3 Questions to Andreas Kofler*, mathematician of OPENSKIMR
What does OPENSKIMR mean to you?
From a mathematician’s point of view, it is a combination of real world problems, like career choices, and the attempt to solve them with the help of mathematics. You might even say it is a clash between those parts (laughs).
Which steps are involved in the development of the algorithm?
At the beginning there is the problem of understanding of what goal the actually is, and how to formulate it as a mathematical problem. Then, once the mathematical framework has been chosen, usually you look for proper existing algorithms and you try to apply, adapt or extend them. In some cases, you need to create new ones. However, the first step is to look for already existing solutions to a specific problem.
Afterwards you need to test the algorithm. We still work on the base of theoretical assumptions because we have not yet collected enough real data. We try to keep the assumptions as general as possible and test the behavior of the algorithm concerning computational time and the plausibility of the results.
We have designed different algorithms which we are going to test. For example, the route planer algorithm has various functions integrated, like the matching function between user and jobs, a learning function that changes the profile once the user has successfully attended training as well as a graph construction routine which builds up different learning paths to an updated profile. We also work with clustering algorithms to organize the huge amount of skills, occupation, jobs, users or learnings.
However, the biggest challenge is to understand what the visionaries behind the project want discussed and suggest possible solutions. Also, it is important to keep an overview of how different components within the project are connected to each other.
What are the biggest challenges regarding the matching algorithm? And how do you solve them?
A main challenge is to make the right assumptions. We plan to aggregate a lot of data in the whole of Europe and we don’t know how the algorithm behaves once filled with such large amounts of data.
This is why we formulate our assumptions as general as possible in order to be as flexible as possible to adapt the algorithm.
*Andreas studied technical mathematics at University of Innsbruck and worked in several research projects. At OPENSKIMR he is responsible for the design of the matching and the route planner algorithm.


Girls-n-Science at MSU Billings
Girls-n-Science is a FREE one-day extravaganza that provides hands-on, minds-on interactive activities to introduce girls in 4th through 8th grades to careers in STEM (science, technology, engineering, and math).
The event encourages and excites participants to pursue education in STEM, and facilitates relationships between the girls and professional women in scientific disciplines.
Time: 12:30 pm
Montana State University Billings
1500 University Dr
Billings, MT 59101


STARS Lights, Camera, Math!
THIS SHOW HAS TWO PERFORMANCES:
TUESDAY MARCH 21, 10:00AM - SOLD OUT
TUESDAY MARCH 21, 12:30PM - SOLD OUT
Recommended for grades 3-6
Prepare to be amazed, dazzled and bewildered as Cahoots NI’s team of magical Math ‘a’ Magicians replace text books with mind-blowing puzzles, skill and lots of magic and illusions…all with a mathematical twist! The Math ‘a’ Magicians demonstrate the magic of math in this fun, interactive show, as they perform extraordinary feats of mind-reading, misdirection and illusion that will capture the imagination of children and adults alike.
Curriculum connections: Fine Arts: Performance, Film, Magic, Language Arts and Literacy; Mathematics and Numeracy: estimation and calculation, multiplication, division, subtraction, addition, and probability; Character Building: Personal Development, Problem Solving, and Mutual Understanding
The STARS series is underwritten by Pat and Pete Frechette and supported in part by funding from United Way of Eagle River Valley. Additional support provided by Anonymous, Eagle Valley Community Fund, Susan & Harry Frampton, the Forrest & Frances Lattner Foundation, The Precourt Foundation, Ann Smead & Michael Byram, the Vilar Guild and the Soros Charitable Fund.


Publications in Scientific Journals
C. Ressl, H. Brockmann, G. Mandlburger, N. Pfeifer:
"Dense Image Matching vs. Airborne Laser Scanning - Comparison of two methods for deriving terrain models";
Photogrammetrie, Fernerkundung, Geoinformation, 2016 (2016), 2; 57 - 73. BibTeX,
This publication list has been generated automatically from the publication data of the Faculty of Mathematics and Geoinformation - Geoinformation. Please invoke the page "Publications of the Faculty" directly for more complex searches and queries, or use the global search function of the Publication Database of the Vienna University of Technology!


Send me a message
Sorry about the simple arithmetic above, but it’s the only way for me to prove that you’re a real person!
If the mathematics are too complicated for you then I genuinely sympathise because I also suffer from ‘Simple Mathematics Dyslexia Syndrome’. You are not alone!
My name is Steven, I am based in a third floor studio on Kingswood in Hull. To my right is a fish tank and to my left are two empty coffee cups, which are from today and do not contain a blanket of green inside them I promise.
I work ridiculous hours because my best ideas seem to come to me at around 11pm. As I write this the time is 9:22pm on the 9th January 2014. Send me an email – I always respond unless I’m asleep. In which case you’ll have to wait until the morning!
Mobile: 07956 528052


The best book for School and any competitive examination of 8th standard. This book comprises of 30 chapters which are specifically written to cater to the needs of students of West Bengal Board of Secondary Education, ICSE and Tripura Board of Secondary Education. The book is designed in such a way that students get their concepts clear about the topics. This book is thoroughly revised, enlarged and completely updated by experienced and renowned mathematicians. The concepts are put forward in a lucid and unambiguous manner and all efforts have been made to help students to enhance their knowledge of mathematics and equip them with all the skills necessary to succeed in mathematics exams.
Type: Hard Cover
By: Subhadip Mukherjee
It is a convergence of bengali poetry and still photography .
There is still photographs in convergence with each of Subhadip's work given by Md.Main Uddin(arguably the best photographer of Bangladesh) and Rana Bose(one of the best celebrity photographers of India).


Gambling Mathematics and Probability | Golden Acorn Casino
People go to casinos for many reasons: to play exciting games, relax with friends, and spend an evening filled with entertainment. Few patrons head off to the casino to exercise their math skills, but perhaps more people would if they realized how math can help them win. Most gambling is all about luck, with some games requiring serious skill. But all casino games are linked by their dependence on mathematics and probability. Here’s an overview of some of the ways gambling and math go hand-in-hand:
Probability is the chance of a certain outcome happening in any given situation. In gambling, the easiest way of understanding probability is using the example of rolling a die. With six numbers possible, you have a one in six, or roughly 17% chance of rolling a particular number. Likewise, when you flip a coin, you have a one in two chance, or 50%, of the coin landing on heads or tails. Probability varies among different casino games, with slots having the lowest probability of winning and Blackjack having the highest probability. Other games, such as poker, are harder to predict due to the skills involved, but you can use probability to figure out your chances of getting certain hands. For example, the probability of getting one pair is high at nearly 50%, while the probability of getting a full house is a low 0.17%.
Probability vs. odds
Odds are just another way of expressing a probability. With rolling a die, if you’re trying for a particular number, there is a one in six chance of getting that number, but a five in six chance of not getting it. As such, the “odds” of getting that number are five-to-one. When flipping a coin, the odds are an even one-to-one. The bigger the difference between the odds of winning and losing, the more likely you are to lose; this is also called the “house edge.” Casino games that have the best odds are, unsurprisingly, the games that rely more on skill than luck. Blackjack, for example, has a one-to-one chance of winning or losing each hand.
Variance gambling is a strategy of betting that that takes long-term odds into consideration. Using your knowledge of a particular game’s odds, you can calculate the expected value, which is a measure of expected wins and losses over a length of time. The variance measures how the outcome differs from expectations, and it starts out relatively high in the beginning of gameplay. But the more bets you place, the less effect variance has on your results over time, which means you can come out ahead, depending on the odds. Variance gambling is key for playing slots—traditional one-line, three-reel slots have the highest variance because while the odds of hitting a jackpot are low, the actual jackpot is usually substantial.
Of course, using the math of probabilities to give you an edge at the casino is no guarantee you’ll walk away a winner. Skilled gamblers carefully assess the odds of each game and calculate the expected value before making a bet, but there are still no guarantees. Other factors, like understanding social cues when playing table games, can give gamblers another leg-up in a casino game, but it’s important to remember that on the whole, the “house” usually wins. Arriving at the casino with all this in mind can add an extra bit of thrill and satisfaction to your gameplay, regardless of the size of your bankroll at the end.
Exercise your math skills at Golden Acorn Casino
You don’t have to be a math whiz to enjoy a great night out at Golden Acorn Casino, but it doesn’t hurt. If you’re looking for a casino near San Diego, we’re conveniently located right off the I-8 in Campo, about an hour from downtown. Give us a call at (619) 938-6000 if you have any questions.


