Dr. S. H. Saker
Statement of Teaching Interests
Teaching is not new to me. I have had the pleasure of teaching and serving as both an assistant professor and teaching assistant in several courses already in the area of Mathematics and Mathematical Biology. This experience made me realize that one of the greatest challenges in teaching is to convey the insight of a problem to students with different perceptions and diverse backgrounds. It was only then that I comprehended my teacher enthusiasm about teaching. I discovered that little is more rewarding than the excitement and the spark in the student’s eyes when they grasp a new concept, a fact that contributed to my desire to pursue an academic career.
I had my first experience as a teaching assistant in my first years of my graduate studies at Department of Mathematics, Faculty of Science, Mansoura University, Egypt, when I taught , Calculus I, , Calculus II, , Calculus III, Differential Equations, Linear Algebra, Statics and Mechanics. Second as a lecturer of Mathematics for different courses to mathematicians and sciences students. In addition, I devoted considerable amount of effort to choose the course text book, design the syllabus, prepare the lecture notes, and design new assignments, and final exams. This is why I decide to become a teaching professor to a different class each time and thus expose myself to many teaching and testing techniques to different problems and students related issues, although this meant new materials, different expectations and type of work and hence more load.
I look forward to teaching more courses, both graduate and undergraduate, especially in advanced differential and difference equations and their applications in mathematical modeling (population dynamics, predator-prey systems, Malaria model, cell production model, respiratory dynamics model, survival red blood cells model, etc.) which cover new concepts like oscillation, stability, boundedness, persistence, permanence, attractivity). Finally, one of my reasons for applying for faculty position in Mathematics position is for the opportunity to teach both graduate and undergraduate to conduct research and communicate their results. I have had the chance to supervise graduate (ph.d.) student (T. S. Hassan) in my department who was working on oscillation theory of differential and difference equations, and I have realized that leading a productive group is challenge by itself
Overall, I consider teaching to be a vital component of an academic career. I have found teaching, mathematics, and mathematical biology to be very rewarding and believe my experiences have prepared me for the task ahead.
My Teaching Philosophy
First of all, I would like to say that my teaching philosophy in general, starts with students. The most important thing that I must consider is where the appropriate starting point is and what students are capable of understanding. My role as a Mathematics professor is to be organized and well prepared. This is an extremely important aspect of being a good and effective professor. It takes creative planning and preparation to keep students interesting to learn mathematics, and learning by interacting with me, not only listening to my lecture. The second thing that I take into account is what the desired outcomes that I would like my students to come with. In addition, I must be familiar with both the standards and the school curriculum before planning “how” and “what” I am going to teach. To succeed in the classroom, I must set reasonable goals for myself and my students, which we will achieve together. Moreover, I should decide which teaching strategy I am going to use in my teaching style, and try to engage my students with, especially in the differential and difference equations and mathematical biology courses. In general, creativity and experience are necessary to fascinate any students for that matter.
I plan to help my students to develop problem-solving abilities, use their own learning style, and enhance their cognitive skills. I believe that the interaction between teaching and learning is complicated one. I encourage my students to look for and appreciate the elegance of Mathematics in Biology, Medicine, Ecology, and in their everyday worlds. I feel the best thing I bring to the classroom is my leadership ability and my sense of humor. Students must have a sense of responsibility in the management of the class. Class roles need to be understood and respected. The environment should be a warm and inviting learning atmosphere. I view each student as an individual and honor different learning styles, abilities, and frustrations with sensitivity and respect. Indeed, I believe in support and encouragement for all of my students. One way of keeping students active in class is to work in groups as a team, share their knowledge, and engaging in cooperative learning activities on a small project. They learn teamwork responsibility, and they get to know people that maybe they haven’t previously got to know. My style outside the classroom is to share my colleague’s work, ideas, strategies, experiments, and teaching philosophies. I believe that all multicultural needs should be met at school, whether cultural, economical, or social community field trips are a great escape. They give professors a chance to create real relevance in their lives. They get to see what they are learning tied into their everyday lives.


September 30, 2016 by LanceShi
2.5 Convert your data type before doing calculation
Look at the following code:
Integer i = 12; Decimal d = i / 5; System.debug(d);
Think about this code. What do you think the debug output of d should be? Do you think it should be 2.4?
The correct answer is 2.
A bit explanation
Surprised? I bet you are.
Decimal is a real number, so it can definitely hold 2.4. But the problem is, i is an integer, and 5 is an integer. So Apex will consider the type of i / 5 to be an integer because of that!
So the above code can be translated as:
Integer i = 12; Integer temp = i / 5; Decimal d = temp; System.debug(d);
Now, make sense?
Okay, what if we want to fix it? We should do the data conversion first, and the calculation later. Below is the code.
Integer i = 12; Decimal decVersion = i; Decimal d = decVersion / 5; System.debug(d);
This will output 2.4
Supposed the current time is 14:50:00. The last tracking time is 11:20:00. Calculate how many minutes has elapsed. After that, calculate how many hours have elapsed. You should be getting 3.5 as the answer.


Are you looking to convert 180 kilograms to pounds? You’ve arrived at the proper location, then!
Converting 180 kilograms to pounds is a straightforward process. When you convert, you’ll find that 180 kilograms equals 397 pounds.
In this article, we’ll break down the conversion for you straightforwardly.
Understanding 180 Kg To Lbs:
The conversion of 180 kilograms to pounds holds practical value in numerous everyday situations. It’s rooted in a simple mathematical formula, with 1 kilogram approximately equal to 2.20462 pounds.
While this precision is functional, rounding the result to 397 pounds often suffices for practical purposes. Pounds are commonly used in the United States, while kilograms are prevalent in the metric system, making converting between them versatile for international communication.
Whether you’re tracking your weight, preparing for travel, adjusting recipes, or tackling educational tasks, this conversion skill proves its worth.
While online tools are readily available for quick conversions, having a fundamental grasp of the process ensures you can quickly and confidently navigate these scenarios.
Some Aspects To Consider When It Comes To Converting 180 Kilograms To Pounds:
1. Practical Utility:
Understanding how to convert from kilograms to pounds is a practical skill. It can be helpful when monitoring your weight or dealing with items measured in different units, such as luggage weight limits during travel.
2. Mathematical Conversion:
The conversion itself is based on a straightforward mathematical formula. Knowing that 1 kilogram equals 2.20462 pounds allows for quick and precise conversions.
In practical situations, it’s often sufficient to round the conversion to a whole number for simplicity. In this case, 180 kilograms is approximately 397 pounds.
4. Common Usage:
Pounds are commonly used in the United States and other countries, while kilograms are more prevalent in the metric system. Converting between these two units can be handy for international communication and understanding.
The ability to convert between units extends beyond weight. It can also apply to cooking, where recipes might use different units, or in educational settings for math and science-related tasks.
6. Online Tools:
While manual calculations are helpful, online converters and apps can quickly provide accurate conversions. However, having a basic understanding of the conversion process remains valuable.
7. Everyday Scenarios:
Whether checking your weight loss progress, packing for a trip, or adapting a foreign recipe, knowing how to convert 180 kilograms to pounds can simplify various everyday scenarios.
Why Convert 180 Kg To Lbs: Know The Reasons:
- Fitness And Weight Loss:
If you’re tracking your weight loss progress and your scale measures in kilograms, you should know your weight in pounds to understand your progress better.
- Travel Planning:
Some countries use kilograms for luggage weight limits, while others use pounds. Knowing how to convert between the two units can be helpful if you’re planning a trip and need to check your luggage weight.
Cooking And Recipes:
- Some recipes may use kilogram ingredients, but you’re more comfortable with pounds. Converting the measurements can help you follow the recipe accurately.
- Math And Education:
Knowing how to convert between kilograms and pounds is a valuable skill if you’re a student or working on math problems involving unit conversion.
Precautions While Converting Kg To Lbs: Explore Now:
1. Use The Correct Conversion Factor:
Ensure you use the accurate conversion factor, approximately 2.20462 pounds per kilogram. Rounding this factor to 2.2 or 2.2 pounds per kilogram is acceptable for most practical purposes.
2. Precision Vs. Simplicity:
Consider the level of precision you need for your specific task. If you require a precise conversion, use the whole factor. However, for most everyday situations, rounding the result to a whole number simplifies things without sacrificing accuracy significantly.
3. Units Consistency:
When converting weights, ensure that you are consistent with your units. If you convert kilograms to pounds, ensure the original weight is in kilograms.
4. Double-Check Calculations:
Math errors can occur, especially if calculations are done manually. Double-check your work to avoid mistakes, especially when dealing with critical measurements.
5. Consider Context:
Think about the context in which you’re using the conversion. Different situations may require different levels of precision. For example, a precise conversion may be necessary when tracking weight loss, whereas rounding may be acceptable for luggage weight limits during travel.
6. Online Tools:
Utilize online conversion tools or apps if you need highly accurate conversions quickly. These tools can provide precise results without the risk of calculation errors.
7. Understand The Application:
Know why you’re making the conversion. Understanding the purpose, whether for fitness tracking, travel planning, cooking, or education, will guide you in choosing the appropriate precision and units.
In the world of measurements, converting kilograms to pounds is a valuable skill with broad applicability. You can ensure accuracy in your conversions by adhering to some basic precautions, such as using the correct conversion factor, considering the necessary level of precision, and double-checking calculations. Whether you’re tracking weight loss progress, planning a journey, adapting a recipe, or tackling educational tasks, the ability to convert between these units simplifies numerous aspects of daily life. You can navigate these scenarios confidently and efficiently with online tools for precise conversions or understanding the conversion process for more casual needs.
Frequently Asked Questions:
1. Can I Round The Result To A Whole Number For Simplicity?
Yes, rounding the conversion result to the nearest whole number is acceptable for most practical purposes. For example, 180 kilograms can be rounded to approximately 396 or 397 pounds.
2. Can I Use The Same Method To Convert Pounds To Kilograms?
Yes, you can reverse the process of converting pounds to kilograms by dividing the number of pounds by the conversion factor (approximately 2.20462).
3. Are There Any Online Resources For Quick Conversions?
Some numerous online converters and apps can instantly perform kilograms-to-pounds conversions. These tools help obtain precise results without manual calculations.
4. Can I Use Online Converters For Accurate Conversions?
Online conversion tools or apps are readily available and provide precise conversions quickly. They are a convenient option when high accuracy is required.


