About UCR PMRR
The Practical Measures, Routines and Representations project is a collaboration between researchers and school district partners to develop a system of tools, routines, and representations to support instructional improvement strategies in middle-grades mathematics. This project is funded by the National Science Foundation. To learn more about the project, visit the official website here.
Meet the Research Team
Marsha Ing is an associate professor in the School of Education at the University of California, Riverside. Her research focuses on measurement and assessment within the realm of science and mathematics teaching and learning.


This summer, learn first-hand about jobs in science, technology, engineering, and math. Meet local women who work at Target and Microsoft to learn about their projects and find out about their career paths.
Target a Career in STEM
Grades 4–8; Thursday, June 12, 9 am–2:45 pm
Update: This event is now full
Stretch your science and technology skills as you explore a variety of STEM careers at Target in Brooklyn Park. Meet with women professionals in science, engineering, and technology, and find out how they are making the world a better place.
Microsoft Community Day
Grades K–3; June 20, 9–11 am
Grades 4–5; June 20, 1–3 pm
Witness first-hand where technology is taking us with a visit to Microsoft Technology Center in Edina. Check out the Envisioning Center to experience current programs and see how they may change in the future. Take an interactive tour and be challenged to come up with new ways to use technology to solve problems.
Financial assistance is available. Girls can attend with their troops or with a family adult. If you’re interested in more science, technology, engineering, and math events, check out our STEM event category page.


Death in Paris: When Mathematics became Art
In the early decades of the 19th century, the science of mathematics underwent
a transformation that has shaped its course to this day. From a field
that studies the physical world around us, it became the study of sublime
truths that lie beyond the reach of ordinary mortals. Mathematicians became
those endowed with a special site into the alternate universe of mathematical
perfection, who then return and report what they saw to the rest of us.
This novel understanding of the field was epitomized in 1830s Paris by
the tragic legends of two young mathematical geniuses Evariste Galois
and Niels Henrik Abel. Both, according to legend, had tried to spread
word of their discoveries in Paris, only to die poor and unacknowledged
by their jaded contemporaries. Their mathematical heritage, however, will
live on to eternity.
The transformation of mathematics moved the field away from the natural
sciences and into line with the fine arts. In that age of high romanticism,
art, poetry, and music were also perceived as connecting humans to sublime
experiences accessible only to a privileged few. It is no coincidence
that the mythical biographies of mathematicians such as Galois and Abel
closely parallel the legendary lives of poets, artists, and musicians
of that romantic age.


Laying laminate flooring by yourself is a surprisingly simple operation, which is one of the reasons why this flooring solution is so widely used.
All that is required for a do-it-yourself laminate flooring installation is the right tools and of course, a few packages of laminate flooring.
The question then becomes, how much laminate flooring is the appropriate amount?
What is the formula for calculating square meters?
Continue reading to learn how to use our laminate flooring calculator.
Other Related Articles:
Overview of the article
Installing a new floor in your home can be a difficult task – unless you use our flooring calculator to help you out!
Whatever your situation, whether you’re building your dream home and selecting floor finishes or simply replacing old and worn-out panels in an apartment, you’ll have to deal with the same issues: measuring the space and estimating the cost of the flooring installation.
And, while the calculations are straightforward, we understand that arithmetic is the last thing you want to be doing while you’re renovating your home.
For your convenience, we’ve searched this square foot calculator for the flooring to take the arithmetic out of the equation.
With the help of this tool, you can rapidly estimate the cost of flooring and determine how much hardwood, vinyl, or laminate flooring you will require for your project.
With our assistance, any building project will be a piece of cake to complete!
What size of flooring do I require?
Before you head out to your local Home Depot to purchase your flooring, you’ll want to make an educated guess as to how much material you’ll actually need.
It is possible to accomplish this in the following ways:
1. Taking Measurement
Take measurements of the room in which you intend to put the floor.
We recommend that you measure the length and breadth of the item and round it up to the next inch.
Even if the walls are not completely straight, make sure to always consider the broadest point of the room while planning your layout.
To calculate the square footage of a room, multiply the width by the length of the room.
If your room is not rectangular, but rather has a more irregular shape, you might want to try using our trapezoid calculator to figure out how big it is.
3. Size Determined
Once you’ve determined the size of the space, you’re ready to start.
This will give you an idea of how much flooring material you’ll need to purchase.
A floor covering calculator, such as the GCF calculator, can be useful if you want to cover the entire floor with square pieces and are curious about the largest potential size of a single tile.
Consider how much additional material you’ll need to purchase to account for waste during the installation process if you’re willing to put in a little more effort into the calculations (for example to ensure that the patterns match on all pieces of flooring).
To do this, we recommend adding 5-10 percent of the entire area to the design plan.
Another Technique in Estimating Laminating Flooring
In three easy steps, learn how to measure for laminate flooring.
It’s not difficult to figure out how much laminate flooring you’ll need, but it’s important to take accurate measurements.
Simply follow these simple instructions.
Calculate the square footage of each room where laminate-wood flooring will be installed.
To do so, measure the length and width of the room with a tape measure.
The square footage is calculated by multiplying the length by the width.
For example, if the room is 12 feet wide and 12 feet long, you’ll require 144 square feet of flooring (1212=144).
Increase the square footage by 10% to account for cuts and waste.
(Add 20% if you’re going with a tile pattern.)
This is necessary because the flooring cuts must be staggered.
You’ll also require extra components in case you need to repair or replace them aboard.
So, for 158 square feet, multiply 144 feet by 10%, or 14 feet.
Consult a shop to ensure that your order is correct.
When you multiply your square-foot demands by the retailer’s price per square foot, your measurements will almost definitely give you a good rough estimate, though minor details can affect the final result.
A transition piece, for example, will be necessary for installation in rooms that are more than 40 feet long and 25 feet broad.
Laminate Flooring Calculator can help you figure out how much laminate flooring you’ll need
It’s extremely simple once you’ve determined your surface area.
Simply enter the size of the surface area in meters or feet squared, and our laminate calculator will calculate how many packs you’ll need and how much they’ll cost.
We will present you with an instant quote for whatever type of flooring you browse across our website by just measuring your room and entering your dimensions.
You have the option of entering the entire coverage or the width and length dimensions in meters or feet.
Then sit back and let us calculate not only the cost but also the size of the space and the number of packs you’ll need to order.
To make your shopping experience less stressful, you may even store your measurements room by room.
It also offers a ten percent bonus for wastage.
While it will cost a little more, it is highly recommended in case there are any problems during the installation procedure.
The amount of flooring to purchase varies depending on the type of flooring.
Decide on the Square Footage
Multiply the width by the length of a room to get its square footage.
We recommend using a scaled drawing or an electronic tool like MagicPlan software to create your floor plan.
If you want to do your own drawing and measurement, Project: Partners will be pleased to do the math for you.
Remember that your Project: Partner is your finest resource and can answer any queries you may have.
On your floor plan diagram, plan the carpet layout.
If the room’s width is less than the width of your chosen carpet, multiply the carpet‘s width (always 12 feet at The Floor Project) by the room’s length.
Assume the space is 10 feet broad by 18 feet long.
The exact square footage is 180 square feet, but there would be a seam through the center of the room if that were the case.
By multiplying the carpet width by the room length, we can avoid the seam: 12 feet x 18 feet = 216 square feet.
Keep in mind places like closets.
It’s 3 feet, in this case, so 12 feet x 3 feet equals an additional 36 square feet of carpet.
We’ll need a total of 252 square feet.
Always add around 2 inches for doorways so the carpet can touch the following room’s floor covering.
When installing Berber or patterned carpets, add up to 10% to the total square footage required to allow for pattern matching where a seam would be required.
Your Project: A partner can assist you in determining the appropriate amount for your space.
Hardwood flooring is sold in cartons of 20 square feet, but you should check with a Project: Partner or scan the product QR code at the store to double-check the number for the hardwood you’ve chosen.
For installation, a percentage of trash must be put on all hardwood flooring.
The proportion varies depending on the hardwood grade, color and grain variation, and the amount of material you’re putting.
In general, for installations using less than 1,000 square feet of material, add 10%, while for installations requiring more than 1,000 square feet, add 7%.
For items erected on a diagonal or lower grade hardwood materials, the recommended waste allowance can be as high as 15%.
Using a 210 square foot room and closet as an example, we can calculate our 10% waste limit by multiplying 210 x 10% to get 21, implying that we will need to purchase 231 square feet of hardwood.
Divide 231 by 20 if the product we chose has 20 square feet each carton.
We get 11.55, so we’ll round up to 12 cartons and buy them.
The cartons of laminate flooring are sold individually.
The average size of a carton is 20 square feet, but this varies by style.
For exact amounts, consult your Project: Partner.
Even though laminate products are usually consistent, you must account for waste when calculating the amount of product to purchase.
Depending on the size of the project, as well as any corners or angles that might necessitate further cuts, this tolerance can range from 5 to 15%.
Let’s take a 210-square-foot room as an example.
We can calculate our tolerance for 5% waste by multiplying 210 by 5% to get 10.5, which means we’ll need 220.5 square feet of laminate. Divide 220.5 by 20 if the product we chose has 20 square feet each carton. 11.025 is the result.
Depending on the complexity of the area and your installer’s experience, you’ll need 11 or 12 boxes.
Glass back vinyl is offered by the roll, and the width of the roll varies based on the type.
Consult a Project: Partner to determine the roll width of the vinyl product you’re interested in.
On your floor design diagram, plan the vinyl layout.
If the room’s width is smaller than the width of your chosen vinyl, which in our case is 12 feet, double the width of your vinyl by the room’s length.
The room in our case is 10 feet broad by 18 feet long.
Although the actual square footage is 180 square feet, there will be a seam running down the center of your room.
To avoid a seam, divide the vinyl’s width (12 feet) by the room’s length (18 feet).
There are 216 square feet in all.
We’ll also need to consider our closet, which would be 12 feet (roll width) times 3 feet, for a total of 252 square feet of vinyl.
Always add around 2 inches for doorways so the vinyl can meet the following room’s floor covering.
When putting patterned vinyl, add up to 10% to the total square feet required to allow for pattern matching during the installation. For further information, contact a Project: Partner.
Vinyl Tiles of the Highest Quality (LVT)
The cartons of VT flooring are sold individually.
The average size of a carton is 20 square feet, but this varies by style.
Even though LVT goods are normally consistent, you must account for waste when calculating the amount of product to purchase.
Depending on the size of the project, as well as any corners or angles that might necessitate further cuts, this tolerance can range from 5 to 10%.
Let’s say our room and closet have a combined area of 210 square feet.
We can calculate our tolerance for 5% waste by multiplying 210 by 5% to obtain 10.5, which means we’ll need 220.5 square feet of LVT.
Divide 220.5 by 20 to get 11.025 if the product we chose has 20 square feet each carton. Depending on the complexity of the area and your installer’s experience, you’ll need 11 or 12 boxes.
What’s the point of ordering extra?
You can’t simply estimate the size of the space and then get the exact amount of laminate flooring you require when it comes to laminate flooring.
You’ll need to clip off extra laminate at the ends of sections that don’t exactly suit the exact specifications of the space as you put it together.
As a result, you may have some leftover garbage at the end of your endeavor.
In general, you should factor in waste estimations when determining how much laminate to order.
In fact, at the start of your job, order the full amount you believe you’ll need, plus a little extra for waste.
This accomplishes a number of goals:
#1 You can count on the lotto to remain consistent. While there are normally few variances between lots of laminate flooring, you may detect some, and you’d want a room with a uniform appearance.
#2 Having extra food on hand for discard avoids delays.
If you don’t order enough flooring, to begin with, you may end up having to wait for more to arrive.
This can cause your contractor to waste time or possibly cause your project to be pushed back because he or she may need to work on other tasks while waiting for your goods to arrive.
Exactly I’m not sure how much extra I should order.
Allow an additional 5-15 percent of your initial flooring measurement for waste when placing your laminate purchase.
You may definitely get away with 5% waste if the area is pretty simple—a square with no extra corners or elements in the middle of the room that you need to work around—especially if your flooring is installed by an experienced contractor.
If you have a convoluted room—or if the room is extremely small—you may need to go as high as 15% waste.
What Happens If the Box Doesn’t Have the Correct Measurement?
You’ll need an additional 25 square feet of flooring, but each box only includes 20 square feet.
Is it possible to avoid getting the extra five square feet of flooring, or should you go ahead and order the extra box?
Is there a quick answer?
There are several advantages to ordering an extra box.
When it comes to flooring, it’s always preferable to have too much than too enough.
If you don’t need all of the extra laminate flooring you ordered when you install it, you can store it to the side, ideally in a climate-controlled location similar to the room where the flooring is installed.
Then, if the laminate becomes damaged in the future, you can easily repair it with additional flooring, which will be a better match for your existing flooring than trying to acquire a new batch.
On the other hand, if you’re dealing with an experienced contractor in a reasonably straightforward space, you might be able to skip the extra box—especially if you’re on a budget.
Talk to your contractor about how much waste laminate they think they’ll need for your space before deciding to leave that additional box on the shelf, virtual or otherwise.
Speaking with your contractor can also give you a better indication of how much waste laminate they estimate to need in general, allowing you to make more informed purchasing decisions.
Our Final Thoughts
I hope you learn how to measure your laminating flooring!
Frequently Ask Questions
How can I figure out how much flooring I’ll require?
The square footage is calculated by multiplying the length of the room by the width of the room, which is given in square feet.
For instance, if the space is 12.583 feet long and 9.5 feet wide, multiply the two values (12.583 x 9.5) to get the square footage, which is 119.54 square feet.
How do you calculate laminate flooring square meters?
To determine the square footage of a room or space in m2, multiply the length of the space (in meters) by the width of the space (in meters) (in meters).
How far apart should laminate flooring be staggered?
I’m trying to figure out how much laminate flooring I’ll need.
Manufacturers of laminate flooring frequently demand that their floors be staggered anywhere from 6 to 12 inches, and some even want more.


