formula, also known as the capitalization rate formula, is a commonly used formula in real estate to determine the potential rate of return on a property investment.
The cap rate formula is:
Cap Rate = Net Operating Income (NOI) / Property Value
Net Operating Income (NOI) is the annual income generated by the property, minus all operating expenses (such as property taxes, insurance, maintenance costs, and management fees)
Property Value is the current market value of the property
The resulting number is expressed as a percentage, and represents the expected rate of return on the property investment. The higher the cap rate, the higher the potential return on investment.
For example, if a property has an annual net operating income of $50,000 and a market value of $1 million, the cap rate would be calculated as follows:
Cap Rate = $50,000 / $1,000,000 = 0.05, or 5%
This means that the property has a potential rate of return of 5% based on the current income generated by the property and its market value.


The Dream vs. Dream community uses numeric notation to describe the inputs of certain moves. While this is a widely known and used notation for many fighting games, there are still some people who do not understand it. To help you understand what it means, take a look at the number pad on your keyboard. It should look like this:
7 8 9 4 5 6 1 2 3
Imagine that the numbers all equal points on a joystick, with 5 signifying your neutral position. Inputs like crouching and jumping then become 2 and 8, respectively. By the same logic, an input like 236 becomes down, down-forward, forward, or quarter-circle forward.


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Freeman’s Math App
App Development | Professional Work
29 children are in a classroom. 20 have dogs, and 15 have cats. How many students have a dog and a cat?
Due to nature of set theory, the answer to this problem is variable depending on how you assign cats and dogs to the children in the classroom. The app needed to allow users to easily assign the pets to characters on screen, and see how their choices affects the total number of students with dogs and cats. I lead the development team and was responsible for the UI design. The video below showcases this functionality.
Despite being a problem at the 7th grade level, rigid perceptions of mathematics prevent many adults from answering the problem. Can you!?
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Surprisingly i've never looked at learning how to count in binary, so, the other night I did.
Binary is a base 2 counting system, meaning you have 2 numbers available, 0 and 1. Most humans use base 10 (give this some research, interesting stuff), the numbers 0 through to 9 and considering we've grown up with thsi technique, it's easy to us. I was surprised at how simple it is to count in binary utilising your own base 10 knowledge.
For this post we're going to be using 8 bits (which equates to one byte, better known as a single character like 't'). A bit is a single 0 or 1, so 8 bits equates to something like this '0 0 1 0 1 1 0 0' which is the number 44.
But, how do those seemingly random 0's and 1's equal 44? This is where things get fun.
each of those bits (8 either 0's or 1's) equates to a number, this number is doubled for every bit, for example, using 4 bits the value increases like '1, 2, 4, 8). However, in binary these numbers are REVERSED '8, 4, 2, 1', the most significant number on the left.
Let's set our our 8 bits in order to equate 44:
128 64 32 16 8 4 2 1
Now, let's place our 0's and 1's in their correct position:
32 + 8 + 4 = 44. This is the binary representation of 44.
With these 8 bits we can count from 0 to 255 (entire ASCII table), awesome.
So with this knowledge and a little practice you can begin to count using binary pretty easily. But, now you want to spell out words, well, you can do that too.
ASCII is a character encoding standard that is utilised in computers to convert decimals (previously binary) into characters us humans can understand. Using an ASCII table we can do this conversion ourself manually.
Lets utilise the lowercase english alphabet, as shown in the ASCII table the lower case 'a' is represented by the number 97 and the lowercase 'z' being 122, filling in the gaps we have the entire alphabet. Take note that the uppercase alphabet is represented from 65 to 90. Knowing this, writing out our name for example using binary is extremely easy, however quite time consuming. Let's do my name, 'daniel'.
01100100 = 100 = d
01100001 = 97 = a
01101110 = 110 = n
01101001 = 105 = i
01100101 = 101 = e
01101100 = 108 = l
Let's plug these numbers into an online binary to text converter such as this free website and input the string "01100100 01100001 01101110 01101001 01100101 01101100". Pretty simple in the end.
You can also utilise a neat trick designed to allow converting binary to text quickly. Take the last 5 bits of data ignoring the first 3, for example '01100' from the character 'l' above. Add the rows with 1's together, in this case 8 and 4 which equals 12. Now what is the 12th letter of the alphabet? That's right, 'l'. This trick works for both upper and lowercase characters, the difference being the first 3 bits of a lowercase character are 011, while for uppercase characters it is 010.
I created an 8-bit binary counter using Qt and C++ in order to practice my counting, it provides a real-time calculation of your number. You can find the source code here.