The main idea behind the “CAIUS ZIP – The Time Traveller” series is to show the history made by great men and how mathematics and other subjects were important in their decisions. Caius Zip is a young man that participates in these discoveries and in the great battles. In each adventure, he acquires maturity and learns that to get out of trouble he must use his most important ability that he unknowingly uses very well: the power of deduction.
Mathematics is always present in the solution of enigmas, tactics and decision making in epic battles and during the investigation of a mystery.
I d like to invite you to read some page:
CAIUS ZIP, The Time Traveller, IN:
NAPOLEON BONAPARTE IN RUSSIA
How some mathematical calculations can be crucial
for taking strategic decisions in this battle of empireshttp://www.caiuszip.com/napoen.htm


Chemistry and Math Tutor in Toronto
6 years of classroom experience
I have taught ALL high school level Chemistry, Math and Computer Science courses at some point.
6 years of one-on-one tutoring experience
From 2012-2018, I travelled around the city, helping students in their homes (as well as libraries, coffee shops, etc.)
I have been certified by the Ontario College of Teachers since 2010 (See Certificate)
I'm on YouTube
My chemistry channel (ChemistNate) has 240,000 subscribers and 54 million views. My math channel (MrOldridge) has 30,000 subscribers and 10 million views.
Over the past year, I've earned a Data Analytics Nanodegree from Udacity and a Certificate as a 'Cloud Practitioner' from Amazon Web Services


Sean Meyn received the B.A. degree in mathematics from the University of California, Los Angeles (UCLA), in 1982 and the Ph.D. degree in electrical engineering from McGill University, Canada, in 1987 (with Prof. P. Caines, McGill University). He is now Professor and Robert C. Pittman Eminent Scholar Chair in the Department of Electrical and Computer Engineering at the University of Florida, director of the Laboratory for Cognition & Control, and director of the Florida Institute for Sustainable Energy. His academic research interests include stochastic processes, optimization, and information theory. For the past ten years his applied research has focused on engineering, markets, and policy in energy markets.


IMIA News and Events
Industrial and Applied Mathematics Symposium 2015
The annual operator algebra and noncommutative geometry conference, Gongfest, was held 11-12 June 2015. This year's iteration of the hand-crafted, artisanal, and roots-based conference focussed on new up-and-coming talent, with talks provided mostly by recently graduated and soon-to-graduate PhD students, along with postdocs Adam Sierakowski (UOW) and Marco Matassa (Oslo). Adam has been at UOW for 3 years, and is soon leaving us for Canadian shores, while Marco is visiting UOW from Oslo.
Harmonic Analysis and Nonlinear PDE (one day workshop)
The University of Wollongong will be hosting a one day workshop on Harmonic Analysis and Nonlinear PDE. Harmonic analysis and nonlinear partial differential equations are very active areas of mathematical research areas nationally and internationally. This event is an opportunity for Australian mathematical researchers working in these areas to share their work and discuss the latest developments in the field.
Geometric Invariance and Nonlinear Partial Differential Equations Workshop
Several members of IMIA were involved in a recent workshop "Geometric Invariance and Nonlinear Partial Differential Equations", held at the coastal campus of Australian National University (ANU), in Kioloa NSW.
IMIA research collaborations map
View IMIA research collaborations in a larger map
IMIA Winter Scholarships 2013
IMIA has hosted it's third successive winter program for students to undertake paid mathematical research in the break between semesters. This year the program involved research in geometric analysis, number theory, operator algebra, and joint work in optimisation with SMART. Students ranged from first-year to third-year, and included Rebecca Armstrong, Tim Bywaters , Anthony Flynn, Justin Hill, Adam Humphreys, Michael van der Kolff, Alex Lawton, Michael Mampusti, Alex Mundey, Thomas Pinson and Justin Stephens. The winter program was once again a success, and many students gave presentations on their work.
IMIA National Lecture Series: Geometric Flows of Curves
During the Winter break Glen Wheeler from IMIA will deliver a series of lectures nationally across the Access Grid Network on geometric flows of planar curves. These flows have a diverse range of applications, including image repair and mathematical modelling: bushfires, closing wounds, and annealing metals are typical examples. The lectures focus on the curve shortening flow, the simplest flow of curves, which was intensely and highly successfully studied in the 80s by Gage, Hamilton, and Grayson. The main goal of the course is to prove the classical theorem that under the curve shortening flow embedded planar curves are transformed smoothly to round points – shrinking and smoothing out irregularities so that under the mathematical microscope, we eventually see a circle.
In March 2013, IMIA welcomed Dr Adam Sørensen or Copenhagen University. Dr Sørensen will spend two years working in IMIA. Dr Sørensen has recently made significant advances in the theory of classification of graph C*-algebras which are attracting worldwide attention. His position with IMIA is funded by a prestigious fellowship from the Danish Research Council, and was awarded at the highest available funding level. The purpose of this funding scheme is to allow Danish researchers to interact with international centres of research excellence in their fields. During his tenure with IMIA Dr Sørensen will draw on IMIA's world-leading graph-C*-algebra expertise in persuit of his research program, as well as expanding and strengthening IMIA's graph C*-algebras program.
The University of Wollongong hosted the second instalment of the IMIA-sponsored conference 'Gong-fest at the end of February 2013. The event aims to facilitate sharing of ideas and research directions between researchers at UOW, ANU and UNSW working in the area of non-commutative geometry and operator algebras. The event featured six talks including one from Dr. Bram Mesland of the University of Warwick, and attracted some 25 participants including 10 IMIA PhD students.
AMSI Workshop "Graph C*-algebras, Leavitt path algebras and symbolic dynamics."
Five IMIA members and two IMIA PhD students took part in the AMSI workshop on graph C*-algebras, Leavitt path algebras and dynamical systems at the University of Western Sydney in February 2013. The conference was co-organised by Aidan Sims of IMIA and sponsored in part by IMIA funding. The conference featured 14 main speakers from around the world, including plenary lecture series from Gene Abrams (U. Colorado), Pere Ara (Universitat Autonoma de Barcelona) and IMIA member David Pask.
The ANZIAM conference was held at the University of Newcastle in February 2013. The program included talks from three IMIA members and two IMIA PhD students. The program included a plenary address from IMIA member Jacqui Ramagge.
Trilateral meeting on PDE and related topics 2012
The University of Wollongong hosted the Trilateral meeting on PDE and related topics in December 2012. The meeting included invited talks from 24 prominent mathematicians equally representing Australia, Italy and Taiwan, and involved 6 IMIA members, 5 IMIA Postgrads and 5 UOW undergraduate students. The event was co-sponsored by the Australian Mathematical Sciences Institute, UOW and IMIA, and the organising committee included IMIA members James McCoy and Tim Marchant.
EMCR Workshop on Symmetry
Four IMIA members spoke at the Early- and Mid-Career Research workshop on Symmetry at the University of Newcastle in December 2012. The workshop was partially sponsored by IMIA and attracted 15 researchers from around Australia.
The 56th Annual Meeting of the Australian Mathematical Society was held at the University of Ballarat in September 2012. It was attended by eight IMIA members and five IMIA PhD and Honours students. The program included a plenary address by IMIA member Aidan Sims.


Clubs and Organizations
Technology Student Association (TSA)
The Technology Student Association (TSA) is a national, non-profit organization of middle and high school students who are engaged in science, technology, engineering, and mathematics (STEM). Since TSA was chartered in 1978, almost 4,000,000 student members have participated in challenging competitions, leadership opportunities, and community service. If you are interested in joining this club, contact the club advisor, Mr. Scott Hansen, at firstname.lastname@example.org.


