The Fibonacci sequence
5 min reading
Another well-known tool of technical analysis is the Fibonacci sequence. Keep reading to know everything about it.
The Fibonacci sequence
Another well-known tool for successful work that traders use is called the Fibonacci sequence. To date, the idea of Fibonacci sequence theory has gained widespread recognition among technical analysts and has been the subject of numerous studies. It got its name thanks to the 12th-century European mathematician Leonardo of Pisa, better known by the pseudonym Fibonacci. Fibonacci, among other numerous mathematical problems, explored and described this sequence in detail in his work “Liber Abaci”.
What is it?
A Fibonacci sequence is a numerical series in which each successive term is the sum of the previous two. For example: 1,1,2,3,5,8,13,21,34,55,89,… These numbers are related by several interesting relationships: each number is approximately 1,618 times larger than the previous one. The number 1,618 is called the Golden Number or the Golden Section.
How is the Fibonacci sequence used in trading?
This remarkable property of the Fibonacci sequence is reflected in some of the technical tools used in market analysis, as well as on our bit4you platform. The general principle of interpretation of these tools is that when approaching the price of the lines built with them, you should expect changes in the current trend.Several basic levels are most often used in market analysis: 0.0%, 23.6%, 38.2%, 50.0%, 61.8%, 76.4%, 100.0%, 161.8%, 261.8% and 423.6%, the most active of which are 61.8% and 161.8%. The so-called support and resistance levels are powerful tools that should be available to any beginner or an experienced trader. By using Fibonacci Patterns on our platform, you can predict in which direction the market will move.
Most often, to assess the market situation, you can use the grid of Fibonacci levels. It can be made based on the minimum (0%) and maximum (100%) price value. Between these data stretches a grid on which Fibonacci levels are allocated. To properly build Fibonacci devices, it is necessary to correctly choose the main peaks of the schedule: minimum and maximum. Fibonacci levels are located between keys, not randomly selected points. And it is necessary to start from the previous, instead of the further movement. For example, if the price increases, it means that the Fibonacci grid should settle down on the previous descending trajectory. We must always move and analyze from the past to the future, not the other way around.
Thanks to Fibonacci levels, everyone can analyze the rise and fall of asset prices. From the very beginning with their help, you can calculate the levels of support and resistance, as well as approximately determine the scale of the change in the direction of the trend. The price reflected in Fibonacci levels moves according to calculations. For example, if you notice that the price of assets is approaching the level of Fibonacci, then most likely you can predict its reversal. Іn order to trade successfully at Fibonacci levels, it is necessary to capture as much time as possible in the survey, then you will get more meaningful and effective data.
A sequence of Fibonacci numbers is defined by the formula Fn = Fn-1 + Fn-2. That is, the next number is obtained as the sum of the previous two numbers.
The first two numbers are 1, then 2(1+1), then 3(1+2), 5(2+3) and so on: 1, 1, 2, 3, 5, 8, 13, 21….


Do you have what it takes to work in outer space? We’re having a Math Adventure night at Woodridge Elementary on May 20, 2022 and the theme is Star Base Alpha. Students will join the crew, travel to other planets, and possibly meet aliens. Along the way, they’ll solve math puzzles and revealing clues that will help them keep the base running smoothly!
Math Adventure events are non-competitive, team-based math nights that uniquely blend math puzzles, theater, and rewards – making mathfun. Kids collaborate to solve puzzles, revealing clues that lead to adventures and more puzzles.
Register by Friday, May 13th!
You and your team are off to explore outer space. Your math puzzles open the doors to adventure. Show everyone you have the right stuff! 1. Use the link below and sign up as a team of 3 to 5 students (ideally 4 students)! It is recommended each team member be in the same grade. 2. If you don't have a team, no problem. Sign up and you will be assigned to a team. 3. Make sure to have a Team Coach (adult)!
Register as an individual or a team by Friday, May 13th Scan the QR code below or go to: https://tinyurl.com/394cersf


In his book Does God Play Dice?, mathematician Ian Stewart describes how iteration of a very simple equation can produce an extremely complex chaotic output . (See the notes for an explanation of what iteration means).
For example, if you iterate x2-1, with a starting value of x0=0.54321 (try this in the applet by entering k=1 and then hitting the Enter key), you get a cyclic output that oscillates regularly between 0 and -1. However if you do the same thing with 2x2-1 (in the applet, enter k=2 and then hit the Enter key), you'll find that the resulting output doesn't seem to follow any kind of pattern, and in fact looks random. You can use the < and > buttons to explore how the output continues to the right and left, and see for yourself that it never seems to settle down into any kind of regular behaviour.
Another interesting thing to try with 2x2-1 is to change the starting value of x ever so slightly, say by setting it to 0.543211 instead of 0.54321. You'll see that a tiny change in the starting value produces a completely different output.
Ian Stewart suggests many other fascinating possibilities. If you put k=1.4 you get a complicated cycle through thirty two different values. Chaos sets in around k=1.5. After that, it seems that the bigger you make k, the more chaotic things get... or do they? At k=1.74 you see well-developed chaos, but k=1.75 unexpectedly settles down into an orderly cycle.
Out of chaos emerges pattern. The two are inextricably related. Go to the applet and see for yourself.
This applet iterates kx2-1 for any choice of k and starting value of x. Type your chosen values into the text boxes, then hit the Enter key or click the Iterate button to plot the graph.
The graph and list display the results of 300
iterations starting from the
show from value. To see the next 300 iterations just click the > button, and conversely click < to view the previous 300 iterations. You can also type in your choice of
show from value.
Clicking on an item in the result list highlights the corresponding point on the graph and, conversely, clicking on a point of the graph will select the corresponding item in the list. Use the Up and Down arrow keys to scroll through the values in the result list, higlighting the corresponding point on the graph each time.
This applet implements an exercise suggested in the book: Does God Play Dice? The New Mathematics of Chaos - by Ian Stewart.
Other mathematical applets you might like to try on this site are Conway's Game of Life - the classic simulation with something extra (the cells gradually change colour as they grow older). And for another, less frequently implemented cellular automaton, check out Langton's Ant .
Iteration means doing the same thing over and over again.
Suppose you want to iterate the operation x2.
You have to start somewhere, so you might choose an initial value:
x0= 2. Plug this value into the original equation and you get: 22 = 4 .
Let this answer be your new value of x : x1= 4.
Plug the new value of x back into the equation to get the next answer: x2= 42 = 16 .
Continue plugging the answers back into the equation and you'll get:
x3= 162 = 256
x4= 2562 = 65536
x5= 655362 = 4294967296
... and so on. Clearly this particular iteration is going to shoot off toward infinity pretty quickly, but there are others which do more interesting things. Go back to the Description to read about them.


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#42: How Do I Spiral My Math Standards Without Spiralling Out Of Control! [Part 2 of A Math Mentoring Moment]
This week Michael Rubin from our Math Mentoring Moment Episode #40 is back to continue the conversation from proceeding vs. pivoting to organizing his course content. Yes, this episode packs in a great conversation about Spiralling your math standards WITHOUT spiralling out of control.