Quantity: 1 available
1st ed. "In 'Chance', celebrated mathematician Amir D. Aczel turns his sights on probability theory - the branch of mathematics that measures the likelihood of a random event." Pp. 13/161. Black cloth, illustrated d/w. F/VG.
Title: Chance: A Guide to Gambling, Love, the Stock Market & Just about Everything Else.
Publisher: London: High Stakes, 2005.:
Item: 1.00 Item
Seller ID: 29628


Deal Me In: Using Playing Cards to Reinforce Math Skills
Coming from a Vocational Home Economics background, I am constantly searching for ways to teach my lessons with a practical, hands-on approach. As Adult Education Instructors we are encouraged by the workplace and the workforce entities to help our students learn and use skills that can be carried into their jobs. I have never been a textbook- questions-at-the-end-of-the-chapter teacher (or student), so manipulative tools are my cup of tea!
My class is the lowest student level and most have learning difficulties which call for different methods. When starting a new semester, I decided to use playing cards as a math manipulative. As each new skill was introduced, I found new ways to use the cards. After seeing my students enjoy each session, I was challenged to come up with even more ways. You might say I became a card shark!
The new Texas Adult Education Content Standards and Benchmarks presented me with a reason for rewriting my curriculum and scope and sequence. Armed with my new wonderful tool, I inserted this into each math lesson where possible. I tried to keep a log of all the games and quickly filled several pages (senior moments required me writing them down). Several teachers asked me to share the games, so I decided to write this article.
I began with number sense and had the students lay the cards face up one at a time and say the numbers as fast as they could. This was difficult for some. Next, we did two cards and did greater than less than. A simple game of solitaire provides the skill of arranging in descending order and determining greater than less than. After the game was finished, I had the students add all the cards using the calculator and by pencil and paper. Another number sense game was for four of the students to draw a card and place the students in the order that would give the largest number and the smallest number. This brought out the leader traits in the students.
Moving on to addition, we started by laying two cards up at a time and timed ourselves in adding them as fast as we could. For several days we tried to increase our times and created a progress chart. Increasing the number of cards to two on top and two on bottom made more of a challenge. All these games saved making copies therefore I am making a “greener” class! I expanded the cards to four on the top and bottom, and this made for real practice. Subtraction was a different story. The students dreaded getting the face cards which were a value of 10 and all agreed that those 0’s made is hard to borrow. I reminded them that this was “The luck of the draw.” In subtraction you always have fewer cards on the bottom row.
Higher level skills such as fractions were fun because two cards can make some strange fractions. We used the larger number on the top and then reversed the order. We added, subtracted, multiplied, and divided card fractions and used lots of skills to convert and reduce. For fun we even drew cards and made up word problems. I have not found many math concepts that could not be reinforced with the use of playing cards from the Dollar Store. Gifts of cards make great prizes and incentives. The students don’t realize you are giving them endless homework!
By sharing this manipulative, I hope I have interested you in trying to use cards in your classroom. I will continue to come up with more games to try. Teaching presents us with many challenges, and we are usually open to use anything that works. Be willing to put down the textbooks, manuals, and worksheets and give this a try. Then you can deal your students in to better math skills and gains in their progress.
About the Author
Karen Greer is a native Texan from Garland and has taught in many areas. She is an avid sewer and has been a sample maker for a high end company. Having 10 grandchildren gives her opportunity to practice her hobby. She is currently training in the learning disabilities area with Texas LEARNS. Victoria College Adult Education is her current teaching home.


Browse Research Opportunities
Home > Browse Research Opportunities > 2018 MBI Undergraduate Summer Research Program
2018 MBI Undergraduate Summer Research ProgramLocation: Ohio
Agency: Ohio State University
Due Date: February 13, 2018
Description: The Mathematical Biosciences Institute (MBI) expects to host a multi-institution REU program in the mathematical biosciences, facilitated by the Mathematical Biosciences Institute (MBI) located on the campus of The Ohio State University. The objectives of the program are: (1) to introduce a diverse cohort of undergraduate students to the field of mathematical biology, broadly interpreted to include areas such as biostatistics, bioinformatics, and computational biology, in addition to biologically-inspired mathematical modeling; (2) to encourage students to pursue graduate study in the mathematical biosciences; and (3) to increase the number of students who enter the workforce with training in this field. The infrastructure provided by the MBI gives the necessary resources to accomplish these goals by providing both an authentic research experience as well as exposure to the field of mathematical biology broadly. REU participants will work on projects in areas such as molecular evolution, neuronal oscillatory patterning, cancer genetics, epidemics and vaccination strategies, and animal movement. Participants will work individually or in pairs under the guidance of expert mentors to make specific research contributions in these areas, often leading to a peer-reviewed publication and conference presentations. The REU program will incorporate various professional and research-skills development activities throughout the summer to help ensure the participants’ success in completing their summer project and to prepare them for graduate study or entering the workforce.
Contact InformationContact: Will Gehring
Web Site: https://mbi.osu.edu/education/summer-undergraduate-program/


My hope is to come up with delicious recipes so that those on this restrictive diet can enjoy eating while staying healthy. I have posted a new Low Residue Diet Recipe for Braised Asparagus Tips using a cooking technique that infuses vegetable with more flavor, hoping to make eating more enjoyable for those on a low residue diet. A healthy diet typically includes foods high in fiber. A Low Residue Diet or Low Fiber Diet is typically only recommended for a short period of time as determined by a doctor as it does not provide all the nutrients to stay healthy.
Students will work with expressions, equations, inequalities, and functions. The course places considerable emphasis on identifying key features of functions in various forms, such as graphs, tables, and equations. It also fosters an understanding of functions as relationships that help people in many walks of life calculate and plan.
The course brings these concepts to students in many forms, including interactive graphing, videos of solving problems, and many practice items. Students will work with rational, radical, logarithmic, inverse, and piecewise functions.
They will also extend their studies to include systems of equations and inequalities, trigonometry, complex numbers, and statistics. The course emphasizes using these algebraic concepts French fit and healthy coursework solve problems and help people in many walks of life.
The course employs many tools to teach students these concepts, including interactive graphing, videos that walk through problems, and many practice items. Learn More Consumer Mathematics This course explains how four basic mathematical operations — addition, subtraction, multiplication, and division — can be used to solve real-life problems.
It addresses practical applications for math, such as wages, taxes, money management, and interest and credit. Projects for the Real World activities are included that promote cross-curricular learning and higher-order thinking and problem-solving skills.
Step-by-step instruction and multiple opportunities for self-check practice develop skills and confidence in students as they progress through the course. The course features animations, which allow students to manipulate angles or create shapes, such as triangles, engage students in learning and enhance mastery.
Labs extend comprehension by giving students hand-on experiences.
The courses are built to the Common Core State Standards. The three units in Semester A advance students through the study of single-variable expressions to systems of equations, while Semester B covers functions, advanced functions, and concludes with a practical look at the uses of geometry and trigonometry.
Online and offline activities combine to create an engaging learning experience that prepares high school learners for their next step in their studies of mathematics. These two semester-long courses focus on meeting Common Core objectives with engaging and interactive content.
Semester B begins with the derivation of the trigonometric formula for the area of a triangle, and proceeds through the use of functions and on developing the critical thinking skills necessary to make logical and meaningful inferences from data.
Students will develop 21st century skills as they master ratios and proportional relationships; the number system; and number visualization. The course is highly engaging while being easy for teachers to customize and manage. Among these are surface area, volume, and probability.
Real-world applications facilitate understanding, and students are provided multiple opportunities to master these skills through practice problems within lessons, homework drills, and graded assignments.
The first semester covers objectives in transformations, linear equations, systems of equations, and functions. The second semester focuses on scientific notation, roots, the Pythagorean Theorem and volume, and statistics and probability.
The course is based on the Common Core State Standards Initiative and on a modern understanding of student learning in mathematics. The course begins with a review of basic algebraic concepts and moves into operations with functions, where students manipulate functions and their graphs.
Precalculus also provides a detailed look at trigonometric functions, their graphs, the trigonometric identities, and the unit circle. Finally, students are introduced to polar coordinates, parametric equations, and limits. Students acquire a comprehensive understanding of how to represent and interpret data; how to relate data sets; independent and conditional probability; applying probability; making relevant inferences and conclusions; and how to use probability to make decisions.Accounting is the language of business and essential to understanding and navigating U.S.
and multinational business environments.
Accounting summarizes, analyzes and reports financial transactions. On a recent trip to France, my mission was to eat like a French woman - or at least to find out just how they stay so slim.
This is a country where on one corner, you find a boulangerie with mouth. Reigate College is the ‘official’ sixth form of Reigate, Warwick, de Stafford and Oakwood schools. #essay ritual space #am i fit and healthy french coursework #cheap phd dissertation abstract ideas #top case study writer websites ca #top university essay ghostwriter service for mba.
Improving your GCSE coursework: French You can try adapting them to fit your own purpose. need to write, e.g.
if you are talking about health and fitness you can use manger and boire in a number of different ways: je mange, je bois, je dois manger, je dois boire, je vais manger. Finding Low Residue Diet Low Fiber Diet recipes can be challenging.
My hope is to come up with delicious recipes so that those on this restrictive diet can enjoy eating while staying healthy. Update: I have posted a new Low Residue Diet Recipe for Braised Asparagus Tips using a cooking technique.