4 edition of Times table cheat found in the catalog.
Times table cheat
When Dalton wants to cheat on his times table test, but Alex will not help him, Alex offers help coach him if Dalton will show him how to advance in his hand-held game.
|Statement||Anastasia Suen ; illustrated by Jeffery Ebbeler.|
|Series||Main Street school|
|Contributions||Ebbeler, Jeffrey, ill.|
|LC Classifications||PZ7.S94343 Ti 2007|
|The Physical Object|
|LC Control Number||2007004724|
Multiplying by 2: Double the number that you're example, 2 x 4 = 8. That's the same as 4 + 4. Multiplying by 4: Double the number you're multiplying, then double it example, 4 x 4 = That's the same as 4 + 4 + 4 + 4. Multiplying by 5: Count the number of 5s you're multiplying and add them your fingers to help count if you need to. Cheat Engine is a superb software tool which will help gamers to get through difficulties in the game. Cheat Engine (also commonly known as CE) is an open source software which is freely available. It allows gamers to cheat in the games by using the hex memory searcher and editor. The searcher and editor permits the user to change the.
It’s easy to use Excel for many of your day-to-day number-crunching tasks, like determining your business’s average sale, computing classroom grades, or forecasting college expenses. Use this handy Cheat Sheet to discover great functions and tips to help you get the most out of Excel. Times table cheats 2 1. Times Table CheatsUse these cheats to help train your brain to remember all of your Times Tables! 2. Cheat # does not matter!5 x 4 = x 5 = x 4 = x 3 = 12 5 20 3.
Times tables games for Key Stage 2 children. Maths games can be a fun way to learn the times tables. These times tables games have been selected to provide practise for children who are beginning to understand the concepts of multiplying numbers. Children's & Teenage Times Tables Books. Sort by: Applied filters. Times Tables. Page Easy Times Table. Lift the Flap Times Tables Book. Rosie Dickins. In stock online £ Hardback Added to basket. Add to Basket. KS2 Times Tables Practice Book.
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The boy who didn't study was trying to cheat from one of his friends. His friend was put in a difficult situation where he had to choose the right thing for Text-to-World Connection: This book is about a group of friends that were learning their times tables in school.4/5.
The Easy Times Table Book - the times table book that makes learning your times tables so easy. Learn your times tables with this easy guide.
This is the times table Times table cheat book that makes learning times tables so much easier. You do have to learn them but with our innovative approach, you can cut your learning by 40%.
This really is the easy times /5(66). Times Tables Cheat (Main Street School) (Main Street School) Library Binding – July 1, by Anastasia Suen (Author) › Visit Amazon's Anastasia Suen Page.
Find all the Times table cheat book, read about the author, and more. See search results for this author Author: Anastasia Suen. The cheat’s guide to helping with times tables. The idea is children learn each set of times tables to the tune of a different pop song from the likes of P!nk and One Direction, making it a fun and engaging way to learn.
Times Table Cheat Sheets Click on the images to download Inside: These printable multiplication bookmarks are a handy times table revision tool. I’ve got a confession to make. I was really bad at memorising my multiplication tables at school. In fact, I’m still not really great with automatic recall of multiplication facts, even as an adult.
In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice. Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.
Easy Times Table Book (Know How) by Foulsham Books (Author) out of 5 stars 62 ratings. ISBN ISBN Why is ISBN important.
ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book. /5(62). Book Times Tables Workbook for Key Stage 2. Bond SATs Skills. Bond Skills Times Tables for Key Stage 2 has been developed by Bond to firmly embed times tables knowledge of the core times tables, and introduces square and cube numbers, ensuring children are confident with the multiplication knowledge required by the National Curriculum for Key.
- Free printable Instant Pot cooking times sheet to keep handy so you know exactly how long each meat takes to cook in your Instant Pot.
I have printable sheets for vegatble and dry beans cook times as well here. All the resources you need to get you started and in the know when pressure cooking.
1 times to 12 times tables or combinations with up to 12 tables/ page. Unlike the multiplication chart and the tables above that that can be customized, the resources below are pre-formatted.
The three multiplication charts show products up to and up to Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice aimed at schools, families and tutors.
Our programme has successfully boosted times tables recall speed for millions of pupils around the world over the last 10 years. - 13 - 19 max table fix for teachers and tutee/family accounts. - Offline mode garage fix/5(K).
School Postcode *. This printable multiplication table worksheet is an essential resource for any young math student working on their times tables. The 13x13 grid provides a great study tool as kids work toward memorizing their one-digit (and some two-digit) multiplication facts.
Familiarity with times tables can help boost math confidence and prove invaluable as. First, use the table above to start putting the answers into your memory. Then use the Math Trainer - Multiplication to train your memory, it is specially designed to help you memorize the tables.
Use it a few times a day for about 5 minutes each, and you will learn your tables. A write-in activity book of puzzles, activities and stickers to help children learn the times tables from 2 to Puzzles include solving number clues to reach Treasure Island, or working out how long it takes to fly between alien planets.
I've made a few useful updates to my printable Instant Pot Cheat Sheet, and you can download the new version for free. You'll get cooking times, pressure release info, and helpful tips for all the foods you love to cook in your Instant Pot.
Select the times tables for the worksheet. Would you like to practise your tables. Below you will find tables practise worksheets. Click on one of the worksheets to view and print the table practice worksheets, then of course you can choose another worksheet.
You can choose between three different sorts of exercises per worksheet. Air Fryer, All Archives, Printables September 1, This post may contain affiliate links. Please read our disclosure policy here. With the air fryer oven becoming more and more popular, I made a free printable cheat sheet for air fryers.
Use these air fryer cook times as a reference. There’s a lot of hype about the Instant Pot and Slow. You can complete most times tables worksheets in one or two minutes, and students can track their performance to see how they improve over time.
Using times tables is simple. Practice multiplying the 2's, 5's, and 10's first, then the doubles (6 x 6, 7 x 7, 8 x 8). School Family Tutor.Times Tables Tricks, Cheats and Games eBook The knowledge of times tables is one of major fundamentals for anyone to be able to progress in Mathematics.
Research has shown that one of the main reasons why kids struggle with their Maths is the lack of number skills especially the ability to learn and recite their times tables.
In this video, I show you an EASY way to learn the 9 times multiplication table. It is a math trick and simply involves writing the numbers twice. If you write the sequence of numbers twice in.


My second smart babe profile is Corina Tarnita, a Harvard mathematics genius from Eastern Europe.
Corina holds Ph.D., Masters, and Bachelor's degrees all from Harvard.
Her publications include "Verification of the Birch and Swinnerton-Dyer Conjecture for Specific Elliptic Curves", "On Dynamic Bit-Probe Complexity" and "Computing Order Statistics in the Farey Sequence".
She was the top mathematics high school student in Romania, where she published two mathematics textbooks and won the 1st prize in the Romanian National Mathematical Olympiad for three straight years.
She won both the 1st place individual and the 1st place teams competitions in the International Mathematical Contest.
Her research interests are in evolutionary dynamics (in particular, evolutionary game theory); Her other research interests are in algebraic geometry, number theory, theoretical computer science, cognitive psychology, behavioral economics.
How much better would the world be if young girls looked up to people like Corina Tarnita as role models instead of Paris Hilton?


Payscale recently did a survey where they compared school credentials with salaries. N.Y. Times reported on the data. They wanted to know whether the type of college would affect immediate salaries and mid-career salaries (1o years after graduation). Not only did they relate schools to salaries, they also reported on majors versus salaries with engineers leading the way as the best paid profession.
As shown, Dartmouth has the highest mid-career median salary. Look at the other schools though: Polytechnic Brooklyn, Colgate and Bucknell.
I’ve posted this before about 2008 graduate majors and salaries. To sum up, those who study engineer, economics, mathematics and sciences usually earn the most.
Haha. I love this chart that shows the majors with the lowest pay. Guess what I plan to study? Shat money. But then again, I am not studying for the money 😛
This set of data would have been so helpful for me last semester because I wrote a final paper on this topic.


The Governing Board believes that a sound educational program must include the study of subjects that prepare students for admission to higher education and/or a fulfilling career. To the extent possible, district students shall be provided an opportunity to complete a sequence of mathematics courses recommended for admission into the University of California and California State University systems.
The Superintendent or designee shall work with district teachers, counselors, and administrators and the representatives of feeder schools to develop consistent protocols for placing students in mathematics courses offered at district high schools. Such placement protocols shall systematically take into consideration multiple objective academic measures that may include, but are not limited to, interim and summative assessments, placement tests that are aligned to state-adopted content standards in mathematics, classroom assignment and grades, and report cards.
Students shall be enrolled in mathematics courses based on the placement protocols. No student shall repeat a mathematics course which he/she has successfully completed based on the district's placement protocols.
When a student does not qualify to be enrolled in a higher level mathematics course based on a consideration of the objective measures specified in the placement protocols, he/she may nevertheless be admitted to the course based on the recommendation of a teacher or counselor who has personal knowledge of the student's academic ability.
The placement protocols shall specify a time within the first month of the school year when students shall be reevaluated to ensure that they are appropriately placed in mathematics courses and shall specify the criteria the district will use to make this determination. Any student found to be misplaced shall be promptly placed in the appropriate mathematics course.
Within 10 school days of an initial placement decision or a placement decision upon reevaluation, a student and his/her parent/guardian who disagree with the placement of the student may appeal the decision to the Superintendent or designee. The Superintendent or designee shall decide whether or not to overrule the placement determination within 10 school days of receiving the appeal. The decision of the Superintendent or designee shall be final.
District staff shall implement the placement protocols uniformly and without regard to students' race, sex, gender, nationality, ethnicity, socioeconomic background, or other subjective or discriminatory consideration in making placement decisions.
The Superintendent or designee shall ensure that all teachers, counselors, and other district staff responsible for determining students' placement in mathematics courses receive training on the placement protocols.
Prior to the beginning of each school year, the Superintendent or designee shall communicate the district's commitment to providing students with the opportunity to complete mathematics courses recommended for college admission, including approved placement protocols and the appeal process, to parents/guardians, students, teachers, school counselors, and administrators.
This policy and the district's mathematics placement protocols shall be posted on the district's web site. (Education Code 51224.7)
Annually, the Board and the Superintendent or designee shall review student data related to placement and advancement in the mathematics courses offered at district high schools to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. The Board and Superintendent shall also consider appropriate recommendations for removing any identified barriers to students' access to mathematics courses.