Shannon's information theory deals with source coding [ ] Claude Shannon established the mathematical basis of information theory and published [ ]. provides the first comprehensive treatment of the theory of I-Measure, network coding theory, Shannon and non-Shannon type information inequalities, and a. Die Informationstheorie ist eine mathematische Theorie aus dem Bereich der Claude E. Shannon: A mathematical theory of communication. Bell System Tech.
An Introduction to Single-User Information Theoryprovides the first comprehensive treatment of the theory of I-Measure, network coding theory, Shannon and non-Shannon type information inequalities, and a. This book presents a succinct and mathematically rigorous treatment of the main pillars of Shannon's information theory, discussing the fundamental. Shannon's information theory deals with source coding [ ] Claude Shannon established the mathematical basis of information theory and published [ ].
Shannon Information Theory Primary Sidebar VideoClaude Shannon - Father of the Information Age
Das Abdecken mit einer Strohschicht, Glücksspiralle mindestens 0,10 bis 1,00 Euro? - InhaltsverzeichnisThe maximum rate at which information can be Clubcooee has a simple characterization in terms of the maximum flows in the graph representing the network.
May you describe and draw a relationship between this model and its application in effective communication practices, please?
Could you please explain to me the application of Shannon and Weaver model by using an example of business communication? Is the Shannon and Weaver model is by using technology like cellphone, computer and etc..??
How you could reply sir thank you.. We would like to request permission to use the chart in an upcoming textbook.
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Its amazing. Cambridge, Dover 2nd Edition. Reza, F. New York: McGraw-Hill Urbana, Illinois : University of Illinois Press. Stone, JV.
Yeung, RW. Information Theory and Network Coding Springer , Leff and A. What is Information? Subfields of and cyberneticians involved in cybernetics.
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This is where the language of equivocation or conditional entropy is essential. In the noiseless case, given a sent message, the received message is certain.
In other words, the conditional probability is reduced to a probability 1 that the received message is the sent message.
Or, even more precisely, the mutual information equals both the entropies of the received and of the sent message. Just like the sensor detecting the coin in the above example.
The relevant information received at the other end is the mutual information. This mutual information is precisely the entropy communicated by the channel.
This fundamental theorem is described in the following figure, where the word entropy can be replaced by average information :.
Shannon proved that by adding redundancy with enough entropy, we could reconstruct the information perfectly almost surely with a probability as close to 1 as possible.
Quite often, the redundant message is sent with the message, and guarantees that, almost surely, the message will be readable once received.
There are smarter ways to do so, as my students sometimes recall me by asking me to reexplain reasonings differently. Shannon worked on that later, and managed other remarkable breakthroughs.
In practice, this limit is hard to reach though, as it depends on the probabilistic structure of the information.
Although there definitely are other factors coming in play, which have to explain, for instance, why the French language is so more redundant than English….
Claude Shannon then moves on generalizing these ideas to discuss communication using actual electromagnetic signals, whose probabilities now have to be described using probabilistic density functions.
But, instead of trusting me, you probably should rather listen to his colleagues who have inherited his theory in this documentary by UCTV:.
Shannon did not only write the paper. Shannon also made crucial progress in cryptography and artificial intelligence. I can only invite you to go further and learn more.
Indeed, what your professors may have forgotten to tell you is that this law connects today's world to its first instant, the Big Bang!
Find out why! What's the probability of the other one being a boy too? This complex question has intrigued thinkers for long until mathematics eventually provided a great framework to better understanding of what's known as conditional probabilities.
In this article, we present the ideas through the two-children problem and other fun examples. What is Information? Part 2a — Information Theory on Cracking the Nutshell.
Today we call that the bandwidth of the channel. Shannon demonstrated mathematically that even in a noisy channel with a low bandwidth, essentially perfect, error-free communication could be achieved by keeping the transmission rate within the channel's bandwidth and by using error-correcting schemes: the transmission of additional bits that would enable the data to be extracted from the noise-ridden signal.
Today everything from modems to music CDs rely on error-correction to function. A major accomplishment of quantum-information scientists has been the development of techniques to correct errors introduced in quantum information and to determine just how much can be done with a noisy quantum communications channel or with entangled quantum bits qubits whose entanglement has been partially degraded by noise.
The Unbreakable Code A year after he founded and launched information theory, Shannon published a paper that proved that unbreakable cryptography was possible.
He did this work in , but at that time it was classified. The scheme is called the one-time pad or the Vernam cypher, after Gilbert Vernam, who had invented it near the end of World War I.
The idea is to encode the message with a random series of digits--the key--so that the encoded message is itself completely random. Encoder: The microphone and its computer will turn the voice of the radio host into binary packets of data that are sent to the radio transmitter.
The radio transmitter, also part of the encoder, will turn that data into radio waves ready to be transmitted.
Receiver: The receiver is the person listening to the radio, who will hopefully receiver the full message loud and clear if noise has been avoided or minimized.
Feedback: Feedback is difficult in this step. However, the radio channel may send out researchers into the field to interview listeners to see how effective their communication has been.
Sender: The person starting the conversation will say something to start the communication process. Noise: The sender may have mumbled or have an accent that caused the message to be distorted internal noise.
There might be a wind or traffic that made the message hard to hear external noise. Receiver: The receiver is the second person in the conversation, who the sender is talking to.
Feedback: Face-to-face communication involves lots of feedback, as each person takes turns to talk. It shows how information is interrupted and helps people identify areas for improvement in communication.
A simple text is more like a quick statement, question, or request. These differences in communication style is what has made communication better through digital coding.
Instead of trying to figure out all of the variables in a communication effort like Morse Code, the 0s and 1s of digital coding allow for long strings of digits to be sent without the same levels of informational entropy.
A 0, for example, can be represented by a specific low-voltage signal. A 1 could then be represented by a high voltage signal. Because there are just two digits and each has a very specific state that can be recognized, even after the signal has experienced extensive entropy, it becomes possible to reconstruct the information with greater accuracy.
Using the information theory, a base 2 is used for the mathematical logarithms so that we can obtain total informational content.
In the instance of a coin flip, the value received is one bit. The same would be true when dice are rolled. Similarly, a long, complete message in perfect French would convey little useful knowledge to someone who could understand only English.
Shannon thus wisely realized that a useful theory of information would first have to concentrate on the problems associated with sending and receiving messages, and it would have to leave questions involving any intrinsic meaning of a message—known as the semantic problem—for later investigators.
Clearly, if the technical problem could not be solved—that is, if a message could not be transmitted correctly—then the semantic problem was not likely ever to be solved satisfactorily.
Solving the technical problem was therefore the first step in developing a reliable communication system. It is no accident that Shannon worked for Bell Laboratories.
The practical stimuli for his work were the problems faced in creating a reliable telephone system.In Shannon's theory ‘information’ is fully determined by the probability distribution on the set of possible messages, and unrelated to the meaning, structure or content of individual messages. In many cases this is problematic, since the distribution generating outcomes may be unknown to the observer or (worse), may not exist at all 5. For example, can we answer a question like “what is the information in this book” by viewing it as an element of a set of possible books with a. Information Theory was not just a product of the work of Claude Shannon. It was the result of crucial contributions made by many distinct individuals, from a variety of backgrounds, who took his ideas and expanded upon them. Indeed the diversity and directions of their perspectives and interests shaped the direction of Information Theory. Shannon’s Information Theory. Claude Shannon may be considered one of the most influential person of the 20th Century, as he laid out the foundation of the revolutionary information theory. Yet, unfortunately, he is virtually unknown to the public. This article is a tribute to him. Information theory studies the quantification, storage, and communication of information. It was originally proposed by Claude Shannon in to find fundamental limits on signal processing and communication operations such as data compression, in a landmark paper titled "A Mathematical Theory of Communication". The field is at the intersection of probability theory, statistics, computer science, statistical mechanics, information engineering, and electrical engineering. A key measure in inform. This is Claude Shannon, an American mathematician and electronic engineer who is now considered the "Father of Information Theory". While working at Bell Laboratories, he formulated a theory which aimed to quantify the communication of information.