If you haven’t yet listened to episode #40, be sure to STOP - and GO LISTEN NOW! If you already HAVE listened, then let’s pick up the conversation where we left off and pivot the conversation into a deep dive around spiralling Michael’s math course for the very first time. You’ll grab some great value bombs from this episode…
Let’s get ready to talk SPIRALLING your math curriculum!
Show notes: https://makemathmoments.com/episode42
|Sep 16, 2019|
#41 - Math Gals: An Interview With Chrissy Newell
In this episode we speak to Chrissy Newell, a math projects coordinator from California who has been leading the #MathGals movement. We chat with Chrissy about how we can raise awareness to underrepresented women in the field of mathematics and also what we can do to empower girls in math class so they can thrive while they have a sense of belonging.
Stick around while Chrissy shares three action items for you to implement in your classroom!
Show Notes: https://makemathmoments.com/episode41
|Sep 09, 2019|
#40: How Do I Know When To Proceed Or Pivot My Plan? [Math Mentoring Moment]
This week we speak with Michael Rubin, a Math Moment Maker who has been diving into a TON of Math Professional Learning over the past year as he gears up to make a return to the math classroom. Join in on the conversation as Michael shares his recent successes learning from the many math educators sharing online, our weekly tasks/tips/tools weekly email, as well as some epiphanies he’s had since taking our Online Workshop recently.
Show Notes: https://makemathmoments.com/episode40
|Sep 02, 2019|
#39: Everyone Can Learn Math: An Interview with Alice Aspinall
We are excited to bring you this episode with Alice Aspinall, author of the children’s book Everyone Can learn Math. Alice is a high school math teacher here in the Windsor Ontario area. We chat with Alice about how her book is helping families change the way they talk about math at home.
Show Notes: https://makemathmoments.com/episode39
|Aug 26, 2019|
#38: How to Move Beyond Answer Getting. A Math Mentoring Moment
In this Math Mentoring Moment episode we speak with a year 1 (first grade) teacher Sierra Classen in her second year of teaching from Melbourne, Australia. Listen in as we work through this common struggle we have all faced - either currently or in the past - related to students hyper focusing on answer getting over process.
Show Notes: https://makemathmoments.com/episode38
|Aug 19, 2019|
#37 Hook, Line, & Sinker: An Interview with John Rowe
This week we speak with an Aussie John Rowe. John is a Math Coach from Adelaide Australia he’s put together a great resource for you on tasks for the math class and he’s also a Demsos wizard! Listen in as John shares his 5-day professional development plan for teachers, why he thinks Twitter is one of the most useful professional development sources we can have, and how to use his Hook, Line & Sinker framework in your classroom.
Show Notes: https://makemathmoments.com/episode37
|Aug 12, 2019|
#36: How To Start The School Year Off Right
Summer vacation is soon coming to a close. If you’re like us, you've been thinking about that first day for that last week or so. You’ve prepared activities, organized classrooms, laminated everything you can get our hands on, and scrounged the internet for the best deal on dry-erase markers. School is back in and we want to dedicate this episode to the first day of class.
We’re sharing our go-to activities and strategies to start the school year off right so you can help inspire curiosity, build trust & support, and paint students a picture of what class will look like regularly.
What You’ll Learn:
Show notes: https://makemathmoments.com/episode36
|Aug 05, 2019|
#35: Visible Learning: An Interview with John Hattie
This week we speak with John Hattie, a co-author of the Visible Learning Book series which has been a foundation for effective teaching practice and change for so many districts across the world. We chat with John about the research into good learning strategies, how he conducted his research and how he uses effect size to compare teaching & learning strategies. We learn about the difference between surface learning, deep learning, and transfer learning, and what is the difference between focusing questions and funneling questions.
Show Notes: https://makemathmoments.com/episode35
|Jul 29, 2019|
#34: Step Into STEAM: An Interview With Sarah Bush
This week we chat with Sarah Bush, an Associate Professor of K-12 STEM Education University of Central, she’s on the Board of Directors for the National Council of Teachers of Mathematics and she’s co-authored the book Step Into STEAM. We sat down with sarah to get the inside scoop on what steam is, how it looks in real classrooms, why we should be considering this approach and how we can get started.
Show notes: https://makemathmoments.com/episode34
|Jul 22, 2019|
#33 The 5 Practices: An Interview with Peg Smith
We want to welcome NCTM Lifetime Achievement Award Recipient and co-author of one of the books we reference MOST OFTEN on this podcast: 5 Practices for Orchestrating Productive Mathematical Discussions The wonderful Dr. Peg Smith.
Listen in as we take a deep dive to unpack ALL 5 Practices AND you’ll hear from Peg about the other TWO practices that she often references, Why the 5 Practices are your roadmap to implementing high level tasks, How you can use assessing questions and advancing questions, and How to get STARTED with the 5 practices.
Show Notes: https://makemathmoments.com/episode33
|Jul 15, 2019|
#32 The Formative Five: An Interview with Skip Fennell
In this episode we speak with Skip Fennell, math teacher, principal, A Maryland Council of Teachers of Mathematics' Educator of the Year , Past NCTM President, He's also the author of dozens of articles and books and is a coauthor of the book The Formative Five.
We chat with Skip about all things formative assessment. He shares with you 5 formative assessment strategies that will ensure you’re making math moments that matter!
Join us as we dive into a great discussion with a contagiously passionate math educator at heart, Skip Fennell.
Show Notes: https://makemathmoments.com/episode32
|Jul 08, 2019|
#31 Daily Routines to Jump-Start Math Class: An Interview with John SanGiovanni
We chat with John SanGIovanni - a Math Supervisor from Baltimore and Author of the book series Daily Routines To Jump-Start Math Class. In this episode John shares why your traditional warm up / bell ringer activities need to change, how to build number sense at any grade level and save time doing it, why traditional homework take-up doesn’t work, how to avoid creating math sheep! And you’ll walk away with 5 Specific Routine Activities to jump start your day.
Show Notes: https://makemathmoments.com/episode31
|Jul 01, 2019|
#30: The Most Effective PD You’re Not Doing
Join us on Episode 30 of the Making Math Moments That Matter Podcast as we welcome Gabrielle Mejia and Jedidiah Butler as we take a deep dive into the Most Effective PD You’re Not Doing: Lesson Study. Sure, many of us have had an opportunity through a district-led initiative or grant to possibly engage in this type of learning, but was it a “one-and-done” experience that is no longer happening in your building?
Listen in as Gabrielle and Jed share what Lesson Study means to them, why they think it is worthwhile to do AS OFTEN AS POSSIBLE, and they debunk some common myths and challenges one might encounter as you look to build this highly impactful professional learning structure into your department, school, or district.
Show notes: https://makemathmoments.com/episode30
|Jun 24, 2019|
#29: Concept-Based Mathematics: An interview With Jennifer Chang Wathall
In this episode, we’ll dive into a great conversation about shifting mathematics teaching from what many of us remember from our K-12 learning journey to a more progressive, inquiry approach to teaching mathematics conceptually. In particular, we’ll discuss with Jennifer Chang-Wathall how to be brave in your classroom to make necessary changes to promote student understanding, unpacking what teaching conceptually really means, and how we can ensure that students still learn the necessary facts and skills alongside conceptual understanding.