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It is calculated as the average of the unsigned percentage error, as shown in the example below:. Notice that because "Actual" is in the denominator of the equation, the MAPE is undefined when Actual demand is zero. Furthermore, when the. The MAD (Mean Absolute Deviation) measures the size of the error in units.
The formula to calculate the relationship between two variables is called covariance. This calculation shows you the direction of the relationship as well as its.
Forecast Standard Deviation. Freddie Mac offers Forecast Standard Deviation (FSD) with Home Value Explorer® (HVE®). What is FSD? FSD is a statistical measure that.
Lists all Excel functions by their category, such as Logical functions or Text functions.
The safety stock formula is the product of three components – forecast error, lead time and the multiple for the required service level. Using the standard deviation is similar to saying that the supply chain does not believe in the accuracy of the demand plan. In other words, the finished goods planner is implicitly saying that.
Measures of Forecast Error. An alternative is to calculate absolute deviations. another way to calculate forecast error would be to use standard deviation,
Measuring Forecast Accuracy: Approaches to Forecasting : A Tutorial Published on: Jan, 25, 2011. Mean Forecast Error (MFE) Mean Absolute Deviation (MAD)
Forecast Standard Errors – Standard error of point prediction. • This is the standard error of a. Forecast Error. • Forecast error. • Variance of forecast error. • Two components: – Equation variance. – Estimation variance. hT. hT. hT y y e. +. +. +. −. = ˆ. ˆ. ( ). ( ). ( ). ( )hT. hT. hT. error of forecast) is better. • But s (error standard deviation) is often sufficient.
Resource Adequacy Requirements: Reliability and Economic Implications September 2013 Johannes P. Pfeifenberger Kathleen Spees The Brattle Group
Inbound Logistics’ glossary of transportation, logistics, supply chain, and international trade terms can help you navigate through confusion and get to the meaning.
Review of basic statistics and the mean model for forecasting – we say that a “degree of freedom for error” has been used up by calculating the sample mean from the same data. 3 In earlier versions of Excel the sample standard deviation and variance functions were STDEV and VAR, and the. Thus, a standard error is the “standard deviation of the error” in estimating or forecasting.
Introduction. What is FastSeas? How Do You Use It? Get Routing and Departure Planning Results While Offshore; Via Email (Iridium GO!, Sailmail, Winlink, etc.)
Period, Demand, Forecast, Error, Absolute Error. 3, 11, 13.5, -2.5, 2.5. 4, 9, 13, – 4.0, 4.0. 5, 10, 10, 0, 0.0. 6, 8, 9.5, -1.5, 1.5. 7, 14, 9, 5.0, 5.0. 8, 12, 11, 1.0, 1.0.
How to Calculate Forecast Accuracy. standardising the deviation (error). There are five steps to calculating Standard Deviation:
You would then need to determine the strength of the relationship between these two variables in order to forecast sales. If GDP increases/decreases by 1%, how much will your sales increase or decrease? Covariance The formula to.
Playstation3 Eject Error Huge Selection and Amazing Prices. Free Shipping on Qualified Orders. On March 1, 2010 (UTC), many of the original "fat" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the
Instead, with apologies to the author, I am going to discuss what in my opinion, is the one glaring error. In the interview with Ed. the life of the fund from 1969 to 1988, versus a standard deviation around 4%. That is far better than the.
. (Mean Absolute Deviation) measures the size of the error in. Measuring forecast error for a single item. Calculating error measurement statistics across.
Note. The following memorization cards are a compilation of various topics you will need to know for the CFP Exam. The cards cover the calculator, economics, and.
Tracking error is a reflection of how well a fund replicates an index or how volatile the performance can be. It uses.
What error measure to use for setting. of using the standard deviation over the forecast error. MAPE as the forecast error for calculating.


For the second year in a row, a Morristown-Hamblen High School West teacher has been named a finalist as state Teacher of the Year.
Brian McLaughlin, a math teacher at the school, has been selected to represent the First District, which comprises most of northeast Tennessee.
“I was excited and grateful,” McLaughlin said Thursday morning about hearing the news.
McLaughlin, who is 32-years-old, has taught at West High School for 11 years. Amy Whaley, a journalism and computer teacher at West High School, was a finalist last year.
The next steps will be for McLaughlin to conduct an interview in Nashville with the Tennessee Department of Education. He said at this time he was not exactly clear about the process and there was a “little bit of mystery” behind what’s next.
“I think they’re trying to keep us on our toes,” he said.
He teaches Algebra II, Honors Algebra II and AP Statistics at the high school. He was named Teacher of the Year at West High School in January.
McLaughlin said he knew by the time he was 11 that he wanted to be a teacher.
Growing up in Kingsport, he said he always knew he was good at math, but he had a teacher early on who saw that he had an ability to instruct others. She encouraged him to teach others math in the classroom.
He said by the time he went to Robbinsville Middle School, he also had more teachers encourage and support him to teach.
“They saw a gift I didn’t see,” he said.
McLaughlin will now compete for either state Teacher of the Year of Teacher of the Year for the East Tennessee Grand Division. The state education department holds a dinner every fall and will announce the winners at that banquet.
In the meantime, he will continue to do the job he is excited and passionate about.
“I see it as a calling,” he said. “A God gifted calling.”


Economics and Management Analysis Techniques 2017/2018
- 4 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
Students should be able to develop a descriptive analysis of the statistical data collected doing their processing and interpreting its meaning. Should still be able to apply the rules of financial mathematics in order to determine the final capital, nominal and effective interest rates, the terms of an annuity, etc..
Students should be able to apply Microsoft Excel and R software to solve problems associated with financial mathematics, concentration measures, and time series.
Basic knowledge of descriptive statistics
A methodology characterized by the coexistence of the exhibition model with interactive model will-take-it.
The active participation of students in classes shall be encouraged-.
There will be a more active participation of students in classes in computer room through the use of computer applications (Microsoft Excel and R) to solve problems within the UC that may occur in their professional future.
As a strategy for achieving the objectives of the discipline, practical exercises with presentation and correction in class itself-will be promoted.
In practical classes independence shall be encouraged-in reasoning and solving practical exercises
Body of Work
1. Basics of Financial Mathematics
1.1. General Framework
1.2. Capital, Time and Interest. Financial Operations
1.3. Financial Functions in Microsoft Excel.
2. Capitalization and Discount Regimes
2.1. Regime of Simple Interest
2.2. Regime Said Simple
2.3. Regime of Compound Interest
3. Asynchrony between Capitalization and Interest Rate
3.1. Equivalent and Proportional Rates
3.2. Effective and Nominal Rates
4.1. Introductory Concepts: Definition of rent; Moments of a rent, Classification of rents
4.2. A value of a rent with any terms: Constant Terms
5. Applications of Microsoft Excel
1. Basics of Descriptive Statistics
1.1. Measures of Concentration
2. Indexes Numbers
2.1. Simple indices
2.2. Indexes aggregates or Compounds
2.2.1. Laspeyres index
2.2.2. Paasche index
2.2.3. Deflation Time Series
126.96.36.199. Real / Nominal Values
3. Applications of Microsoft Excel and R
Parte I :
- Laureano, R., Santos, L., (2011. Fundamentos do Cálculo Financeiro, Edições Sílabo, Lisboa.
- Matias, Rogério (2009), Cálculo Financeiro- Teoria e Prática, Escolar Editora, Lisboa.
Lisboa, J., Augusto, M., (2008. Cálculo Financeiro. Vida Económica, Porto.
- Quelhas, A.; Correia, F. (2014). Manual de Matemática Financeira. Edições Almedina, Coimbra.
Parte II :
- Santos, C., (2010). Estatística descritiva, Edições Sílabo, Lisboa.
- Moreira, A., Macedo, P., Costa, M., Moutinho, V., (2011). Exercícios de Estatística com Recurso ao SPSS, Edições Sílabo, Lisboa.
- Reis, E. (2008). Estatística Descritiva, Edições Sílabo, Lisboa.
- Mateus, A. (1999), Cálculo Financeiro, 5ª ed., Edições Sílabo, Lisboa
- B.Murteira, Análise Exploratória de Dados- Estatística Descritiva, McGraw-Hill, Lisboa, 1993
- Newbold, P., Carlson,W., Thorne, B. (2003), Statistics for Business and Economics, Prentice-Hall- Pearson Education (International Edition)
1 - Basics of Financial Mathematics (Applications in Microsoft Excel)
2 - Capitalization and Discount Schemes (introduction) (Applications in Microsoft Excel)
3 - Compound Interest Scheme, "Mixed" Regime (Applications in Microsoft Excel)
4 - Asynchronism between Capitalization and Interest Rate (Applications in Microsoft Excel)
5 - Resolution of practical exercises (Applications in Microsoft Excel)
6 - Compound interest Rents; amortization Rents (Applications in Microsoft Excel)
7 - Accumulation Rents (Applications in Microsoft Excel)
8 - Realization of the 1st test
9 - Introduction to Descriptive Statistics (Applications in Microsoft Excel and R)
10- Measures of Concentration (Applications in Microsoft Excel and R)
11- Measures of Concentration (Applications in Microsoft Excel and R)
12- Index Numbers: Simple index, aggregates or Compound index (Applications in Microsoft Excel and R)
13- Deflation Time Series (Applications in Microsoft Excel and R)
14- Practical exercises
15- Realization of the 2nd test
Demonstration of the syllabus coherence with the curricular unit's objectives
The contents are consistent with the goals to be achieved. Thus, for the purpose of being able to develop a descriptive analysis of the statistical data collected by treating them and interpreting their meaning, are studied and conducted practical exercises on the basic concepts and measures of descriptive statistics and index numbers.
As for the goal of getting to apply the rules of financial mathematics with the goal of determining the final capital, interest, effective and nominal rates and the terms of an annuity, are studied and made practical exercises about the concepts of financial mathematics on schemes and capitalization and discount on rents.
Practical cases with resolution in Microsoft Excel and/or R are linked to the application capability of Microsoft Excel and R software in solving problems associated with UC.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
For all learning objectives the expository method with brainstorming and reasoned opinion expression is used. Through the use of a methodology exhibition, an interactive model and encourage the participation of students aims to operationalize concepts and knowledge of the basic concepts of financial mathematics and capitalization and discount schemes.
Students are encouraged to develop a permanent research activity, develop skills within the asynchrony of capitalization and interest rate, particularly in the area of understanding the aspects of equal and proportional rates of nominal and effective rates and rents.
Through brainstorming and permanent resolution of problems, we aim to understand the index numbers and to assess the importance of their knowledge.
The fact that 50% of the lecture component is held in a computer room using the use of applications (Microsoft Excel and R) connected to the application capability of Microsoft Excel and R software in solving problems associated with UC.
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|IT and technology proficiency||Yes|


