Have you ever struggled to teach fractions to your students? Do you find it challenging to explain the concept of fractions in a way that your students can grasp? If so, you’re not alone. Many teachers struggle with teaching fractions, and it can be a frustrating experience for both teachers and students. Fortunately, there is a solution – using a fraction table chart. A fraction table chart is a visual aid that can help students understand fractions in a more concrete way. In this post, we’ll explore some creative ways to use a fraction table chart in the classroom to make learning fractions more engaging and effective.
Why Teaching Fractions is Important
Fractions are an essential part of mathematics and have real-world applications in everyday life. From cooking to building, fractions are used in various fields. Unfortunately, many students find fractions challenging, and this can affect their overall math performance. As a teacher, it’s crucial to find effective ways to teach fractions to make sure that your students understand this fundamental concept. Using a fraction table chart can help simplify fractions and make them more accessible to students.
1. Introduction to Fractions
Before diving into the more complex aspects of fractions, it’s essential to introduce the concept of fractions to your students. Using a fraction table chart, you can demonstrate how fractions work by showing how they relate to whole numbers. To do this, you can start by explaining what a fraction is and how it represents a part of a whole. Next, you can use the fraction table chart to show how fractions can be represented visually. For example, you can show how ½ represents half of a whole or how ¼ represents a quarter of a whole.
2. Comparing Fractions
Once your students understand the basics of fractions, you can move on to comparing fractions. Comparing fractions can be a challenging concept for students to grasp, but using a fraction table chart can make it easier. To compare fractions using a fraction table chart, you can start by showing two fractions side by side. Next, you can use the chart to demonstrate which fraction is larger or smaller. For example, if you’re comparing ½ and ¼, you can show that ½ is larger than ¼ by demonstrating that the shaded portion of ½ is bigger than the shaded portion of ¼.
3. Adding and Subtracting Fractions
Adding and subtracting fractions can be another challenging concept for students to understand. However, using a fraction table chart can make it easier to visualize the process. To add or subtract fractions using a fraction table chart, you can start by showing the fractions you want to add or subtract side by side. Next, you can use the chart to demonstrate how to find a common denominator. Once you have a common denominator, you can add or subtract the fractions by adding or subtracting the numerators.
4. Multiplying and Dividing Fractions
Multiplying and dividing fractions can be even more challenging than adding and subtracting fractions. However, using a fraction table chart can make it easier to understand the process. To multiply or divide fractions using a fraction table chart, you can start by showing the fractions you want to multiply or divide side by side. Next, you can use the chart to demonstrate how to multiply or divide the numerators and denominators separately.
5. Real-World Applications of Fractions
Finally, it’s essential to show your students how fractions are used in real-world applications. Using a fraction table chart, you can demonstrate how fractions can be used in cooking, building, and other everyday activities. For example, you can use the chart to show how to convert a recipe that calls for ¾ cup of flour into a recipe that calls for ⅜ cup of flour. This can help students understand the practical applications of fractions and make them more motivated to learn.
Teaching fractions can be a challenging task, but using a fraction table chart can make it easier and more engaging for your students. By introducing fractions, comparing fractions, adding and subtracting fractions, multiplying and dividing fractions, and showing real-world applications of fractions, you can help your students understand this fundamental concept and set them up for success in math and in life. So, give it a try and see how your students respond!


While we were getting dressed this morning Eloise looked at me and counted to 10, completely unprompted. I am blown away, she is not even 21 months old yet!
My dad has been practicing counting to 10 with Eloise and I have been singing the ABCs, Days of the Week and Months of the Year songs on repeat. It's hard to know if anything sticks since these are just simple songs, but Eloise's ability to count from one through 10 is pretty darn impressive. I know I'm biased, but I feel like I may have future genius on my hands.