Show Notes: https://makemathmoments.com/episode29
|Jun 17, 2019|
#28: How to Align Assessment with Teaching? A Math Mentoring Moment with Nathan Vaillancourt
In this episode we speak with another Math Moment Maker who reached out to us for a Math Mentoring Moment Episode. Nathan Vaillancourt, a jack of all trades teacher talks to us today about how he can change the way he assess his students.
Show notes: http://makemathmoments.com/episode28
|Jun 10, 2019|
#27 Building Number Sense With Estimation 180: An interview with Andrew Stadel
In this episode, we’ll dive into a great conversation about Andrew Stadel’s math teaching journey, where he came up with the idea to create the math class favourite resource, Estimation180.com and how we can maximize the use of this resource to build number sense in our students and promote mathematical discourse in our classrooms everyday.
Show notes: https://makemathmoments.com/episode27
|Jun 03, 2019|
#26 How To Overcome A Common Math Myth From K Through College
In this episode you’ll get to spend some time with Jon and I as we share the story of a recent school walk-through that we participated in recently while attending a conference. The story leads into a common math teaching myth about how we prepare our students for the next grade level.
Show Notes: https://makemathmoments.com/episode26
|May 27, 2019|
#25 How Do I Avoid Lesson Flops? [Math Mentoring Moment]
In this math mentoring moment you’ll meet Carol Edlin, a travel bug who entered teaching with a business degree, slowly but surely began teaching math courses. What is she to do when your background is not mathematics and you’re trying to make math moments that matter for all of your students? Stick around while Carol shows some vulnerability when discussing her lessons flops and we’ll whittle away and reveal her real struggle.
Show Notes: https://makemathmoments.com/episode25
|May 20, 2019|
#24 Landscapes of Learning : An Interview With Cathy Fosnot
On episode 24, we welcome the Queen of Context for Learning Mathematics, Cathy Fosnot! We are so excited for our Math Moment Maker Community to dig into this great episode with a Champion of Fuelling Sense Making in Math Class as she will share her mathematics journey - including some discriminatory barriers that she had to overcome along the way. Get “hooked” into an intriguing conversation with a game changer in mathematics education who is constantly helping the mathematics education community to mathematize VERTICALLY upwards, Cathy Fosnot.
Show notes: https://makemathmoments.com/episode24
|May 13, 2019|
#23: They’re Engaged, NOW WHAT!? A Math Mentoring Moment.
In this Math Mentoring Moment episode, you’ll meet Bill Zbozny Del Percio, a Grade 3 teacher from Pittsburgh, Pennsylvania who always felt drawn to teaching, but feels like he’s struggling to squeeze as much mathematical thinking out of each task as possible.
Having built familiarity and confidence in sparking curiosity through 3 Act Math Tasks and delivering other rich tasks that leverage the natural curiosity of his students, Bill is seeking support from the Math Moment Maker Community to determine how he can best Fuel Sense Making on a daily basis.
Some common struggles when teaching area and perimeter including which we should teach first;
How knowing the learning goal is so important;
Explore how we might select worthwhile tasks to elicit mathematical thinking;
Learn about efficiency and the fact that what is a fission for one student is not the same for all students;
How we might approach pushing our students to be more clever with their mathematical strategies and thinking;
Strategies to ensure we are anticipating how students at various levels of readiness might approach the task;
How understanding how mathematics develops conceptually can help to fuel sense making for all students to move them along with the developmental continuum at their level.
Show Notes: https://makemathmoments.com/episode23
|May 06, 2019|
#22: Common Math Class Challenges and How We Can Overcome Them.
In this Jon & Kyle only episode we’ll introduce math classroom challenges that we’ve heard from educators we’ve talked to in person, educators that have emailed us, and also Math Moment Makers who filled out filled out some of of our surveys and how we can work toward fixing those challenges.
The Making Math Moments Academy
|Apr 29, 2019|
#21 The Thinking Classroom: An interview with Peter Liljedahl
In this Math Moment Interview, we talk with Dr. Peter Liljedahl, Professor of mathematics education at Simon Fraser University who has been researching ways to get students to become resilient problem solvers through ideas such as using vertical non-permanent surfaces, visible random groupings, selecting tasks with evolving complexity, and much more...He calls his work The Thinking Classroom.
What you will learn:
Show notes: http://makemathmoments.com/episode21
|Apr 22, 2019|
#20 Restoring Balance In Your Life: A Math Mentoring Moment with LISA GEGGIE
We speak with Lisa Geggie, a teacher of 24 years and self proclaimed perfectionist. and a brave, caring human being. Lisa, like many of us, spends countless hours of after school time, weekends, and evenings planning her lessons and activities for her students benefit…..She’s been eating, breathing, and sleeping math lessons and...She wants to desperately know how to help her students and GET HER LIFE BACK! Listen in as we help her realize she has the tools herself to address this big issue.
Show Notes: http://makemathmoments.com/episode20
|Apr 15, 2019|
#19 Four Strategies to Help Students START Problems & Stick With Them
One of the biggest challenges WE teachers have right now is helping kids not give up when problem solving in math class. It troubles us when students are working on problems that are slightly different from classroom examples and they either SHUT DOWN, or quickly raise their hands and say, “I don’t know what to do!”
In this episode we share the audio recording of a webinar we ran in January 2019 to help address those exact issues.
Show Notes: http://makemathmoments.com/episode19
|Apr 08, 2019|
#18 How To Make Math Irresistible: An interview with Raj Shah
We chat with Dr. Raj Shah from Math Plus Academy about how how to harness the elements of video games that make them so addictive and how we can apply them to our math classes. We chat about how to build a culture of discussion, creativity and problem solving in our classrooms, and we also chat about how to use the power of mystery to engage our students.
Show Notes: http://makemathmoments.com/episode18
|Apr 01, 2019|
#17 From Learning To Action: A Math Mentoring Moment With Matthew Makuch
On today’s show, we’re bringing on Matt Makuch from Victoria, British Columbia to share his mathematics professional learning journey thus far. Matt shares some of the influencers who inspired him initially to begin thinking differently about teaching his math class including Marcy Cook, Kim Sutton, and Sherry Perrish. He also shares how he took the plunge to take his professional learning to the next level when he joined our Making Math Moments That Matter Online Workshop.
In particular, he’ll share his progress thus far incorporating the Notice and Wonder routine, how he is now better mathematizing the world around him to incorporate into his mathematics learning environment, and his early attempts at spiralling the mathematics curriculum.
Show Notes: http://makemathmoments.com/episode17
|Mar 25, 2019|
#16: How To Create Authentic Conversations In Math Class: An Interview with Marian Small
Join us while we chat with the great Marian Small. For us, Marian has been a rock and a foundation for how we’ve changed our teaching practice! She’s an author, math education influencer, and Open question guru! In this discussion we talk with Marian about the origin story of open questions, how open questions compare to open middle problems, and how being more intentional with big ideas versus specific skills is more beneficial for student learning.