Published June 17, 2005
by Xlibris Corporation .
Written in English
|The Physical Object|
|Number of Pages||80|
Math Expressions: Teacher Edition, Volume 2 Grade 1 by HOUGHTON MIFFLIN HARCOURT "Four Stars [ASIN Math Expressions: Student Activity Book, Volume 2 (Hardcover) Grade 4]] Good book for 4th grade students. (7) See All Buying Options. Math Expressions, Grade 4, Teacher's Resource Book [Karen C. Fuson] on *FREE* shipping on qualifying offers. Math Expressions, Grade 4, Teacher's Resource BookReviews: 1. Math Expressions: Teacher's Resource Book Grade 3 by HOUGHTON MIFFLIN HARCOURT Seller Books Express Published Condition New ISBN Item Price $ Show Details. Description: New. Ships with Tracking Number! INTERNATIONAL WORLDWIDE Shipping available. May be re-issue. Math Expressions: [grade 4] Item Preview remove-circle Share or Embed This Item. Teacher's guide, vol. 2 --  Assessment guide --  Teacher's resource book This material is based upon work supported by the National Science Foundation under grant numbers: Pages:
English Idioms Course #1 - a bookworm = a person who loves reading and reads a lot My daughter's a real bookworm - she reads at least 10 books a month! #2 - hit the books = to study I have a final exam tomorrow, so I need to hit the books tonight. #3 - do something by the book . The teacher set the lessons up perfectly so they always stick. You will review what you just learned just enough so you will not lose it, genius. I got up this morning and the first thing I wanted to do is thank the teacher/author of this book for an Xcellent job because I scored % on Arithmetic on the Accuplacer Test yesterday for college! When Russakoff began reporting this book in , fewer than 40 percent of the students in the third through eighth grades in Newark, N.J., were reading or doing math at grade level — and nearly. Classroom language plays an important part in classroom management as well as the process of learning. The following PDF document (15 pages) includes detailed useful expressions that teachers of English use on a daily basis. Feel free to download it below. The Main Contents: Classroom Phrases / Expressions for Teachers; Grouping students.
The book was distributed for free at the Main Library and seven branch libraries throughout Newark's th anniversary year. The Newark Public Library's Charles F. Cummings New Jersey Information Center has received generous support from the New Jersey Historical Commission (a division of the Department of State) in the form of a general. A recent report from The Wall Street Journal found that $88 million of Zuckerberg's $ million donation has already been committed, much of it for merit bonuses, retroactive teacher pay. Search the world's most comprehensive index of full-text books. My library. Rewrite each expression as a single power. 1 9 4 • 10 32 (12 • 6) 3 33 23 4 62 22 5 (25)6 • (27)6 6 1 2 64 2 Rewrite each expression as a product of two powers or quotient of two powers. 7 55( • 53)3 8 1 84 • 53 85 2 2 9 1 5 8 • 37 54 2 10 10 How does multiplying powers with the same base.


I am thrilled to be your child's teacher. I have a duel certificate in regular and special education K-8. I graduated from University of Maine at Farmington in 1997. Since then I have earned a certificate in Montossori Education. I have taken many other classes and most recently I am engaged in a Lucy Calkins Writing Program through the University of Maine. I enjoy facilitating many hands-on activities with my students, especially STEM (Science, Technology,Engineering, and Math) where students work in pairs or groups to solve a problem. Please visit all of our pages to see what we are doing in first grade!


Exponent review homework answer key
From: Luka J.
Category: homework sheet
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Exponent Rules Review Answer Key
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Million, Billion, Trillion...source: http://www.jimloy.com/math/billion.htm
People sometimes ask me the names of the large numbers. Here is a table. The system used in the U.S. is not as logical as that used in other countries (like Great Britain, France, and Germany). In these other countries, a billion (bi meaning two) has twice as many zeros as a million, and a trillion (tri meaning three) has three times as many zeros as a million, etc. But the scientific community seems to use the American system.
|Number of zeros||U.S. & scientific community||Other countries|
|9||billion||1000 million (1 milliard)|
|66 - 120||undecillion - vigintillion|
There are other big numbers with names. A zillion has come to mean an arbitrary or unknown large number. A googol is 10^100. A googolplex is 10^googol (10^10^10^2). This number is too large to write here without exponents. Skewes' number (gesundheit) is 10^10^10^34 was used as an upper bound in a mathematical proof. Recently 10^10^10^10^10^7 was used in a proof.
The googolplex has given rise to the n-plex notation: n-plex is 10^n. n-minex is 10^-n. Donald Knuth invented arrow notation, where m^n (^ is an up arrow) is the regular m^n. m^^n is m^m^m^m...^m, with n up arrows. m^^^n is m^^m^^m...^^m, with n ^^s. According to The Book of Numbers by J.H.Conway and R.K.Guy, chained arrow notation is the following enhancement: a^^^^^b is written as a>b>5, where > is a right arrow.


This project will directly count 10% towards the final. I have included PMI and GDP/GNP growth data (both revised and real-time) to do the project. In the excel file. But you may ignore these and consider only PMI (monthly), and the two GDP series to do the project. Note: do all the analysis using data over 1979:06 – 2014:02
The deadline is 11/26.
ECO 519: Fall 2019: Nowcasting GDP growth using ISM’s PMI
This project has two parts, A and B.
A. Consider Koenig’s second regression:
∆y = β (pmi – δ) + γ ∆pmi.
∆y is real GDP/GNP growth as the dependent variable. PMI and ∆PMI are the right-hand side variables as defined by Evan Koenig, (2002), “Using the Purchasing Managers’ Index to Assess the Economy’s Strength and the Likely Direction of Monetary Policy,” Federal Reserve Bank of Dallas Economic and Financial Policy Review, Vol. 1, No. 6.
Run a simple OLS regression: ∆y = α + β. PMI + γ ∆PMI + u, using the sample period 1979:06 – 2014:02. The variable u is the usual regression error with zero expectation. Find out the implied threshold value δ and the coefficient of PMI from this linear regression. Run also the non-linear regression ∆y = β (PMI + δ) + γ ∆PMI to confirm your estimate of δ. Test the null hypothesis that δ is 0.50.
Use both real-time and revised GDP growth data that I have supplied to you and compare the results with the possible explanations for any differences. You have to collect the monthly PMI data from the ISM website or FRED database at the Federal Reserve Bank of St. Louis website. The GDP growth values (real-time and currently revised) are given as an Excel attachment.
Note: Be careful when you generate the variables. You have to follow Koenig precisely and his footnote 8.
B. Nowcasting using Mixed Data Sampling ( MIDAS ) regression:
Determine the individual contributions of three intra-quarterly (monthly) PMI’s in nowcasting quarterly real GDP growth (do this with real-time data only) using your data set. For example, in prediction GDP growth for the first quarter, use the PMI values for January (announced at the beginning of February), February (announced at the beginning of March) and March (announced at the beginning of April. You have to define three such variables. Thus, you will run a simple regression of ∆y on a constant and 3 variables pmi1, pmi2, and pmi3, where pmi1 takes only (January, April, July, Oct) values, pmi2 takes (Feb, May, Aug, Nov) values, and pmi3 takes (March, June, Sept, Dec) values. Thus, in this regression, all your variables are quarterly, and monthly PMI values have been converted into three separate variables each representing the first, the second and third month of each quarter.
Submit a typed report o with regression results and your commentary. The report should not look clumsy. You can add a graph comparing real GDP growth and PMI (quarterly averages).
WARNING: Please is careful when you generate the variables. You have to follow Koenig precisely and his footnote #8. With your report, including the last 20 values of ∆y, PMI, and ∆PMI at quarterly frequencies. Your work will have no value of you can’t generate these values correctly. I suggest using Excel.
Discuss data issues with classmates and make sure all of you are using the same data before doing the regressions. There is only one truth!