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Our team analyzed the 56158 reviews on the internet for Graphing Calculator For Calculus. We explored the best ones and wrote Graphing Calculator For Calculus Reviews for your convenience. It was a challenge to select the Best Graphing Calculator For Calculus among the thousands of available products. But, we tried to ensure that you receive only the Best Graphing Calculator For Calculus using our recommendations. Look at our listings-
Comparison Chart for Best Graphing Calculator For Calculus
We found 56158 reviews when researching. We have considered users feedback on the Graphing Calculator For Calculus and our suggestions includes only the finest of them in this article.
|1||Texas Instruments TI-Nspire CX II CAS Color Graphing Calculator with Student Software (PC/Mac)||9.8||Check Latest Price|
|2||Ti 84 Plus Calculator (Quick Study Academic)||9.8||Check Latest Price|
|3||Ti-84 Plus Graphing Calculator For Dummies||9.8||Check Latest Price|
|4||Texas Instruments TI-84 Plus Graphing Calculator||9.6||Check Latest Price|
|5||CASIO PRIZM FX-CG50 Color Graphing Calculator||9.6||Check Latest Price|
|6||Texas Instruments TI-84 Plus CE Graphing Calculator||9.2||Check Latest Price|
|7||TI-84 Plus School Pack (Pack of 10)||9.2||Check Latest Price|
|8||Texas Instruments TI-84 Plus CE Color Graphing Calculator||9||Check Latest Price|
|9||HP 50g Graphing Calculator||8.4||Check Latest Price|
|10||Texas Instruments TI-84 PLUS CE Graphing Calculator||8.2||Check Latest Price|
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Table Of Content:
- Texas Instruments TI-Nspire CX II CAS Color Graphing Calculator with Student Software PC/Mac
- Ti 84 Plus Calculator Quick Study Academic
- Ti-84 Plus Graphing Calculator For Dummies
- Texas Instruments TI-84 Plus Graphing Calculator, Black
- CASIO PRIZM FX-CG50 Color Graphing Calculator
- Texas Instruments TI-84 Plus CE Graphing Calculator, Black
- TI-84 Plus School Pack Pack of 10
- Texas Instruments TI-84 Plus CE Color Graphing Calculator, Black 7.5 Inch
- HP 50g Graphing Calculator
- Texas Instruments TI-84 PLUS CE Graphing Calculator, Black...
1. Texas Instruments TI-Nspire CX II CAS Color Graphing Calculator with Student Software (PC/Mac)
- Color Screen.
- Rechargeable battery included. Can last up to two weeks on a single charge
- Handheld-Software Bundle.
- Thin Design and lightweight with easy touchpad navigation.Quick alpha keys
- Six different graph styles and 15 colors to select from for differentiating the look of each graph drawn.
2. Ti 84 Plus Calculator (Quick Study Academic)
3. Ti-84 Plus Graphing Calculator For Dummies
4. Texas Instruments TI-84 Plus Graphing Calculator
- All-purpose graphing: pre-algebra, algebra 1, 2, geometry statistics, biology, physics, business and finance.
- Preloaded apps, 480 KB ROM, 24 KB RAM
- Function visualization, 96 x 64 display resolution
- Proactive case and USB cable included
5. CASIO PRIZM FX-CG50 Color Graphing Calculator
- Color graphing Calculator with High resolution LCD display (over 65, 000 colors)
- Natural textbook display
- Picture plot technology/ Real life images
- 3 D graphing capability
- Built in conic sections
6. Texas Instruments TI-84 Plus CE Graphing Calculator
- Distinguish between multiple graphs and plots with color-coded equations, plots and objects.
- Electronically upgradeable graphing calculator allows you to have the most up-to-date functionality and software applications.
- Built-in MathPrint functionality allows you to input and view math symbols, formulas and stacked fractions exactly as they appear in textbooks.
- TI graph link offers increased capacity and speed.
- Advanced functions accessed through pull-down display menus.
7. TI-84 Plus School Pack (Pack of 10)
- Includes batteries and slide case covers for each calculator in pack
- Ideal for: Pre-Algebra, Algebra 1 & 2, Geometry, Statistics, Biology, Physics, Business & Finance
- Permitted for use on SAT, PSAT/NMSQT, ACT, AP, IB and Praxis exams
- Package Includes: 10 TI-84 PLUS calculators, 10 USB cables, 10 unit-to-unit cables and manuals, 40 AAA batteries, 1 product CD Poster and transparency.
- With a bright, easy-to-spot ‘school bus yellow’ back cover and slide case, faceplate is inscribed with the words ‘School Property’.
8. Texas Instruments TI-84 Plus CE Color Graphing Calculator
- High-resolution, full-color backlit display
- Rechargeable battery
- Preloaded apps and images.Fourteen interactive zoom features
- MathPrint feature.Seven different graph styles for differentiating the look of each graph drawn
- Available in a variety of fun colors
9. HP 50g Graphing Calculator
- New display upgrade–the new HP 50g display features a 30% increase in usable space over the HP 49g+.
- New powerful SD card slot allows you to format your card right in the calculator and expand memory
- Massive 2.5 MB total memory–512 KB RAM plus 2 MB flash ROM for performing future upgrades**
- New larger equation library and 2300+ built-in functions–ideal for both professionals and students
- The choice of efficient RPN, Textbook or Algebraic data entry
10. Texas Instruments TI-84 PLUS CE Graphing Calculator
- High-resolution, full-color backlit display
- Sleek Design
- TI Rechargeable Battery
- Familiar 84 Plus Family Functionality
- Ability to import and use images
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3 edition of Algebra Enrichment (Enrichment) found in the catalog.
Algebra Enrichment (Enrichment)
CHARLES, DOSSEY, KEEDY, BITTINGER SMITH
Written in English
|The Physical Object|
Algebra I Topics- This course is designed for students who have not completed Algebra I during the academic school year. This course is appropriate for 7th graders that will be taking Algebra I during the school year, as well as all rising 8th graders. The Summer Skills books include two different series of review books (math and language arts) for students from pre-k through high school. Our foreign language series and Study Skills Sharpener book are for students in the 7th grade through high school. Each grade level book helps students maintain their academic skills over the summer months.
Pre-Algebra: A practical step-by-step approach. Gary S. Goldman, PhD. Dedicated to my 5. th grade math teacher—Mr. Hivesly. the book will need to be recalled and applied to achieve a solution to a current problem. By having to recall knowledge previously acquired, this . A Grade Ahead’s Pre-Algebra 1 math program sets the stage for students to learn the concepts that are a necessary part of every young academic’s life. In addition to basic math topics and introductory pre-algebra topics, students in the Pre-Algebra 1 program will .
Foundations for Algebra Spring Student Enrichment Packet Answer Key: Grade 6 Math Spring Student Enrichment Packet Answer Key: Grade 7 Math Spring Student Enrichment Packet Answer Key: Grade 8 Math Spring Student Enrichment Packet Answer Key: Grades Social Studies Spring Student Enrichment Packet Answer Key. ©Glencoe/McGraw-Hill iv Glencoe Algebra 2 Teacher’s Guide to Using the Chapter 6 Resource Masters The Fast FileChapter Resource system allows you to conveniently file the resources you use most often. The Chapter 6 Resource Mastersincludes the core materials needed for Chapter 6. These materials include worksheets, extensions, and assessment Size: 2MB.
Silent Prayer Figurine
Memorial edition of collected works of W. J. Fox.
Peter Murphys Two Thousand Questions
Forty centuries look down.
Votes and proceedings of the General Assembly of the colony of New-York.
Kittens Animal Friends
Man and socialism in Cuba
Writers adviser for freshman composition
Franklin D. Roosevelt and the Supreme Court
American in Regency England
A plain cook
Church history in the age of science
Samuel Henry Jeyes
[Understanding taxes teachers resource kit].
Television and radar encyclopaedia
It provides in-depth enrichment in important areas of algebra by reorganizing and enhancing students’ problem-solving tactics and stimulates interest for future study of mathematics. The problems are carefully graded, ranging from quite accessible towards quite published: upper level math. high school math.
social sciences. literature and english. foreign languages. Read online Algebra 1 Student-Directed Review/Enrichment book pdf free download link book now. All books are in clear copy here, and all files are secure so don't worry about it.
This site is like a library, you could find million book here by using search box in the header. Algebra 1 Student-Directed Review/Enrichment. matical competitions. It Algebra Enrichment book in-depth enrichment in important areas of algebra by reorganizing and enhancing students' problem-solving tac-tics and strategies.
The book further stimulates students' interest for future study of mathematics. GO Math Textbooks GO Math: Middle School Grade 7 GO Math: Middle School Grade 8 GO Math: Middle School Grade 6 Go Math!: Student Edition Volume 2 Grade.
Session 1 of 3. Blog. 22 April Strengthening a school community with Prezi Video; 22 April Algebra Worksheets Free Worksheets with Answer Keys × is now a part of All of your worksheets are now here on Please update your bookmarks.
Enjoy these free pintable sheets. Each one has model problems worked out step by step, practice problems, as well as challenge questions at the.
to add these pages to their Pre-Algebra Study Notebook. Remind them to add definitions and examples as they complete each lesson. Study Guide and Intervention Each lesson in Pre-Algebra addresses one or two objectives. There is one Study Guide and Intervention master for each lesson.
When to UseUse these masters as reteach-File Size: 2MB. Deep Algebra Projects are rich, complex mathematical and real-world investigations that stretch advanced learners out of their comfort zones. The projects enhance students' abilities to think independently, flexibly, and with deep understanding.
Tips for using the projects. Be patient. Math-U-See is math you'll love. Math-U-See is a complete K math curriculum focused on homeschool and small group learning environments that uses manipulatives to illustrate and teach math concepts.
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
To get the free app, enter your mobile phone : RINEHART AND WINSTON HOLT. Math Enrichment "With understanding comes passion, and with passion comes growth—a treasure is unlocked.” At Mathnasium we love math—using it, talking about it, and especially teaching it. We think math is exciting, fun, and interesting.
Play our interactive matching games and learn about equivalent fractions, decimals and percentages. See all problems Open for Solution.
See all Resources for ages "I liked how they give you plenty of time to think. " Book Bespoke PD. Book forthcoming Events. Book our Hands-on Roadshow. See if your solutions to our recent problems have.
Algebra Enrichment is a mathematics support course for Algebra I. The course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses.
Prentice Hall Algebra 1. Get the exact Prentice Hall Algebra 1 help you need by entering the page number of your Prentice Hall Algebra 1 textbook below. (shelved 1 time as math-enrichment) avg rating — 50, ratings — published Pre-Algebra - Fractions Objective: Reduce, add, subtract, multiply, and divide with fractions.
Working with fractions is a very important foundation to algebra. Here we will brieﬂy review reducing, multiplying, dividing, adding, and subtracting fractions.
As this is a review, concepts will not be explained in detail as other lessons are. The correct answer is a length of 15 inches and a width of 4 inches (assigning the larger number to length). Note the depth and value of a critical thinking opportunity: the solution strategy connects 2D geometry with the number theory technique of factoring and is a precursor to a more sophisticated factoring procedure used in Algebra 1.
Welcome to Hickory Grove Press. We are a publisher of math books for gifted and advanced students in grades K We also offer enrichment materials by other publishers in the areas of Math, Science, Language Arts, Social Studies, Art, and Character Development.
(HELPFUL HINT: Enrichment is a challenging page, practice is the normal activity, and reteach is for those who may have struggled with the lesson) TOPIC 1 - Study Guide: Topic 1 Study and Vocabulary.
Foundations of Algebra L E S S O N ReAsoning with nUmbeRs GOAL CONCEPT BOOK To justify mathematical statements about odd and even numbers as always true, sometimes true, or never true.
See pages 2–7 in your Concept Book. 2 In this lesson, you will decide whether statements about odd and even numbers are always true, sometimes true, or never.The Videos, Games, Quizzes and Worksheets make excellent materials for math teachers, math educators and parents. Math workbook 1 is a content-rich downloadable zip file with Math printable exercises and pages of answer sheets attached to each exercise.
This product is suitable for Preschool, kindergarten and Grade product is available for instant download after purchase.overview Math Enrichment aims to reinforce skills learned in the past year while preparing students for success in the upcoming year by following a teaching model that is in direct alignment with California Common Core Standards.
To view a detailed curriculum, The Math Only Classes are for students entering 6 Grade to 12 Grade Fall


KELAS BELAJAR MATEMATIKA BERKONTEKS LINGKUNGAN UNTUK SISWA SEKOLAH DASAR DI DESA WANAGIRI
This is a social activity for Wanagiri Village in form of informal learning class. We addressed the topics in mathematics, which is focused on two digits multiplication using the environmental context. The topic was chosen after interviewing the teachers. It was mentioned that the multiplication is hardly understood by the students. The subject of the social activity is the fourth grader students of SD 1 and SD 2 Wanagiri together with two representative teachers from both schools. The activity was done in 3 months which aim to increase students’ appreciation in mathematics for daily life application. From the activity, it was found that the students were learning enthusiastically and able to develop their mathematical thinking in solving problem related to multiplication. Also, the students constructed a good understanding and awareness to keep the environment healthy and manage the waste appropriately.