Posted on November 30, by Scott Alexander I. If the world was created by the Invisible Hand, who is good, how did it come to contain so much that is evil? Can he expect to get rich? No — if Google stock was underpriced ie you could easily get rich by buying Google stockthen everyone smart enough to notice would buy it.
It is most well known in economics, especially in making strategic choice in duopoly only two sellersas well as other disciplines from biology, political science, international relations, computer science, and philosophy.
Traditionally, game theory seeks to establish the equilibrium in these games. In an equilibrium, the players adopt a strategy that is best for them regardless what their opponent choose and unlikely to change their strategy. Nash equilibrium and many other equilibrium concepts have been developed to get a grasp on this idea.
In different fields of application, equilibrium concepts have different motivation depending on the field of application, albeit they often overlap or similar. Game theory gained prominence when the book "Theory of Games and Economic Behavior" that was written by John von Neumann in conjunction with Oskar Morgenstern was published.
By it has been widely reviewed and developed by many intellectuals.
Today, game theory has been recognized as an important tool in various fields. History of game theory The history of game theory was first documented in a letter by James Waldergrave in In the letter, he proposed the solution to a card game of Ie Her with two player with minimax mixed strategy.
The fourth president of United States, James Madison made game-theoretic analysis to predict the behavior of states when they are subject to different type of taxation. In his work, Cournot presents a solution to duopoly that is a restricted version of Nash equilibrium.
Despite many people trying to generalize the analysis, only in game theory was considered an unique field when John von Neumann published a series of his papers. His work in game theory peaked in book Theory of Games and Economic Behavior which analyses the method for finding mutually consistent solutions for two-person zero-sum games.
He focused on cooperative game theory in this time period, which analyzes the best strategies for groups of individuals, assuming that they can collude and enforce agreement on a certain strategy.
Nash equilibrium which is applicable to a wider variety of games than the criterion proposed by Morgenstern and von Neumann appeared around this period. On the contrary to the its predecessor, Nash equilibrium is more generalized to be able to analyze non-cooperative games in addition to cooperative games.
Game theory was first applied to philosophy and political science, as well as creating the concepts of core, extensive form fame, repeated games, fictitious play and Shapley value. The concept of Baynesian games and complete information was developed by John Harsanyi in late s.
As a result for their contributions in economic game theory, Nash, Selten and Harsanyi are awarded Nobel in Economics in InCommon knowledge, trembling hand perfection and correlated equilibrium are concepts that are publicized and studied by many.
At this time period, John Maynard Smith in his work evolutionary stable strategy create extensive application of game theory in biology.
Robert Aumann brought about the concept of equilibrium coarsening, correlated equilibrium, and created an in-depth analysis for the consequences of common knowledge. On the other hand, Schelling worked on different aspect of game theory which is part of dynamic models and early examples of evolutionary game theory.
Roger Myerson, Leonid Hurwicz and Eric Maskin created the basics of mechanism design theory which is the notion of proper equilibrium and wrote down Game Theory, Analysis of Conflict. Crafoord Prize was awarded to John Maynard Smith due to his contribution in creating application of game theory in biology.
Essay UK - http: There are UK writers just like me on hand, waiting to help you. Each of us is qualified to a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question.
Just complete our simple order form and you could have your customised Economics work in your email box, in as little as 3 hours. About this resource This Economics essay was submitted to us by a student in order to help you with your studies.When John Nash was awarded the Nobel prize in economics in , many people were surprised to learn that he was alive and well.
Since then, Sylvia Nasar's celebrated biography A Beautiful Mind, has revealed the man. Essays on Game Theory is a unique collection of seven of John Nash’s essays which highlight his pioneering contribution to game theory in economics. JSTOR is part of ITHAKA, a not-for-profit organization helping the academic community use digital technologies to preserve the scholarly record and to advance research and teaching in sustainable ways.
In this version of the game, defection is no longer a dominant move and mutual defection is no longer an equilibrium outcome. If Column cooperates, Row does best by defecting; if Column defects, Row does best by playing \(\bN\); and if Column plays \(\bN\), then Row does equally well by playing any move.
John Forbes Nash, Ph.D. was an American mathematician whose works in game theory, differential geometry, and partial differential equations have provided insight into the forces that govern chance and events inside complex systems in daily life/5. Game theory is the study of mathematical models of strategic interaction between rational decision-makers.
It has applications in all fields of social science, as well as in logic and computer benjaminpohle.comally, it addressed zero-sum games, in which one person's gains result in losses for the other benjaminpohle.com, game theory applies to a wide range of behavioral relations, and is now an.