Show Notes: http://makemathmoments.com/episode16
|Mar 18, 2019|
#15: How to get the most out of the conferences you attend
Conference season is just around the corner for us at the time of this recording. We attend various conferences throughout the year and a big question that we always have is, “Is this going to be worth it?” In episode 15 we want to give you 5 TIPS on how to get the most out of the conferences you attend and also what can you do if you can’t attend a conference this year.
Show Notes: http://makemathmoments.com/episode15
What You'll Learn:
|Mar 11, 2019|
#14 : Pi Of Life: An interview with Sunil Singh
We’re bringing on a colleague, friend, and fellow Ontarian from the math education world. He’s the author of Pi of Life and his soon to be released book, Math Recess, an international keynote speaker and a part of the BuzzMath team. We talk about the simplicity of mathematics, how learning mathematics should be more like the preparation of a fantastic meal rather than just serving up the final finished dish, and finally, Sunil gives us some suggestions for how we can teach effectively.
Show notes: http://makemathmoments.com/episode14
|Mar 04, 2019|
#13 : Where Assessment & Practice fit in Curiosity Sparked Lessons: A Math Mentoring Moment with Sam Brotherton.
In episode 13 you’ll listen to Sam Brotherton, a teacher from St. Louis Missouri. Sam’s been teaching for 5 years and we chat with him on this Math Mentoring Moment episode of the Making Math Moments that Matter Podcast about struggling with the idea of where assessments fit in his routines. Sam’s been teaching with 3-act math lessons, desmos activities, and a variety of other great resources he’s gathered from the math community but he’s noticing, much like we did early on, that when it comes to standardized tests, or those word problems from the textbook his students aren’t performing any better.
Show Notes: http://makemathmoments.com/episode13
|Feb 25, 2019|
#12 How Do I Make Memorable Math Moments AND Cover The Curriculum?
In episode 12 Jon & Kyle address questions like: how to create a collaborative approach to teaching math AND cover curriculum standards? How to build resilient problem solver? How do I decide to adjust my unit plans when not all students have made connections during my lesson? They walk you through what planning looks like before a lesson, during a lesson, and after a lesson to ensure we cover our curriculum while making math moments that matter.
Show Notes: http://makemathmoments.com/episode12
|Feb 18, 2019|
#11 Play is the Engine of Learning: An Interview With Dan Finkel
Episode #11: PLAY IS THE ENGINE OF LEARNING: An Interview With Dan Finkel
Show notes page: http://makemathmoments.com/episode11
Play is the engine of learning, that’s the mission of Dan Finkel and his team at MathForLove.com. Over the next 60 minutes, we’ll dive into Dan’s story about how he fell in love with math and in particular, teaching with games in the math classroom, he’ll give us some background behind his extremely popular TED Talk on the 5 principles of extraordinary math teaching and he’ll give us 3 things he looks for when selecting games for use in the math classroom.
Ted Ed Riddle - NIM
|Feb 11, 2019|
#10: Mathematical Mindsets: An Interview With Dr. Jo Boaler
Our conversation begins with Jo sharing some of her memorable moments from math class followed by a rich discussion about the importance of thinking deeply to communicate mathematical understanding, ideas for differentiation in the math classroom, teaching through task, and much more!
Get ready to grow your brain with a variety of amazing mathematical ideas for your classroom.
Show notes and resources: http://makemathmoments.com/episode10
Making Math Moments That Matter Online Workshop http://makemathmoments.com/onlineworkshop
|Feb 04, 2019|
#9: Planning with Intentionality: A Math Mentoring Moment with Kirsten Dyck
In Episode 9 of the Making Math Moments That Matter Podcast we have another Mentoring Moment episode coming your way with Kirsten Dyck, a grade 7/8/9 math teacher in rural Saskatchewan. Kirsten is working though how to bring out effective learning goals in all the great lesson ideas she’s already using. Listen in as we welcome Kirsten to the podcast and we all put our minds together to work through this very common challenge we all experience across the grades.
Show notes page http://makemathmoments.com/episode9
With so many resources available to us in the 21st Century, it can be really challenging to determine which resources I should use for what lessons. How can I fit them all in? Never fear, in this Math Mentoring Moment, we dive deep into how to plan your lessons with intentionality to ensure that you are selecting the most appropriate resources for the learning goal you have set out to achieve. Get ready to hear more about 3 Act Math Tasks, Number Talks, Vertical Non-Permanent Surfaces (VNPS), and even the 5 Practices for Orchestrating Productive Discussions in Mathematics.
|Jan 28, 2019|
#8: How We Can Redesign Success in Our Classrooms (and why we should). A Math Mentoring Moment with Katrien Vance.
In this episode we talk to Katrien Vance who is a veteran teacher that set a total different approach to give her students a sense of direction and help them stay focused. We outline why she did it, how she did it, and how it all worked out for the students.
Show notes page: http://makemathmoments.com/episode8
LEARN MORE about our online workshop: Making Math Moments That Matter. http://makemathmoments.com/onlineworkshop
Register for our FREE WEBINAR: 4 Strategies to help students START math problems and STICK with them. http://makemathmoments.com/webinar (Registration closes January 25, 2019 at noon EST)
|Jan 21, 2019|
#7: Routines, Curiosity, and Assessment: A Math Mentoring Moment with Sarah-Jane Wells
In episode 7, Kyle Pearce and Jon Orr talk with Making Math Moments That Matter online workshop participant, Sarah-Jane Wells about realizing her personal privilege has affected her teaching habits, how she’s been working on Sparking curiosity consistently to get kids engaged and keep them on task… and a BIG can of worms was opened when the conversation moved into assessment, evaluation and the role of descriptive feedback.
Show notes page http://makemathmoments.com/episode7
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|Jan 14, 2019|
#6: Looking for Joy in Mathematics Joy: An Interview with James Tanton
This week we interview the great James Tanton. Author, curriculum writer, speaker, creator of Exploding Dots and spreader of joyous mathematics! We bet that you’ll find yourself smiling as you listen to James’ enthusiasm for joyous mathematics.
Show Notes: makemathmoments.com/episode6
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|Jan 07, 2019|
#5: Too Many Resources and Too Little Time - A Math Mentoring Moment with Nicole Martin
In our first Mentoring Moments episode we chat with Nicole Martin, a 3rd/4th grade math teacher in Las Vegas Nevada. Nicole was struggling with how to structure her math lessons in a way that is engaging yet meaningful when she has so many great resources she’s found online. Nicole shares with us how after finding so many great math resources online such as 3 act math tasks, estimation 180 and more, she struggles to organize her math block to include these resources with intentionality on an ongoing basis. Listen in as we hear Nicole’s story and the tips we give her to try out in her classroom.
Show notes can be found at http://makemathmoments.com/episode5
Be sure to hit SUBSCRIBE and take a moment to rate / review the podcast!
Listen in as we dive into Session #5!
|Dec 31, 2018|
#4: 3 Moves That Ignite Teacher Action
In this episode, Kyle Pearce and Jon Orr share 3 moves to ignite TEACHER action in the classroom so you can spark curiosity and fuel sense making in your students. We outline how we’ve used these moves in our classrooms to make significant learning gains with our students and give you valuable tips on so you can incorporate these moves regularly classroom.