Oh Dearie! Someone is surely about to fail a Mathematics test.
More Fun Posts from Cumedy Hut.
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- Cumedy Hut – Nigerian Politicians and their bad habits. When Nigerian politicians loot public funds/money from Nigeria, they keep it in Switzerland. When sick, they go to Germany or India. When investing, they go to America. When […]
- Cumedy Hut – A Smart Mathematics Student. Teacher: "Answer this math problem: if your father earns $500 a week and gives half to your mother. What will he have?" Student: "A heart attack."
- Cumedy Hut – Mathematics Teacher and his Student. Math Teacher: "If I have 5 bottles in one hand and 6 in the other hand, what do I have?" Student: "A drinking problem."
- Cumedy Hut – The Negative Side Of Mathematics. A discussion between two good friends. "What happened to your girlfriend, that really cute math student?" "She no longer is my girlfriend. I caught her cheating on me." "I […]
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What is Fill Rate?
Fill Rate is Sell Side specific metric which represents the percentage of ads served based on the total number of page impressions available.
The Fill Rate formula is represented by ;
(Paid impressions / Total impressions served) x 100 = Fill rate %
Your website had 500,000 total impressions or “ad calls” for a given period. Only 475,000 of those impressions returned a paid advertisement:
(485,000 / 500,000 ) x 100 = 97% fill rate
Price Floor, network errors, internet congestion, timeouts and users leaving a web page before the ad is delivered to the page all contribute to why a perfect 100% fill rate rarely happens.


Mathematics Office Hour for Prospective Students
This will be a chance to talk to a math professor about what the study of math at Geneseo is like. Your host will talk about the different math majors available at Geneseo, specialties students may pursue within them, and co-curricular student opportunities in the department. Above all else though, this is a chance to get your questions about math at Geneseo answered. Hoping to talk with you soon!
Register online to attend.
Monday, November 30 at 2:00pm


The winning numbers in Sunday evening’s drawing of the Arizona Lottery’s “Fantasy 5” game were:
(six, eight, twenty-five,
Estimated jackpot: $322,000
Players with all five numbers win all or share a prize that starts at $50,000
Tickets with four winning numbers are worth $500,
while those who guess three numbers get $5 and those who choose two win $1.
Couple thinks they won $360 in lottery, turns out to be $360,000


OBJECTIVE To identify whether age, sex, or breed is associated with crown height of the left and right maxillary first molar tooth (M1) measured on CT images, to develop a mathematical model to determine age of horses by use of M1 crown height, and to determine the correlation between M1 crown height measured on radiographic and CT images.
SAMPLE CT (n = 735) and radiographic images (35) of the heads of horses.
PROCEDURES Crown height of left and right M1 was digitally measured on axial CT views. Height was measured on a lateral radiographic image when available. Linear regression analysis was used to identify factors associated with crown height. Half the data set was subsequently used to generate a regression model to predict age on the basis of M1 crown height, and the other half was used to validate accuracy of the predictions.
RESULTS M1 crown height decreased with increasing age, but the rate of decrease slowed with increasing age. Height also differed by sex and breed. The model most accurately reflected age of horses < 10 years old, although age was overestimated by a mean of 0.1 years. The correlation between radiographic and CT crown height of M1 was 0.91; the mean for radiographic measurements was 2.5 mm greater than for CT measurements.
CONCLUSIONS AND CLINICAL RELEVANCE M1 crown height can be used to predict age of horses. Results for CT images correlated well with those for radiographic images. Studies are needed to develop a comparable model with results for radiographic images.


How to Find Speed From Distance & Mass | SportsRec
Jan 27, A power boat of mass kg is cruising at a constant speed of m/s. Using that time i calculated distance useing the velocity formula v=d/t. Yes, it's possible to calculate the 3rd if any two or provided. Also, For a given property (like say orbital velocity) Indeed, there are infinite number. Apr 17, Mathematics instructs us that speed = distance/time. Speed, or velocity, is determined by: Final velocity squared -- initial velocity squared. Kimberly Dyke is a Spanish interpreter with a B.A. in language and international.
Find where the two lines cross. At this intersection point, trace one line to X axis, and another to the Y axis. These are the lines with arrows on diagram 1. The two values you see are the time and distance where the fast car should overtake the slower car. Mark the predicting passing point on your course. Mark off the calculated point where the faster car should overtake the slower car. Have your assistant release the slower car at the head start mark while you simultaneously release your faster car at the starting line.
Start the timer a third person might be nice for this. Watch carefully to see where the fast car overtakes the slow car. Compare your predicted time and distance that the fast car overtook the slower car with the actual values. Results Your results are likely to be pretty close to what your graph predicts, but they will likely vary depending on the velocities of your cars and whether or not they travel at a consistent velocity.
Conduct more trials if you wish. Uniform velocity is a linear function, making them easy and fun to predict. Although the slower car had a head start in distance, the faster car covered more distance in less time, so it caught up. This is where the lines crossed. A non-graphical way of looking at this is using the following equation: The total distance each car travels to intersect is the same. Then, you can tell your parents how soon you will arrive at your destination.
Disclaimer and Safety Precautions Education. In addition, your access to Education. Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. If the object's displacement-time graph is a straight line itself, then the object is traveling with a constant velocity.
If the graph is not a straight line i.
- Distance, Velocity and Time: Equations and Relationship
- How to Find Speed From Distance & Mass
This is just an equation relating the three main ways average acceleration is expressed in equations. Remember that if the object has a constant acceleration, its average acceleration is the exact same value. Average acceleration, measured in units of distance per time-squared typically, meters per second per secondis the average rate at which an object's velocity changes over a given time interval. This tells us how quickly the object speeds up, slows down, or changes direction only.
This equation is both the definition of average acceleration and the fact that it is the slope of a velocity-time graph.
Like velocity, if the graph is not a straight line then the acceleration is not constant. This is a simple re-write of the definition of acceleration.
Homework Help: Calculating Distance and Time given mass,velocity,and Force.
It is useful when solving for the final velocity of an object with a known initial velocity and constant acceleration over some time interval. If an object goes from an initial velocity to a final velocity, undergoing constant acceleration, you can simply "average" the two velocities this way. This is particularly helpful and easy to use if you know that it starts with zero velocity just divide the final velocity in half.
This is a simple re-write of the old distance-equals-rate-times-time formula with average velocity defined as above. This is a very important formula for later use. It can be used to calculate an object's displacement using initial velocity, constant acceleration, and time. Though a bit more complex looking, this equation is really an excellent way to find final velocity knowing only initial velocity, average acceleration, and displacement.
Don't forget to take the square-root to finish solving for vf. This equation is the definition of a vector in this case, the vector A through its vertical and horizontal components.
Recall that x is horizontal and y is vertical. This equation relates the lengths of the vector and its components. It is taken directly from the Pythagorean theorem relating the side lengths of a right triangle. The length of a vector's horizontal component can be found by knowing the length of the vector and the angle it makes with the positive-x axis in this case, the Greek letter theta.
The length of a vector's vertical component can be found by knowing the length of the vector and the angle it makes with the positive-x axis in this case, the Greek letter theta. Because the components of a vector are perpendicular to each other, and they form a right triangle with the vector as the hypotenuse, the tangent of the vector's angle with the positive-x axis is equal to the ratio of the vertical component length to the horizontal component length.
This is useful for calculating the angle that a vector is pointed when only the components are known.
This is Newton's Second Law, written as a definition of the term "force". Simply put, a force is what is required to cause a mass to accelerate. Since 'g' is already a negative value, we don't have to mess around with putting a negative to show direction down is negative in our x-y reference frame. Through experimentation, physicists came to learn that the frictional force between two surfaces depends on two things: These two factors are seen here in this equation: Since both are positive, we must include a negative to account for friction's oppositional nature always goes against motion.
Another way to interpret Newton's 2nd Law is to say that the net sum total force on an object is what causes its acceleration.
Hence, there may be any number of forces acting on an object, but it is the resultant of all of them that actually causes any acceleration. Remember, however, that these are force vectors, not just numbers. We must add them just as we would add vectors. A simple if-then statement that holds true due to Newton's 2nd Law.
If the mass is not accelerated meaning: This is not to say that there is no force acting on it, just that the sum total of all the forces acting on it is equal to zero -- all the forces "cancel out". Since force is a vector, I can simply focus on its components when I wish.
So, if I have a series of forces acting on a mass, the sum of their x-components must be equal to the x-component of the net force on the mass. And, by Newton's 2nd Law, this must be equal to the mass times the x-component of the acceleration since mass has no direction, and acceleration is also a vector.
Similarly as above, if I have a series of forces acting on a mass, the sum of their y-components must be equal to the y-component of the net force on the mass. And, by Newton's 2nd Law, this must be equal to the mass times the y-component of the acceleration since mass has no direction, and acceleration is also a vector. If we calculate or just know the x- and y-components of the net force acting on an object, it is a snap to find the total net force.
As with any vector, it is merely the sum of its components added together like a right triangle, of course. This equation becomes ridiculously easy to use if either one of the components is zero. The definition of momentum is simply mass times velocity.
Take note that an object can have different velocities measured from different reference frames. Newton's 2nd Law re-written as an expression of momentum change.
This is actually how Newton first thought of his law. It allows us to think of momentum change as "impulse" force over some timeand apply the law in a much simpler fashion. In a closed, isolated system, the total momentum of all the objects does not change. Since "closed" means nothing coming in or going out, we can imagine all our applications talking about a fixed set of objects. Since "isolated" means no interactions with anything outside the system, we must imagine all our applications involve nothing but those objects and forces that we consider.
In two dimensions, the law still holds -- we just pay attention to the components of the total momentum. Here, a' refers to object a after the collision. This equation shows the relationship between arclength sradius rand angle theta - measured in radians. It is useful for finding the distance around any circular path or portion thereof at a given radial distance. This equation shows the relationship between the period of a pendulum and its length.
It was first discovered by Galileo that the arc of a pendulums swing and the mass at the end of a pendulum do not factor noticeably into the amount of time each swing takes. Only the length of the pendulum matters. The tangential velocity of an object in uniform unchanging circular motion is how fast it is moving tangent to the circle. Literally the distance around the circle divided by the period of rotation time for one full rotation.
The centripetal acceleration of an object in uniform circular motion is how much its velocity because of direction, not speed changes toward the center of the circle in order for it to continue moving in a circle.
The force that is required to keep an object moving in a circular path is the centripetal force acting on the object.