We have seen a lot of questions was based on Number Series in various exams like SBI PO, SBI Clerk, IBPS PO, IBPS Clerk, RBI Assistant. Questions based on Number Series are always being asked in SBI, IBPS, SSC & various competitive exams. Here we are sharing Number Series Questions PDF which were asked in previous exams. You can download the pdf by clicking on the link given below. Verbal reasoning, series test, number series questions pdf, number series practice questions pdf, free practice set pdf
Here we are sharing Number Series Practice Questions in PDF which were asked in previous exams. You can download the pdf by clicking on the link given below. Reasoning ability tests your critical thinking, approach to solve problems quickly. This is the section in which you can score good marks. For any difficulties in this topic, please comment below and I will revert you asap.
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NOTE: updated March 7, 2013 due to incorrect values for Runs for several teams.
In my last FanPost regarding WAR, commenters were suggesting that actual record isn't a good reference for WAR, since it is likely that a team could have many wins that were the result of close games, and then have blowouts losses, such that there is a large discrepancy between pythagorean record and actual wins (what BR calls "Luck"). I even noted that there was a slight correlation between RT Wins and Luck. OK, so let's forget about actual wins, and let's look at run differential.
WAR is attempting to measure runs created/saved by players, which can also be interpreted as adding to a team's run differential. A team's total WAR can be converted to this added run differential by multiplying it by 10. If we take a team's total added run differential from WAR and subtract it from its actual run differential, you would get a team's replacement level team run differential. I would expect this value to be pretty consistent among all teams, if WAR is representing what it is supposed to. But I'm finding this is not true.
|Team||Off fWAR||Pit fWAR||Total fWAR||R||RA||R-RA||fRT Runs||fRT Wins|
In this chart, sorted by total fWAR, fRT Runs is run differential minus 10 times total fWAR. fRT Wins = 81 + fRT Runs / 10.
You again notice strange deviations, such at the large values for Blue Jays, Mariners, and White Sox, and small values for the Diamondbacks, Rockies, and Brewers.
Perhaps it is as others have suggested, that Pitching WAR just needs some more work. That may be true, but until it is improved, or even after it is, I think there might be a way to handle this, and I'll have another FanPost coming soon with my idea.


The American Glavcot Rabbit Society
How Sweepstakes Are Calculated
BOB - 20 points BOSB - 18 points
BOG - 15 points BOSG - 13 points
BOV - 10 points BOSV - 8 points
1st Place - 6 points x # in class
2nd Place - 4 points x # in class
3rd Place - 3 points x # in class
4th Place - 2 points x # in class
5th Place - 1 point x # in class
Example: Blue Jr Buck places 1st in class of ten. 1st place is 6 points so 6 x 10 = 60. Now the same animal goes on to place
as BOV(15 points) and BOG(10 points) so he would earn an additional 25 points giving him an overall total of 85 points.
Sweepstakes run from January 1st to December 31st
Awards will be presented for the Top 3 Overall.