Q. How many bags of cement are needed to mix one cubic meter of concrete?
A. One cubic meter of concrete is equal to 1.308 cubic yards of concrete. If there are 5 1/2 bags of cement in 1 cubic yard of concrete, there would be 7.2 bags in 1 cubic meter of concrete.
These are the 94 pound bags of portland cement or 42.64 kg bags of cement.
Join in and write your own page! It's easy to do. How? Simply click here to return to General Concrete Questions.


Our maths intent at Keir Hardie Primary is for our pupils to acquire a deep, long-term, secure and adaptable understanding of Mathematics. We want our pupils to use their long-term and working memory to progress, achieve and excel.
We want our pupils to become fluent in the fundamentals (impacted by the pandemic) of Mathematics so that they engage with and enjoy Maths lessons. We want our pupils to become resilient mathematicians when faced with maths challenges.
To prepare our pupils for the future, we have designed our Maths curriculum to enable them to be problem solvers. It creates extensive opportunities for our pupils to develop and apply skills that are necessary for the next stage of their education and the world of work. By developing a growth mindset, collaboration, self and metacognitive practices, we will support our pupils to “struggle” and explore different ways of overcoming maths challenges and solving problems.
Our Maths lessons are based on the mastery approach. We use Inspire Maths to support this approach as well as Whiterose Maths to further deepen our pupils’ understanding and support our parents to develop effective ways of teaching and learning Maths. We also use Sumdog and Times Tables Rock Stars as a way of using technology to motivate our pupils to achieve, develop fluency and enjoy Maths. Our lessons are well-sequenced to ensure good or better progress for all, and when needed targeted interventions are in place to support those who need it.
Our Maths lessons are taught with 5 ideas in mind, Coherence, using small steps, which makes it more accessible for all. Representation through the use of manipulatives and “stem” sentences. We also ensure that pupils are fluent by giving them opportunities to practise key facts during lessons, as part of the basic skills sessions, or during pre teaching and catch up sessions. Our lessons ensure that mathematical Variation is considered and explored, so our pupils see the “maths” in different contexts. Questions are carefully selected and used at the beginning of Maths lessons to engage our pupils and get them thinking, justifying and explaining.
A majority of our pupils achieve mastery by acquiring a solid understanding of the maths before moving on to more advanced material. It prepares them for the next stage of their education, by helping to develop an understanding of how maths is important in our daily lives.
For each pupil, the starting point and exit point show good or better progress, which contributes significantly to our pupils’ developing a positive attitude towards Maths, with an ability to apply their mathematical knowledge across other subjects.
Our pupils solve problems, reason, explain and justify using a medium that suits their learning style. As a result, they enjoy and always look forward to the next maths challenge.


Theoretical Computer Science, Volume 931, 29 September 2022, Pages 1-16
Stable fractional solutions are PPAD-hard to find in HRC and Stable Family Problem.
The SMF remains hard with constant number of commodities and constant degree.
The stable fractional hypergraph matching problem is hard with many restrictions.
In this paper we study stable multicommodity flows, stable hypergraph matchings and some related problems, like the Hospital-Resident-Couple (hrc) problem. We give a simpler proof of the existence of a stable multicommodity flow by reducing it to scarf. We show that finding a stable fractional solution of a hrc or a 3-dimensional stable matching (stable family) instance is PPAD-complete. Then we derive from these results that the Fractional hypergraph matching problem is PPAD-complete even if all hyperedge sizes and vertex degrees are at most 3. Furthermore, we prove that computing stable multicommodity flows is PPAD-complete even if the number of commodities is 3, the sum of in and out degrees is at most 3 at each vertex and all terminals and sources are the same. We also show that deciding if there exists a stable integer multicommodity flow is NP-complete even with only two commodities and similar restrictions.


Monroe County Public Library, Program Room 2B
303 E. Kirkwood Ave.
Bloomington, IN 47408
|Description||FREE! Exclusively for MIDDLE SCHOOL and HIGH SCHOOL students. Drop-in anytime between 7 and 9pm for one-on-one math homework help. Get help with MATH and math-related SCIENCE assignments: Arithmetic, Algebra, Geometry, Trigonometry, Calculus, Physics, Chemistry, ISTEP, and SAT review. FREE! No registration necessary. Also available at Ellettsville Branch location Contact: Library Reference Desk, your school counselor, or Sarah Bowman|


Date and location:
May 9 – 13, 2016, Hausdorff Center for Mathematics, Endenicher Allee 62, Lipschitz Hall
- Elizabeth Baldwin (London School of Economics)
- Michael Joswig (TU Berlin)
- Diane Maclagan (University of Warwick)
- Kazuo Murota (Tokyo Metropolitan University)
- John Weymark (Vanderbilt University)
- Yoshinori Shiozawa (Osaka City University)
Tropical geometry is the study of geometric and combinatorial structures arising from doing arithmetic where “addition” is taking maximum and “multiplication” is the usual addition. As tropical polynomials are convex piecewise linear functions, many combinatorial optimization problems have simple descriptions in terms of tropical polynomials. Methods from polyhedral geometry are well-suited for problems arising from tropical geometry and its applications.
Tropical mathematics provides a natural language for making connections between different mathematical areas and with applications. Recent advances in tropical geometry and tropical combinatorics make new progress possible for various application areas. In the last two years, tropical geometry has appeared in auction theory and trade theory in economics, linking it with developments in discrete convexity theory. This has led to new, exciting open problems in tropical geometry, economics and combinatorics.
This summer school aims to bring graduate students, postdocs, and researchers on this topic together for one intensive week. There will be three sets of lectures on economics, tropical geometry, and discrete convex analysis. Particular focus will be on open problems and interactions between participants with different interests and backgrounds.


There are two main objectives of this text. The first is to introduce the concept of orthogonal sets of functions and representations of arbitrary functions in series of functions from such sets. The second is a clear presentation of the classical method of separation of variables used in solving boundary value problems with the aid of those representations.
Ordinary differential equations and their solutions: Classification of differential equations, Solutions, Implicit solutions, Singular solutions, Initial Value Problems, Boundary Value Problems, Basic existence and uniqueness theorems (statement and illustration only), Solution of first order equations: Separable equations, Linear equations, Exact equations, Special integrating factors, Substitutions and transformations, Modeling with first order differential equations, Model solutions and interpretation of results, Orthogonal and oblique trajectories, Solution of higher order linear equations: Linear differential operators, Basic theory of linear differential equations, Solution space of homogeneous linear equations, Fundamental solutions of homogeneous solutions, Reduction of orders, Homogeneous linear equations with constant coefficients, Non homogeneous equation, Method of undetermined coefficients, Variation of parameters, Euler Cauchy differential equation, Modeling with second order equations, Initial Value Problems and Boundary Value problems, reduction of order, Euler equation, generating functions, eigenvalue problems. Inhomogeneous linear difference equations (variation of parameters, reduction of order, Series solutions of second order linear equations: Taylor series solutions about an ordinary point. Frobenious series solutions about regular singular points. Series solutions of Legendre, Bessel, Laguerre and Hermite equations. Systems of linear first order differential equations: Elimination method. Matrix method for homogeneous linear systems with constant coefficients. Variation of parameters. Matrix exponential. 1e1e36bf2d


Acron RPN Calculator
Don't let the simple interface fool you, this calculator is packed with features. Beautiful rendering of both the question and answer make your calculations virtually foolproof. Built in symbolic manipulation gives you the mathematically perfect answer to most common computations, with a fall back on 64 bit floating point approximations to handle the nastiest math. Supports integer calculations in binary, decimal, and hexadecimal for byte, word, dword, and qword integers. Calculate one and two variable statistics with four available regression models. Macros make it easy to repeat calculations without any programming skills.
There is also a free version of Acron RPN Calculator. It has no ads, and never expires, but does have the following limitations:


The EEPROM 3981 came on all non California 1993 automatic transmission vehicles before VIN PZ229154.
Base Desired AFR Table. There are many more checks / modifications to the desired AFR as its determined, but this is the table that the PCM starts with.
The PCM figures volumetric effeciency by taking the first value from the main VE table, and adding it with the RPM VE table.
The ECM starts out by retrieving the base spark advance from the RPM vs MAP table. You'll notice that the highest the table goes to is 3600 RPM. After that the ECM uses the 3600 RPM / [Insert MAP reading here] table entry and adds advance based on this formula:
This formula is only used if the RPM is over 3600, and the RPM value is maxed out at 6000.
(((2 * ((RPM - 3600)/25)) * 11) / 256)(Drop the remainder) * (90/256) = Timing advance to add to base timing advance (HINT: the most spark advance this will add is 2.8 degrees at 6000 RPM and above.)
This table is added to the advance with a value updated with a lag coefficient of 11.7% (EXAMPLE: The current amount added from this table is 0, then vacuum has changed and 9.84 degrees is returned from the table. The actual amount added would only be 1.08 degrees. If the table value returned is still 9.84 degrees on the next cycle, the amount added this time is 2.04 degrees. If 9.84 is still returned, the next amount would be 2.90 degrees and so on.
Added straight to timing advance.
Added straight to timing advance only when the throttle is closed