EducationUCSD graduate with a B.S. in Biochemistry & Cell Biology and a minor in Psychology.
ExperienceI have 2+ years of experience tutoring College and High School students. I can help in many different subject areas including Middle, High School and College level: Biology, Biochemistry, Chemistry, Physics, Math, Spanish, Psychology, and Social Sciences.
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I can help in many different subject areas including Middle, High School and College level: Biology, Chemistry, Physics and Math. I can also tutor Spanish, Psychology, Sociology, and can help give feedback on essays for English. Math: Algebra, Geometry, Trigonometry, Pre-Calculus, Calculus I, Calculus II, Calculus III, Differential Equations Chemistry: Beginning, General, Organic Physics: Mechanics, Electricity & Magnetism, Fluids Waves Thermodynamics & Optics Spanish: Middle School, High School, University level
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RBWT is a 12-digit numeric variable.
RBWT contains replicate weights that correspond to BWT. Users who wish to construct their own estimation weights based on BWT also may wish to construct a corresponding set of replicate weights based on RBWT.
RBWT is available for all years. Selecting RBWT adds 160 replicate weights to your data set (variables named RBWT_1 through RBWT_160). Please be aware that including these variables will make your data file quite large. The Census Bureau produced these replicate weights by using what is known as the Successive Difference Replication (SDR) method, which involves repeated implementations of the initial weighting algorithm.
ComparabilityNo information available.
- ATUS respondents and non-respondents.


Now that pROC is released, it is time to see how it can be used. Here is an example of a typical analysis:
An example of ROC analysis with pROC.
Here is the code that was used to generate this image. The first step is to load pROC (don't forget to type
install.packages("pROC") if you haven't installed pROC yet!) and the aSAH data that is provided:
First we'll build the ROC curves. We want the sensitivity and specificity in % (thus
percent = TRUE) and a partial AUC between 90 and 100% specificity:
rocs100 <- roc(aSAH$outcome, aSAH$s100, percent = TRUE, partial.auc=c(100, 90)) rocwfns <- roc(aSAH$outcome, aSAH$wfns, percent = TRUE, partial.auc=c(100, 90))
Then we compute confidence intervals. For S100, we compute the confidence of sensitivity over several levels of specificity. This will allow us to plot the interval as a shape. With WFNS, we compute the confidence interval of the cut-off 4.5. We use 10000 bootstrap replicates to get a good estimation:
cis100 <- ci(rocs100, of = "se", sp = seq(0, 100, 5), boot.n=10000) ciwfns <- ci(rocwfns, of = "threshold", threshold=4.5, boot.n=10000)
Now, the main feature of pROC is the comparison of two ROC curves. Again we use 10000 bootstrap replicates to get a good estimation:
rtest <- roc.test(rocs100, rocwfns, boot.n=10000)
And finally we plot the ROC curves:
png("demo.png") plot(rocs100, col="#008600", max.auc.polygon=TRUE, print.auc=TRUE, print.auc.y=48) plot(rocwfns, col="#1c61b6", add=TRUE, print.auc=TRUE, print.auc.y=42)
And the confidence intervals:
plot(cis100, type="shape", col="#00860022", no.roc=TRUE) plot(ciwfns, type="bars", lwd=1.5)
Last we add the p value of the ROC comparison test:
text(18, 45, sprintf("p = %.1f", rtest$p.value), adj=c(0,1)) lines(c(20, 20), c(39, 48), lwd=1.5) dev.off()
And that's it, we have generated the image above!
You can find more such examples on the screenshots page on ExPASy!


- Center for Neuroscience
- Department of Mathematics
- Department of Neurobiology, Physiology and Behavior
I am currently an Assistant Professor at the University of California, Davis, with a joint appointment between the departments of Mathematics and Neurobiology, Physiology & Behavior.
I did my PhD in Applied Mathematics at Yale University under the supervision of Xiao-Jing Wang, working on modeling the large-scale dynamics of the cortex and related mathematical questions. I followed that with a one year postdoc at NYU, also with Xiao-Jing Wang, before moving to UT Austin to work with Ila Fiete. My primary focus while at UT was studying short- and long-term memory in the brain. In the spring of 2018 I spent a semester at the Simons Institute for the Theory of Computing at UC Berkeley before returning to UT to finish my postdoc there. I joined UC Davis in April of 2019.


The volumetric weight of a shipment is a calculation that reflects the density of a package. A less dense item generally occupies more volume of space, in comparison to its actual weight. The volumetric or dimensional weight is calculated and compared with the actual weight of the shipment to ascertain which is greater; the higher weight is used to calculate the shipment cost.
The volumetric weight is used only for express methods: DHL, UPS and FedEx.
We use the formula to calculate the volumetric weight of your shipment as follows:
Eg. If your packages weigh 20kg, but the package size is: 50cm long, 50cm wide and 50cm high, The volumetric weight is:50x50x50/5000=25kg
When you select express method, your shipping fee will be calculated by 25kg.


Any such matrix can be expressed as a linear combination of n2 − 1 matrix generators that form the basis of the su(n) Lie algebra. It is convenient to deﬁne the following n2 traceless n× n matrices, (Fk ℓ)ij = δℓiδkj − 1 n δkℓδij, (1) where ij indicates the row and column of the corresponding matrix (here i and j can
tation of the determinant of a 2 × 2 matrix commutator [X,Y]=XY − YX, where X,Y ∈ R. This quick survey will pave the way to our more detailed investigations on det[X,Y] in the ensuing sections. To begin with, we note that, since [X,Y] is a 2 ×2 traceless matrix for all X,Y ∈ R,theCayley– Hamilton Theorem implies that [X,Y]2 =−det[X Mar 31, 2015 · I read the following as a model solution to a question but I don't understand it - " there is no possible finite dimensional representation of the operators x and p that can reproduce the commutator [x,p] = I(hbar)(identity matrix) since the LHS has zero trace and the RHS has finite trace. Oct 18, 2014 · For given μ and ν, the component of the metric is just a number that you can move into the trace. The anti-commutation relation between the gamma matrices allows you to exchange this number for an anti-commutator of two matrices (in the anti-commutation relation, the metric should really be multiplied by an identity matrix in the gamma matrix space). Key words: Commutator; matrix; orthogonal; skew-symmetric. 1. Introduction Let P = Ip -+ ( -I q), the direct sum of the p X P identity matrix and the negative of the q X q identity matrix. Katz and Olkin [IF define a matrix A to be orthogonal with respect to P (p-orthog onal) if only if APA'=P (1) where A' is the transpose of the matrix A.
Jul 03, 2017
Solution to Homework Set #2, Problem #2 Part d. Author
May 01, 2016
The action of a rotation R(θ) can be represented as 2×2 matrix: x y → x′ y′ = cosθ −sinθ sinθ cosθ x y (4.2) Exercise 4.1.1 Check the formula above, then repeat it until you are sure you know it by heart!! Intuitively two successive rotations by θand ψyield a rotation by θ+ ψ, and hence the group of Gamma matrix traceless proof | Physics Forums