Dec 24, 2020 · The table depicts a two-way ANOVA in which gender has two groups (male and female), marital status has three groups (married, single never married, divorced), and the means refer to happiness scores (n = 100):
Reporting post hoc anova results (ANOVA). Post hoc tests are designed for situations in which the researcher has already. In the present example this results in the table of absolute mean. Reporting the significance results of the one-way ANOVA and following up a significant one-way ANOVA result with post-hoc tests.. Repeated Measures ANOVA.
Multivariate analysis of variance (MANOVA) is simply an ANOVA with several dependent variables. That is to say, ANOVA tests for the difference in means between two or more groups, while MANOVA tests for the difference in two or more . vectors. of means. For example, we may conduct a study where we try two different textbooks, and we
It includes regression (linear, logistic, nonlinear), multivariate data analysis, parametric tests, non parametric tests, ANOVA, ANCOVA, forecasting methods. StatPlus 2007 v.220.127.116.11 StatPlus 2007 is a powerful and flexible software solution that processes data to perform statistical analysis.
Nov 14, 2012 · Assalamualaikum. pa anwar, saya punya data penelitian mengenai parameter 1, 2, 3, …, 14. masing2 parameter diberi perlakuan A,B,C, dan D dan diamati dalam 4 waktu hari ke-0, ke-7, ke-14, dan ke-30 dan setiap perlakuan ada 5 ulangan. saya sudah membaca artikel tentang one way anova dan two way anova tapi masih belum paham. saya hanya ingin ...
For one-way ANOVA’s df1 = k – 1. Moving on to an ANOVA with four groups. We know the answer if this is a one-way ANOVA (that is, a 4 x 1 design): df1 = k – 1 = 4 -1 = 3. However, what if this is a two-way ANOVA (a 2 x 2 design)?
2-way ANOVA 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 M1 M2 Cntrl Male Female A two-way ANOVA was conducted to test the effects of note- taking methods (method 1, method 2 ...
Typically, however, the one-way ANOVA is used to test for differences among at least three groups, since the two-group case can be covered by a t-test (Gosset, 1908). When there are only two means to compare, the t-test and the F-test are equivalent; the relation between ANOVA and t is given by F = t 2.
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One-way analysis of variance is used to test the difference between the means of several subgroups of a variable (multiple testing). These codes are used to break-up the data into several subgroups for the ANOVA procedure, to calculate the Between groups and Within groups variation.This video is about Analysis of Variance (ANOVA), or more specifically, One-Factor ANOVA. In this setting, we are thinking about two variables So that's 2 over here. So this is going to be equal to our sum of squares within, I should say, is 6. So one way to think about it-- our total variation was 30.
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One-way analysis of variance is a method for comparing between one independent variable and one dependent variable which independent variable is three or more samples and one- way analysis of variance is a method of statistics which used in social
Aug 11, 2014 · There are two main types of ANOVA: (1) "one-way" ANOVA compares levels (i.e. groups) of a single factor based on single continuous response variable (e.g. comparing test score by 'level of education') and (2) a "two-way" ANOVA compares levels of two or more factors for mean differences on a single continuous response variable (e.g. comparing test score by both 'level of education' and 'zodiac sign'). May 06, 2020 · ANOVA tests come in various forms: 1. One-way (or one-factor) ANOVA - tests the hypothesis that means from two or more samples are equal (drawn from populations with the same mean). Student's i-test is actually a particular application of one-way ANOVA (two groups compared) and results in the same conclusions. 2.
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One-way ANOVA is a test for differences in group means One-way ANOVA is a statistical method to test the null hypothesis (H0) that three or more population means are equal vs. the alternative hypothesis (Ha) that at least one mean is different. Using the formal notation of statistical hypotheses, for k means we write:
Sep 16, 2014 · • “A One-way ANOVA was conducted to compare effect of [name the effect (IV)] on the (dependent variable).” • Here is an example: “A One-way ANOVA was conducted to compare the effect of [type of athlete] on the (the number of slices of Pizza eaten in one sitting).” Mar 25, 2012 · But when there are only 2 samples, both ANOVA and t test are good, they will get the same result(p.s.although t test and ANOVA can give the same results, the t-test gives you the ability to do one-tailed and two-tailed tests.) so at this point ANOVA maybe a better test because it is more useful when samples goes over 2.
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One-Way ANOVA Calculator Group 1 5107 5946 5721 5522 Group 2 5992 4240 2996 gal g Group 3 591 g 5172 40sg 4092 + Add Group Calculate — Delete Group F-stabstc value 0.38039 P-value 0.68426 Groups Group 1 Group 2 Group 3 Source Between Groups Within Groups Total: Data Summary Mean 5052.94 5210.72 5048.42 ANOVA Summary std. Dev. 1162.4282 1038.0794
Aug 11, 2014 · There are two main types of ANOVA: (1) "one-way" ANOVA compares levels (i.e. groups) of a single factor based on single continuous response variable (e.g. comparing test score by 'level of education') and (2) a "two-way" ANOVA compares levels of two or more factors for mean differences on a single continuous response variable (e.g. comparing test score by both 'level of education' and 'zodiac sign'). One-Way ANOVA (Between-Groups) #2 One-way ANOVA (Repeated Measures) Mixed-Design ('Split-Plot') ANOVA Levene's Test Dealing with Unequal Variances/Samples Two-Way ANOVA (Between-Groups) Linear Contrast Analysis Analysis of Covariance (ANCOVA) Multivariate Analysis of Variance (MANOVA) ANOVA on Ratio Variables ANOVA of Residuals vs ANCOVA
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In order to test for the equality of means and to assess the differences between pairs of means, the analyst uses one-way ANOVA with multiple comparisons. Open the sample data, PaintHardness.MTW. Choose Stat > ANOVA > One-Way. Select Response data are in one column for all factor levels.
A one-way ANOVA can be thought of as an extension of the unpaired Student t-test to more than two groups. Or, you can think of the Student t-test as a special case of the ANOVA for only two groups (or "levels" in ANOVA terminology). A two-level ANOVA is algebraically equivalent to a t-test, and produces exactly the same p values. To calculate a One-way ANOVA F-test in Excel x Choose the variables that you want to use as the independent, variable and the independent variable, group variable that you want to calculate an independent t-test for. I will use Q1 and Ethnicity. x As you did for the Independent t-test, move the independent variable, Ethnicity, to another column.
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Jan 23, 2019 · The F statistic is in the rightmost column of the ANOVA table and is computed by taking the ratio of MSB/MSE. Example: A clinical trial is run to compare weight loss programs and participants are randomly assigned to one of the comparison programs and are counseled on the details of the assigned program.
A one-way ANOVA can be thought of as an extension of the unpaired Student t-test to more than two groups. Or, you can think of the Student t-test as a special case of the ANOVA for only two groups (or "levels" in ANOVA terminology). A two-level ANOVA is algebraically equivalent to a t-test, and produces exactly the same p values. If you have eight of them, you could always calculate the ninth one using the mean of means. So one way to think about it is that there's only eight independent measurements here. Or if we want to talk generally, there are m times n-- so that tells us the total number of samples-- minus 1 degrees of freedom.
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Feb 24, 2016 · A one-way ANOVA can be seen as a regression model with a single categorical predictor. This predictor usually has two plus categories. A one-way ANOVA has a single factor with J levels. Each level corresponds to the groups in the independent measures design.
Prism can compute one-way ANOVA (but not repeated measures ANOVA, and not nonparametric comparisons) with data entered as mean, SD (or SEM), and n. This can be useful if you are entering data from another program or publication. Create a Grouped table, and enter the data all on one row. Setting up the data table with repeated measures design Jan 14, 2019 · Calculate a one-way ANOVA, including a Tukey’s HSD for the data from the Happiness and Engagement Dataset. Write a 125- to 175-word summary of your interpretation of the results of the ANOVA, and describe how using an ANOVA was more advantageous than using multiple t tests to compare your independent variable on the outcome.
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Oct 31, 2010 · You can only calculate an effect size after conducting an appropriate statistical test for significance. This post will look at effect size with ANOVA (ANalysis Of VAriance), which is not the same as other tests (like a t-test). When using effect size with ANOVA, we use η² (Eta squared), rather than Cohen’s d with a t-test, for example.
Aug 11, 2014 · MANOVA. The obvious difference between ANOVA and a "Multivariate Analysis of Variance" (MANOVA) is the “M”, which stands for multivariate. In basic terms, A MANOVA is an ANOVA with two or more continuous response variables. Like ANOVA, MANOVA has both a one-way flavor and a two-way flavor.
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“Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.”
Mathematics is a highly interconnected discipline that provides students with the life skills necessary to become functional, numerate members of society. Developing a growth mindset through deeper thinking and risk taking will allow the students to gain enjoyment and curiosity about mathematics. Students are equipped with the belief that with hard work they can achieve. All students are encouraged to have a ‘can do’ attitude and are regularly challenged to think independently and reason mathematically.
Our curriculum is built with the aims of the national curriculum in mind: that students become fluent in the fundamentals of mathematics, can reason mathematically and can solve problems by applying their mathematics to a variety of routine and non-routine problems.
We aim to develop the skills necessary to enjoy the subject to its full and to maximise their potential in it through:


A new graph paper-game.
Posted by Gasten on September 16, 2006
In this post, I’m gonna present one of my most recent creations. Well, it ain’t done yet because I spotted a flaw in when I were playtesting it, and now I’m gonna show it to you and ask for some feedback.
This is a boardgame that should be played by 2-4 people on a graph paper (you know, the one you use in mathematics: with all the squares on?). It start with every player chooses a symbol to represent herself on the paper. It could, for example, be an X and an O if there is two players. Now everyone draws their symbol in square somewhere on the paper. Then the game begins.
Your goal is to trap the other players so they can’t move. The last player who can move wins.
On every turn you should do two things:
- Draw a 0-4 squares long and straight line in any direction (not diagonally) from your symbol.
- Draw your symbol at the end of the line (if your line is 3 squares long, you draw the symbol on square 4. If the line are 0 squares long, you simply draw the symbol next to the first one).
When you have done your first turn, you’ll have two symbols with a line connecting them. On your next turn you’ll have to choose which end you want to draw the line from. After your third turn you’ll have three symbols which are connected in a series by two lines. Now you may choose one of the ends to draw the line from, but not the connector in the middle. It pretty much becomes a snake.
And now, my problem, the flaw. I have only tested the game with two players, but I am sure that you (with a little effort) could do the same with three of rour players.
Say that both players (in a game with two players) looses one of their ends. One of them is going to start flee, and the other will chase after. It doesn’t matter how they turn or bend: since they can move the same amounts of squares they just have to copy eachother. Sooner or later they will end up (if none of the players end the game by doing a intentionally stupid move) to have crossed the paper and (with some logic thinking from your side) the game will end in a draw.
I don’t want that. I want this game to be exiting/thrilling/tactical even if you loose an end. I have some ideas like allowing a player to remove a connecting line and get more snakes; allowing the player to draw the line from any of his connectors, and stuff like that. But they all changes the game in fundamental ways, and I don’t really like that. And when I think about it: they will also make the game much harder to win, and it’ll take longer to play (not good or bad, just different).
So, comments? Suggestions? Feedback?
Gasten – going to playtest those new ideas soon.


I hope you had a very happy Thanksgiving and that everyone enjoyed their breaks. We have three weeks until Winter Break, and we’re going to be really busy!
It will feel really good to get in the groove with our routines this week! In history, the children are presenting their Explorers Timeline Team Projects today. Tomorrow, we will be formally launching our study of Colonial America. In language arts, we’ve been examining the parts of the paragraph while also enjoying sentence analysis. In geometry, we have several different groups of students who are learning about different aspects of geometry including the relationships of lines, intensive study of circles, and equivalence.
This week, in a rare group math lesson, we will be learning about data collecting and graphing. The children are going to track their own time commitment to their math studies, and graph their results. From these results, we will draw conclusions about how much time is being spent daily and weekly on math in our classroom. It is important at this stage in the year for children to hone their self-awareness and make decisions based on information instead of vague notions. This graphing exercise will offer an important opportunity for meta-cognition.This is real-life word problem work!
In other math news, we have a new math practice program that we are using to assess students’ math fundamentals and mastery in order to effectively target review and practice work. Most Montessori Elementary students enter Upper El with a firm, reliable foundation of skills that helps them progress rapidly and confidently through math. However, some students need a bit of extra focused support.
The practice program is called Symphony Math. At a school in New England where he worked previously, Mr. Robin was closely involved with the beta test of the program and is guiding our exploration of it. It is a diagnostic tool and also targets practice activities to specific individual math concepts if there are areas of weakness in the child's understanding. It is a web-based program that children will be able to use at home for 20 minutes a day if necessary. We will be in touch with each family to share benchmark information and recommend at-home practice if necessary. So far, students are enjoying their work with it. It is possible that we will consider replacing the paper math homework packet with Symphony Math for a handful of students.
In other essential work, we are formally launching our basic needs drive for Mary's Place today. Turquesa students will be creating posters and banners for the campus, and passing out flyers. We are excited about supporting Mary's Place, and we're hoping you get a chance to talk to your children about their service learning work. Elementary-aged children are really capable of hard work, and can change lives! On Dec. 17, we’ll be delivering our collection to Mary's Place in Seattle.This will be a voluntary going-out experience for the children (they can sign up to help out with the delivery), and we'll need parent drivers whose vehicles hold lots of cargo.
In the coming months, we have a number of important dates for you to keep in mind, and I want to make sure you get them into your calendars as soon as possible.
Dec. 11: Nutcracker Field Trip
Dec. 17: Delivery to Mary's Place (please let me know if you can drive and look for a Bloomz sign-up too)
Dec. 18: Pajama Day in the Elementary Classrooms! (more info is coming soon)
Jan. 22: Early Bird In-Class Curriculum Event - Join us from 9-10 as the children display and share their Colonial Collages
Feb. 25: Upper Elementary Colonial Feast at Beaver Lake Lodge - 6-8 pm
Please stay in touch if you have any questions or suggestions.
Ms. Nicole & Ms. Alyx
El Salon Turquesa Co-Lead Teachers