In the course of my goofing around with these sphericon things, I've run across some other interesting, related shapes.
The first one I found, called a femisphere, was the same basic shape, but had no straight lines on it. Instead of the straight lines that could be used to define the surfaces on a regular sphericon, this one used a circular arc, of arbitrary radius. While this doesn't change the basic shape, it drastically changes the overall appearance of the solid. You can see more about this attractive shape at http://www.peterrand.ca/Femispheres/Femispheres.html.
Another related shape that has really piqued my interest is called a hexasphericon. The information about this shape came from a rather involved (from my perspective) discussion on "The Differential Geometry of the Sphericon" that used to be posted at the American Mathematical Society's web site, but has now been removed. I believe that it qualifies as a member of the sphericon family, as it exhibits several of the same qualities:
It is different in several ways, including the fact that you can have right- and left-handed versions, as you'll see later.
The paper pattern for making a hexasphericon is given below:
You can also draw your own pattern any size you want. The width of the rectangle can be whatever you want. This becomes the radius for the two arcs. The length of the rectangle must be the same as the arc length. The angle of the arcs is pi times the square root of 3 divided by two radians, or about 155.88 degrees.
You may download an AutoCAD version of this pattern here. You'll need AutoCAD or something that can read its files to use this, but if you have that, you can resize to suit or interrogate the shape.
In order to make one of these using the paper pattern, you'll need two copies. Cut out carefully. Tape the two together. Surprisingly, it isn't obvious how to do the taping; take some time to figure it out before you start taping, or you'll end up cutting the tape and redoing it, like I did.
I had to actually make one of these with paper before I could even visualize what they looked like. Now I see that they can be made as follows:
Here is what I ended up with, made from some 2x4 scraps. As with a regular sphericon, it is hard to photograph well enough to readily describe its 3-dimensional shape. I made a few small errors in manufacturing this one, but the next one should go smoothly. An interesting object. Next I need to make a wire frame model of this thing and dip it in bubble solution . . .
Another question that now comes up is: If a regular sphericon has a regular square surface when cut in half, and a hexasphericon has a regular hexagonal surface when cut in half, is there a continuing series of shapes that have 8-, 10-, 12-, etc sided surfaces when cut in half that also exhibit sphericon-like properties? If so, what do they look like??? It seems like there must be a limit. What about a 200-sided surface? Might there be a series in here somewhere that would tell us?
I welcome any comments about this page. Email me at .


Dear GCPS Families,
Earlier this past week we had the opportunity to work with our OCDSB Instructional Coaches, Claire and Rebecca, and Sonja Karsh, retired Principal and former Ministry of Education Student Achievement Officer. Staff members spent the day learning together and exploring how to increase student persistence with challenging math problems. Guiding their work was the article, “Orchestrating Discussions” in which 5 practices are offered for using student responses effectively in the consolidation component of a mathematics lesson.
The 5 practices outlined in the article are:
- Anticipating student responses to challenging mathematical tasks
- Monitoring students’ work on and engagement with the tasks
- Selecting particular students to present their mathematical work
- Sequencing the student responses that will be displayed in a specific order
- Connecting different students’ responses and connecting the responses to key mathematical ideas
All of these practices require careful planning on the behalf of the teaching team, but they are designed to ensure that the following two outcomes occur:
- teachers use students’ responses to advance the mathematical understanding of the class as a whole
- teachers gain time to make instructional decisions during the lesson and greater control over what happens in the discussion (consolidation) component of the lesson
During the planning of the lesson, teachers anticipate the variety of solutions students might generate as they work through the problem. They also think through how the strategies used in the different solutions are related to the targeted mathematical concepts being addressed.
Anticipating solutions requires that the teacher do the problem as many ways as he or she can. However it is often helpful to expand on what one might be able to do individually by working on the task with other teachers and reviewing responses to the task that might be available (Smith et al, 2009)
This is where the work with our Instructional Coaches began on Tuesday. Opportunities for staff to work together bolster individual teacher’s capacity. On Tuesday, staff generated a list of possible solutions and prepared observation sheets to use when they went into the classroom. For our work with the Grade 5/6 class, two problems were presented. The first was:
Four friends have 7 brownies to share. How many brownies does each friend get if they are shared equally?
The second problem was:
Six friends have 11 brownies to share. How many brownies does each friend get if they are shared equally?
The anticipation / observation tool shown here was prepared after staff generated possible solutions to the problems in their planning together. They then went into the classroom to present the problems and then observe the students working on the problems.
As students work through the problems, the teaching team moves through the classroom, stopping to observe and listen to students, quickly recording observations in the chart above, ensuring that all students are participating and asking questions where necessary to help students clarify their thinking.
Questioning a student or group of students while they are exploring the task gives them the opportunity to refine or revise their strategy before launching a whole-group discussion (Smith et al, 2009)
Monitoring students as they work and asking clarifying questions are activities that I try to engage in whenever I visit classrooms. I am always interested to know how students are approaching tasks and what skills and strategies they are calling upon and developing. The samples below show student work from the session on Tuesday:
Selecting and Sequencing
Deciding which students share their work and in what order is based upon the learning goals set out while planning the lesson. In this sense, the teacher uses student responses to weave the narrative of the desired learning goals.
As students share their solutions, the teacher asks questions and helps students to connect their work to the different solutions presented by their peers and to the mathematical goals of the lesson.
Effective discussions can help students evaluate accuracy and efficiency in solving such problems, and the kinds of mathematical patterns that can be most easily discerned. Rather than having mathematical discussions consist of separate presentations of different ways to solve a problem, the goal is to have student presentations build on each other to develop powerful mathematical ideas. (Smith et al., 2009)
Do Try This At Home!
You may be wondering how this information will apply when you are working to support your child in their mathematical thinking and communicating at home. From my observations of students working through problems, a key support you can provide is to ask questions. Students struggle to explain their thinking to me and to their peers and need as many opportunities as possible to develop this skill. The Partnership for 21st Century Skills identifies communication as a crucial skill for our students to succeed. While it may be tempting to direct your child in his or her approach, especially if you feel that they are off course, focus instead on asking questions to help make their thinking more visible and to have them reflect on their thinking. A simple, “tell me what you are thinking as you solve this.” can provide insight into the skills your child is using and those still in the development stage. Furthermore, additional practice in talking through their solutions prepares students for sharing their thinking in class. If your child does not have math homework to work on, don’t forget that we have a weekly “Minds on Math” challenge that students can work at on their own time.
I hope you all enjoyed a restful long weekend!