2 edition of Mathematics and Computing examination papers 1995. found in the catalog.
Mathematics and Computing examination papers 1995.
Mathematics and Computing.
To view the exams on your phone or computer, download Adobe Reader: Subjects. Accountancy; Advanced Math; Agriculture; Arabic; Basic Applied Math (BAM). In this book the Vedic techniques are applied to ordinary school mathematics for eleven and twelve years-old. the arithmatic introduced in books I and II is extended. The book also deals with the initial stages of solving equations, coordinate geometry, approximations, indices, parallels, triangles, ratio and proportion as well as other topics.
National Defence Academy and Naval Academy Examination (II), ; General Ability Test; Mathematics; Civil Services (Main) Examination, ; General: Essay; Literature Subjects Mathematics Paper - I; Mathematics Paper - II; Mechanical Engineering Paper - I; Mechanical Engineering Paper - II; Medical Science Paper - I;. HSC Exam Papers NSW Higher School Certificate (HSC) Examination Papers - Students and teachers should note that, with the introduction of the New HSC syllabuses, past HSC examination papers are not necessarily a guide to the HSC examinations for onwards.
Some examples of solutions and mark schemes for the Part IA examination can be found here. Some papers have comments by the examiners. Papers are available for past years from Past papers for Mathematics for the Natural Sciences Tripos are also available. Click on the links below to select the year you wish to view. The MnC programme at IIT-BHU, Varanasi is likely to be the best for people who enjoy Mathematics and are further open to work in the field of Computer Science, as it has got equal portions of Mathematics and Computing. At IIT Kharagpur, Mathematics and Computing is offered as an programme. IIT Guwahati offers a B. Tech programme in MnC.
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Candidates will be assessed on either the core Mathematics past papers. The core paper is examined in two written papers.
The extended Mathematics paper is examined by three written papers. The papers are described in the Scheme of Assessment. Core: Candidates will sit two written papers (Papers 1 and 2). They will be graded on a scale C – G. - Buy Mathematics Exam Booster (Sample paper) For Class XII book online at best prices in India on Read Mathematics Exam Booster (Sample paper) For Class XII book reviews & author details and more at Free delivery on qualified orders.5/5(1).
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Past exam papers. Here are Mathematics and Computing examination papers 1995. book papers for the Computer Science Tripos and Diploma in Computer Science from onwards. They incorporate any corrections made after the original papers had been printed. Solution notes are available for many past questions.
They were produced by question setters, primarily for the benefit of the examiners. Complete details about Mathematics and Computing at Indian Institute of Technology Goa, like admission process, eligibility criteria, fees, course duration, study mode, intake and course level.
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Paper 1 Question 7; Paper 1 Question 8; Paper 10 Question 13; Paper 2 Question 1; Paper. Complete details about Mathematics and Computing at Dhirubhai Ambani Institute of Information and Communication Technology, Gandhinagar, like admission process, eligibility criteria, fees, course duration, study mode, intake and course level.
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1 versions of CGAL.
The Computational Geometry Algorithms Library
|view entry at GitHub | download recipe.bz2 file|
[Name] CGAL [Summary] The Computational Geometry Algorithms Library [Description] CGAL is a software project that provides easy access to efficient and \ reliable geometric algorithms in the form of a C++ library. CGAL is used in various \ areas needing geometric computation, such as geographic information systems, computer \ aided design, molecular biology, medical imaging, computer graphics, and robotics. [License] GNU General Public License version 3 or later. [Homepage] www.cgal.org


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On April 20th the Bunker math team competed in the SEMO math field day competition against schools from southeast Missouri and Illinois. The competition is divided into 2 divisions small and large schools. Schools with over 500 high school students go to the large school division.
Due to a mistake, somehow Bunker got placed in the large school division. Amazingly the Bunker team still did very well against the large schools. Bunker even placed third place overall among large schools.
“We are very proud of our Bunker students,” said Jamie Skaggs.
The following is a list of individual and team winners.
3rd place algebra 2 11th grade- Jayton Skaggs
1st place algebra 2 11th grade- Riley Skaggs
3rd place algebra open -Jayton Skaggs
2nd place algebra open – Riley Skaggs
2nd place matrices and determinants – Cody Wisdom
1st place matrices and determinants – Jaimie Gremard
2nd place trigonometry – Jacob Gordon
1st place trigonometry – Kaitlyn Belk
1st place algebra 2 – Jayton Skaggs, Riley Skaggs, Callie Sutton and Kortney Williams
2nd place trigonometry – Kaitlyn Belk, Jacob Gordon, Jaimie Gremard and Cody Wisdom


Scratch Game Prizes and the Odds of Winning the Lottery Jackpot
Before you get excited, you should know how the lottery works. This article will discuss the odds of winning a jackpot, how many balls are in a single lottery drawing, and the prize amounts for the Scratch game. This is vital information, so make sure you read it carefully. Afterwards, you will be more familiar with the lottery and know if it is right for you. And once you do win the jackpot, you can start thinking about Scratch game prizes.
Probability of winning a lottery jackpot
There are a lot of factors that determine your odds of winning the lottery jackpot. If you do not know algebra, you probably cannot determine the probability of winning a multi-million dollar prize. A 50/50 drawing, which awards 50% of the proceeds, is an example of a lottery. Multi-state lotteries offer jackpots of a few millions of dollars. While the odds of winning the lottery are not inherently high, playing extra tickets to increase your chances of winning is a good idea.
Number of balls
There are many different ways to calculate the number of balls that have won a prize in a lottery game. For example, the number of balls that were drawn on one ticket is multiplied by the first number. The second number, the number of balls in the winning ticket, is multiplied by the number of balls that matched the first one. Then, the result of the calculations is the number of balls chosen for each winning ticket.
Odds of winning a jackpot
Buying multiple lottery tickets increases your odds of winning a prize. It’s not as drastic as purchasing five extra tickets – each ticket increases the odds by only a fraction of one percent. For instance, if you bought ten tickets, your odds of winning the jackpot would be ten in 29.2 million. But if you consider that your odds of dying in a plane crash are only one in twenty-five million, the chances are still pretty amazing!
Scratch game prizes
Scratch game prizes are available in many forms, from instant wins to more elaborate prize schemes. There are many variations of the Scratch game, including those with different themes or styles. To play online, you can access a downloadable scratch-off game report. This report shows the prize amounts left in each Scratch game and the deadline to claim them. The results are updated once a day. You can check them out to see how you can increase your odds of winning.
Cost of a lottery ticket
The cost of a lottery ticket is often described as an unfair tax on the poor. According to the North American Association of State and Provincial Lotteries (NASPL), more than half of American households play the lottery every year, and about 20% of those households buy the most tickets. The allure of purchasing a lottery ticket comes from the fact that everyone else is doing it. A recent study by Carnegie Mellon University examined the cost-benefit ratio of purchasing a single lottery ticket, as well as the cost of playing for a lifetime.