- To improve numerical fluency and knowledge of key mathematical concepts to make sense of numbers, patterns, shapes, measurements and data
- To develop a variety of mathematical skills, strategies and a way of thinking that will enable them to describe the world around them and play an active role in modern society
- To communicate solutions and ideas logically in spoken and written language using appropriate mathematical symbols, diagrams and representations
- To understand that IT provides a powerful way of communicating mathematics, one which is particularly important in an increasingly technological and digital world.
- Incorporate active learning in the classroom
It engages students learning by thinking, playing games, discussing, investigating, reasoning and creating.
- Use the three-step teaching approach – concrete, representational, abstract (CRA)
Students should firstly use objects to support them in understanding a new concept. In the next step learners transform the concrete model to a pictorial representation of the same concept. Finally, students are shown how the pictorial representations relate to conventional mathematics symbols and notations.
- Connect math concepts to everyday life
Relating math with real life problems can make the subject matter less abstract and more engaging. This approach helps students understand its relevance and can lead to deeper comprehension, enabling them to apply their mathematical knowledge and skills to future scenarios.
- The use of mental calculations
Strong mental arithmetic. enhances your problem-solving abilities and decision-making skills in various real-life situations.
- Integrate technology (IT) in Math lessons
Integrating IT in Math lessons builds a deep conceptual understanding of mathematics while staying fun and engaging.


Matchstick Puzzle 5 Solution 1. Arrange 8 matchsticks to form the ﬁsh swimming left as shown in the illustration. The object of the puzzle is to move 3 matchsticks ...
Answers copyright: www.mathinenglish.com Read the clues and rearrange the matchsticks to solve the puzzles. Remove 5 matchsticks to get 3 squares Move 2 and remove 1 matchstick to get 1 Remove 2 matchsticks to leave 2 squares Remove 3 matchsticks to get 3 squares
MatchStick Puzzles Remove 2 matchsticks to leave 2 squares. Move 3 matchsticks to leave 3 squares. Move 3 matches to turn the ﬁsh. Move 1 match to make 6. C Move 3 matches to get the cherry out of the glass. (Challenge: do this with only 2 moves.)
Matchstick puzzles with answers pdf. The object of the puzzle is to move 3 matchsticks. Move 3 matches to turn the ﬁsh. Matchstick Puzzle 5 Solution 1. Arrange 8 matchsticks to form the ﬁsh swimming left as shown in the illustration. Move 3 matchsticks to leave 3 squares. MatchStick Puzzles Remove 2 matchsticks to leave 2 squares.
https://ccstem.org/view/Matchstick_Math_Puzzles_With_Answers_Pdf [FREE] Matchstick Math Puzzles With Answers Pdf Aug 2, 2020 - Remove 5 matchsticks to get 3 squares move 2 and remove 1 matchstick to get 1 remove 2 matchsticks to leave 2 squares remove 3 matchsticks to get 3 squares..
Matchstick Puzzles With Answers Pdf Average ratng: 6,4/10 6625 reviews. Matchstick puzzles - move a match to rectify an equation or create a new picture. You can play those puzzles with sticks or pencils as well. Shown above is a seven sided convex polygon built from 2 squares and 3 triangles. 12 matchsticks were used to achieve this. The ...
Matchstick Puzzles With Answers. We have compiled list of matchstick puzzles in which you need to complete equation, move matchsticks to solve brain teasers or counting squares rectangles to solve the riddles. We replaced lines by matchstick is done to add more fun element to solving problems.
Matchsticks puzzles are great to train and boost your brain, IQ and logic skills. We have added printable worksheets of matchstick puzzles in 4 difficulty levels: from easier to very hard. Please feel free to use our printable math and logic puzzles and boost your logic and spatial skills. We offer thousands of math and IQ puzzles on our website. Our printable puzzles are great to incorporate in math lessons and classes and will increase math learners' engagement and motivation levels.
Here is the collection of matchstick puzzles I have found since I was a child. The questions can be about triangles and squares, numbers and words, and even some special topics which you will never think about them. Please have a look and solve it one by one. You will find them very interesting.


Basic Number Sequences
Basic number sequences prepare the child for the basics of multiplication.
Basic number sequences introduce 1st grade children to counting by 2s, 5s and 10s. 2nd grade students are introduced to counting by 2 through 5. 3rd grade students are introduced to counting by 6 through 12.
The Basic number sequence problems illustrate the actual sequence. Children use the given sequence to solve the problems.
Here is an example of a completed counting by 2s, Basic number sequence assignment.
2001 Manri Systems. All Rights Reserved.