Many of my peers, outside of the classroom, believe Common Core math is ridiculous. It is known as the “new math.” Several parents of my former students would tell me, “sorry, I taught my child the ‘old way’ because I could show them how to get to the answer so much faster.” You CAN get to the answer quickly with many “old ways,” one way is known as the standard algorithm. Basic multiplying and dividing strategies are taught early in Common Core math (as low as 2nd grade), prior to teaching students the standard algorithm, which is not taught until 5th or 6th grade. The Common Core concept is to teach various strategies so the students can manipulate numbers and begin to reason on their own.
How many times have you been to a store or sporting event and noticed the clerk can not figure out change for the cash handed to them? It is because they were not taught Core strategies to figure out the difference using mental math nor have the ability to manipulate numbers without using paper-pencil (or calculator) and the standard algorithm.
Common Core math spirals and builds on concepts to deepen understanding at each grade-level. It also encourages a focus of real-world problem solving even before students can read! In my professional and personal opinion, it is not “too much too soon,” as I have been told by parents who did not grow up learning these strategies. I have seen the benefits first-hand. Exposing students to real-world problems early and throughout their school years will decrease frustration and student shut down in upper elementary. After several opportunities, students were able to reason through a problem instead of relying on a teacher or parent to set up the equation for them. It also brought up great math conversations!
I highly recommend Graham Fletcher’s 3 Act Tasks to teach math concepts. Your students will be so excited and truly enjoy real-world math. They are unbelievably engaging! 3-Act Tasks | Questioning My Metacognition (gfletchy.com) Kennedy Elementary School and Kami Cadeaux explain how to conduct a 3 Act Task: Math Generation: 3 Act Task – Kennedy ES – YouTube
“Strength and growth come only through continuous effort and struggle.” — Napoleon Hill
If you find yourself frustrated with your child’s math problems, reach out to us! We have teachers at Kids Connected who can help. Our fabulous CEO, Tony Pritchett- accountant, is offering a real world math series for kids ages 9 – 17 for free! Kids Connected – Financial Basics for Kids
Our blog post, Keeping the Balance: Tips & Tricks on Managing Digital Learning / Homeschool – Kids Connected, provides some tips and tools you can provide your child during digital learning or homeschooling math lessons.


About 123 Pandas
123 Pandas at school is the great game for kids to play online for free. You will challenge your math skill with a lot of simplest numbers and explore all secrets in this new world. Aside from that, you also need to beat all difficulties in each stage. Let’s enjoy Cool Math 123 Pandas and show your ability right now! Try to think and solve the problems they meet without fail in the shortest time! See if how many scores you will get!
How To Play
Use the mouse to choose the correct answer in 123 Pandas game.


TTT Level 1 Goes to High School
TTT Level 1 Goes to High School
“I think we’re maybe missing each other a little bit,” says Stephanie Gillen, a math and science instructor at Elbert High School, a small public school located about an hour south of Denver, Colorado. As a teacher, she is concerned about ensuring her students’ success after high school. As the spouse of a salesperson for Simpson Strong-Tie, she is aware of the career opportunities available in the components industry. “Schools have this desire and I think component manufacturers have this desire, and we’re just not connecting.”
Stephanie is also familiar with the typical complaints about school we’ve all heard teenagers make: “Why do I have to learn this? When will I ever use this in real life?” You may have been one of those teenagers yourself. In her experience, Stephanie says it is typically remedial math students that ask these questions and, more often than not, these are often the same students that aren’t interested in pursuing college.
“The classes are a lot of times boring for the kids because they’re not something they can see themselves using as a professional or in a job later on,” she explains. “So I asked myself, ‘What can I do to make this more interesting and help engage these kids more?’”
Finding a Practical Answer
Stephanie took the question home to her husband, Brian, who had a quick answer: SBCA’s Truss Technician Training (TTT Level 1) program. “TTT Level 1 has a big math component,” says Stephanie, “so we wondered if there could be a way to incorporate a real life experience and a real life certification along with their math class. That’s really what got it started.”
“I was told there was no room in the schedule for an additional course, and integrated (remedial) math was the one class I was asked to teach that had some flexibility in content,” she explains. “I didn’t want to lose the opportunity, so I decided to go for it!”
Stephanie jumped in with both feet, spending the summer of 2019 completing TTT Level 1 herself to get a deep understanding of the contents of the program and how that could translate to her students. “Some of the math was pretty challenging, especially for remedial level students,” she says, “but the recommendations it gave for background math helped me outline the first semester to prepare them to delve into the deeper trigonometry and the math more directly related to truss calculations and load development second semester.”
While she admits that they spent more time on background math than she had originally intended, Stephanie says that going back and forth between the TTT Level 1 course online and her background math curriculum kept the students interested in the industry. “We had some good discussions, went on a couple of field trips and did some hands-on projects,” she explains, “so it wasn’t just all math.”
As she introduced the class to the wide variety of truss configurations available, Stephanie says her students used LEGO® bricks to build trusses – both common, tested configurations and new designs of their own. They also had the opportunity to design trusses (with members being proportional to actual lumber) and print them on the school’s 3D printers (see photos above).
Incorporating Outside Venues
Stephanie says outings were definitely highlights of the class and gave her students greater exposure to the wood construction industry in general. On a visit to a local lumber mill focused on beetle kill pine, some students made contacts for potential summer jobs. On a trip to The Mill in Colorado Springs, a larger organization focused on several trades, the high schoolers attended a job fair where several students – even those who weren’t as excited about tech math – made some good contacts and learned a lot about opportunities in the trades. Second semester was going to include additional fields trips – two truss plant tours and a visit to Simpson Strong-Tie’s office in Boulder – but, as it did for most this spring, COVID-19 sent Stephanie and her students home for the remainder of the school year.
What did the students think? Stephanie says that the class included a mix of remedial math students and a few who were there because they were curious about the real-world applications. She says a few had some basic construction and design knowledge to begin with but everything about the truss industry was brand new, and they got excited about the concept of triangulation, how it all works together and ties into geometry and trigonometry. The two students who passed the exam report that they wouldn’t have considered a career in the industry before this class, but would now (see sidebar). While the remedial math students didn’t necessarily jive with the technical side of things, Stephanie says their eyes were opened to the industry as a whole and they showed interest in the hands-on, physical construction side of component manufacturing.
If she had it to do all over again, Stephanie says she would make “Technical Math” an elective course. “We can take it a lot further in an environment like that,” Stephanie explains. “Having more kids who are interested in it and not having to spend as much time with the background math will allow more time for hands-on projects, the fun stuff. We could take it to a whole new level.”
When asked what she would recommend to other teachers wanting to pursue a technical math class focused on the truss industry, Stephanie says she would encourage them to give it a shot. “It’s a piece of the puzzle we’re missing in schools as we are turning toward the trades again,” she says. “There are lots of options out there for good careers if we could incorporate those skills into more science and math programs at the high school level.”
Her message to component manufacturers is just as direct. “Don’t be afraid to go and talk to school districts, especially in rural areas,” she says. “Go in and have a meeting with the principal about your interests and how you want to help turn out individuals that can be used in this industry.” She explains that offering resources to help reduce costs is always welcome when it comes to getting something new off the ground: “Schools jump at the chance!”