Calculus In Brief:
Of all the concepts learned in Calculus, the one that
gives way to many more ideas is that of the limit. But what is a limit?
What does it mean when someone says, "the limit of 5x as x approaches 2 is
10"? The truth lies within...
THE FORMAL DEFINITION OF A LIMIT
Note that some like to refer to this concept as "The Precise Definition of a Limit"
Let's begin our journey into this monumental topic by considering the following function:
|| x 3
|| x = 3
Intuitively it is clear that when x is close to 3 but x 3,
then f(x) is close to 5, and so lim x --> 3 f(x) = 5.
How close to 3 does x have to be so that f (x) differs from 5 by less than 0.1?
To obtain more detailed information about how f(x) varies when x is close to 3, we ask the following question:
| f (x) - 5 | < 0.1 if | x - 3 | < but x 3
The distance from x to 3 is | x - 3 | and the distance from f (x) to 5 is | f (x) -5 |,
so our problem is to find a number such that
If | x - 3 | > 0, then x
3, so an equivalent formulation of our problem is to find a number
| f (x) - 5 | < 0.1 if 0 < | x - 3 | <
| f (x) -5 | = | (2x - 1) - 5 | = | 2x - 6 | = 2| x - 3 | < 0.1
Notice that if 0 < | x - 3 | < (0.1)/2 = 0.05, then
| f (x) - 5 | < 0.1 if 0 < | x - 3 | < 0.05
| f (x) - 5 | < 0.01 if 0 < | x - 3 | < 0.005
Thus, an answer to the problem is given by = 0.05; that is, if x is within a distance of 0.05 from 3,
then f (x) will be within a distance of 0.1 from 5.
If we change the number 0.1 in our problem to the smaller number 0.01, then by using the same method we find that f (x) will differ from 5 by less than 0.01 provided that
x differs from 3 by less than (0.01)/2 = 0.0005:
| f (x) - 5 | < 0.001 if 0 < | x - 3 | < 0.0005
If, instead of tolerating an error of 0.1 or 0.001, we want accuracy to within a tolerance of an arbitrary positive number
(the Greek letter epsilon),
then we find as before that
| f (x) - 5 | < if 0 < | x - 3 | < = /2
5 - < f (x) < 5 + whenever 3 - < x < 3 + (x 3)
This is a precise (or formal) way of saying that f
(x) is close to 5 when x is close to 3 because (1) it says that we can make the values of f
(x) within an artibitrary distance
from 5 by taking the values of x within a distance
/2 from 3 (but x
Note that (1) can be rewritten as
and this is illustrated in Figure 1 (below).
By taking the values of x (
3) to like in the interval (3 -
, 3 +
) we can make the values of f
(x) lie in the interval (5 -
Using (1) as a model, we give a precise (formal) definition of a limit,
THE FORMAL DEFINITION OF A LIMIT:


The home advantage in the Chuck-A Luck is what makes the game more exciting than the standard slots or other casino games. To ascertain the precise house advantage, we have to take into account the probable outcomes of every single roll of the die. Every roll has an outcome, like winning or losing, red or black, straight or blended, among several others. If we take into account all possible outcomes of the roll, then the amount of possible outcomes becomes a Fibonacci number. It's this number that represent the exact probability of the outcome of the roster, as well as the chances of hitting exactly one of these.


We elucidate briefly on the philosophical and conceptual content contained in Book 1 of Euclid’s elements. We present a selection of the Propositions therein, with the diagrams reproduced, and the proofs re-worked in modern language.
Subtle points, such as the philosophical category of angle, are looked at in relation to Euclid’s conceptualization. In this case, the three-fold division of this category (quanta, qualia, relation), is primarily conceptualized from a relational perspective. The concept of degree, for example, is not defined, but the notion of right angle (quantity) is necessary.
Of primary importance is the realization of the basic form of mathematical structures. In this case, a priori notions are existent and defined at the outset, and constructive structures are built from this vantage point. A circle exists, and is defined. Its definition is not equivalent to its existence. However, Proposition 1, for example, defines an equilateral triangle, and proves its existence. There is no such proof for that of a circle. Thus philosophical existence precedes proof and definition.
Note the use of the parallel postulate in proving Proposition 32. Further, refer back to Proposition 16, which proves that the exterior angle is greater than either of the interior and opposite angles, along with the relational comparison of angles utilized in the proof:


The Diagnostic Assessment of Numeracy Skills (DANS) is a set of multi-sensory, diagnostic tests for Key Stage One and Key Stage Two students who are struggling with maths. It enables teachers to determine the essential number concepts that their students have fully grasped and those concepts that they have only partly understood. The tests are largely activity based, using games and concrete resources rather than just pen and paper exercises. This allows the teacher to gain insights into the students’ knowledge, thinking, language and underlying skills, and starts their journey to a more positive view of maths.
The assessment will provide teachers with a clear map of their students’ knowledge and highlight areas that need to be reinforced in future lessons, thus enabling planning and focused support.
DANS is available from SEN Books


How to use the aperture on a camera?
What is the purpose of aperture on a camera?
Open the aperture = more light ==================> Close the aperture = less light
The aperture is equal to the focal length of the lens divided by its diameter.
It is a square root progression 2 (√(2) =1.414,which gives the following values: f/1.4 – f/2 – f/2.8 – f/4 – f/5.6 – f/8 – f/11 – f/16 – f/22, etc.
Adjust the aperture on a camera
Between two values of the scale, the aperture will let in twice as much light, i.e., when you increase it by one notch, you’ll double the amount of light entering, and when you decrease it by one notch, you will reduce the amount of light entering by half.


3 edition of Integer programming found in the catalog.
|Statement||edited by John K. Karlof.|
|The Physical Object|
|Pagination||316 p. :|
|Number of Pages||316|
Goals of lectures on Integer Programming. Lectures 1 and 2 –Introduce integer programming –Techniques (or tricks) for formulating combinatorial optimization problems as IPs Lectures 3 and 4. –How integer programs are solved (and why they are hard to solve). •Rely on solving LPs fast •Branch and bound and cutting planes Lecture 5. Motivation Mixed Integer Programming Application in Cryptanalysis Example A2U2 Conclusion Basic algorithms for integer optimization LP-relaxation 12/46 LPconstraints form a polytope IPfeasible set is given by set of all integer-valued points within the polytope =)feasible set of IPˆfeasible set of LP De nition (LP-relaxation)File Size: 1MB.
An integer programming problem in which all variables are required to be integer is called a pure integer pro-gramming problem. If some variables are restricted to be integer and some are not then the problem is a mixed integer programming e where the integer variables are restricted to be 0 or 1 comes up surprising often. Introduction to Linear and Integer Programming Book - cochoa0x1/integer-programming-with-python. The book will cover linear programs both continuous and integer and some theory on the algorithms that solve these. It will also cover the PuLP open source linear modeling library, some convex optimization, and lots of case studies and examples.
The power of linear programming is greatly enhanced when came the opportunity of solving integer and mixed integer linear programming. In these models all or some of the decision variables are integers, respectively. In this book we provide a brief introduction to linear programming, together with a set of exercises that introduce some. Integer programming is a branch of mathematical programming or optimization. A general mathematical programming problem can be stated as maxf(x) x ∈ S ⊂ IRn, (1) where f is called the objective function and it is a function deﬁned on S, and S .
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Integer Programming is an ideal text for courses in integer/mathematical programming-whether in operations research, mathematics, engineering, or computer science departments. It is also a valuable reference for industrial users of integer programming and researchers who would like to keep up with advances in the by: This book is an elegant and rigorous presentation of integer programming, exposing the subject’s mathematical depth and broad applicability.
Special attention is given to the theory behind the algorithms used in state-of-the-art solvers. An abundance of concrete examples and exercises of. Integer Programming: Theory, Applications, and Computations provides information pertinent to the theory, applications, and computations of integer programming.
This book presents the computational advantages of the various techniques of integer Edition: 1. should provide insight into the scope of integer-programming applications and give some indication of why many practitioners feel that the integer-programming model is one of the most important models in management science.
Second, we consider basic approaches that have been developed for solving integer and mixed-integer programming Size: 1MB. “Integer Programming begins by introducing the subject and giving several examples of integer programming problems. This book would be suitable for a graduate level course on the mathematics of cutting plane methods.
This book might also be of interest as a reference for researchers working in this area. Cited by: This book is an elegant and rigorous presentation of integer programming, exposing the subject’s mathematical depth and broad applicability.
Special attention is given to the theory behind the algorithms used in state-of-the-art solvers. This book is an elegant and rigorous presentation of integer programming, exposing the subject’s mathematical depth and broad applicability.
Special attention is given to the theory behind the algorithms used in state-of-the-art solvers. An abundance of concrete examples and exercises of both theoretical and real-world interest explore the wide range of applications and.
InRalph E. Gomory transformed the field of integer programming when he published a paper that described a cutting-plane algorithm for pure integer programs and announced that the method could be refined to give a finite algorithm for integer programming.
Into commemorate theBrand: Springer-Verlag Berlin Heidelberg. /8 Ma Integer Programming Formulations 2. references: IP Formulation Guide (on the website) Tutorial on IP formulations. Applied Math Programming announcement on meetings of teams with staff.
Integer Programming is an ideal text for courses in integer/mathematical programming-whether in operations research, mathematics, engineering, or computer science departments. It is also a valuable reference for industrial users of integer programming and researchers who would like to keep up with advances in the field.
This book is an elegant and rigorous presentation of integer programming, exposing the subjects mathematical depth and broad applicability. Special attention is given to the theory behind the algorithms used in state-of-the-art solvers. Integer programming is NP-complete.
In particular, the special case of integer linear programming, in which unknowns are binary, and only the restrictions must be satisfied, is one of Karp's 21 NP-complete problems. If some decision variables are not discrete the problem is known as a mixed-integer programming problem.
"Thoroughly classroom-tested, Applied integer programming is an excellent book for integer programming courses at the upper-undergraduate and graduate levels." (Mathematical Reviews, ) "The book is intended as a textbook for an application oriented course for senior undergraduate or postgraduate students, mainly with an engineering.
and economics, have developed the theory behind \linear programming" and explored its applications . This paper will cover the main concepts in linear programming, including examples when appropriate.
First, in Section 1 we will explore simple prop-erties, basic de nitions and theories of linear programs. In order to illustrate.
This book presents the computational advantages of the various techniques of integer programming. Organized into eight chapters, this book begins with an overview of the general categorization of integer applications and explains the three fundamental techniques of.
A short introduction to Integer Programming (IP). Problems leading to IP models. Some mod-elling tricks and reformulations. Geometry of linear : Leo Liberti. Applied Mathematical Programming. by Bradley, Hax, and Magnanti (Addison-Wesley, ) This book is a reference book forOptimization Methods in Business Analytics, taught at MIT.
To make the book available online, most chapters have been re-typeset. 50 Years of Integer Programming – From the Early Years to the State-of-the-Art Michael Junger¨ Thomas Liebling Denis Naddef George Nemhauser.
Integer Programming: Theory and Practice contains refereed articles that explore both theoretical aspects of integer programming as well as major applications. This volume begins with a description of new constructive and iterative search methods for solving the Boolean optimization problem (BOOP).
Integer Programming book. Read reviews from world’s largest community for readers/5(35). Linear programming (LP, also called linear optimization) is a method to achieve the best outcome (such as maximum profit or lowest cost) in a mathematical model whose requirements are represented by linear relationships.
Linear programming is a special case of mathematical programming (also known as mathematical optimization).This Riddler is a twist on a classic problem: decoding equations!
Here is the paraphrased problem: The goal is to decode two equations. In each of them, every different letter stands for a different digit.
But there is a minor problem in both equations. In the first equation, letters accidentally were smudged and are now Continue reading Smudged secret messages.Approaches to Integer Programming. Editors; M. L. Balinski; Book.
k Citations; Search within book. Front Matter. PDF. Branch and bound experiments in zero-one programming. Raymond Breu, Claude-Alain Burdet. Pages A subadditive approach to the group problem of integer programming A heuristic algorithm for mixed-integer.