Specifically, you’ll learn:
Resources discussed and shared in the show notes:
Access the show notes here:
|Dec 24, 2018|
#3: Fuel Sense Making With Our 4 Go-To Tools
Join Kyle Pearce from TapIntoTeenMinds.com and Jon Orr from MrOrr-IsAGeek.com as they take a dive into the Making Math Moments That Matter 3-Part Framework! In episode 3, they unpack 4 “Go-To” Tools for Fuelling Sense Making in math class.
What are you waiting for? Fire up the episode!
Looking for resources from this episode? Check out the show notes here: http://makemathmoments.com/episode3
Want to take a deeper dive into the 3-part framework? Check out the FREE 4-Part Video Series here: http://makemathmoments.com/lesson1
|Dec 15, 2018|
#2: Sparking Curiosity With The Curiosity Path
Join Kyle Pearce from TapIntoTeenMinds.com and Jon Orr from MrOrr-IsAGeek.com as they take a dive into the Making Math Moments That Matter 3-Part Framework! In episode 2, they dive into the first part: Sparking Curiosity and highlight one of their favourite curiosity sparking strategies called the Curiosity Path.
What are you waiting for? Fire up the episode!
Looking for resources from this episode? Check out the show notes here:
Want to take a deeper dive into the 3-part framework? Check out the FREE 4-Part Video Series here:
|Dec 15, 2018|
#1: Welcome To The Making Math Moments That Matter Podcast!
Wondering how to create a classroom culture where students don't want to stop exploring mathematics when the bell rings? Join Kyle Pearce from TapIntoTeenMinds.com and Jon Orr from MrOrr-IsAGeek.com as they team up for EPISODE #1 to uncover how we can Make Math Moments That Matter for every student in the math classroom from Kindergarten through Grade 12. Discover how you can build easy to plan and fun to deliver math lessons that kids will not only love, but also learn from using the Making Math Moments That Matter 3-Part Framework. Get ready to learn as we interview math education influencers, engage in coaching calls with mathematics educators from around the world, and take deep dives into assessment, differentiation, student behaviour, engagement, problem solving, math fact fluency, and many other common teacher challenges as we strive to Make Math Moments That Matter. Let’s learn how we can meet the needs of every learner in all classrooms regardless of student readiness together!
Show notes from this episode can be found at http://makemathmoments.com/episode1
|Dec 15, 2018|


As you might remember I was quite disillusioned last week! I got some wonderful responses to my post which I took a lot of time to think about & we were away after that so I had almost a week to think more (& if you were someone who left me one I am sorry not to have responded but I was heeding your words).
Yes, 2 hours is a long time. Too much to jump straight into me thinks now. Got to work up to it. I know that the 'ideal' Montessori work cycle is 3 hours but we will go more slowly. I did have the boys out running about before we started last week & this week we spent about an hour riding bikes before coming in, having a snack and starting... and for whatever reason things just worked more smoothly. No one tried to escape! ;) LOL. We probably worked for 1 hour and 15 minutes together before going off to create morning tea together.
I realised that I need to 'grab' their attention a little more, instead of expecting them to choose something right away. So I need to start with a lesson that they'll like.
I had just read about the 'Memory Game of Numbers' game (the closet thing I found to link to it is here at My Montessori Journey and it's mentioned here again by Meg at Sew Liberated who's lesson I am actually following) so we started with this. Basically, you write the numbers 1 through 9 on slips of paper which you then fold up & put in a bowl or drawstring bag. Each person takes a turn at choosing a number & keeping it secret to themselves. Eg. If Hug draws a 4 he reads it but doesn't tell me what it is but I ask him to go & get that many shells. He returns with 4 shells and puts them aside with his mystery number and I choose a number & say I'll go & get that many spoons (for example). When all of the numbers had been chosen & items collected we laid them out in order. I would ask "Who has the 3?" or "who has the number that comes next?" etc. until we had everything out. It was a lot of fun! Lovely doesn't recognise the number symbols yet but it's a good introduction of the concept to him & with my help & a few whispers he was able to play with us.
Lovely also did some work with our cylinder blocks (not official Montessori ones but they're really nice anyway) and Hug worked with a patterning game before teaching Lovely some finger-game songs. It was sweet :)
What a difference a week makes. If anything this has been a really interesting week for me & I've realised that I want to get organised & really follow through with the correct sequencing of the Montessori work. That's were I'm at now. In lots of ways I came to realise too that I wasn't challenging Hug enough. He's ready to move on with the Maths work so now I've been creating the Tens & Teens Boards... more on that to come! Here's a teaser from our work today!


Robotics Competition for High School Students
July 21, 2011 12:12 pm
PTC and NRB Bearing in partnership with FIRST (For Inspiration and Recognition of Science and Technology) and Techtronics Education launch the second FIRST Tech Challenge (FTC) in India, a mid level robotics competition targeted towards high school students. The competition is being organised to cultivate interest and to improve skills in science, technology, engineering and mathematics (STEM) at the school level. It allows participants to implement the theories learnt in classrooms to solve practical engineering problems.


Abstract Shapes from Representational Imagery
February 10, 2009
If you are looking for ways to come up with unique geometric and organic shapes for your 105 problems, try looking to representational imagery as a means to create compelling abstract shape relationships.
Check out these examples of how you can take a representational illustration of a butterfly and abstract it into various shape and/or line relationships.
One Way to Abstract Representational Images…
Find a photograph (or other image) that has a variety of interesting shapes. For a hands on approach, lay tracing paper over the top of the photograph and draw different shapes that you see in the image. Or, at the computer, copy the image into Illustrator and use the pen and/or pencil tool to trace shapes on top of the original image.
Organic images can lead to geometric shapes, too (and vice versa)…
Use your found shapes as they are, or use these methods to come up with starter shapes that can be further modified for your 105 compositions. Happy shape making!


In school we learn that A+B=C
That means 1+2=3
This is logical. Mostly, because it is. You can exchange the letters for any two different numbers and you will always get a third number as the result.
1+2 will always be 3. It will never be 1 or 2.
Up until a certain point in school, math is easy. It makes sense. It is, as I said before, logical. I like when things are like that. It makes it easier to understand and explain.
Until feelings come in. Suddenly it seems that A+B doesn´t have to be C.
My math teacher liked to tell us that we need math for our daily life. Of course we do. But in every situation?
Me + a man can equal a relationship (A+B=C), but it can also equal me being alone (A+B=A) or him (A+B=B). It can also be A+B=D, because someone else is involved or the relationship is not a “regular” kind.
When you keep on thinking who else might be involved, how the relationship works or what it is that you want from the relationship, it starts getting complicated, just like math at some point did.
A+B= whatever you make of it and whatever makes you happy.


Maths - Our Journey Towards Mastery
Southroyd Primary School Mathematics Visions and Aims – Our Journey Towards Mastery
At Southroyd Primary School we aim to empower our children to foster a growth mindset with a ‘Can do’ attitude in mathematics. We encourage children to develop their knowledge and understanding of mathematics and aim for all pupils to enjoy and achieve in mathematics and become confident, able mathematicians.