BTech Mathematics and Computing.
BTech Mathematics and Computing applied the two interdisciplinary subjects Mathematics and Computing.
The undergraduate course takes 4 years of study along with other multidisciplinary subjects. Such as numerical computing, financial engineering, science, etc.
I am assuming that you like computing technologies and mathematics as you have shown your interest to read this post.
Hence, as a career prospect, this course is worthy because this career has the potential to provide a high salary package along with promising career growth.
IT field knows the value of the BTech Mathematics and Computing engineer student. Because excellent knowledge of mathematics and computer employees can drive their company in success way.
Mathematics presents the concepts of logic another side computing present the computer technology and software which help to achieve the targeted goals.
I hope you got the basic information about why BTech Mathematics and Computing engineering degree is good for opt-in.
Moreover, down below you will get all other information related to this course such as top colleges/universities, eligibility, career scope for BTech Mathematics and Computing, etc.
BTech Mathematics and Computing Course.
This course enhances the knowledge of statistical analysis, data structures, programming language, engineering mechanics, financial engineering, etc.
It involves both practical and theoretical. Modern computing and mathematical techniques demand get high in many varieties.
It provides strategic planning, works for finance and insurance companies’ to a solution to the complicated issue in the large-scale data.
To handle the company’s large data structure your knowledge of mathematics and computing should be at a strong level.
Career opportunities are very vast as it has lots of areas to build their career. Such as Statistics, Computer Resources Management, Engineering Mechanics, System Analysis and Design, Programming, Numerical Computing, and Analysis, etc.
Benefits of B.Tech Mathematics and Computing Career.
- Its allows you to make your career under various post title like operation manager, software developer, and support manager as team members in an organization.
- B.tech Computer Science and Engineering profession provides the top highest paying jobs in the world. As your knowledge and experience will grow in mathematics and computing salary will increase over the period.
- Bachelor of Technology (B.Tech Mathematics and Computing) professional mostly work from home. The work they assign is not necessarily to do from the office only. A big benefit of the career you will get the flexibility of location if required.
- B.Tech Computer Science & Engineering profession has no boundaries for future opportunities.
- Btech Mathematics and Computing professionals can create the best opportunity for their career through their creativity and innovation.
- The demand for Mathematics and Computing professionals is very high in the markets. Therefore switching jobs would be very easy as other big organizations always ready to hire knowledgeable people for their companys growth.
Admission requirement fulfillment is important after applying for the B.tech Mathematics and Computing course.
Many universities and colleges have their own list of eligibility. However, I have cover all general eligibility criteria which usually requires in every university.
- 12th pass out with Physics, Chemistry and Math’s (PCM) with recognized board.
- Most engineering institute asks for 50% to 55% of marks.
- Entrance Exam by Universities JEE Mains, VITEEE, BITAT,SRMJEE, and so on.
- Some Universities ask for SAT and IELTS/TOEFL/PTE.
- Letter of Recommendation and Statement of Purpose also need to submit.
|Entrance Exam Name.||Conducted By.||Colleges.|
|BITSAT.||BITS Pilani.||BITS Pilani all Campuses.|
|JEE Main.||CBSE.||IITs/NITs/Other Institute.|
|SRMJEE.||SRM University.||SRM University.|
B.Tech Mathematics and Computing cover the topics database and algorithms, computer science, digital designing, etc. Check out the mentioned list below for details in semester ways.
|Semester I||Semester II.|
|Math I.||Mathematics II.|
|Chemistry.||Introduction to Computing.|
|Physics I.||Physics II.|
|Engineering Drawing.||Modern Biology.|
|Electrical Science.||Engineering Mechanics.|
|Chemistry Laboratory.||Physical Training II.|
Physical Training I.
|Physics Laboratory/Workshop.||Basics Electronics Laboratory.|
|Semester III.||Semester IV.|
|Digital Design.||HSS Elective II.|
|Modern Algebra.||Monte Carlo Simulation.|
|Mathematics.||Data Structure & Algorithms.|
|Discrete Mathematics.||Financial Engineering I.|
|HSS Elective I.||Data Structures lab with Objects Programmers.|
|Probability Theories & Random Processes.||Real Analysis.|
|Physical Training III.||–|
|Physical Training IV.||–|
|Semester V.||Semester VI.|
|Operating System.||Databases Lab.|
Operating System Laboratory.
|Scientific Computing.||Formal Languages & Automata Theory.|
HSS Elective III.
Stochastic Calculus for finance.
|Semester VII.||Semester VIII.|
|Matrix Computation.||Computational Finance.|
|Theory of Computation.||Department Elective II.|
|Statistical Analysis of financial data.||Department Elective II.|
|Department Elective I.||Project II.|
|Project I.||HSS Elective IV.|
Mathematics and Computing Engineering Colleges in India.
Hundreds of colleges and universities are offering engineering courses around the world. Check the top Mathematics and Computing Engineering Colleges for pursuing an undergraduate degree.
|Mathematics and Computing Engineering Colleges.||Location.|
|Indian Institute of Technology||New Delhi.|
|Delhi Technological University.||NEW Delhi.|
|Indian Institute of Technology.||Guwahati.|
|Dhirubhai Ambani Institute of Information.||Gandhi Nagar.|
|Indian Institute of Technology.||Hyderabad.|
|Indian Institute of technology.||Punjab.|
|Indraprastha Institute of Information Technology.||Delhi.|
|College of Engineering.||Trivandrum.|
|Andhra University College of Engineering.||Visakhapatnam.|
|National Institute of Technology Karnataka.||Mangaluru.|
|MS Ramaiah University of Applied Sciences.||Bangalore.|
|Indian Institute of Technology.||Patna.|
|Veer Surendra Sai University of Technology.||Odisha.|
- The University of Waterloo.
- The University of Ottawa.
- The University of New South Wales.
- Utah State University.
- The University of Bath.
- The University of Auckland.
Career Prospects & Mathematics and Computing Average Package.
As I have mentioned above Mathematics and Computing have big career opportunity because data science and technology is not going anywhere.
The demand for data administration and computing technologies even increasing year by year.
Can you imagine the world without a computer or laptop no it’s not possible? It explains the value of this professional itself.
Top Job Types.
|Software Engineer.||Computer Scientist.|
|IC Technologist.||Economic Researcher.|
|Quantitative Analysts.||Business Data Analyst.|
|Internet Commerce Worker.||Commodities or Futures Trader.|
|Database Coordinator.||Information & Communications Technologist.|
Mathematics and computing average package details. Because the exact salary will depend on many aspects.
|Job Profile.||Approx. Salary.|
|Financial Analyst.||2.5 Lakhs to 5.5 Lakhs.|
|Banking.||2.7 Lakhs to 8.5 Lakhs.|
|Computer Programmer.||3.5 Lakhs to 7 Lakhs.|
|System Analyst.||8.5 Lakhs to 10 Lakhs.|
|Business Data Analyst.||4 Lakhs to 9 Lakhs.|


Women in Mathematics Exhibition, 17 May 2017
Women in Mathematics is an exhibit consisting of photos and excerpts from interviews of thirteen women mathematicians throughout Europe. It has been touring the UK this year, visiting Cambridge, Edinburgh, London, Leicester Durham, York, Oxford, and Leeds. It will be featured as part of the upcoming Greenwich Maths Time the IMA Festival of Mathematics and its Applications, to be held at the University of Greenwich on Tuesday 27 and Wednesday 28 June, 2017. One of the main themes of the festival is the diversity of people doing mathematics. Events include talks by Aoife Hunt, “Jamming with Maths”, Nira Chamberlain “Black Heroes of Mathematics” and Katie Steckles “Maths Greatest Unsolved Puzzles” as well as various workshops, including “Maths in Style”, run by Takita Bartlett.


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Giant puzzle of 10 pieces in cardboard and 10 numbers in wood. Each puzzle piece has a number, and you have to count the number of animals to find the next piece you need (ex : an elephant, 2 lions, 3 donkeys etc.). This puzzle is perfect for teaching children how to count to 10, and for developing their fine motor skills. Includes a cotton bag for keeping wooden pieces. Poster included.
Impart the joy of learning numbers and letters to your little ones through Janod games and toys! Our educational games help to develop vocabulary and math skills. What could be better than having fun and learning at the same time?


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All students gain an understanding that emphasizes the power and beauty of mathematics while at the same time equipping them to solve both theoretical and real-world problems. The pace of each course is designed to allow time for reflection and deeper understanding.
Because all students take the same course of study, our upper level mathematics program can be tailored to interact closely with the science program and the student’s knowledge of computer programing.
Students who may find mathematics more challenging have a wealth of resources available at Trinity


by Louise Castrillo of Mamacademy PH
Math is a fundamental part of everyday life. Even at home, we use numeracy in the kitchen when we measure the ingredients, when we budget our money for groceries, and when we tell the time. Apart from the help Math does in our day-to-day transactions, it helps improve our analytical thinking, logical thinking, and problem-solving.
Sadly, the Philippines takes second lowest rank for Math in the 2018 Program for International Student Assessment (PISA). Despite the beauty and importance of learning Math, children shy away from it. The numbers and statistics reflect this.
Admittedly, I was not too fond of Math back in the days. I struggled with it, and so I develop fear and doubts. I recognize the importance of Math, and I want my child to have a better learning experience. So I attended the Mamacademy PH and S.A.M’s (Seriously Addictive Math) session last June 19 on How to Teach Singapore Math.
After attending the session facilitated by Ms. Claire, a certified Math Trainer from S.A.M, I understood Singapore Math, the Concrete-Pictorial-Abstract approach, different manipulatives for hands-on activities, and the process on how to teach counting and operations. Even if I am someone who learned Math the traditional way, I believe I gained the basic knowledge for me to teach my child Singapore Math using the free worksheets that I got from the session.
We have tried the Singapore Math Worksheets, and my child responded well to the C.P.A. approach. She enthusiastically completed the activity, and she asked for more activities.
I am sure you are interested to know more about Singapore Math and S.A.M, so here are more details about them.
What is Singapore Math?
Singapore Math is a math curriculum that is used in Singapore schools. Through this curriculum, Singapore students consistently get high ranking in international tests such as TIMSS (Trends in International Mathematics and Science Study) and PISA (Program for International Student). This is because the curriculum focuses on problem-solving and thinking skills.
How Can my Child Learn Singapore Math?
Fortunately, the Philippines has learning centers offering Singapore Math. S.A.M or Seriously Addictive Math, is the world’s largest Singapore Math enrichment program with over 200 centers in 20 countries. It has garnered multiple awards since it was founded in 2010 in Singapore.
S.A.M opened its first franchise in the Philippines last 2016; S.A.M has over 39 branches all over the country.
Why Should I Choose S.A.M?
S.A.M focuses on developing problem-solving skills by adapting conceptual learning before procedural learning. All S.A.M trainers are Singapore Math certified. They are trained to use the Concrete-Pictural-Abstract Approach (C.P.A.) to provide engaging, fun, hands-on activities and related worksheets. S.A.M Trainers help children learn problem-solving through problem-solving heuristics and a 4-step problem-solving process. S.A.M Trainers are skilled in coaching and asking the right questions to encourage children to think independently.
As a result, S.A.M learners understand the concepts meaningfully before doing the computations. In addition, they can solve problems through the critical thinking, logical reasoning, creativity, and problem-solving skills they acquire from the Singapore Math Method.
If you want to see actual parent’s feedback about S.A.M, check out their website.
If you are interested in having a partner in teaching Singapore Math to your kids, here are S.A.M Tuition Fee rates for your reference.
We’d love to share the Mamacademy PH x S.A.M P.H. exclusive discount to all the attendees of the How To Teach Kids Singapore Math session and all Mamacademy PH followers.
Enroll in any of the S.A.M classes on or before June 30, 2021, and you will get 50% off the One-time Registration Fee.
We hope that you take the next step so that the kids will see learning Math with optimism and joy.