Classes resume Monday, March 30, fully online.Please visit
dcccd.edu/coronavirus for additional information and to
learn how to prepare for online classes.
A summary of key student achievement metrics is provided below. For each metric, EFC identifies as its target a range of rates between one-half of one standard deviation below and one-half of one standard deviation above the mean of a peer group.
Graduation rates for both full and part-time students are monitored. A full-time student is one who enrolled in their first fall taking 12 or more semester credit hours. A part-time student is one who enrolled in their first fall taking less than 12 semester credit hours.
Three-Year Graduation Rate – Part-time Students
Six-Year Graduation Rate – Part-time Students
Three-Year Graduation Rate – Full-time Students
Six-Year Graduation Rate – Full-time Students
Graduate success is measured through transfer and employment rates.
The Graduate Transfer Rate is defined as the percentage of graduates enrolled in a Texas two- or four-year institution in the following fall after graduation. The Graduate Employment Rate is defined as the percentage of graduates employed in the fourth quarter of the calendar year after graduation.
Graduate Transfer Rate
Graduate Employment Rate
Eastfield monitors student progress and achievement through developmental education in both math and reading/writing.
Student achievement in developmental education is measured by the percentage of developmental education students who successfully complete the first college-level course with an A, B, or C in the related area within two years of college enrollment. Developmental students are those that place below state readiness standards on the Texas Success Initiative (TSI) in either math or reading/writing.
Developmental Education- Reading/Writing
Developmental Education- Math


Base 12 . org
or, why God really should've given us six fingers
This mini-site works from the basic premise that the humanity likes it
easy & finds math hard and puts forward the idea that we as a
species would really be a whole lot better off had we adopted a number
system based on the number twelve rather than the number ten.
In the course of this exposition I hope you'll get an insight into what
I believe is one of the side benefits of a numbering system based on
twelve: that it has a beauty and aesthetic appeal beyond just making
performing long division easier.
Don't worry, you don't have to have any special mathematical knowledge
beyond basic arithmetic to follow this, everything's explained!
This site is still being written. If you stumbled
on it then you're looking at it before it's been "released".
By all means enjoy it but please realize it's incomplete. Feedback
's still most welcome :-)
Wow, my curiosity is piqued. Tell me more!
About this site


Thank you for purchasing an indicator or bundle from Kenzing®. This brief introduction contains instructions on how the indicator functions and how to adjust the input values that allow you to personalise the indicator according to your trading strategy. Information on how to access the indicator after purchase is not included in this document and can be found in the Read Me FAQ document.
Understanding the Monte Carlo Simulation
This indicator uses Monte Carlo methods to predict the future price of a security using 200 random walks.
Monte Carlo methods rely on repeated random sampling to create a data set that has the same characteristics as the sample source, representing examples of alternate possible outcomes. The data set created using random sampling is called a “random walk”. Obtaining a mean from 200 random walks allows us to benchmark the performance of the source against the random walks obtained from the source.
Visual representation of 200 random walks against XRP/USD (1/2/2017-20/7/2018)


In many fields, the data can be represented as a graph. For example, the relationships between people in a social network can be viewed as a graph (vertices are people and edges are relationships). Some other examples are chemical molecules and roads between cities, which can be also viewed as graphs. To analyze graph data, several algorithms have been developped. In subgraph mining, the goal is to find subgraphs that are interesting in one or many graphs. The meaning of interesting depends on the application. In the basic problem of frequent subgraph mining, the goal is to find subgraphs that are frequent (appear many times in one or many graphs). Finding these frequent subgraphs can help to understand the structure of graphs and also be used for other applications such as classification. This page gives an overview of subgraph mining.
There are also many types of graphs that can be analyzed (e.g. directed graphs, attributed graphs, trees, etc.).
(under construction… )


Combinatory and conjunction mathematics lessons are utilised with advanced students of math, with more than eighty percent of all high college students getting taught within this method.
An additional seventy-five percent happen to be taught by means of the Combination Method and will continue to utilize it for essay help their greater levels of study.
As the study of this kind of mastering experiences has grown in reputation, there have already been some improvements in approaches and supplies. A more preferred method is called the Conjunctive Approach. Nonetheless, when a student is finding out within this way, they may be also studying about other varieties of learning experiences.
Conjunctive solutions of teaching are most typically made use of inside the classroom to emphasize integration, or generating the top use of current material whilst completing activities. These approaches also possess a strong emphasis on complex, both at the most elementary level, at the same time as additional complex subjects within a class.
A teacher with information of either the Advanced Placement Calculus course or the New York City Typical Core Mathematics curriculum can provide individual instruction for students. This is not restricted to students in this kind of plan but can be utilised with any course in which students are needed to take other math courses.
Most students who pick out to take calculus, regardless of what course is chosen, possess a course in certainly one of math (pre-calculus, pre-algebra, and so on.) with which they may be already familiar.
Most students who choose to take the course inside the Intermediate Placement Exams or the New York City Prevalent Core Mathematics curriculum can obtain expertise of other strategies of mathematics without having taking these exams. Nonetheless, numerous students will begin their college courses or pursue greater education degrees in math by taking http://office365.gmu.edu/ some Advanced Placement classes or finishing some of the New York City Typical Core mathematics courses.
Some instructors favor to teach via conjunction mainly because they find it much more flexible and less complicated to teach. It makes it probable to add to a lesson that’s already underway, in place of building a brand new lesson.
Students will normally demonstrate their understanding of this type of method by way of a overview of www.essay-company.com all of the topics covered inside the course, including reading, writing, and speaking. Students will generally use visual aids, such as charts, graphs, diagrams, and photographs, also as written explanations.
Content may involve algebra, geometry, or calculus. Studying the formula for an equation could involve the use of symbols, equations, and algebra.
Students will often obtain access to worksheets and calculators by way of an net connection to a web page, or even cost-free access to a Java application plan. Some computer systems also come equipped having a calculator software program tool built in.
Students will learn to interact with classmates, providing both a sensible and theoretical expertise. These approaches also teach students the best way to communicate clearly and make logical decisions with regards to info.
Students will not only study the way to resolve math troubles using the ideas identified within the New York City Frequent Core Mathematics curriculum, but may also understand how to apply them inside the true globe. This really is typically the most effective mastering atmosphere for each the content material covered within a course, also as interaction with peers and mentors.