Why do we need confidence intervals?
When we run usability studies we are typically targeting a particular demographic, whether that is the general population, students in the UK, or women over 30 with at least one child as just a few examples.
Whatever our target audience, we can’t usually test all the people who are in this population due to the feasibility of access, time, and money.
Taking our UK student example, imagine we wanted to test two designs for a student bank account to see which design students preferred. In 2015-2016 there were 2.28 million students studying at UK Higher Education facilities. That would take a huge amount of time, cost and effort to ask all those students to rate how attractive they found the two designs. And that’s assuming we can get all of them to take part in our study.
If we did have access to all the students in the UK, and they all gave us their attractiveness ratings, the mean we could calculate for each design would be the actual population mean. The population mean is made up of scores from everyone who fits the demographic we want to test. It always exists, but is largely unknown, as we are very rarely able to test everyone in our population of interest.
What we are doing when we run our usability study, say using 100 students in the UK, is taking a sample of the population we are interested in.
This sample size is a lot more manageable and cost effective and we hope our 100 UK students will be representative of the population of all UK students.
From this sample data, we can get an idea of how well-received the designs are, and it allows us to make a more informed decision about which design to implement on the website.
The problem with taking samples is sometimes our sample mean will be similar to the population mean, and sometimes we might collect a sample and the mean is actually quite different from the population mean. This is due to something called sampling error.
We'd have no idea if our sample mean is a good or poor representation of the population mean. This where confidence intervals come in to help.
What are confidence intervals?
Confidence intervals are calculated from an estimate of how far away our sample mean is from the actual population mean. In other words, the term refers to the amount of error (or discrepancy) between our sample mean and the population mean. Confidence intervals provide us with an upper and lower limit around our sample mean, and within this interval we can then be confident we have captured the population mean.
The lower limit and upper limit around our sample mean tells us the range of values our true population mean is likely to lie within.
You typically see 95% confidence intervals reported but what does this mean? If we calculate a 95% confidence interval, we can be 95% confident that our interval contains the population mean. If we ran our study again, we would be confident our new sample mean would fall somewhere in this interval. If we calculate a 80% confidence interval we could be 80% confident that our interval contains the population mean and so on.
What does this percentage associated with a confidence interval represent? It is how sure, or confident, we want to be that our interval contains the true population mean. If we are only 95% confident our confidence interval contains the population mean, then 5% of the time we'll have a confidence interval that won’t contain the population mean.
However, we will never know whether the confidence interval we have obtained is one of those 5%. That's just something we have to come to terms with: 5% of all the confidence intervals you look at over your lifetime will not contain the population mean.
If we want to be highly confident our interval captures the population mean, we could calculate a 99% confidence interval. We would then be 99% confident that our population mean was captured within our confidence interval.
For example, looking at the same mean in Figure 1 below, we have calculated 95% and 99% confidence intervals, keeping the sample size and all other things constant. The 99% confidence interval has longer arms — in order to be more confident we have captured the population mean — so we need to increase the width of our confidence intervals.
Figure 1: 95% and 99% confidence intervals around the same mean with the same sample size and standard deviation
Why are confidence intervals useful in user research?
When we run studies, we want to be confident in the results from our sample. Confidence intervals show us the likely range of values of our population mean. When we calculate the mean, we just have one estimate of our metric. Confidence intervals give us richer data and show the likely values of the true population mean.
Sample size is one part of the equation used to calculate confidence intervals. If we increase our sample size (and kept everything else the same) we will see our confidence intervals reduce. When it comes to confidence intervals, the smaller the better. This is because we have a smaller range of values our population mean could lie within.
When time and money are tight in user research, sometimes we do have to rely on smaller sample sizes. However, by calculating the confidence intervals around any data we collect, we have additional information about the likely values we are trying to estimate.
Confidence intervals, although they may not seem it, are there to help. They make your data analyses richer and give you more from the metrics you captured while helping you to make more informed decisions about your research questions.
Insights that drive innovation
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During vibration, particles within the structure oscillate. For each axis, the speed (velocity) at which the particles oscillate is calculated from the distance moved (displacement) over time.
Particle Velocity (v), measured in mm/s or in/s, is defined as
v = Δd / Δt
Δd → the particle displacement in millimeters or inches
Δt → the time in seconds
PPV (Peak Particle Velocity)
The PPV is the most basic value used in vibration measurements. It indicates the greatest particle velocity over a period of time per axis.
PPV is defined as the maximum absolute value of the unweighted signal
PCPV (Peak Component Particle Velocity)
The PCPV is the maximum of the three PPVs in each axis direction.
PCPV = max(PPVx, PPVy, PPVz)
PVS (Peak Vector Sum)
The PVS is the resulting velocity calculated by simultaneously considering the PPVs in all of the x, y, and z directions.
PVS = √((PPVx)2 + (PPVy)2 + (PPVz)2)
In words this is mathematically described as the square root of the sum of squares of the PPV components.
DF (Dominant Frequencies)
A vibration signal can be broken down into individual frequency components (using Zero Crossing* or Fast Fourier Transform methods). From this, the Dominant Frequencies (DF) can provide worthwhile information, such as a change in the natural (resonant) frequencies. These frequencies are proportional to a structure's stiffness. A change, for example in a steel structure, can indicate serious corrosion. The monitoring of steel bridges should therefore alert on any shifts in the frequency’s values.
View of a signal in the time and frequency domain
* Zero Crossing (ZC) is the simplest method of frequency estimation. It works on the principle that, since an oscillation crosses the x-axis twice during each cycle, we can simply count the number of crossings and divide it by two and again divide it by the observation window size, giving us the Dominant Frequency. This method works better when we have a few complete cycles. The longer the length of the observation window, the greater is the accuracy.
What is a Vibration Monitor?


Descriptive statistics consist of describing simply the data using some summary statistics and graphics. Here, we’ll describe how to compute summary statistics using R software.
Introduction to Descriptive Statistics 17.871 * * * * * * * So, what’s wrong with them For non-time series data, hard to get a comparison among groups; the eye is very bad in judging relative size of circle slices For time series, data, hard to grasp cross-time comparisons Some words about graphical presentation Aspects of graphical integrity SPSS: Descriptive and Inferential Statistics SPSS: Descriptive and Inferential Statistics 3 The Department of Statistics and Data Sciences, The University of Texas at Austin This tutorial describes the use of SPSS to obtain descriptive and inferential statistics. In the first section, you will be introduced to procedures used to … BASIC STATISTICS SELF TEST - Universiteit Utrecht BASIC STATISTICS SELF TEST 1. A researcher is interested in the travel time of Utrecht University students to college. A group of 50 students is interviewed. Their mean travel time in 16.7 minutes. For this study the mean of 16.7 minutes is an example of a(n) A. Parameter B. … What is DESCRIPTIVE STATISTICS? What does DESCRIPTIVE ... Mar 21, 2017 · The use of descriptive and summary statistics has an extensive history and, indeed, the simple tabulation of populations and of economic data was the first way the topic of statistics appeared.
Understanding Descriptive Statistics - Towards Data Science Jun 05, 2018 · I hope I’ve given you some understanding on what exactly is the descriptive statistics. This was a basic run-down of some basic statistical techniques that can help a you to understand data science in a long run. Thanks for Reading. Descriptive Statistics Definition - Investopedia Jun 27, 2019 · Descriptive statistics are brief descriptive coefficients that summarize a given data set, which can be either a representation of the entire population or a sample of it. Descriptive statistics Definition and Usage of Descriptive Statistics - A ...
Basic Descriptive Statistics - Princeton University Basic Descriptive Statistics 5 list these in order from smallest to largest. This is known as “ranking” the data. If n is odd, the median is the number in the 1 + n−1 2 place on this list. If n is even, the median is the average of the numbers in the n 2 and 1+ n (PDF) Descriptive Statistics - ResearchGate Descriptive statistics and correlation analysis were conducted. Results: The study participants had a mean age of 48.4 and a mean BMI of 32.5, and were predominantly non-Hispanic White (86.3%). Overview An Introduction to Descriptive Statistics ME 121 Notes Gerald Recktenwald, firstname.lastname@example.org v: February 15, 2020 Overview These notes provide an introduction to statistical description of data obtained from sensor measure-ments. The sensor data is assumed to be continuously variable and real (as opposed to integer or categorical) values. An Introduction to Statistics - cvut.cz
Introduction to descriptive statistics Mathematics Learning Centre, University of Sydney 7 We can now take the mean of these squared deviations. This is called the variance. Variance = 1+49+64+25+16+9 6 =27.33. The variance is a very useful measure of dispersion for statistical inference, but for our Descriptive Statistics and Graphics - Easy Guides - Wiki ... Descriptive statistics consist of describing simply the data using some summary statistics and graphics. Here, we’ll describe how to compute summary statistics using R software. SAS Common Statistical Procs
Documentation •Most statistical procs are found in “SAS/STAT,” but a few of the most basic are found in “Base SAS” •Typical documentation


Statistical analysis involves collecting, organising and analysing data gathered from a sample.
What’s meant by statistical analysis?
Statistical analysis involves collecting, organising and analysing data gathered from a sample. Statistical analysis can be used to identify any trends or prove or disprove certain hypotheses.
There are two main types of statistical analysis: descriptive statistics and inferential statistics.
Descriptive statistics involves analysing and describing the sample data collected. Descriptive statistics will usually summarise large data with summary tables and charts.
On the other hand, inferential statistics is used to make generalisations about the broader population.