Our faculty has three departments with about 24 full-time faculty members with research interests in several areas of pure and applied mathematics, statistics, and computer sciences. The faculty has over 400 students in its graduate program in mathematics and statistics, and in its undergraduate majors. The faculty is also responsible for teaching all mathematics service courses offered to other majors. The faculty is committed to quality teaching, research and community service. Researchers in the department have extensive collaboration with researchers worldwide as can be seen from their publications.
We hope you find the information in this website useful. If there is something about the departments that you would like to know, please feel free to contact us at: email@example.com


What are 175 Lbs in kilos? Is it the same as What is 175 pounds to kilograms?. So if you want to convert 175 Libras a kilos or find out how much 175 pounds are in kilograms, you can convert the following pounds to kilograms using the simple formula. So please keep reading till the end of the post.
Table of Contents
How to convert 175 Libras(Pounds) a kilos?
There are two ways to convert pounds to kilograms: multiply the number of pounds by 0.45359237. Also, the other way is to divide the weight in pounds by 2.20462262. However, either way, you’ll get the same result in kilograms.
175 Libras a Kilos- Conversion formula
1 Libras or pound is equal to 0.45359237 kilograms. And the formula to go from pounds to kilograms is very simple: you have to divide the figure in pounds by 0.45359237, and you will get the weight in kilograms.
kg = lb / 0.45359237
How to calculate how much is 175 Libras a kilos
To convert 175 Libras a kilos, you have to multiply 175 x 0.453592 since1 lb is 0.453592 kgs. So now you know, if you need to calculate how many 175 Libras a kilos, you can use this simple rule. So the result is 175 pounds is equivalent to 79.37866475 kilograms.
How much is 175 Libras a kilos using Calculator?
175 pounds equals 79.37866475 kilograms. Furthermore, converting 175 Libs to kilos is manageable. So use the calculator above or apply the formula to convert 175 Libras a kilos.
4. Conversion Table
175 Libras a Kilos- Description
Libras: The pound (lb) is currently a unit of mass, used since Ancient Rome as a unit of weight. The word (derived from Latin) means scale or balance, and still the name of the main mass unit used in the United States and some Spanish-speaking countries.
Kilogram: The kilogram (symbol kg) is the basic unit of mass of the International System of Units (SI). Besides, its standard is defined as the mass of the international prototype, composed of an alloy of iridium and platinum. So, which is kept at the International Bureau of Weights and Measures (BIPM) in Sèvres, near Paris (France).
Did you find this information helpful?
We created this post to answer various questions about the unit conversions. Also, if you found it helpful, you can like us to share us on social networks. Thank you.
1. How to convert pounds to kilograms?
To convert lbs to kg, multiply the mass in pounds by 0.45359237.
2. Which countries use kilograms and which ones use pounds?
Only the United States, England, Liberia, and Burma use pounds. However, in most other countries, it is also used informally.
3. How many pounds are in a kilogram?
There are 2.20462262 pounds in a kilogram.
4. How much is 1 pound equal to 1 kg?
1 lb = 0.45359237 kg.
5. How to calculate weight in pounds?
Pound (lbs) / 2.2046 = Result in Kilograms (kg)
Kilograms (kg) x 2.2046 = Result in Pound (lbs)


Solved: WK3-Discussion Question 1 (CLO’s 1, 2, 3)
WK3-Discussion Question 1 (CLO’s 1, 2, 3)
• • Readings: Anderson et al, Statistics for Business and Economics
o Chapter 7: Sampling and Sampling Distributions
o Chapter 8: Interval Estimation
Statistics for Business and Economics 13th 13E.pdf
• • Please define each of the following terms: sampled population, random sampling, convenient sampling, judgmental sampling, stratified random sampling, consistency in sampling, relative efficiency. Explain why a sample is of probabilistic nature.
• • What is it meant by the term “parameter of a population”? Explain why a population can be represented by a random variable.
• • What is a point estimate, and an unbiased point estimate? Explain how the sample mean can be an unbiased estimate of the population mean. How do you justify that the sample variance is an unbiased estimate of the population variance? What is the sampling requirement in the latter case? Provide a numerical example of estimating the mean, the variance, and the standard deviation.
• • Please define each of the following terms, discuss applicability and significance of each: sample statistic, standard error, sampling distribution, and central limit theorem. Include hypothetical examples for better clarity.
• • What is the z statistic and what qualifies a statistic to be z statistic based on the central limit theorem and the basic properties of normal distributions? What are the limitations of the central limit theorem, and how some of these limitations are bypassed? For example, the z statistic as the sampling distribution in estimating a proportion.
• • What is the sampling distribution in estimating the variance of a population? What are the properties of this distribution?
• • What is the alternative of z statistic for normally distributed populations which eliminates some limitations of the central limit theorem? How this sampling distribution is constructed as combination of a z distribution and a chi squared distribution? What are the properties of this distribution?
(To provide numerical examples to answer questions mentioned above, for example, in the third item above, you can use the Excel function RAND to generate a sample of a uniform random variable, and the combination of RAND and NORM.INV to generate a sample of a normal random variable). Please be sure to include in-text citations and peer reviewed references in your discussion post.


How much CBD is in WWW Tincture?
Way West 1000mg Full -Spectrum CBD oil tincture contains 33mg of CBD per serving.
Even though each bottle contains 1000mg of CBD, the difference will be in the dosage amount.
The key to the equation is knowing how many drops are in each bottle. There are about 300 drops in each 30ml bottle, to calculate the amount of CBD in the bottle,
Total mg of CBD divided by the drops per bottle = amount of CBD per drop.
1000mg divided by 300 drops = 33mg of CBD per drop.


There is a slight possibility that I know the real reason that T hates being timed on his math pages. Where is the fun in just doing the problems?
When he had taken 20 minutes to do 3 problems this morning, but had this beautiful art work bordering his page, I offered him $.50 if he beat P, who was also piddling on her math facts sheet today. He did the entire page of 64 problems in about 3 minutes.
I'm working on basic fact review all summer to work on speed. I don't want to stifle his creative, artist mind. That is 100% from God and I don't want to squash it. On the other hand, I would prefer to not spend 3 hours doing a page of math each day, and if left alone, he would have a picture in every box on the page. Here is a post I did on this same topic 3 years ago, so this isn't a new thing for us.
I'm working on a happy medium. He likes doing flashcards, while he swings. So we do that some days. He sometimes likes doing Math Ninja on the ipad, but that depends on his mood. I don't think he has to sit and do a worksheet everyday, but I also think he needs to be able to do one if I ask him to. Right?
How do you review math facts? Please share so we can add them into the rotation this summer.


Week commencing 21st September
This week in maths this week, we have been working with numbers up to 1000. In English we have trying to develop our sentence writing and have been using drama to explore our class text 'How to Train Your Dragon'. In Science, we have been learning about mirrors and light, and how images are reversed. We used mirror to try and help us walk a curvy and straight line without looking directly at it.
Homework this week is maths, pages 3 and 4 are to be completed and returned to school no later than Wednesday 28th September.
Week commencing 12th September
This week in maths, we have been learning how to partition numbers in hundreds, tens and ones. In English, we have been learning to sequence, the order of events, retrieve information and build our vocabulary through our reading of 'How to Train your Dragon'.
We carried out an investigation in science to see which materials would be good to use as a retro-reflective strip. A CD came out as most effective whilst the red cloth was the least effective. We were learning how to record our results. In art we created our own colour monsters of a range of shapes, sizes and colours.
Week commencing 6th September
Dear Parents and Carers,
We have had a great start to our new year with the children settling in nicely to our new classroom. We have been learning new classroom routines, creating classroom rules and writing a prayer for our class prayer book.
In maths, we have been recapping our knowledge of place value and in English we have been reading the book 'The Colour Monster' by Anna Llenas.