A new federal report shows that the nationwide shutdown of schools during the COVID-19 pandemic led to historic learning losses for students.
The Department of Education released data Thursday showing that national test scores declined the most in decades.
“Average scores for age 9 students in 2022 declined 5 points in reading and 7 points in mathematics compared to 2020,” the report said. “This is the largest average score decline in reading since 1990, and the first ever score decline in mathematics. This Highlights report compares performance on the NAEP long-term trend reading and mathematics assessments for age 9 students from the winter of 2020 to results of long-term trend assessments in the winter of 2022.”
The report shows that minority students were hit hardest.
“In mathematics, the 13-point score decrease among Black students compared to the 5-point decrease among White students resulted in a widening of the White−Black score gap from 25 points in 2020 to 33 points in 2022,” the report said.
Many blamed the pandemic for the learning loss, but others argued the losses could have been avoided if schools had remained open.
“Utterly indefensible,” said U.S. Sen. Ted Cruz, R-Texas, after the data was released. “This is what Dem school shutdowns have done to our kids.”
The report found that technology and the home learning environment was key to a students’ success.
“Of the 70 percent of 9-year-olds who learned remotely during the 2020–21 school year, higher performers (those at or above the 75th percentile) had greater access to a desktop computer, laptop, or tablet all the time; a quiet place to work available some of the time; and a teacher available to help them with mathematics or reading schoolwork every day or almost every day compared to lower performers (those below the 25th percentile),” the report said.


Quintessence in a quandary: on prior dependence in dark energy models
The archetypal theory of dark energy is quintessence: a minimally coupled scalar field with a canonical kinetic energy and potential. By studying random potentials we show that quintessence imposes a restricted set of priors on the equation of state of dark energy. Focusing on the commonly-used parametrisation, $w(a)\approx w_0+w_a(1-a)$, we show that there is a natural scale and direction on the $(w_0, w_a)$ plane that distinguishes quintessence as a general framework. We calculate the expected information gain for a given survey and show that, because of the non-trivial prior information, it is a function of more than just the figure of merit. This allows us to make a quantitative case for novel survey strategies.


Download the complete set of worksheets on equation of a line that comprise worksheets on parallel and perpendicular lines as well. Perfect cubes, converting decimals to fractions in matlab, Simplify Monomials Calculator, graphing linear functions, fraction to decimal calculator, math games radicals, trigonometry formulas for 10th grade.
Coordinate Plane Inches Measurement These measurement worksheets for inches customary units will build skills for performing ruler measurements of either a single point or the length measurement of an object. The last math test that you took had regular points and 10 bonus points.
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Grade 9 math Here is a list of all of the math skills students learn in grade 9! These skills are organized into categories, and you can move your mouse over any skill name to preview the skill.
S Write an equation for a parallel or perpendicular line; 4 Grade 4 5 Grade 5 6 Grade 6 7 Grade 7 8. True Or False Equations First Grade Math Some of the worksheets for this concept are Algebraic equations, True or false math problems, Grade 1 supplement, Cc 1st grade word problems, Math 54 linear algebra and dierential equations work, True or false, First grade, Georgia standards of excellence curriculum frameworks.
Fourth Grade Algebra Printables, Worksheets, and Lessons: Math Sequences Unit Possible Number Solutions - Greater and Less Than - Number Sentences Write the Equation - Unscramble to Make an Equation Numbers to 9: Addition Only (first answer given). Equation Word Problems | Equation Worksheets One-step Equation Two-step Equation Multi-step Equation See all Equations This compilation of a meticulously drafted equation word problems is designed to get students to write and solve a variety of one-step, two-step and multi-step equations that involve integers, fractions, and decimals.
Sixth Grade Math Worksheets Sixth grade is a crucial year for students to have complete understanding of basic skills in the four operations as well as the comprehension of prime numbers and factorization, number theory, algebraic reasoning, and equations. Math Worksheets Land (makomamoa.com2) Using Tables and Data Charts With Expressions.
Math Worksheets Land (makomamoa.com2) Write an equation to express one quantity, the dependent variable, Also see these activities from your Grade 6 Common Core Math Activity Bundle from AIMSedu.Grade 4 math worksheets write an equation


Course roster updates
Introduction to multivariable calculus. Topics include partial derivatives, double and triple integrals, line and surface integrals, vector fields, Green's theorem, Stokes' theorem, and the divergence theorem.
Due to an overlap in content, students will receive credit for only one course in the following group: MATH 1920, MATH 2130, MATH 2220, MATH 2240.
MATH 1910 or equivalent AP credit.
This course is open to all registrants, including undergraduates and precollege students.
Summer 2019: Ithaca campus
|Section ID:||MATH 1920 001-LEC|
|Session:||6-week Summer session|
|Class dates:||June 24-August 6, 2019|
|Days/times:||M-F 1 PM - 2:15 PM 203|
|Instructor:||Tang, X. (xt225)|
|To enroll:||Precollege students may take this class as part of a six-week Summer College program.|


Ciao!Welcome to a wonderful year of Math!Name: Ms. Andrea LoPipero
Email Address: email@example.com
Phone number: 718-457-1242
Welcome to our Math classroom blog!
This website is here to help you improve your math grades and levels on New York State Exams. I am here to help each and every one of you. Parents-I need your help. We are a team, and we will make our children succeed.
If there ever comes a time you don’t understand something, you can comment on a blog and I will help you to succeed.
Be the best you can be… Don’t ever give up!