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Whether to provide a more vibrant and relevant educational experience or to save money on text books, it looks like online education is making some headway.
Connecticut District Tosses Algebra Textbooks and Goes Online, that's what I read last week in the New York Times . Connecticut teachers were frustrated by rushing students "through their Algebra I textbooks only to spend the first few months of
Algebra II relearning everything they forgot or failed to grasp the
They rewrote the curriculum to focus on fewer topics at greater depth in Algebra I, thus better preparing students for the more advanced concepts and eliminating much of the review time in Algebra II (which could now be spent learning concepts that were cut from Algebra I).
"…school officials say their less-is-more approach has already resulted
in less review in math classes, higher standardized test scores and
more students taking advanced math classes."
…they spent about $70,000 to develop the new math curriculum…[and] the district will soon save at least $25,000 a year on textbooks.
Not only did they seem to come up with a more effective approach to learning, but they're going to save money.
"From the beginning of the next school year in August, math and science
students in California's high schools will have access to online texts
that have passed an academic standards review."
Questioning the true motivation for the change, the BBC News article noted that "Last year California spent $350m on textbooks and can no longer afford it."
As David observes, "School infrastructure in the developed world has now reached the point where the implementation of a fully digital curriculum is very possible…even if the real underlying reasons have more to do with budget cuts than education."
Could technological advances, changing learning habits, the growing irrelevance of current curriculum, and financial woes finally add up to a wholesale movement of education toward more online learning options?


COMS BC1016 Introduction to Computational Thinking and Data Science. 3.00 points.
This course and its co-requisite lab course will introduce students to the methods and tools used in data science to obtain insights from data. Students will learn how to analyze data arising from real-world phenomena while mastering critical concepts and skills in computer programming and statistical inference. The course will involve hands-on analysis of real-world datasets, including economic data, document collections, geographical data, and social networks. The course is ideal for students looking to increase their digital literacy and expand their use and understanding of computation and data analysis across disciplines. No prior programming or college-level math background is required
Spring 2022: COMS BC1016
|T Th 11:40am - 12:55pm
504 Diana Center


Simply enter the beginning balance of your loan as well as your interest rate. (Note: This calculator only applies to loans with fixed or simple interest.). Bankrate.com is an independent.
Compound interest is the interest owed or received that grows at a faster rate than basic interest. How to Calculate Interest on Interest (Compound Interest) The formula to calculate compound.
The amount of your deposit or the amount you lend, using the variable "P" for principal. How frequently to calculate and pay interest (yearly, monthly, or daily, for example), using "n" for the number of times per year. The interest rate, using "i" and the rate in decimal format.
Five Year Fixed Rate Mortgage When borrowers ask about 5-year fixed-rate mortgages, they might actually be talking about a 5/1 ARM. This mortgage has a fixed rate for the first five years of the 30-year mortgage. After that initial fixed-rate period is up, the interest rate can adjust once each year for the remaining life of the loan.Best Way To Compare Mortgage Rates Bankrate.com provides a free loan comparison calculator and other loans payment calculators. mortgages. compare lenders. Mortgage rates ; Refinance rates. Compare by Category. Best Credit Cards.
Calculate the monthly payment to be paid with the given number of payments, interest rate, and loan amount. Code to add this calci to your website Just copy and paste the below code to your webpage where you want to display this calculator.
How to calculate interest rates with the Interest rate formula? simple interest formula. simple interest is the method that helps to calculate the rate of interest on the loan you have taken out as a loan payment. It is levied on the principal amount and can be easily calculated with the help of this formula
Finally, we multiply the rate by 100 to convert it into percentage terms: interest rate = 8.33%. We can use another formula to check our work. This is called the present value of a perpetuity formula.
Effective Period Rate = 5% / 12months = 0.05 / 12 = 0.4167%. Effective annual interest rate calculation. The effective annual interest rate is equal to 1 plus the nominal interest rate in percent divided by the number of compounding persiods per year n, to the power of n, minus 1. Effective Rate = (1 + Nominal Rate / n) n – 1. Example
Multiply the semiannual interest rate by the balance of the account. Finishing this example, if you have a certificate of deposit that pays interest semiannually and has an account balance of $800, you would multiply $800 by 0.046 to find you will earn $36.80 in interest.
The goal is to find “patterns in how demand evolves over. “And we think we should talk about that, because if you have a.


The Frank Minolli Foundation has been established to honor Frank's belief in the importance of science and technology, his passion for engineering and higher education and his entrepreneurial spirit. Donations to the foundation will support our mission to:
- Support high potential young women in their quest to obtain a higher education in the fields of engineering, science and mathematics.
- Foster an interest in engineering, science and mathematics amongst high school females.
- Honor Frank Minolli and his dedication to the mentoring of high school students interested in cultivating their minds to make a difference in the world.
- Provide high potential young women a transformational experience that will open up their world to career opportunities in engineering, science, technology and mathematics.


From LibreCAD wiki
Revision as of 03:00, 4 June 2016 by Ravas
The command line has a built in calculator that can be accessed with the cal command.
- pi = 3.14159265359
addition: cal 6+5 subtraction: cal 6-5 multiplication: cal 6*5 division: cal 6/5 six to the fifth power: cal 6^5
square root: cal sqrt(5) cal sqrt(3^2 + 4^2) average: cal avg(6,5)
Note these functions take radians. degrees*pi/180 = radians sine: cal sin(6*pi/180) cosine: cal cos(6d) tangent: cal tan(6deg)


First, I asked Lapides whether it’s possible that Jesus merely fulfilled the prophecies by accident. Maybe he’s just one of many throughout history who have coincidentally fit the prophetic fingerprint.
“Not a chance,” came his response. “The odds are so astronomical that they rule that out. Someone estimated that the probability of just eight prophecies being fulfilled is one chance in one hundred million billion. That number is millions of times greater than the total number of people who’ve ever walked the planet!“
He calculated that if you took this number of silver dollars they would cover the state of Texas to a depth of two feet. If you marked one silver dollar among them and then had a blindfolded person wander the whole state and bend down to pick up one coin, what would be the odds he’d choose the one that had been marked?” With that he answered his own question: “The same odds that anybody in history could have fulfilled just eight of the prophecies.”
I had studied this same statistical analysis by mathematician Peter W. Stoner when I was investigating the messianic prophecies for myself. Stoner also estimated that the probability of fulfilling forty-eight prophecies was one chance in a trillion, trillion, trillion, trillion, trillion, trillion, trillion, trillion, trillion, trillion, trillion, trillion, trillion! Our minds can’t comprehend a number that big. This is a staggering statistic that’s equal to the number of minuscule atoms in a trillion, trillion, trillion, trillion, billion universes the size of our universe!
“The odds alone say it would be impossible for anyone to fulfill the Old Testament prophecies,” Lapides concluded. “Yet Jesus—and only Jesus throughout all of history—managed to do it.”
A quote from Lee Strobel's The Case for Christmas: A Journalist Investigate the Identity of the Child in the Manger:


Miles Per Dollar: The Metric You Need To Measure Vehicle Efficiency
If you’re ever faced with the option of determining how much fuel your car uses, then you immediately turn to the mileage metric and calculate the vehicle’s “miles per gallon.” However, if you’re looking to build an accurate budget for your car expenses, then the miles per gallon might not necessarily be the perfect metric for you to use.
Instead, you might want to look into the “miles per dollar” metric instead – since we all care more about how much the car costs to run. How can you utilize this metric? The following guidelines might prove beneficial.
Comparing Traditional Cars
If you’re looking to get a traditional vehicle, then calculating its miles per dollar can also help you to consider your budget.
Take this analogy, for instance, this summer, gasoline was $5.09 per gallon. This implied that a vehicle achieving 22 miles per gallon could provide 4.3 miles per dollar. However, a car that got 30 miles per gallon could give you 5.9 miles per dollar.
Knowing your car’s mileage and the current gas prices allows you to determine your car’s miles per dollar using a straightforward formula: (miles per gallon) divided by (gas price per gallon). To help remember the order, use the mnemonic “miles per dollar,” reminding you to evaluate the number of miles and divide it by the number of dollars.
How MPD Helps With Budgeting
You can also find miles per dollar to be helpful with considering the cost of driving somewhere. For instance, if you’d like to visit a gym that’s just 9 miles away in a car that costs 5.9 miles per dollar, it’ll cost you about $3.05 whenever you go to the gym. If you go three times a week, then that’s a cost of $9.15.
Both of these – and more – should show you the importance of this metric.