We aim that all pupils:
· Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
· Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including real-life scenarios and in more unfamiliar contexts.
· Can reason mathematically by following a line of enquiry; develop the ability to work systematically and develop and present a justification, argument or proof using mathematical language.
Here at Southroyd we aim to support pupils to work mathematically, reason and problem solve in all lessons. Teachers will use a very wide range of teaching strategies to stimulate all pupils’ active participation in their learning together with innovative and imaginative resources, including practical activities and, where appropriate, the outdoor environment.
To aid fluency each class runs a Maths Olympics session three times a week .Targets from these sessions are taken from KIRFS(Known Instant Recall Facts) Through practical tasks and board games children become more confident and have a firmer grasp of key number facts. These sessions are further supported by our Out Of This World Passport scheme which lets parents work in partnership with school to help their child secure times tables knowledge. Mathletics is an ICT web based programme which is also widely used across school, certificates are routinely celebrated and differentiated learning tasks are set . Mathletics lunchtime clubs continue to be popular with pupils.
We believe that ability within Mathematics is not fixed. We are developing the mindsets of children and adults alike to develop a growth mindset (Carol Dweck 2017) and a ‘can do’ attitude towards mathematics. We believe that through quality first teaching and intelligent practice; children learning together and immediate intervention that all children have the potential to ‘go deeper’ and broaden their understanding of mathematical concepts. Implementing effective talk strategies are at the core of what we do to allow children to develop as mathematicians.
Our definition of mastery: At Southroyd Primary School we have a core set of principles and beliefs for achieving mastery in mathematics. This includes a belief that all pupils are capable of understanding and doing mathematics. Pupils are neither ‘born with the maths gene’ or ‘just no good at maths’. With good teaching, appropriate resources , effort and a ‘can do’ attitude all children can achieve and enjoy mathematics.
Mastery is not just being able to memorise key facts and procedures and to answer test questions accurately and quickly. Mastery involves knowing why as well as knowing that and knowing how. It means being able to use one another’s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations.
For all maths concepts, teachers need to ensure that children are challenged through being offered rich and sophisticated problems. After developing fluency, children need to show that they can apply their knowledge in mathematics and then move on even further to prove they have mastered the concept.
Our Mathematics in Mastery Curriculum:
From Early Years to year 6 we have developed our curriculum to allow teachers and learners to achieve a secure and deep understanding of each mathematical concept. It is designed to give us the opportunity to address key points individually, ensure that children have a secure and deep understanding of those points, before offering the opportunity to ‘go deeper’ within them. In Early Years we are adopting a mastery approach whereby children explore counting, sorting and pattern making in a wide range of contexts – exploring maths through talk and play will underpin their learning.
Mastery teaching and learning: In every mathematics lesson you will see:
· Quality first teaching, tailored to meet the needs of the learners in each class, and immediate intervention to address gaps on learning where necessary,
· Resilient learners with growth mindsets and a ‘we can’ attitude to maths, whatever their previous level of attainment,
· Teachers using high quality questioning to explore children’s understanding and develop it further,
· Teachers making use of misconceptions to further understanding of key concepts,
· Teachers using a range of methods to explore key mathematical concepts, appeal to pupils’ different styles of learning, employing concrete, pictorial and abstract representations of mathematical concepts,
· ‘Top talk’ strategies at the core of our teaching strategies,
· Learners being given the opportunity, through careful planning, to ‘linger longer’ on and ‘go deeper’ in mathematical concepts,
· Pupils learning together,
· Development of fluency, problem solving and reasoning.
Planning, learning and teaching:
Southroyd Primary School follows a lesson style of concrete-pictorial-abstract using the White Rose Maths Hub as our long, and medium term planning guide. Teachers ensure that weekly planning includes reasoning and problem solving as well as fluency. We ensure that reasoning is at the core of every lesson – the children know that they need to explain why their answer is correct and how they worked it out. After we are certain that they have truly mastered a concept, the children then apply their knowledge to problem solving activities.


Most of the students face problems while completing their homework due to numerous reasons. Teachers give tough mathematics problems, which at all times are beyond the mental caliber of students, so they end up losing assignments marks. If you are facing a similar situation, then there is no need to worry, as we are there for your service. The best part of our service is that we do not deal in spoon-feeding the students, but we offer homework help thereby, making them understand the problems, which helps them in completion of the task.
We have highly professional as well experienced teachers, who are capable of dealing with any sort of homework of students. The teachers hired by us are extremely helpful and supportive, so there is no need to worry about anything. For instance, if they are assisting a high school student, then they do not go over the top and inform him regarding topics of degree programs. In the same manner, if they are offering college homework help, then college standards comes into play. You can approach us for math homework help and physics homework help. However, this is not all, as you can approach us for other subjects also.
We also offer math homework help so if you have any doubts or problems, then you can approach us without hesitating. Our teachers prepare students in such a way that in future they can complete their homework all by themselves. You can approach us at point of time unhesitatingly. We are there to assist with any sort of help in your homework.
Another great thing about us is that we offer our services at affordable cost, so you need not worry regarding the expenses. We have experts in every field, so a physics expert offers physics homework help and math professional assists students in math homework help only.
Our teachers have access to innumerable information portals, so there is need to worry regarding plagiarism, as we have software for checking it out. We assure that the homework help online given by us is unique and only possessed by you. Our teachers enlighten and motivate students to study in order to complete their homework, the result of which can be seen in the exams.
If you are facing problems in physics, just approach us for physics homework help and become a blue-eyed boy among your peers. Math homework help provided by us is top class and most of our clients believe this point.


Paper presents some results of the implementation of a quasi-hydrodynamic (QHD) approach as finite volume method (FVM) solver mulesQHDFoam on the basis of OpenFOAM. Application of the QHD numerical algorithm to the simulation of the attractor of internal gravity waves is considered. A comparison of FVM with spectral element method (SEM) implemented in Nek5000 is given. Convergence of the QHD FVM solver model to the SEM Nek5000 model is shown. The Big Data analysis method (Proper Orthogonal Decomposition) is used as a tool for comparing the calculation results between QHDFoam and Nek5000.


There is a lot of constant confusion between the phrases “fluid ounces” and “ounces” because several system measures are used worldwide, such as the US Customary, Metric System, English, Natural Units, Imperial, and Non-Standard Units. Furthermore, one must determine whether the item being measured is liquid or dry, as weight and volume measurement are two separate things.
Some also would like how much a particular fluid ounce is to liters, and in this article, we’ll tackle all of that—so better keep reading!
How Much is 16.9 Fl Oz in Liters?
16.9 fl oz in liters is 0.4997926 exactly. Or you may round it off to the nearest tenths, which will make it 0.50 liters.
To convert 16.9 fluid ounces to liters, multiply 16.9 by the conversion factor to get the volume quantity from fluid ounces to liters. To compute the result, we may use a simple proportion:
1 fl oz → 0.0295735296875 L
16.9 fl oz → V(L)
To get the volume V in liters, solve the following proportion:
V(L) = 16.9 fl oz × 0.0295735296875 L
V(L) = 0.49979265171875 L
This will give you the final result listed below:
16.9 fl oz → 0.49979265171875 L
Now, there’s an alternative conversion for this case. The inverse value of the conversion factor can also be used to convert. In this example, 1 liter equals 2.0008297372142 × 16.9 fluid ounces. Another method to express this is to say that 16.9 fluid ounces equal 1 divided by 2.0008297372142 liters.