A note on assignment 3, question 1(d):
When we say that you have software implementing stable linear solvers,
we refer to the numerical stability of the methods (algorithms)
for computing the solution of a linear system.
So, you can assume that a stable linear solver
gives rise to stable operations
(operations with errors at the level of machine epsilon),
so that the residual is at the level of machine epsilon.
A few more notes, if you want to read further:
Recall that numerical stability of an algorithm
is a different issue from the conditioning of the problem
(which is solved by the algorithm).
In the case of a linear system, the most stable solvers
are LU/GE with complete pivoting, or QR factorization
(though, in practice, due to efficiency considerations,
we often choose to use LU/GE with partial pivoting
which is more stable than GE/LU without pivoting,
but not as stable as LU/GE with complete pivoting, or QR factorization).
Again in the case of a linear system, the conditioning
of the problem of solving it, is governed by the condition number
of the matrix, and this is an inherent property of the particular matrix
You can have a stable solver (and small residual),
but a badly conditioned matrix, in which case
the solution error may be large.
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If there’s one piece of technology that made the most difference in my burgeoning love of programming, it was not a computer except in the broadest sense of the word. It was, in fact, a TI-82 graphing calculator.
These calculators were required for some of the more advanced math classes I would take in high school, so I would have gotten one eventually. However, due to a scavenging agreement my brother and I had with the school, I got one while in middle school.
I was in the seventh grade, so most of the mathematical functions meant nothing to me. In fact, very little about this advanced calculator made sense to me. But, critically, I did not just find the calculator. I also found the manual.
It’s a bit of a stereotype that both men and engineers don’t read manuals, but I’m the exact opposite. While I might ignore something a manual says, the first thing I’ll do with any new purchase, whether a car or a wristwatch, is read the manual. It’s a great way to make sure you’re getting the most out of what you just bought, and it can keep you safe too!
Anyway, I read through the manual for the TI-82. I skipped over most of the sections on the math functions, since I figured if I needed them, I would learn about them in time (and to be honest, although I have a minor in mathematics I have only the vaguest of ideas even today why someone would need an arctangent). But I was very interested in the graphing abilities. I suspect I learned more math from playing with that calculator and seeing how changing different terms affected the resulting graphs than I did from any of my middle school math classes!
I was also delighted to discover that it had the ability to draw shapes and lines and dots freehand on the screen, which was pretty fun. In these days of ubiquitous amusements being thrust in our faces nearly every hour of the day, it’s hard to remember sometimes that one of the best ways to entertain a child in the early 90s was to plop him or her down in front of a copy of MSPaint or MacPaint. Drawing pictures on the TI-82 was slightly more challenging but no less enjoyable.
Of primary interest to me, though, was the fact that the TI-82 contained a fully-featured programming environment. Using the calculator keyboard it was possible to slowly and awkwardly create a program in the onboard programming language called TI-BASIC.
I already had gotten my start in programming a couple of years before in another dialect of BASIC called QBASIC that came with DOS, so the transition to TI-BASIC was relatively easy for me. I started out with simple programs, but gradually learned how to do more and more advanced stuff. By the time I graduated high school, I had such mastery over my simple calculator that my peers assumed I was some sort of wizardly hacker.
I wrote many, many programs for that calculator (and its successors), but this story has gotten long enough that I’ll tell the rest of it another time.


The "Timewave Zero" software is sort of like a mathematical oracle, search "novelty theory" for an explaination of Terrence McKenna's ideas on this. It predicts an exponential spiral into "novelty" (As opposed to "Habit") at the end of the year 2012. It also seems to show dramatic shifts from novelty into habit or vice versa during world war two, 911, something in 2003, and something right about now ;)
You can find the software to look at graphs of the "timewave" here: http://home.sou.edu/~tarpiniaj/TimeWaveZero.zip
You can also take a look at a page that seems to be describing how the math works: http://www.hermetic.ch/frt/math_twz.htm
I strongly encourage everyone who is interested in this to take a few minutes, figure out how the software works, and look at some of the graphs, particularly the time period after the creation of the software in the nineties through to 2012. Fascinating stuff!
Love You All!


Many Veterans become confused when they have different service-connected problems that the VA rated them for and may not understand how to calculate them. Veterans occasionally presume that the VA simply adds together the separate VA ratings to get an overall rating. If you have multiple VA ratings you can consult the VA ratings table located here. For example, where a Veteran has an 60% disability, a 20% disability, the rating does not equal 80%. Instead, look at the ratings with the highest rating on the left side of the chart and lower rating on the top of the chart. The 60% rating will be located on the left side and the 20% on the top. Then you look at the number where the two numbers intersect–and in this case the number is 68. Ratings are always divisible by 10 and so you round to the nearest number that is divisible by 10, which in this case would be 70.
If you have more than two ratable disabilities, you do the same thing and line up the disabilities from highest to lowest. For example,let’s sayyou have three rated disabilities 60, 40, and 20. You first take the 60 on the left side of the column and the 40 on the top they meet at the number 76 which is then found on the left side of the column and the 20 at the top. These two numbers meet at 81 which is rounded down to 80. Eightyis the overall rating for this example. Then for additional ratings you can keep using this same chart all the through. Even easier than doing this is utilizing a calculator many of which can be found online.
If your curious as to how much each VA rating pays per month go to the charts here. The amount of compensation you can see varies depending on if your married or if you have dependent children. The amount can also be increased year to year depending on the inflation and cost of living. One thing that’s very important to do if you are the recipient of VA compensation is to tell the VA if your married status changes or if your dependent children status changes. The reason this is so important is because if your situation changes but you do not tell the VA then you will keep receiving an amount of money that you are not entitled to, and this will create the dreaded overpayment situation where you owe the government money. Alternatively, if you get married or have children then you will be missing out on money that you are entitled to. Like virtually all VA situations there is a form to give VA notice of these change in status. Go to this form.


Congratulations Lovell Middle School 8th Graders!
Our Lovell Middle School students were given a challenge this year with the Spring WY-TOPP Summative Assessment. If your grade achieved at least 70% proficient or advanced on a test, you were able to tape a teacher to the wall. Well, our 8th graders met the challenge in Math and ELA . So, they were able to vote for two teachers. Mrs. Ellis and Mrs. Bernstein were the lucky teachers.