This is a growing list of ambiguous terms and their definitions. More of a place to store random remarks than a complete reference for now.
- diagonal transition
- name introduced by Navarro (2001)
approximate algorithm: an algorithms that does not always give the correct answer.
$k$-approximate string matching: variant semi-global alignment where we find all matches of a pattern in a reference with at most \(k\) mistakes.
Also approximate string matching: alternative name for global pairwise alignment.
- dynamic heuristic
- A heuristic that changes as the A* progresses. Not: online heuristic.
- A* heuristic: A function \(h\) that provides a lower bound (when admissible) on the distance from the current state to the end.
- heuristic method: An approximate method, that approximates the exact answer.
- An exact algorithm is guaranteed to give the correct (e.g. minimal) answer.
- An exact match between strings, without errors.
- exact, guaranteed correct.
- optimal performance/complexity: as fast as (theoretically) possible
- (asymptotic) runtime complexity: how the runtime of an algorithm scales with input size, as in \(O(n^2)\).
- not simple, but difficult: a more informal statement.
- vertex / node / state
- All are used interchangeably, but have slightly different meanings:
- vertex: The objects of a graph between which the edges go. The most ‘mathematical’/precise of the three.
- node: Same as vertex, but can additionally mean a node in a data structure or a node in a tree. More general and hence slightly less precise when vertex could also be used.
- state: Usually in relation to a state machine.
In A*PA, we use state exclusively for a vertex of the edit-graph, and use node instead of vertex, mostly because it’s shorter.
- An arbitrary $k$mer, as in MinHash and spaced $k$mer methods.
- A substring of \(A\) when doing pairwise alignment.
- As in seed-and-extend, a match: a substring of \(A\) that matches somewhere to a substring of \(B\).
- a significant result: the result passed a statistical test
- a significant speedup: (informal) much faster
- average / expected / mean
- mean: a statistic of a set of real numbers.
- average: the mean, or ‘common case’ of some sample.
- expected: the expected value of a random variable.
- Terms related to reads:
- base caller
- Terms related to Conda:
- in silico
- de novo
- seed / match
Navarro, Gonzalo. 2001. “A Guided Tour to Approximate String Matching.” Acm Computing Surveys 33 (1): 31–88. https://doi.org/10.1145/375360.375365.


Multiplication: Rising to New Heights
What can we do to get them interested in learning their multiplication tables? That was the question I was thinking about while trying to figure out what to put on the wall. I knew I didn’t want to do the board that had been done the previous year. A race track, mile markers (0x, 1x, 2x, etc), and a car for each student. Could you imagine the pile up at zero and one? Think! Balloons, then clouds, and the saying “Rising to New Heights” soon popped into my mind. Click!
First, I cut paper long enough to hold twenty-two labels with about a half inch apart.
Second, I printed a label with their first name as large as possible.
Third, I needed clouds. I had some but knew that with the size of this paper I would need more. So I got out the clipart books. (keep them out you’ll need them for the fourth part too)
Fourth, I looked through the books and found 6 different hot are balloons. (regular plain balloons would work too) I got each of them to around the same size so that all six of them would fit on one paper. I wrote 0x, 1x, 2x, 3x, 4x and 5x and laid them out to fit on the same page. I then made twenty-two copies. I wrote each name on the back of each balloon. If you happen to have the mini-return address labels made up for each child then use them.
Fifth, After they said their multiplication fact they received their balloon. Some got zero, one and two at one time, some did it one step at a time.
It’s their time now. Have them decorate their balloon. I will tell you markers make it hard to see anything, especially if they colored over the number. Then cut out the balloon. We had them turn it back in so I could put them out on the board, but they can do that as long as they go straight up from their name.
When we got done we used this and a graph exercise too. Although for a true graph you would need to go in order on your multiplication table, some of ours did their fives after their twos.
Leave this multiplication page and return to the miscellaneous page.


Our summer program for students who were in Kindergarten, grades 1, 2, and 3 will begin on Monday, July 2nd. It is a free program and encourages students to keep their math and literacy skills sharp. The program will meet every week day in July with the exception of Wednesday, July 4th. The last day is Monday, July 30th.
Holly Gauding is the teacher for pupils who were in K and first grade. Corina Stack is the teacher for students who were in grades 2 and 3. Those who were in K and grade 2 are welcome to come 8 – 9:30. Please have a parent sign in at the office on the first day for all students. Those who were in grades 1 and 3 should come 9:30 – 11:00. There are 20 sessions and we need students to commit to attend at least 10 sessions please.
Happy Reading, Writing, and Math fun!


One of the absolute most useful features of MATLAB is its capacity to do what’s referred to as symbolic manipulation, including things like solving an equation for a specific variable. You won’t have the ability to learn to understand mathematics from abstract principles and a couple examples. Some words might have uses in everyday language together with some uses that are particular to mathematical contexts.
The Secret to in Math What Is Mean
The number four is just intriguing fact, http://vipoman.net/index.php/2019/10/10/the-argument-about-mathematics-calculator/ but it isn’t information you have to have in order to compose an expression about the linebacker’s weight. Nevertheless, algebraic terms ought to be defined as a member of the description and if they aren’t, it might just be a bad description, not your fault. As an example, to answer some questions that you will need to use several stepsbecause in the actual world a single calculation is rarely enough to find the job finished.
The financial crisis should be stabilized immediately. What this system lacks in precision is composed for by the simple fact that you’re able to afford to test a lot more samples, have a peek here so it is possible to begin to comprehend what is happening. By knowing the strengths and weaknesses of the several algorithms, you select the best one for the job accessible.
Lies You’ve Been Told About in Math What Is Mean
The majority of the ideas might easily be employed with different kinds of candy pieces, too. Not one of the answers here incorporate the 256 color options in the hottest versions of Ubuntu. Students utilize number combinations they know to create number combinations they don’t know.
A category of equivalent characteristics is believed to be a type. It takes values that are numbers. While her score is still regarded as average, it’s at the very low end of the normal selection.
In Math What Is Mean Secrets
When you’re taking the quiz try to try to remember the answers. So what someone figured out is you don’t need formulas in any respect. The quick answer is the fact that it’s complicated.
The In Math What Is Mean Cover Up
It means that there’s https://aussieessaywriter.com.au an entire number included in the fraction. You are aware that half of ten is five, and now you are able to see which mathematical operations gets you the ideal price. The mode for the sum of money students spent is 4.
The transaction verification technique is called mining’. The digits have to be written initially, followed by the right quantity of corresponding zeros so the number has the proper decimal point. To locate the median, your numbers must be listed in numerical order from smallest to largest, and that means you might need to rewrite your list before you’re able to discover the median.
A zero coefficient doesn’t necessarily signify that the variables are independent. Our purpose within this very first lab is to become acquainted with MATLAB and learn the way that it handles matrices. There are two methods to have a look at fractions.
The end result is that the Unicode linear format is quite a general mathematical notation, but it’s not a context-free grammar. The summation symbol will likewise be introduced to kids and they’ll learn that new notation. This mathematical notation might incorporate annotation like In various contexts, the exact same symbol or notation may be used to symbolize various concepts.
The Number One Question You Must Ask for in Math What Is Mean
It’s like an outline of the total research procedure that supplies a reader a review of the info discussed in the undertaking. Might it be wrong to allow them to solve problems employing the conventional procedures. Tip After solving algebra problems, it’s always prudent to verify your work.
Regardless of how the data are noise-free. In various provisions, a item is the response to any multiplication issue. You have to interpret the information to reach the proper conclusion.
Next, if I would like certified benefits, I send one final sample to a certified lab. GE scores can be quite misleading. Many tests comprise of lots of short tests which look at distinct skills.
If you wish to discover the GCF or HCF of a couple numbers, you first find all the potential factors of each number. One issue with the variance is that it doesn’t have the very same unit of measure as the original data. There’s a inclination to tighten policy and overbuild facilities until the range of coliforms per 100ml sooner or later in the procedure is zero.
The Ugly Secret of in Math What Is Mean
Clearly indicate the quantity of the exercise you do. This is that which we should expect for a little number. You will also use the specific same number repeatedly, which can feel weird sometimes.
When you know that, of course that can be made a better system. You may change your life through the ability of a Balanced Name. Well, now’s the opportunity to utilize PIA!
Up in Arms About in Math What Is Mean?
Whether there aren’t any repeated numbers, then there isn’t any mode. This procedure can be used while the line doesn’t have two points on it to define it. Because it doesn’t have any length, it isn’t pointing in any particular direction.
The downside to using the mode for a measure of central tendency is that a set of information may not have any mode, or it might have more than 1 mode. If a data set has only a single value that occurs most frequently, the set is known as unimodal. It is also feasible to have a whole set of data without a mode.
The Math TestNo Calculator part of the test makes it simpler to evaluate your fluency in math and your comprehension of some math concepts. Worksheets can be adapted to supply extra support to students if necessary. Re-envision math for a language.
These sample questions can help you to know general kind of math aptitude tests. It may also be utilised in various ways in math. Picking a math curriculum is often problematic for homeschoolers.
When two events are thought to be mutually exclusive, then these 2 events cannot occur at exactly the same time. She was beginning to be concerned about it. This ought to happen automatically during the very first week.


Pixel Painter 2 is amazing challenge for all fans of brain games. In this puzzle you need to posses great skills and good concentration. Use your mouse to click on the empty boxes on the board and accomplish the mission. You must paint the canvas according to the numbers horizontally and vertically. These numbers show the number of the boxes in each row or column. For an example if it says 2 then there are two boxes next to each other. If it says 1 2 2 then there is one box, at least one empty box, then two - empty box and again two boxes. Find the logic and enjoy Pixel Painter 2.


Below you will find an "End Use Cost Calculator." To calculate the end-use cost from concentrated chemicals, divide the cost per gallon by the diluted quantity. For example, let’s assume you pay $25.00 for a gallon of cleaning concentrate, and it has a 1:256 dilution (0.5oz/Gallon). 1:256 yields 256 gallons of product. $25.00 ÷ 256 = $0.0976 per ready to use gallon.