Another way of doing it is the get its approximate result. We can round our final result to an estimated numerical number for practical purposes. We may say that sixteen and a half fluid ounces are around zero and a half liters:
16.9 fl oz ≅ 0.5 L
If you want the most straightforward way (and if you’re more into seeing some visuals rather than calculating), you may refer to the conversion chart below from fluid ounces to liters.
fluid ounces (fl oz) to liters (L):
17.9 fluid ounces = 0.529 liters
18.9 fluid ounces = 0.559 liters
19.9 fluid ounces = 0.589 liters
20.9 fluid ounces = 0.618 liters
21.9 fluid ounces = 0.648 liters
22.9 fluid ounces = 0.677 liters
23.9 fluid ounces = 0.707 liters
24.9 fluid ounces = 0.736 liters
25.9 fluid ounces = 0.766 liters
26.9 fluid ounces = 0.796 liters
How Many Ounces Does it Take to Make 1 Liter?
1 Liter is equivalent to 33.8140226 ounces. In short, it will take approximately 33.81 ounces to make 1 liter.
A liter (or litre) is a unit of volume in the metric system. A liter is equal to the volume of a cube with a side length of 10 cm. A gallon of gasoline in the United States contains approximately 3.785 liters. A fluid ounce in the United States is 1/128th of a gallon in the United States. It’s not the same as a pound of weight or a pound of Imperial fluid.
A liter was defined as the volume of one kilogram of pure water at atmospheric pressure when the density was at its maximum between 1901 and 1964. The liter was reverted to its previous and current definition because the mass-volume relationship of water is based on several variables that make it difficult to control (pressure, temperature, isotopic uniformity, purity). The discovery of the prototype kilogram was a little too big (making the liter (l) equal to 1.000028 dm3 instead of 1 dm3).
Many liquid contents are measured in liters, and containers carrying those liquids are labeled with liters. It’s also used to express fuel quantities and costs in most nations throughout the world and measure non-liquid volumes such as vehicle trunks, climbing packs and backpacks, refrigerators, computer cases, recycling bins, and microwaves.
Again, for easy reference, you may refer to the table below:
Liter (L) Fluid Ounce to US (Fl Oz):
0.01 L = 0.338140227 fl oz
0.1 L = 3.3814022702 fl oz
1 L = 33.8140227018 fl oz
2 L = 67.6280454037 fl oz
3 L = 101.4420681055 fl oz
5 L = 169.0701135092 fl oz
10 L = 338.1402270184 fl oz
20 L = 676.2804540369 fl oz
50 L = 1690.7011350922 fl oz
100 L = 3381.4022701843 fl oz
1000 L = 33814.022701843 fl oz
How Many 16.9 Fl Oz Should I Drink a Day?
Drink at least 75 ounces of water each day if you weigh 150 pounds, which is around four and a half 16.9 fl oz. Other medical professionals advise drinking at least half of your body weight in ounces every day.
While this is a topic of some medical controversy, aiming for eight 8-ounce glasses of water each day is an excellent target for optimizing your daily water consumption. Maintaining sufficient hydration is especially crucial at this time of year, as the winter months are also when cold and flu season is at its peak. Drinking the correct quantity of water on a daily basis will help maintain your immune system in peak form.
How can you know if you aren’t getting enough water?
You will know if you aren’t getting enough water by getting thirsty. Thirst is the body’s defense mechanism that tells you to drink water.
Dehydration has already begun when you begin to feel thirsty. Dehydration can also lead to weariness, headaches, drowsiness, and a loss of focus. Do not wait until the symptoms appear before getting a glass of water. Instead, have a glass of water with each meal and a couple more between them.
Also, keep in mind that it’s not just about how much water you drink when it comes to increasing your water consumption; it’s also about what you eat. In truth, there are a variety of nutritious fruits and vegetables high in vitamins, antioxidants, and water.
Pears, Cucumbers, celery, tomatoes, strawberries, and grapefruit, among other vegetables and fruits, have a high content of water that can assist you in meeting your objectives.
There are several benefits to drinking more water, filling a glass is how it simply starts.
How Many Fl Ounce is a Liter?
1 liter is equivalent to 33.8140226 fl ounce. T liter is approximately equal to 33.81 fluid ounces. to round it off
Since fluid ounce has the same value when converted to ounces, the answer is the same as the one mentioned above. So, a liter contains 33.814 US fluid ounces. However, in the United Kingdom, a liter equals 35.195 imperial fluid ounces. This is due to the fact that the US fluid ounce is greater than the imperial equivalent. The imperial fluid ounce is 28.4131 mL, while the US fluid ounce is 29.5735 mL.
Once again, you may refer to the conversion chart above for reference.
How Much is a 16.9 Fl Oz?
16.9 Fl Oz is as much as 0.50 liter, or 500 mL rounded off. The exact amount is 0.4997926.
A fluid ounce, without a doubt, is a volume measurement unit that is commonly used to measure liquids. Although there have been many definitions used throughout history, the United States customary and British Imperial fluid ounce are the only two currently in general use.
An imperial fluid ounce is equivalent to 120 percent of an imperial pint, 160 percent of an imperial gallon, or 28.41 milliliters. A US fluid ounce is equivalent to 1/16 of a US liquid pint and 1/128 of a US liquid gallon, or roughly 29.57 mL, making it 4.08 percent bigger than an imperial fluid ounce.
Although it is frequently referred to simply as an “ounce” when the context makes the meaning apparent, the fluid ounce is distinct from the ounce as a measure of weight or mass. A single imperial fluid ounce of pure water has a mass of approximately precisely one ounce.
The fluid ounce was traditionally defined as the volume occupied by one ounce of a substance, such as wine (in England) or water (in the United States) (in Scotland). The ounce in question also differed depending on the fluid measurement system utilized, such as wine vs. ale.
Over the centuries, many ounces have been used. These include the troy ounce, Tower ounce, avoirdupois ounce, and ounces used in international trade, such as Paris troy. The medieval practice of “allowances,” further complicated the situation in which a unit of measure was not always equal to the sum of its parts. The 364-pound woolsack includes a 14-pound allowance or 6.4 kg for the weight of the sack and other components for packing (165 kg).
How Do I Measure 16 Oz of Liquid?
A standard cup measure in the United States equals eight fluid ounces of volume. It’s equal to 2 cups if referring to the US 16 oz.
A shot glass, a jigger, a tablespoon or teaspoon, a graduated cylinder, a beaker, a syringe or any other container intended for measuring volume can also be used to measure a fluid ounce.
It’s 6 teaspoons, 3 tablespoons, an eighth of a USCS cup, a sixteenth of a USCS pint, or a twentieth of an Imperial pint. 8 drams, 1/4 of a USCS gill, or 1/5 of an Imperial gill are less frequent.