AP Statistics Course Overview
The AP Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. The
course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving, and
writing as they build conceptual understanding.
Students must have taken second-year algebra before enrolling in AP Statistics. Use of Graphing Calculators and Computers Professional mathematics organizations have strongly endorsed the use of calculators in mathematics instruction and testing. The use of a graphing calculator in AP Statistics is considered an integral part of the course. In addition, schools should make every effort to provide students and teachers easy access to computers to facilitate the teaching and learning of statistics.
Goals of AP Statistics
Students who are enrolled in AP Statistics are expected to
- Describe patterns and departures from patterns;
- Plan and conduct a study;
- Explore random phenomena using probability and simulation; and estimate population parameters and test hypotheses.
Topic Outline for AP Statistics
- Exploring Data
- Constructing and interpreting graphical displays of distributions of univariate data
- Summarizing and comparing distributions of univariate data
- Exploring bivariate and categorical data
- Sampling and Experimentation
- Planning and conducting surveys and experiments using appropriate methods of data collection
- Generalizability of results and types of conclusions that can be drawn from observational studies, experiments, and surveys.
- Anticipating Patterns
- Exploring random phenomena using probability and simulation
- Combining independent random variables
- The normal distribution
- Sampling distributions
- Statistical Inference
- Estimating population parameters and testing hypotheses
- Tests of significance
AP Statistics Exam: 3 Hours
Exam questions are based on the topics and skills addressed in the AP Statistics course. Formulas and tables needed to complete exam questions are provided to students taking the exam. Students are expected to use a graphing calculator with statistical capabilities on the entire exam.
Format of Assessment
Section I: Multiple Choice | 40 Questions | 1 Hour, 30 Minutes |
50% of Exam Score
• Individual Questions
Section II: Free Response | 6 Questions | 1 Hour, 30 Minutes |
50% of Exam Score
• 5 Short-Answer Questions
• 1 Investigative Task


The Asymptote Research Group, which is led by Professor Bowman and housed within the Department of Mathematical and Statistical Sciences at the University of Alberta, is seeking a Web Developer.
Reporting to Dr Bowman, this position will play a critical role in developing a graphical interface for the existing Asymptote server with the goal to bring the power of the Asymptote Vector Graphics Language, along with its WebGL / SVG / PDF output formats, to those users who lack programming skills.
This position has an end date of one year minus one day from the date of hire.
Develop an Asymptote-aware Wiki and complete the desktop graphical user interface XAsy to Asymptote, written in Python / Qt;
Create a 2D and 3D engineering toolset for the graphical interface;
Assist in the development of a new portable compressed binary standard v3d for 3D vector graphics that supports vertex shading, unlike existing formats;
Develop specialized modules for the online Asymptote server hosted at asymptote.ualberta.ca;
Port the fluid turbulence simulation controller and visualization tool Xtriad to Python / Qt;
Develop professional user-friendly interfaces and understand and debug complex mathematical algorithms.
Since Asymptote is used for technical drawing in mathematics and engineering, the candidate must have a strong background in both of these disciplines.
To address this requirement, the candidate must hold a minimum Bachelor's Degree in Mathematics. Master of Science in Mathematics preferred;
Minimum of one year research experience in Scientific Computing;
Strong mathematics background in vector calculus, partial differential equations, fluid mechanics, and linear optimization;
Ability to contribute to research and development in a university mathematics department, with good analytical and online collaboration skills;
Fluency in the custom-designed Asymptote Vector Graphics Language;
Experience in mentoring and training students as a part of a research team;
Ability to work independently;
Ability to work within a team, including demonstrated leadership qualities and interaction with collaborators;
Given the research group’s online collaboration with international partners, the candidate is required to work flexible working hours;
Candidate is self-motivated and an independent problem solver, with an eye for visualization and user-friendly design;
Excellent verbal and written communication skills, with an ability to present to a wide range of audiences;
Position requires a high level of desk work, including significant screen time that requires attention to detail.
Email your CV and covering letter, along with contact information for three references, to :
Dr. John Bowman (bowman ualberta.ca) the Department of Mathematical and Statistical Sciences, 632 Central Academic Building, University of Alberta, Edmonton, AB Canada T6G 2G1
Individuals contacted for an interview will be required to participate in a technical test to assess coding and computer language skills.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.


The Project Team is composed by relevant and active professors from the universities participating in the project.
Fatih Yilmaz is an assistant professor in Ankara Haci Bayram Veli Univerity (HBV), from Turkey. He completed his bachelor, master and doctorate degree in Mathematics at Selçuk University (from Turkey).
He has participated in several European and national projects.
He has over 30 publications and conference talks. He teaches Calculus, Linear Algebra, Algebra, and Abstract Mathematics.
New Rules for assessing Mathematical Competencies || RULES_MATH
Project identification: 2017-ES01-KA203-038491
KA2 - Cooperation for Innovation and the Exchange of Good Practices
KA203 - Strategic Partnerships for higher education.


Thesis on partial differential equations
Applied Partial Differential Equations Research Group The Applied Partial Differential Equations group (APDE) works on mathematical analysis, modelling, Fast methods for static Hamilton-Jacobi Partial Differential static Hamilton-Jacobi partial differential equations. These partial differential equations Nonlinear Partial Differential Equations of First Order; Physical Applications II; Scientific Essays in Honor of H Pierre Noyes on the Occasion of His 90th Birthday argumentative essay conclusion sentence partial differential equations (SPDEs, for short) of Itô type on bounded Here, and in the rest of this thesis, O is a bounded Lipschitz domain in Rd (d ≥ 2) and T 1994. Problem Solving Environments for Partial. Differential Equation Based Applications (Ph.D. Thesis). Sanjiva Weerawarana. Report Number: 94-058.STABILITY AND CONVERGENCE FOR NONLINEAR PARTIAL DIFFERENTIAL EQUATIONS by Oday Mohammed Waheeb A thesis submitted in partial fulﬁllment
From pixels to regions: partial differential equations in image analysis, PhD Thesis, Faculty of Mathematics and Computer Science, Saarland University, Partial differential equations are fundamental to the This book aims to provide the background necessary to initiate work on a Ph.D. thesis in PDEs for Chair of Partial Differential Equations PDE. Breadcrumb navigation. EPFL; SB; MATHAA; Home; Thesis; Language switcher. Master thesis projects . Julien …23. Apr. 2012 The solution to a stochastic partial differential equations may be The aim of this thesis is to establish rigorously amplitude equations for quite contoh essay english spm formal letter An-Najah National University Faculty of Graduate Studies Multigrid Methods for Elliptic Partial Differential Equations By Rania Taleb Mohammad Wannan methods. 3) Analysis of discretization schemes for partial differential equations. 4) Simulation Supervision of BSc, MSc and PhD Thesis. • E. Decker, Spectral 28 May 2013 methods based on partial differential equations (PDEs) on stochastic images leads This thesis investigates random walker segmentation,
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Diploma Thesis - QuantLabs.net
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Swedish University dissertations (essays) about PARTIAL DIFFERENTIAL EQUATIONS. Search and download thousands of Swedish university dissertations. Full text. Free. ofdm system dissertation proposal 15 Apr 2013 This thesis is concerned with the development of reduced basis methods for parametrized partial differential equations (PPDEs) with stochastic
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Analysis and Partial Differential Equations; Applied and Computational Mathematics. Courses; Former Doctoral Students; Discrete Mathematics. News; Discrete CATS … mind mapping research paper In this thesis we have found a differential algebraic characterization of linear first order systems of partial differential equations admitting a bilin-. field theories based on the formal theory of differential equations and present a general of a system of partial differential equations, namely the field equations. This is . thesis, School of Physics and Materials, Lancaster University, 1994. 18.
Partial Differential Equations There are 4 math questions in this task. Q1: Using direct method & Laplace transform Q2,3 : Sketch the forcing Q4: derive two ODEs by satirical essays on facebook This thesis deals with existence and uniqueness results for linear hyper- bolic partial differential equations of second order on Lorentzian mani- folds. Partial Differential Equations and Dynamical Systems. other groups ASC > Functional Analysis > Seminar papers / Bachelor- / Master thesis / etc. > PhD thesis
This thesis provides an approach for parameter identification in general semilinear parabolic partial differential equations. The problem of of parameter essay about the crucible and mccarthyism 3 Sep 2015 Mech. 12, 781 – 784 (2012) / DOI 10.1002/pamm.201210379; H. G. Matthies, White noise analysis for stochastic partial differential equations, The Master of Science in Mathematics and a masters thesis, MATH-GA 2490 Partial Differential Equations (fall) MATH
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