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Big Triangles Book #4All the pattern possibilities in this book require only one or two different pattern pieces, a combination of 13" blocks and really big triangles, or just the big triangles could be used for every circle. This work book is all about BIG pieces. To get these blocks you either cut 13" squares or you cut 13 1/2 " squares and cut them in half and you get the big triangles.
Suggested Retail $15.99


JIS College of Engineering
- Engineering Mathematics-III (M301)
- Strength of Materials (ME301)
- Engineering Thermodynamics (ME302)
- Fluid Mechanics (ME303)
- Primary Manufacturing Process (ME304)
- Physics-II PH(ME)301
- Advanced Physics – PH(ME)301
- Electrical Machines (EE301)
- Thermodynamics (ME301)
- Fluid Mechanics – I (ME302)
- Engineering Materials (ME303)
- Mathematics – III (M301)
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By popular demand, here are more Christmas math worksheets for pre-kindgergarten through 1st grade. These teacher worksheets include simple addition with sums below 10 and pattern recognition.
For slightly more advanced math, check out our Addition and Subtraction Christmas Math Worksheets, Christmas Math Worksheets – Addition and First-Then Logic or Winter Themed Multiplication Worksheets.
Just click on the images below to bring up the full size math worksheets. Use our special “Click to Print” button to block the rest of the page and only send the image to your printer.


Computational and Applied Mathematics
Home Page: Yulong Xing
Yulong Xing is a staff scientist for the computational mathematics group in the Computer Science and Mathematics division at the Oak Ridge National Laboratory, as well as a joint faculty assistant professor in the Department of Mathematics at the University of Tennessee.
He earned his Ph.D. in mathematics from Brown University in 2006 and studied high-order accurate numerical methods for hyperbolic conservation laws. He then spent three years at the Courant Institute, New York University, where he devoted his efforts to the area of multi-scale modeling and computation for complex geophysical flows.
Xing has authored and coauthored 22 papers in peer-reviewed journals, written a book chapter, co-edited a book volume in his field, co-organized several conferences in computational mathematics, and given many invited presentations, both nationally and internationally.
Xing’s research interests encompass the design, analysis, and implementation of accurate and efficient numerical methods for differential equations arising from physical problems. During the past few years, he has developed and analyzed high-order numerical algorithms — finite element discontinuous Galerkin, finite volume, and finite difference — that inherit certain properties of the underlying natural phenomena, such as the energy conservation and positivity of physical quantities, to achieve better numerical approximations. Descriptions of the specific topics he has been pursuing are provided below.
Shallow-water equations in storm-surge modeling and coastal engineering: These equations, which have a non-flat bottom topography, play a critical role in modeling and simulations of the flows in rivers and coastal areas, and have wide applications in ocean, hydraulic engineering, and atmospheric modeling. To address these modeling and engineering challenges, Xing’s research group has been developing efficient and robust numerical methods, with the goal of improving the predictive capability of hydrodynamic models for flooding in a complex coastal region.
Energy-conserving methods for wave-propagation problems: Wave-propagation problems arise in science, engineering, and industry, and they are significant to geoscience, petroleum engineering, telecommunication, and the defense industry. The energy-conserving property is one of the guiding principles for numerical algorithms, because it provides an accurate approximation. Xing’s research group has developed and analyzed high-order, energy-conserving discontinuous Galerkin methods for solving the wave equation.
Well-balanced methods for hyperbolic systems with source terms: Hyperbolic systems often involve source terms arising from geometrical, reactive, biological, or other considerations. These source terms have wide applications in various fields, such as chemistry, biology, fluid dynamics, astrophysics, meteorology, and others. The research group introduces well-balanced methods with the aim of precise preservation of some of these equilibrium solutions.
Multi-scale modeling and computation: Geophysical flows often involve complex multi-scale nonlinear systems. Developing multi-scale models for these systems is necessary to enable scientists to better understand how the energy cascades across different scales. Xing’s research group has proposed multi-scale models for complex geophysical flows such as those contained in the hurricane embryo and developed an efficient novel multi-scale algorithm to solve the flows.


Ti-83/84 Plus Graphing Calculators For Dummies, Portable Edition
- Publish Date: 2006-05-12
- Binding: Paperback
- Author: C. C. Edwards
Attention: For textbook, access codes and supplements are not guaranteed with used items.
Arrives in 3-7 Business Days
With tips that work for earlier versions, too. Get a handle on the tool that does everything from basic math to probabilities! Count yourself fortunate to have found this book! It'll help you squeeze all the value from this handy device that not only solves equations and creates graphs, but also constructs geometric figures, finds the slope and equation of a line, generates random numbers, and simulates tossing coins and rolling dice. Discover how to *Use the math and angle menus *Perform geometry functions with GeoMaster *Measure an angle *Construct lines, polygons, circles, and arcs *Graph inequalities *Communicate with PCs or other calculators


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THURSDAY NIGHT MOVIE – THE IMITATION GAME
December 2, 2021 @ 7:00 pm - 9:00 pm
Dec. 2, 2021 – “The Imitation Game”
Benedict Cumberbatch stars as Alan Turing, the brilliant UK mathematician and computer scientist. Famously leading a motley group of scholars, linguists, chess champions and intelligence officers, he was credited with cracking the so-called unbreakable codes of Germany’s World War II Enigma machine. (C) (2014) (1h 54M) (PG-13).


Now we will discuss the axonometric view. In the case of orthographic projection and making multi-views; the method is to draw the three side of an object in three two-dimensional views. However now we will consider the opposite procedure.
If you want to learn more about Orthographic View, then click here.
The Axonometric view is defined as a type of the orthographic projection technique. In this method we orient the object such that the three sides face will show all the features (length, height and depth). The actual dimension might be foreshortened but that case would be discussed and distinguished shortly.
Difference between View and projection
When we try to represent all three sides of an object on a straight plane. That would make its dimensions foreshortened.
If we draw the Axonometric drawing with the foreshortened length; then this would be called an axonometric projection. However, if the true dimension is used then this would make the view larger in size. This enlarged drawing would be called Axonometric view.
We should consider that the same concepts are applied to the different types of axonometric drawing and require no separate understanding.
If you want to learn more about important terms in Engineering drawing, then click here.
Types of Axonometric View
Recall that we have already discussed that for an axonometric view. We take an object (which is a cube in this example) and orient it in such a way that it would show all three sides simultaneously. Now consider one corner and the corresponding edges of the axonometric view. Now it is simply intuitive that for any one corner; there would be three edges. Geometrically, that corner can be regarded as a central point and the edges would be called the axonometric axis.
The axonometric axis makes certain angles with one another. This gives different types of such views
The angles between the axis are all equal which makes about 1200 each. The difference between the view and the projection is that it is derived mathematically that each dimension in an isometric view would be foreshortened about 0.82 times. This means that if the actual length is 100 mm. Then, in the isometric projection, it would be taken 0.82 x 100 mm = 82 mm. Thus, the isometric projection is smaller in size.
Note that this value derived is only for the derived for the isometric cases. Other cases are just a little more difficult to draw.
The two of the angles between the axonometric axes are equal but the third angle is a different one.
All the angles are different one. None of them are equal to each other.


Quantitative Proficiency Exam Questions
While WorldQuant University provides a list of the topics you need to know, they don’t provide you with any sample questions. This means you don’t know how hard to exam will be and what specific aspects of the math topics you need to know.
Don’t worry I’ve got you!
After writing and passing the exam, I hired 3 mathematicians to work with me on creating a range of questions on the topics you need to know. We created questions that were of similar difficulty.
If you are wondering how to study check out my post here :
What do I have for you?
A sample of new questions (not in the sale packs below) look like this:
Then on a separate page the solution, so you can try them out yourself.
To help you pass the test I have a few options for you
10 Sample Questions
This is a digital download for a pdf with 5 questions for the mathematics segment and 5 questions from the statistics segment. These are questions you’ll want to know for the test.
These are just $5 and will give you a sample of what you will need to know.
10 Sample Questions with Solutions
These are the same 10 questions from pdf above, but you get the solutions too! This will save you time trying to figure out if you know how to solve them. As I said I hired 3 mathematicians to triple check all the work!
You get these 10 questions and the solutions for $10.
I Really Want to Pass Pack : 60 Questions and Solutions
Coming soon for $50
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