2 edition of Education for physics and mathematics in colleges of technology in the region. found in the catalog.
Education for physics and mathematics in colleges of technology in the region.
London and Home Counties Regional Advisory Council for Technological Education.
Further positions within the education world that may be open to those with a degree in teaching include: guidance counselor, instructional coach, positions within the Department of Education, school administrator, educational consultant, college or university academic advisor, school librarian, school technology specialist, private tutor. Lewis College of Science and Letters is home to seven academic departments and a multitude of research labs and centers working at the intersection of humanity and technology. Our academic programs are grounded in rigor and relevance, providing students special preparation to succeed in fields that require exceptional application of knowledge.
marily physics students but also some from other branches of the physical sciences. The courses aim to introduce students to some of the mathematical methods and concepts that they will nd useful in their research. We have sought to enliven the material by integrating the mathematics with its appli-cations. Some schools also offer bachelor's degrees in math education or a bachelor in math with a teaching concentration. Whichever path is chosen, a combination of study in math and education .
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Madison College Textbook for College Mathematics Revised Fall of Edition. Authored by various members of the Mathematics Department of Madison Area Technical College.
How to use this workbook. Each chapter consists of text plus worked examples. These are followed by Exercises labeled as Your Size: 2MB. Within the faculty of mathematics, students can enroll in one of 14 undergraduate math majors, including mathematics optimization, mathematical physics, and statistics.
Learners also have a mathematics teaching and co-op option for students who want to earn education degrees and gain valuable classroom experience. science degree in Mathematics or Physics. More than half of the staff members have a postgraduate degree in one of the following fields: Mathematics, Physics, Statistics, Operational Research, Numerical Analysis and Control Engineering etc.
Due to the recent emphasis on computer education in the College, more staffFile Size: 2MB. This math teacher degree is a joint initiative of GCU’s College of Education and the College of Humanities and Social Sciences.
Why Earn a BS in Math from GCU. This bachelor’s degree can be completed through online or on-campus classes. Online classes offer the flexibility necessary for GCU’s diverse student body. Information Technology; Math & Statistics; Sciences; World Languages; Acceleration, Redesign & Readiness Transition to College (K–12) Solutions for Math.
Illinois Solutions for Math; Higher Education > Math & Science > Physics & Astronomy > Physics & Astronomy > Introductory Physics >. In contemporary education, mathematics education is the practice of teaching and learning mathematics, along with the associated scholarly research.
Researchers in mathematics education are primarily concerned with the tools, methods and approaches that facilitate practice or the study of practice; however, mathematics education research, known on the continent of Europe as the.
Mathematicians use mathematical theory, algorithms, computational techniques, and the latest computer technology to solve problems in physics, engineering, science, business, and economics.
The Mathematics Department at Southeastern offers a broad range of classes in various mathematical disciplines and have several active research programs. Mathematics Department Summer Advisement Mathematics department offers summer advisement online.
Students can email [email protected] with questions regarding Applied Math, Math Education, and Computer Science programs, as well as general questions and math-related questions.
Make sure to include name, EMPL ID, and the degree program in all email correspondence. Ranked inpart of Best Science Schools. A graduate degree in mathematics can help students hone their skills in a specialty area, from algebra and number theory to discrete mathematics and.
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To graduate with a Master of Science in Mathematics, students are required to compl. Step-by-step solutions to all your Physics homework questions - Slader. Number Tracing Book for Preschoolers and Kids Ages Trace Numbers Practice Workbook for Pre K, Kindergarten and Kids Ages (Math Activity Book) Modern Kid Press Paperback $ $ 5.
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Abstract. The preparation of preservice teachers to use technology is one of the most critical issues facing teacher education programs.
In response to the growing need for technological literacy, the University of Northern Colorado created a second methods course, Tools and Technology of Secondary Mathematics.
The study of physical science covers a number of science degrees, including mathematics, chemistry and earth science, in addition to the obvious – physics and astronomy.
The best universities for studying physics, maths, chemistry and related subjects feature in a Times Higher Education ranking of 1, universities. Mathematics Admission Process. The admission process for the Mathematics course begins in the month of March/ application forms are released in both online and offline mode and the students will be notified about it from the official website of the University.
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The basis of the course is typically structured around algebra and calculus, then you can. Algebra 1: Common Core (15th Edition) Charles, Randall I. Publisher Prentice Hall ISBN Technology has been a boon for physical education.
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While solving one of those online programming puzzles1 I needed to compute all points in a collection of rectangles. Note that these rectangles can overlap!
One quick way to solve this is to maintain a Set (as opposed to a List) of points belonging to each rectangle. This would have been nice, since I anyway needed to iterate over these set of points.
However, for large rectangles, the set quickly becomes huge and unmanageable (number of points is proportional to square of rectangle width).
To reduce the memory requirement, I thought of maintaining a set of non overlapping rectangles (instead of individual points). perhaps a diagram will make it clear:
The rectangles on the left are the input. Note how they overlap.
The rectangles on the right are the output.
The algorithm in pseudo-pseudo-code is:
- Add the input rectangles one by one to the result list
- While adding, clip the new rectangle (A) by each rectangle in the result list (B)
- Clipping is done by
- Chopping A with each line segment of B
- The resulting list of chopped rectangles is then filtered such that they don't lie within B
The Scala code for this is attached to this page Region.scala. Feel free to use it as you like.
- The co-ordinates are integer based, but can be easily extended to reals
- I haven't optimised for the number of resulting rectangles. For example, it might be possible to coalesce adjoining rectangles into a single one. (The number of resulting rectangles didn't matter for my problem)
- The result is not unique. Multiple correct solutions are possible and the chosen one depends on the order in which rectangles are added.
- If you ever happen to use this piece of code, please drop me a note/comment.


Study Abroad Hot News
Budapest Semesters in Mathematics Education (BSME) is a semester-long program in Budapest, Hungary, designed for American and Canadian undergraduates+ interested in teaching middle school or high school mathematics. BSME was conceived by the founders of Budapest Semesters in Mathematics (BSM), and the two programs share a common goal - to provide their participants with an opportunity to experience the mathematical and general culture of Hungary. BSME is specifically intended for students who are not only passionate about mathematics, but also the teaching of mathematics.
Read about our world leading research, discover which media personalities are attracted to the University and find out how you can get involved.


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With GPS technology built into almost all our handheld devices these days, it’s easy to forget how our device is able to determine just exactly where we are. So for this class, we put away our smartphones and learned latitude and longitude the good ole’ fashioned way — with a map and globe (well, sort of…)
First, we explained to the class that latitude lines run from north to south and longitude lines run from east to west on the globe. We also discussed that values have a unit of degrees (but not the same as temperature degrees) and are written as coordinates, just like how you see graphing coordinates in a Cartesian coordinate system!
Once the discussion ended, each student was given a balloon to inflate which acted as their “globe” for this fun activity. First, they drew the equator around the middle and from there, they labeled the North/South poles (90°). They then drew one more parallel line in both hemispheres to represent 45°. Before drawing longitudinal lines, we gave the students several latitudinal coordinates and had them point it out on their globe (e.g. find 55° N).
Once the class understood that concept, we moved on to drawing our longitudinal lines. We explained the Prime Meridian is somewhat similar to the Equator in that it’s the “middle” (aka 0°) for the longitude lines. However, it differs because it can be placed anywhere on the globe but it must run through the North/South poles. Miss Christy explained to us that the Prime Meridian has changed its location throughout history and currently it’s positioned in Greenwich, London. Once again, students drew their lines on the globe to represent longitude starting at the Prime Meridian (O°) and going up to 180° on both hemispheres, making sure that each line crossed through both poles. We did the same exercise of having students find a given location on their longitude lines.
We asked the class, “Can you figure out an exact location with just one coordinate?” Well of course not, you need BOTH coordinates of latitude AND longitude in order to find the precise location. So with this in their minds and their globes in their hands, we asked them to find a place on their globes using the given coordinates. We did this same activity using laminated paper maps. However, instead of the teachers giving coordinates, we had students provide the coordinates for latitude/longitude for their classmates to locate on the map. On top of that, students also picked a spot on their maps and asked their classmates to give the coordinates of their location.
To finish off the day, we introduced the class to handheld GPS units. We taught them how to properly use the device and then sent them on a treasure hunt. The students got into pairs and each group was responsible for hiding candy and writing down the coordinates of their hiding spot. Then they swapped their secret locations with another team, and it was their job to enter the ‘new’ coordinates into the GPS and go find their special prize!
By the end of class, everybody was able to use the GPS units to discover their treat!
These GPS skills will be super useful later in the year for tagging our scientific data!