Coco Sudoku is designed for all lovers of these popular Japanese puzzles, and also for newbies, who want to learn how to solve them. Sudoku is a logic puzzle for users of all skill levels and agea. Men and women equally like this fascinating game. Coco Sudoku is intended for home users and also for those who like to wile away their time at work.
The objective of this simple but addictive puzzle game is to place appropriate numbers from 1 thru 9 into empty squares of a table, which consists of a 9x9 grid with several given numbers. The principle is to place the numbers in such a way so that each row, each column and each 3x3 square contains the same number only once. As Sudoku puzzles may be very different thanks to endless variations, the game is suitable both for beginners and advanced players. If you enjoy logic puzzles, Coco Sudoku will give you many hours of incredible intellectual entertainment.
Coco Sudoku has everything necessary for solving puzzles. It generates new puzzles instantly. The user can set up all the parameters of a new puzzle: its size (from 4x4 - Mini Sudoku up to 16x16 - Mega Sudoku) and the difficulty levels. The time spent on solving a puzzle is saved in the Records table. Records are presented in accordance with the different versions of the puzzle and different levels.
The program allows players to record how fast they solve each Sudoku which varies in size and difficulty. As the program remembers all the steps that a player makes while solving the puzzle it is possible to correct any wrong move. In addition, the game provides hints to help newbies to solve the puzzle. The current game can be saved to disk at any time, so it is possible to continue to solve a Sudoku puzzle later. The Sudoku puzzle generated by the program can be easily printed out for it to be solved in the traditional way, using a pen or pencil. The game is available for Microsoft Windows 98/Me/NT 4/2000/XP/2003 Server.
Royal Sudoku Master FREE The Royal Experience of Sudoku.. Solve all Sudoku puzzle.. Sudoku Solver + Sudoku Game Play Features: -Sudoku Solver. -Sudoku Game Play. -10 difficulty Levels. -1000s of Sudoku. Download
All-in-One Sudoku Collection FREE This version of the popular logic game Sudoku offers 17 different puzzle types including Argyle Sudoku, Asterisk Sudoku, Butterfly Sudoku, Center Dot Sudoku, Easy as ABC, Even-Odd Sudoku, Flower Sudoku, Futoshiki, Girandola Sudoku, Killer Sudoku, Mathdoku, Sudoku X, Tripledoku, Twodoku and Windoku. Download
Sudoku - popular SUDOKU game FREE Game offers all the difficulties a beginner or seasoned sudoku player will enjoy! This free sudoku game features hundreds of Easy Sudoku puzzles, Medium Sudoku puzzles, Hard Sudoku puzzles, and Very Hard Sudoku puzzles! Download


Graphic by Mai Nguyen
1987: the year that the cult classic film “Dirty Dancing” made its way to the big screen. But the fun had already begun, at least for the 60,000 teenagers who took the AP Calculus exam a few months earlier than the movie’s release. Fast forward to 2019 and that number has increased nearly eightfold.
It may come as no surprise that students today are taking more Advanced Placement (AP) exams than their 1980’s counterparts across all disciplines. When it comes to math, however, the rush to calculus has particular implications for STEM-bound kids. Researchers raise the question: is acceleration worth it?
As defined by math curriculum administrator Matthew Larson, acceleration is skipping grade level work or entire courses in order to reach advanced math classes faster. The Math Academy, initiated by Jason and Sandy Roberts in Pasadena, Calif., offers one extreme example: a small group of seventh graders at McKinley Middle School learned calculus, according to the Washington Post. This is not an isolated situation, though. Several middle school students who attended Wakefield’s curriculum fair last month approached the math table—where I proudly stood—explaining that, yes, they were in eighth grade and taking Common Core Math III. I had been in Math II at that age. Anything more was almost unheard of.
Acceleration may be appropriate if a student demonstrates a complete, deep understanding of course content. That’s important. ‘Deep understanding’ isn’t just the ability to carry out a routine procedure. But when the pressure is on to chart a ‘rigorous’ academic path, students accelerate haphazardly and end up with gaps in their knowledge.
To avoid unnecessary ‘acceleration pressure,’ parents and educators should consider enrichment. Instead of plowing through the basics, schools can meet the needs of gifted students who have a significant understanding of most but not all content.
Why is acceleration among students, well, accelerating? There are two main factors, as explained by Professor of Mathematics Kevin Knudson. The first is college admissions. By gearing up for the race to AP Calculus, students have a shot at boosting their GPAs, while parents can benefit from decreased tuition costs that excellent exam scores promise. Another, less obvious reason is schools’ general lack of support for gifted students. As education budgets decline, administrators look to AP classes as a way of meeting advanced students’ needs. Here we return to the difference between acceleration and enrichment. Having bright minds work on higher-level content is not the same as offering more complex perspectives to what they’re currently learning.
In the end, if a student accelerates unfittingly, they have little to gain. Knudson compares it to building a ‘tower on sand’: one can learn the processes of calculus without truly understanding what’s going on or having the necessary foundation in algebra and geometry. Most students end up retaking first semester calculus in college anyway. Those who do retake it find that university calculus doesn’t reward proficiency in solving broad units of problems the way high school calculus did.
To alleviate our culture’s acceleration pressure is no easy task, but educators have been speaking out. Middlebury College professor Priscilla Bremser wrote a letter to the editor of the New York Times on this subject a few years ago. She says that she “would rather teach calculus to a student with solid algebra skills and no A.P. experience than to one who took calculus too soon.”
For a select number of students, acceleration will be preferable based on depth of understanding. It shouldn’t be, as it often is, a way of meeting the vague expectations of college admissions officers.
There were six seventh-graders in Roberts’s class who took the AP Calculus AB exam. Two of them received passing scores of 3 (on a five-point scale), while the rest earned 2’s. A 13-year-old making a 3 on a college-level exam is truly impressive. But what if he or she had waited a few years? What about those who didn’t even pass? These students are fully capable of earning 5’s once they reach the appropriate age. Of comprehending more than what a 5 requires.
Middle and high school students should ask themselves whether their futures are best served by higher-level math. I chose acceleration in seventh grade on my own terms—I knew I was passionate about the subject. Parents, similarly, should be conscientious in determining whether enrichment or acceleration is right for their child. What happens when a student completes several high school math courses in eighth grade? At any rate, it’s tough to predict where such decisions will land us, but the discussions that set them into motion are what make all the difference.


College of Engineering, Mathematics and Physical Sciences - University of Exeter - Engineering, Mathematics and Physical Sciences brings together the excellent teaching and research of these complementary specialisms. Our collegiality facilitates a truly interdisciplinary approach t
Country: 18.104.22.168, Europe, GB
City: -3.5333 Devon, United Kingdom
These seem to work. My kids take them every day. Lots of kids around them have colds and strep. Before I started my kids on these three years ago, they got tons of colds and tons of strep. Now they don't. Not sure how it works, but it works, and I'm not complaining.
The instructions to set this up and install it take longer to read than the actual installation. Tried it out on our travel trailer (26') and it works perfectly. Also has a "hitch height setting" to remember how high to lift to clear the ball. Don't have to leave the vehicle to see if your rig is level! A must have.


Benoit Mandelbrot died a few days ago (on October 14th) aged 85. He famously discovered the fractal that bears his name.
Recently the search has been on to discover a 3 dimensional form of the fractal that exhibits true fractal detail in all three dimensions.
The following video shows a first quick fly through.
Personally I can’t wait to get my hands on some program that lets the viewer navigate around this wonderous object, play with light sources and colour schemes etc like we can for 2 dimensional fractals.
If like me, fractals have brought you many hours of joy and wonderment, then you might want to join me in raising a glass (or intoxication of your choice) to the late great Benoit tonight! If that honouring involves playing around with XaoS or similar fractal generating software, so be it!


This password protected page contains detailed of our filmed lecture courses and corresponding lecture notes.
This lecture series consists of 7 lectures starting on the 10th January 2017 until the 28th February 2017. Dates of these lectures are listed on our online calendar. Lecture notes can be viewed at the link below.
Listed below are links to the recorded lectures for for the Mathematical Aspects of Gauge Theory course. Please note, the sound failed on the recording for lecture one, but the lecturer has asked us to post this recording along with the relevant lecture notes (see above), so that you can still gain some insight from this first recording.
Lecture 1: 10 January 2017 Please refer to lecture notes as this recording has no sound
This lecture series was recorded at Imperial College London for the London School of Geometry and Number Theory.