The National Center for Education Statistics has released its biennial results in math based on representative samples from 330,000 students in grades 4 and 8. For the first time since the evaluations began in 1990, there was no overall improvement nationally at the 4th grade level, although eight states went up and four states went down. Pennsylvania stayed the same.
One theory to explain the flat results is teachers' lack of content knowledge. Former Massachusetts Education Commissioner David Driscoll says until this fall, teachers there could receive a state elementary license without answering a single answer correctly in mathematics--if they did well enough in other subject areas. 55%failed when the math portion was tested separately. Driscoll says the building blocks for success in math are put in place in elementary school, so students need strong teachers.
The national 4th grade black/white achievement gap stayed the same at 26 points--exactly the figure for Pennsylvania.
8th grade scores were up nationally and in Pennsylvania, but the state's black/white achievement gap is 34--above the national average of 32 points.
Report cards for reading and science will be issued in early 2010.


Table of Contents :
Top Suggestions Double Digit Addition Worksheets :
Double Digit Addition Worksheets With this worksheet your third graders will be adding up two digit and three digit numbers with ease this resource focuses on adding two and three digit numbers that end in zeros teach your Meet julia she s ready to help your youngster with two digit addition it might be a little tough at first but with a little practice your kid will not only be able to solve two digit addition Learn how to add a three or four digit number to another three or four digit number if the two numbers in a place value column add up to a number greater than 9 you must carry a digit.
Double Digit Addition Worksheets Adding binary numbers is a very simple task and very similar to the longhand addition of decimal numbers as with decimal numbers you start by adding the bits digits one column or place weight It explains how you can represent two digit numbers using 10 and 1s and how they break down into different parts this worksheet from numbots contains three tasks about number bonds to If missing values are defined in the worksheet through the options window to be 0 or to be any specified number in addition it is possible to specify more complicated constraints such as that two.
Double Digit Addition Worksheets However if we can leverage the already familiar and easier technique of binary addition to subtract that would be better as we just learned we can represent negative binary numbers by using the The first digit identifies the level of the course 1 for freshman 2 for sophomore 3 for junior 4 for senior 5 and above for graduate level courses the second digit is the number of credit hours In addition authorization ends when the need for employment after you receive the notice of action with the 13 digit receipt number you can check the status of your pending application online.
In addition to its basic spreadsheet functions you can use a cell anywhere on the worksheet but you need an empty area starting at this cell equal in size to the existing data table If for example you have worksheet cells containing the first three letters of a customer s last name and a six digit account number since in addition to writing web content and.
2 Digit Addition Worksheets Math Worksheets 4 Kids
Our Printable Two Digit Addition Worksheets Contain 2 Digit Plus 1 Digit Numbers 2 Digit Addition Drills Addition With Or Without Word Problems Addition With Regrouping Carrying Or No Regrouping Missing Digits And Adding 3 4 And 5 Addends It Also Contains 2 Digit Innovative Addition Worksheets Based On Base Ten Blocks Balancing Scales Dart Board Addition Addition Pyramid And Matching Ice Cream Scoops These Meticulously Designed Worksheets Are Suitable For 1st Grade And 2nd
Two Digit Vertical Addition And Subtraction Worksheets
Using These Worksheets Students Can Solve Double Digit Problems With Or Without Regrouping There Are Six Worksheets To Solve Double Digit Problems Without Regrouping Furthermore Six Of These Worksheets Require Carrying And Borrowing These Two Digit Addition And Subtraction Worksheets Are Superb For Year1 To Year3 Students Get The Kids To Solve These Worksheets Again And Again So That They Can Master Solving The Math Equations
Two Digit Addition Printable Worksheets Education
Getting Into Double Digit Math Problems Can Be Daunting Support Your Young Learner With Two Digit Addition Worksheets These Entertaining And Unique Printables Bring Together Fun Equations And Hands On Activities To Promote Learning Some Two Digit Addition Worksheets You Can Look Forward To Include Kids Word Problems Math Mosaics Addition Crosswords And More Keep Your Child Ahead Of The Class With These Exciting Two Digit Math Sheets
Double Digit Addition Without Superstar Worksheets
Double Digit Addition Worksheets Once Students Have A Handle On Single Digit Addition You Can Introduce Double Digit Addition Without Regrouping Because There Is No Regrouping Students Will Not Need To Carry Numbers Over To The Next Collum Making These Worksheets Perfect For Beginning Math Skills Double Digit Addition W 3 Addends
10 Double Digit Addition Worksheets With Regrouping
These Two Digit Addition Worksheets Will Give Your Students The Practice They Need To Master Regrouping Click On The Hyperlink To Download The And Print Out The Pages For Use In Your Classes Each Worksheet Includes 20 Double Digit Addition Problems A Number Line And A Second Page With The AnswersDouble Digit Addition Free Math Worksheets
Double Digit Addition Worksheet Is Composed Of The Following Addition Worksheet Addition Exercise Addition Practice And Addition Problems Double Digit Addition Worksheet Is A Good Resource For Children In Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade And 5th Grade Double Digit Addition Worksheet Is The Free PrintableFree Addition Worksheets 2 Digit With Regrouping
Free Addition Worksheets 2 Digit With Regrouping Extra Practice Practice Makes Perfect After Students Understand How To Do 2 Digit Addition Without Needing To Regroup They Can Begin To Practice 2 Digit Addition With Regrouping You Ll Find 100s Of Free Printable Worksheets For Practicing Addition Subtraction Multiplication And Division On OurAddition Worksheets Dynamically Created Addition Worksheets
These Addition Worksheets Will Produce Problems To Practice Addition With Numbers Of Differing Place Values Each Problem Will Have 3 Separate Equations Adding 2 Single Digit Numbers Adding A Single Digit And Double Digit Number And Adding 2 Double Digit Numbers You May Select The Addends And Number Of Problems Per Worksheet 2 3 Or 4 Addends
Double Digit Addition Worksheets. The worksheet is an assortment of 4 intriguing pursuits that will enhance your kid's knowledge and abilities. The worksheets are offered in developmentally appropriate versions for kids of different ages. Adding and subtracting integers worksheets in many ranges including a number of choices for parentheses use.
You can begin with the uppercase cursives and after that move forward with the lowercase cursives. Handwriting for kids will also be rather simple to develop in such a fashion. If you're an adult and wish to increase your handwriting, it can be accomplished. As a result, in the event that you really wish to enhance handwriting of your kid, hurry to explore the advantages of an intelligent learning tool now!
Consider how you wish to compose your private faith statement. Sometimes letters have to be adjusted to fit in a particular space. When a letter does not have any verticals like a capital A or V, the very first diagonal stroke is regarded as the stem. The connected and slanted letters will be quite simple to form once the many shapes re learnt well. Even something as easy as guessing the beginning letter of long words can assist your child improve his phonics abilities. Double Digit Addition Worksheets.
There isn't anything like a superb story, and nothing like being the person who started a renowned urban legend. Deciding upon the ideal approach route Cursive writing is basically joined-up handwriting. Practice reading by yourself as often as possible.
Research urban legends to obtain a concept of what's out there prior to making a new one. You are still not sure the radicals have the proper idea. Naturally, you won't use the majority of your ideas. If you've got an idea for a tool please inform us. That means you can begin right where you are no matter how little you might feel you've got to give. You are also quite suspicious of any revolutionary shift. In earlier times you've stated that the move of independence may be too early.
Each lesson in handwriting should start on a fresh new page, so the little one becomes enough room to practice. Every handwriting lesson should begin with the alphabets. Handwriting learning is just one of the most important learning needs of a kid. Learning how to read isn't just challenging, but fun too.
The use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused.
Double Digit Addition Worksheets. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect.
Without phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice.
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This tip that looking at numbers in Microsoft Access, looks at Whole Numbers. Has there ever been a time when you wish to return how many whole numbers are in a division equation, without the decimals. As an example, how many 6s are there in 32.
If you used the usual Access formula:
then the result would be:
You could try rounding the number or setting the decimal place to display only integers, but both of these may not give you the correct result each time. i.e. it may either round them up or down.
A quick and easy way is to use the following formula:
Note the slash is a back slash instead of the normal forward slash of the division key.
This formula will give you the result of:
Remember, if using this formula in a form or report, add an = sign to the beginning.
The adding of sequential numbers to a report is the answer to one of the questions I have received in the past. I have made the assumption that if one person asks the question then it is likely others also wish to know the answer to the question.
How do I get serial line numbers to appear on a report in Access?
To add serial (sequential) numbers for a report:
Add an unbound text box to the design section of the report;
Then, open the text box properties (right click and select properties);
Set the following under the Data tab:
Control source '=1'
Running Sum = 'Over Group if you wish to count the records in each group
Running Sum = 'Over All' if you wish to display consecutive numbers for all the records.