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Enquiry from Online Galleries regarding "A Very Rare Early Victorian Ivory and Ebony Revolving Calculating Device"
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Look at what I found on the Online Galleries website!
Initialled ‘JEC’ with Latin inscription ‘Sator Arepo Tenet Opera Rotas’ reading both from left to right, and from top to bottom
Circa 1830 – 1840
Size : 21.5 cm high, 6 cm dia. – 8½ high, 2¼ ins dia.
This exceptional, rare and carefully made instrument is probably a variant on Schott's revolving cylinder based on Napier's bones.
John Napier was the inventor of logaritums in 1614 and invented a method of multiplying and dividing called Napier's rods or bones in 1617. This was an ingenious device for calculating by means of square boxwood or ivory rods with numerical tables on each of their four sides, the counting number at the top and the multiples of that number down their lengths. When aligned against the row of multiples, any multiple of the top number can be read off from right to left by adding the digits in each parallelogram in the appropriate row. Thus multiplication is reduced to addition. Samuel Pepys was much impressed by 'the mighty use of Napiers Bones', in 1667 he records in his diary his intention to purchase a set.
In 1668 Gaspard Schott substituted revolving cylinders for Napier's four sided rods, and much later in 1840 McFarlane invented a more complicated calculating cylinder in Edinburgh.
'ne canst thou be an auditor
or make a true survey
nor make a common reckoning
if number be astray'. Thomas Hylles 1600
|Height||21.50 cm||(8.46 inches)|
|Depth||6.00 cm||(2.36 inches)|


At Cameley Primary School, the intention of our maths curriculum is to create young mathematicians who are confident and aware of their own knowledge. Our ambition is for all children at Cameley Primary School to experience the enjoyment of maths, experience the wonder and variety of problems and applications that the subject presents. We enhance positive attitude towards the subject, ensuring all children understand that they can do maths and that their journey as mathematicians can be long, varied, and exciting.
At Cameley, our maths curriculum is structured around the White Rose framework. This ensures continuity and progression across the school. Our curriculum will provide a variety of concrete, pictorial and abstract representations of mathematical processes to children of all ages.
We aim for all children to be fluent in the fundamentals of mathematics, through varied and frequent practice with increasing complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. At Cameley, maths is delivered daily, including number fact fluency through activities such as: Number Sense, Fluent in 5, Flashback 4, Maths Talk and times table’s challenges at the beginning of maths lessons.
Addition and subtraction calculation policy


STEM! What is it?
What is STEM? You may have heard of it from your child's teacher, an ad for a toy on TV, at TEDx, maybe even at a job or Starbucks! STEM is Science, Technology, Engineering, and Math. People use STEM more often, because our world is being STEMinized! Technology, Science, Math, and Engineering are changing at a rapid pace. Just about all products and things today can cover all the fields of STEM!
A fun name that I like to use for my title, a STEMinst. I have loved STEM for the longest time, and I really try to empower women, making me a feminist. Why don't we just say, I'm a STEMinist!


Senior Data Analyst
Posted on 14-6-2022
Qualification: Bachelor’s degree in Computer science, Engineering, Statistics, or applied math.
Experience: Two years’ minimum on data mining and statistical analysis
Joining Availability: Immediate / Within 2 weeks
An ideal candidate should have: –
- One year of experience with SQL and statistical software packages (Python, R, SAS) is required.
- Experience using business intelligence tools and data frameworks (Power BI, Tableau, Etc.)
- Data warehousing knowledge & Experience in ACL or IDEA preferred.
- Sound knowledge of statistical methods
- Sound knowledge of data analytics tools
- Good knowledge of Microsoft 365 related products
- Able to multitask, prioritize, and manage time effectively.
- Strong math skills.
- Problem-solving aptitude
- Strong Hands-on large scale data analysis/Data engineering experience.
- Ability to learn and adapt to new tools and technologies quickly.


A die is a cube (three-dimensional geometric shape with six square sides) used in many games. A traditional die includes a different amount of dots on each side. The dots represent a value (number) from 1 to 6. The orientation of the dots is standardized so that people can easily recognize the amount of dots (the value) shown on the top. Board games use a die or dice to enter randomness and unpredictability into the game. The die is rolled (thrown) and the side that faces up (towards the sky) is the value used in the game. Die can be used in games to identify how many spaces on a game board a player must move their game piece. Die can also be used in number only games, such as Yahtzee and Craps. Craps is a very popular table gambling game found in many casinos.


Mortgage Calculator by Quicken loans is your apt iPhone app for enabling you tackle every calculative stress in buying a house. Whether you want a purchase payment calculator, or a loan amount calculator, or a refinance payment calculator, or something which could help you in calculating interest rates or term of mortgage, this Mortgage cum purchase payment calculator will help you in receiving all the financial wisdom pertaining to calculations.
You could even calculate your monthly payment for the loan obtained by using the refinance payment calculator, while the interest rate calculator shall help you in determining the optimal interest rate you ought to get for receiving monthly payment on the loan amount remitted by you. On the other hand, if you wish to calculate the value of the loan you can afford to procure, the loan amount calculator shall suffice your need for the same. If you are perplexed about the loan term or the duration you ought to procure the loan for, you could get help from the mortgage term calculator, wherein you could enter the loan amount, interest rate, and monthly payment in determining of the same.
This wonderful app shall also prioritize your calculations, or enable you in saving your favorite calculations by associating it with the icons of your choice or even your favorite photo. As this is a free app from Quicken Loans, you would have to bear with its bare minimal advertising activity, which in my opinion is perfectly alright. That could be the only bad part of this app story, although not exactly.
This app is however filled with much goodness via its easy to use, and quick accessibility features. Five modes of financial calculations can be accurately performed by just one download of this app! What more can you ask for?
Stay tune with us for more details on iPhone Apps and don’t forget to like our Facebook Profile.


I’ve always told my students tales from my life. Sometimes as part of the chitchat of milling around with students before or after class, and occasionally during class if the tale seems to fit in somehow with the lesson. I’ve told students about learning to quilt and knit. I told students about learning to be a cyclist. In teaching my tutor training course I’ve talked about misunderstandings from my own life that illustrate the need to listen carefully and ask questions to be sure you understand the situation.
I also frequently use analogies, both to help my students to learn mathematics, but also to help my students understand what it means to study mathematics. Many people think that math knowledge is developed in a fashion similar to learning to fly, by being sprinkled with pixie dust. That is, they believe that if they are shown how to do math, they will magically be able to do mathematics themselves. So I try to explain that’s like expecting to learn to play the violin by watching someone play 3 days a week, or learning to draw by watching an artist make sketches, or learning to drive by riding in a car. Of course watching an experienced person do a task plays a role in helping to learn the task. But, you won’t learn to do the task yourself until you put in a significant amount of time and effort to practice. I’ve tried many times to get that idea across to my students.
One day the perfect incident happened in my life that led to the perfect analogy.
My youngest daughter is quite stubborn at times. I think she might get that from me. 🙂 When she was 5 years old, and after already attending swim lessons for 2 years, she one day decided that she was done with swim lessons. At the pool that day she literally climbed up my body to try to avoid getting in the pool.
This incident happened just a few days before my students took an exam. The exam had mixed results. Some students who seemed to be understanding the material in class weren’t doing homework on a regular basis and predictably didn’t do well on the exam, or not as well as they could have.
When I returned the exams to the class, I was planning to remind them that homework and practice were important. I started with having them fess-up to studying or not. I wanted them to be honest, so I started by turning my back to the class and asked them to raise their hands if they’d studied for the exam. Then keep their hands raised if they’d studied more than an hour. More than two hours. Then I asked them to raise their hands if they’d done all the homework. I then asked them to all lower their hands. Then I turned around and asked if one of the students would summarize what they’d learned. The student representative said that most of the class studied, but only about half had studied more than two hours and very few had done all their homework.
I started to then go into a speech about how important practice was for learning math. Then I thought that sounded awfully similar to what I’d said to them at the beginning of the quarter. Then I realized they’re just like my daughter, they don’t want to get in the water and swim. So, I told them the story of my youngest daughter clinging to me and refusing to get in the water at swim lessons. I then asked the class if she would ever learn to swim. Then someone in the back of class yelled out “Throw her in the water!” I couldn’t have planted a better response. “Yes she needs to get in the water,” I responded.
I then went on to tell my students that I wasn’t sure what the math pool was or what it looked like, but I was sure that they needed to get in the math pool in order to learn math. I told them that I knew that some of them came to class and didn’t get in the math pool. I could tell because they had out a device that you can’t take in the pool. “Our cell phones?” one of the students replied. “Exactly!” I said. I went on to explain that just like in learning to swim there were going to be times when they felt like they were drowning, but that if they kept on working and asked questions that eventually they would learn the tasks.
After that day many more students submitted homework regularly, and very few had their cell phones out during class. The whole level of commitment to the class, both during class and doing outside of class work seemed to rise. I even heard students occasionally say to another student with a phone out during group time, “hey you can’t have that in the pool.”
This particular tale seemed to work so well that I use it anytime I have a class with a significant number of students that don’t seem to be putting in the time and effort that it will take for them to be successful. I find that it’s not just a good analogy for my students, but good analogy for me as well. I need to make sure that I provide a structure for my students so they’re willing to try thing out that they’re not sure about, that give them that feeling of drowning. But I also need to create a space that makes them feel safe enough to do that. The activities need to be well designed and I need to be sure to identify the good thinking that lead to the wrong answers.
One quarter, Fall 2013, I had a exceptional Math 105 class. They were already sitting together in groups talking about math before I walked into the room. Their attendance rates and homework submission rates were the highest I’ve ever seen. That class created a math pool, even before I got a chance to tell them the story. I’m not sure exactly how it happened, but I think it started the second day of class, when a brave student went to the front of the class to do a problem. About half way through he stopped and looked at me and said he was stuck. I asked the rest of the class if anyone had a suggestion to help him move on. Several gave suggestions, then the class narrowed in on a strategy. I took a step back and they finished the problem together. About half way through the quarter, I still ended up telling this class the story of my daughter not getting in the pool, however in this case I wanted them to know how excited I was that they’d created a math pool all on their own.