Structural Equation Modeling (SEM) is a statistical methodology that is widely used in social sciences research (especially marketing, organizational behavior, human resource management, psychology, behavioral finance and behavioral economics). SEM was introduced in 1970s and combines psychometrics with econometrics. On the psychometric side, SEM allows for latent variables with multiple indicators. On the econometric side, SEM allows for multiple equations, possibly with feedback loops. SEM models are so general that they encompass most of the statistical methods that are currently used in the social and behavioral sciences. SEM allows a researcher to test complex models with multiple pathways, model latent variables with multiple indicators, investigate mediation and moderation in a systematic way and adjust for measurement error in predictor variables. This lecture series shall provide the audience a general introduction to Covariance-Based SEM (CB-SEM). The series will be based on a combination of theoretical and practice-oriented sessions that will provide working knowledge of AMOS, a statistical software.
This module presents videos on doing structural equation modeling (SEM) analysis using AMOS. The module presents videos on SEM basics, understanding degrees of freedom, measurement models, testing discriminant validity, nomological validity testing, and item parceling.
In this blog I present details of my youtube videos where viewers can learn working on AMOS, a Structural Equation Modeling software by IBM. The details of the data files, video lectures and of other videos in my lecture series on 'Psychometrics' are also presented.
The workshop focused on developing understanding of conditional process analysis and learning about the ways to test them. Although these concepts are fairly simple, the statistical issues that arise in estimating and testing mediation and moderation effects turn out to be rather complex and subtle.
In the first part (first five lectures) of Module 3, I talk about the concept of reliability, why is reliability computed and its use in research in social sciences. n the second part (lecture 6 onwards) of this module, I explain the theory of factor analyses (EFA - exploratory factor analysis and CFA - confirmatory factor analysis).


Counting Cards in Blackjack
Blackjack is a very popular game among casino players. And for those who want to master the game and to get an advantage over the casino, there are certain techniques that have proven to be quite effective. The famous of them all is counting cards. In casinos, there is a built-in edge which ensures that the casino wins a certain amount of money. That is that the player must lose a certain amount of money. And the rule is that the more you play, the more money you will lose. However, the luck can change, and you can get an advantage over casinos by counting cards. People who have bad memory should not worry, this technique has nothing to do with memorizing the dealt cards. It is a system that which helps us keep track of the ratio of low to high cards.
In order to help you get an advantage over a casino, we will teach you how to count cards in Blackjack in the following paragraphs.
STEP ONE: GET TO KNOW WITH THE BLACKJACK STRATEGY
If you want to master Blackjack, you need to know the rules, the goal, and the strategy. If you do not know that, counting cards will not help you win the game. So check out the strategy sheet and get to know what you should do depending on the cards you have and the cards the dealer has. Practice makes it work, so try to practice it as much as you can in order to master it. You can use free online versions for practising. Once you have mastered the strategy you can move on to step number two.
STEP TWO: HIGH/LOW COUNT
Once you have mastered the strategy, it is time to learn the high and low count. The first thing you need to do is that your final count needs to be zero. You start by adding 1 if you get 2-6 cards. If you get 7-9 you count it as zero, you ignore those cards. If 10, face cards or aces come up, you subtract one. It is better for you to get the higher score because this means that the remaining cards actually score high. Once you master this skill, you are ready to enter a casino.
STEP THREE: TRUE COUNT
Now we have come to the next rule which is to convert to a true count. You need to make a conversion of the cards. Since the 1960s, many casinos do not have single decks anymore in order to prevent the card counting. You convert the count in a very simple way. You divide the numbers of unused decks. If the count is +10 then the true count is 5.
STEP FOUR: ADJUST THE BETS
Increase your bets if your count is +9. If not, if the count is 0, or -2 for example, decrease the bets. In that way, you will not risk losing a lot of money, and you will increase your chances of making money!


|Mr. Antonio's Grade 2|
In Math class we have studied the use of money, specifically buying something and receiving change. We connected our study of money to our Social Studies focus in Unit 1 by looking at the relative values of different money around the world. The students cut out copies of money used in the United States, South Korea, China, Singapore, Europe, and Mexico. We discussed their relative value, and then the students used the money to create addition and subtraction problems independently. Grade 2 had lots of fun learning about money around the world!


INDIANAPOLIS – Middle and high school students across Indiana who need extra help with math and science are invited to contact the Rose-Hulman Institute of Technology’s free Homework Hotline by calling, chatting online or emailing with tutors.
More than 30 tutors are available each night Sunday through Thursday from 7-10 p.m. Eastern time for students in grades six through 12.
Students can submit questions online via live chat at AskRose.org, by calling the toll-free number at (877) 275-7673 or emailing questions any time during the day (students will receive a response during operating hours).
The hotline also provides online resources like tutorial videos and worksheets, which students can use to strengthen their understanding of math and science concepts.
The Homework Hotline is an excellent and free resource to help our students succeed this year.


Mathematicians in Love
by Rudy Rucker
Review by Ernest Lilley
Tor Books Hardcover ISBN/ITEM#: 076531584X
Date: 28 November, 2006 List Price $24.95 Amazon US / Amazon UK / Show Article /
From official release/information:
Mathematicians in Love is every bit as good as the blurbs from William Gibson and Greg Benford promise. Rucker is a national treasure, able to blend esoteric math, rock culture and cutting edge culture into a terrific yarn. It may well be his best work yet. It's certainly a lot of fun, and unlike Linear Algebra, it really doesn't require a degree in math to understand. Honest. Unlike my math teachers, I wouldn't lie to you. In fact, it allows you to immerse yourself in math lingo as cool and arcane as anything jazz musicians could come up with and feel knowledgeable, even though it's all so much mumbo jumbo. Somehow, when Rucker's characters talk about the nature of the universe (or the curve of a yellow bikini) in terms of fractals, curved planes and number theory, it all seems totally, intense, relevant and hip. Which would be a pretty good description of the author.
(Source: Tor Books)


Sunday, March 3, 2013
I have just received my student teaching placement! I will be working at Bothwell Middle School, which is a school that is just a few minutes from home. I will be teaching math and language arts to 6th grade students. I'm really excited to have the opportunity to work with older students, since the majority of my experiences have been with students k-5th grade. I am especially excited to be teaching Language Arts. I love reading and writing and to be able to work with an older grade we will be able to do some really great lessons. I have to admit, I'm pretty nervous about teaching math since it is so much out of my comfort zone, but I'm going to welcome the challenge because I think it will be good for me to be able to practice teaching math when I have a mentor to guide me. I'll definitely have to brush up on my math this summer. I am so lucky to have received my placement in March, because some of my classmates won't be receiving theirs until much later in the semester, and some won't have theirs until as late as August. This will allow me to observe my placement teacher's classroom this semester. I'm hoping I will be able to experience as much as possible before student teaching even starts. I am so excited that I have already looked at the standards and have started browsing through blogs,websites,and books about student teaching and 6th grade. I feel like I'll know so much more once I am able to meet her and see her classroom. I am reminded, once again, just how close I am to student teaching , and becoming a teacher myself!
Posted by Renee at 11:31 AM


EDUC5502 Teaching Mathematics in the Early Years
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- This unit is delivered as a series of interactive workshops with an emphasis on developing students' mathematics content knowledge and pedagogy, and improving attitudes towards mathematics. Taking into account the development and characteristics of children, emphasis is placed on a range of teaching strategies that use concrete materials to engage children in mathematical learning, along with the use of storybooks (hard copy or electronic) to assist children to engage with, and make sense of, mathematics. Students become familiar with the three content strands (number and algebra, measurement and geometry, and statistics and probability) and the proficiency strands of the Australian Curriculum: Mathematics. They also become familiar with the place of mathematics within the Early Years Learning Framework. Students begin to develop a resource file and professional library as a means of developing their own mathematics content knowledge.
- Students are able to (1) demonstrate an understanding of how children in their early years learn Mathematics; (2) demonstrate knowledge and understanding of the early Childhood Mathematics curriculum and a range of pedagogies to teach students with a range of learning needs; (3) articulate a theory of Mathematics learning and teaching, based on critical analysis of research literature relevant to early childhood education; (4) demonstrate an ability to plan early childhood instructional sequences in Mathematics for effective and engaging learning; (5) develop skills to use, create and evaluate early childhood Mathematics instructional resources for teaching and learning, including educational technologies; and (6) demonstrate understanding of assessment strategies, including informal, formal, diagnostic, formative and summative approaches.
- Indicative assessments in this unit are as follows: (1) case study and (2) planning task. Further information is available in the unit outline.
To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the assignment 1: children's knowledge of number and assignment 2: planning and programming document components.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Associate Professor Christine Howitt
- Unit rules
- enrolment in the Master of Teaching (Early Childhood)
Master of Teaching (Primary)
- Contact hours
- 30 hours
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.