If you’re an investor or trader, chances are that you want to see great returns on your investments. One of the most common ways to measure your returns is through the annualized rate of return (ARR) metric. Simply put, this is the percentage returns of your portfolio over a period of time.
In this blog post, we’ll show you how to calculate your own percentage return using two different methods.
The first method is particularly useful to compute returns over many years and uses the following formula:
AP = ((P + G) / P) ^ (1 / n) – 1
P = principal, or initial investment
G = gains or losses
n = number of years
AP = annualized performance rate
For example, assume an investor invested $50,000 into a mutual fund and, four years later, the investment is worth $75,000. This is a $25,000 gain in four years. Thus, the annualized performance is:
ARR = (($50,000 + $25,000) / $50,000) ^ (1/4) – 1
In this example, the annualized performance is 10.67 %.
A $25,000 gain on a $50,000 investment over four years is a 50 percent return. It is inaccurate to say the annualized return is 12.5 percent, or 50 percent divided by four because this does not take into effect compound interest. If reversing the 10.67 percent result to compound over four years, the result is exactly what is expected:
$75,000 = $50,000 x (1 + 10.67%) ^ 4
This method is simpler to use and uses the following formula:
ARR = (Gains / Starting Equity) * 100
For instance, if you started with $10,000 and made $2,000 at year’s end, your return would be 20%.
ARR = (2,000 / 10,000) * 100
By the way, when you open a free account at Trademetria , our system will crunch your numbers and calculate your ARR for you along with 370 other data points.


Thank you to all schools who provided feedback on the initial drafts of Tranche 1 courses during the Phase 3 consultation period.
The course consultation summaries for Tranche 1B courses are now available.
These courses are the final part of Tranche 1B now available for Phase 4 Consultation. Phase 4 Draft Courses include a range of course adjustments informed by feedback. They have also been updated in line with recently published TASC Accreditation policy documentation and following a TASC Health Check as part of the Senior Secondary Accreditation Framework process.
A series of resources have been developed to support you:
- Guidance for Principals to support communication with teachers and leaders of learning at your school are available here.
- A What Do I Need to Know video about Phase 4 consultation
- A List of Tranche 1A and 1B Courses
- An Overview of the Tranche 1B courses
In this Tranche you will notice the addition of Essential Numeracy Level 1 as well as Essential Mathematics Level 1.
Feedback received from Phase 3 stakeholder consultation and through the TASC Health Check indicated support for two Level 1 Mathematics courses to provide pathways from Preliminary Mathematics through to Essential Mathematics courses.
The development and intentions of this course have been endorsed by the Mathematics Learning Area Group and current providers of the Everyday Maths course have been consulted.
Feedback closes at COB on 24 September 2021.


Happy Spring? Even though we are ending our week with snow, spring is in the air. Check out all that's been happening in this week's roundup!
Chittenden East Supervisory Union has canceled all after school activities, late afternoon bus runs and sporting events today.
Students will be dismissed at their regular time.
If your child attends an after-school program such as Live Y'ers or Part 2, the program will be held as usual.
Schools include Smilie Memorial, Brewster-Pierce Memorial, Jericho Elementary, Richmond Elementary, Underhill ID, Underhill Central School, Browns River Middle School, Camels Hump Middle School and Mt. Mansfield Union High School.
The CHMS community participated in International Pi Day on March 14th. Pi (Greek letter “π”) is the symbol used in mathematics to represent a constant—the ratio of the circumference of a circle to its diameter—which is approximately 3.14159. The entire staff and student body were assigned the numbers of Pi….then lined up throughout the building to reflect the actual numbers of Pi. We also celebrated Pi Day with various temporary π tattoos and a lunch of pizza pie and whoopie pies! Check out the video of the students making Pi: https://youtu.be/2_sPBpmZ7vE
Polaris students conducting investigations on Newton's laws, collisions, and force.
Sign up for morning activities here!


Details for Math Tutor Available Jun 14-Jul 1
Math Tutor Available Jun 14-Jul 1, Tuesday through Friday afternoons. Prealgebra, algebra, trigonometry, precalculus/calculus, number theory, combinatorics & probability, linear algebra, other topics welcome. Kids & adults. $50/hr — sliding scale possible. Joan: (360) 233-6548.
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perClass Mira provides an interactive visualization tool that allows us to quickly show bands or band ranges but also results of more complex common equations such as NDVI.
The functionality is configurable in a separate Visualization pannel. As the visualization equations are defined in terms on spectral bands or band ranges, it is useful to place both Visualization and Spectra pannels next to each other, as shown on the screenshot:
The Visualization pannel lists number of common equations at its left side. When an equation is selected, details are shown on the right.
In our example, only a single band or band range is shown. Note, that the band range is represented by a rectangle in the spectral plot.
Equations may have multiple parameters. For example, if we select A/B equation, we will compute ratio of values of the two bands or band ranges per pixel. Parameters may be changed by defining minimum and maximum wavelengths in nanometers or simply by dragging the corresponding rectangles in the spectral plot.


This week is conference week which means early release each day! I look forward to meeting with everyone to discuss your child’s progress in first grade so far.
Tomorrow is the first Count Day for the PTA fundraiser. Please remind your child to give their folder to me first thing in the morning.
We have another Walk to School Day coming up on October 25th. I will be at Porter’s house again. Please meet me there so we can all walk together!
Here is what we have going on this week:
Monday: 1st Dash Count Day
Wednesday: Talent Development w/Mrs. Walker
Friday: 2nd Dash Count Day
Here is what we are learning this week:
Math: We are working on Fact Families/Double Facts.
Science: We will begin our unit on Magnets.
Writing: We will begin our new genre: Informational Writing
Reading: Daily 5 Rotations.


Advanced Econometrics: Microeconometrics
- The course is usually offered in summer semester.
- In addition to the lecture exercises are offered where mathematical problems of the lecture are discussed and solved. It is suggested that students prepare the tasks beforehand.
Times of lectures and exercises can be found on KLIPS2.0
Contents and Goals
Students will learn advanced microeconometric methods for discrete and limited dependend variables in order to analyze the behavior of companies, households and customers based on individual data. These skills will enable the students to conduct their own studies on (micro) econometric questions but will also enable them to understand and question current scientific contributions.
Contents of the module are:
- Estimation of parameters and hypothesis tests of non-linear models
- Binary Selection models
- Multinominal models
- Models for limited dependend variables
- Count Data models
- Linear and non-linear panel models
In computer exercises the students will apply these methods to microeconometric data sets.


Grade children's computer games & activities feature large and easy-to-use navigation buttons as well as voice instructions. Games and activities include.
Intuitive interface powered by handwriting input and a fun and engaging mini game in addition to a regular math trainer mode make our app stand out from the crowd of generic math learning apps. With First grade Math - Addition you can practice and improve the following math skills: - Addition up to 10 - Addition up to 18 - Addition up to 20 - Add a number to a multiple of ten - Add two multiples of ten - Add doubles - Add three numbers up to 10 each - Relate addition and subtraction Choose between two different modes: - Math Trainer - Math Shot mini-game Math Trainer mode helps you to master the math facts, you can solve math problems at you own pace without any time constrain. Math Shot is a math mini-game with fun and engaging game-play and as we all know learning through play and fun is more effective. The game difficulty adapts to player's skills and makes the game suitable for all ages. Math Shot helps students to develop math fact fluency - the result of consistent learning, repetition, and practice.
First Grade Worksheets Subtraction. First Grade Math, Reading, and Spelling Games. Sea Horse Chronicles Mathemorphosis Play for Free on iPad. Zeek Afridi New Songs 2013 Download on this page. Putting Numbers in order from 1-100. Adding and Subtracting to 9. Best Math Friends Ultimate Speed Math Play for Free on iPad. Word Problems in Addition and Subtraction. Scanmaster-elm Elm327 Obd2 Software. AdaptedMind is a customized online math curriculum, problems, and worksheets that will significantly improve your child's math performance, guaranteed.


Sudoku for Kids: 4x4 6x6 9x9 Puzzle Grids, Easy Fun Kids Soduku for Improving Logical Skills. Sudoku Book for Kids, Sudoku Puzzle Books (Paperback)
Sudoku has taken America by storm Now kids can enjoy the puzzle that keeps their parents' minds racing and pencils sharpened.
This edition starts with easy 4 x 4 grids to warm up.
Then young solvers advance to more challenging 6 x 6 grids and finally tradition 9 x 9 sudoku puzzles.
DESIGNED FOR KIDS: Puzzles are specifically designed for kids ages 4-12. Whatever the skill-level, you child will find a compatible level of puzzle inside.
EASY AND FUN: Sudoku puzzles are a proven method for improving logic skills and will benefit a child in other areas such as mathematics and science.
PLENTY OF PUZZLES & SOLUTIONS: This is truly a kid's sudoku book like no other. With 220 puzzles inside, it is guaranteed to provide hours of fun and learning.
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Math Week London
27 June - 1 July 2022
As part of our commitment to make mathematics exciting and high profile in our school, we are participating in Maths Week London from Monday 27 June - Friday 1 July. Maths Week London is a capital-wide project designed to improve attitudes towards mathematics and build children’s confidence.
We have a range of activities planned for our students!
- Number of the Day Starters
- Form Puzzle competition
- A themed Numeracy Form time activity
- Cross Curricular Numeracy
- The website below has lots of fun activities for Reception to Year 6. https://www.mathsontoast.org.uk/maths-week-england/
- This website has some interactive quizzes for the class to take part in: https://www.educationquizzes.com/ks2/maths/
- The nrich website also has puzzles: https://nrich.maths.org/primary
- Purple Maths have also created a number of resources to support all primary aged children which are all based around the Theme of London Maths week: https://www.purplemath.com/