One might weigh a container empty and full with a calibrated density fluid and compute the volume based on the difference in mass or weight. Avoirdupois, for example, a fluid ounce of water weighs around one (weight) ounce. The Imperial fluid ounce is exactly one Avoirdupois ounce of water under specific conditions, but the USCS fluid ounce is around 1.041 Avoirdupois ounces of water.
Just remember that 1 fluid ounce (USCS) equals precisely 29.5735295625 mL, and 1 fluid ounce (Imperial) equals exactly 28.4130625 mL.
How Many ml Are in a 16.9 Oz Water Bottle?
There are exactly 499.7926 mL in a 16.9 oz water bottle. That’s roughly 500 mL, which most water bottles would have on their label.
Regular-sized water pet bottles have 500 mL labels in their plastic stripe, which is just a round off of 499.7926 mL, or just 16.9 ounces or fluid ounce (ounce to fluid ounce technically has just the same value). As mentioned above—if you’re ever wondering how many 500 mL of water bottles you should drink a day—it’s recommended to at least have 4 and a half bottles.
However, there might be times when you will feel like you should drink a lot of water in a day, especially if your weight is above average. The best thing to do here is to seek professional help for you to know how much water intake you should be adding to your daily dosage.
Always keep in mind, though, to avoid dehydration at all costs. Many critical processes of the body, such as controlling internal temperature and keeping cells alive, require a lot of water. A human can survive without water for around three days as a general rule. However, some factors, such as how much water a person requires and how they use it, might have an impact.
Is 16 Oz the Same as 500 Ml?
Technically, 16 oz is just the same as 500 mL. It would be easier to remember to put 500 mL in the label rather than its exact amount, which is 499.7926 mL.
The minuscule difference between 500 mL and 499.7926 mL is so little it could hardly affect somebody’s water intake if they’re measuring it. It would, however, have a huge difference if, say, you’ve been drinking a lot of 500 mL water bottles for millions of years already—you’ll definitely have a loss of 207,400 mL of water. But you can’t really live that long, right? So almost nobody really cares about it.
How Do I Convert Fl Oz to Liters?
The easiest way to convert fl oz to liters is by referring to a conversion chart. However, you may do it individually by keeping in mind that 1 fl oz is equal to 0.0295735 liters.
Converting ounces to liters might come up in our daily lives, believe it or not. Assume you’ve recently begun a dietary regimen that requires you to consume 2 liters of spring water every day. Each bottle of bottled spring water holds roughly 20 ounces of water. You’ll need to figure out how many bottles of water you’ll need to drink each day to meet your 2-liter goal.
Of course, you would want to learn how to convert ounces to liters. To put it another way, if we have x ounces, you’d like to know how to convert them to liters for some reason—for a valid reason you indeed have. Fortunately, there’s good news for you since it’s possible! Keeping in mind that we’re using US ounces, this is a relatively straightforward procedure that focuses on the fact that 1 ounce equals 0.0295735 liters.
Consider this for a moment: because 1 ounce equals 0.0295735 liters, we have x copies of 0.0295735 liters if we have x ounces. This means that we can convert x ounces to liters by multiplying x by 0.0295735 liters.
We use the formula 1 ounce = 0.0295735 liters to convert ounces to liters. Using this information, we can calculate that x ounces equal x 0.0295735 liters.
We can see how the conversion from ounces to liters is really beneficial in the real world! Let’s look at another scenario. Let’s say you’re preparing soup for supper, which would surely be scrumptious, and the recipe asks for 28 ounces of chicken stock. You only have a liter measuring container, though, and it isn’t labeled in ounces. For this case, you would need to do some conversion, and it would be really—like, super-duper—easy!
Is 16.9 Fl Oz the Same as Oz?
Technically speaking, 16.9 fl oz has the same value in ounces—still 16.9. There’s no significant difference between fluid ounce and ounce when it comes to conversion.
The fluid ounce and the ounce are two metrics that are frequently misunderstood in this context. A fluid ounce (fl. oz.) is the unit used to measure fluids, whereas an ounce (oz.) is the unit used to measure dry measures. This gives us the impression that a fluid ounce is a volume measurement, whereas the other is a weight measurement.
Most people are aware of the size of a standard domestic pint in everyday situations. 16 fluid ounces is the equivalent to one pint (an English unit of measurement) (US Customary). The pound is another example (a common US Customary or Imperial Unit). 16 ounces equals one pound (abbreviated as lb.). The measures of a fluid ounce (volume) and an ounce are difficult to overlap or link (weight).
This means that determining the weight of a particular substance solely based on its volume is impossible. To determine the weight of a liquid, you must first determine its density. When converting a fluid ounce to weight units, the calculation should take density into account. When we talk about one fluid ounce of water, the equivalent ounce is around 1.043, giving us a 1:1 ratio. However, in some liquids, the difference might be rather considerable.
The name “ounce” comes from the Latin word “uncia,” which means “a twelfth part.” It may be used in various measuring systems, although the international troy ounce and the international avoirdupois ounce are the most extensively used. According to this, one avoirdupois ounce weighs around 28.3495231 grams. In the same way, we employ two different ways to measure fluid ounces.
One fluid ounce, for example, is roughly 29.5735297 ml. While it is just about 28 ml, the traditional technique uses in the United States of America. The Imperial system is used. This necessitates the adoption of a single unified, uniform method of measurement, which is currently unavailable.
Always remember that an ounce is abbreviated as “oz.,” whereas a “fluid ounce” is abbreviated as “fl. Oz.” An ounce (oz.) is a unit used to measure weight, whereas a fluid ounce (fl. oz.) is a unit used to measure volume. A pound equals 16 fluid ounces, while a pint equals 16 fluid ounces. Une”oz.” equals roughly 28.3495231 grams. Using the international avoirdupois system, Whatever measuring system you’ll use for your liquid, maintain your daily water intake!
Stay hydrated, folk.


CRIMS - Cost/ Risk Identification and Management System
Cost is tightly associated with uncertainty and risk. The greater the uncertainty the more difficult to predict cost. It is possible to have accurate budgets if you implement a Crims strategy. Crims is the acronym for Cost/ Risk Identification and Management. It is a innovative method for budgeting.
The Crims Innovation
Crims uses probability to calculate total project cost. Project budgeting used to consist of predicting (crystal ball) the cost of activities. A more accurate method is to use estimating ranges. These ranges can be used to build a matrix of trillions of possible scenarios.
Great Budget patent pending technology builds a model to simulate different scenarios and accurately predicts the total cost of the project. This can be accomplished without predetermining an exact cost of each activity.
Great Budget Software builds an accurate budget based on the scenarios. The products collect activity ranges and build a table of probability based on many of the billion possible scenarios.


N has covered a few topics in Math so far, and to be completely honest, I’m not quite sure what all the topics are. I pop into his classroom occasionally for a short chat with his teacher when I’m early for pick-up, and she has been very kind to entertain all my questions about what they’ve been learning, so I’m just recording what I’ve learnt from her.
In the first semester, they used ‘The Double-Decker Bus’ to explore addition and subtraction, and were also given math racks to work with. Developing learners are given one math rack, while more advanced learners use two math racks.
They also learnt how to use the split strategy to solve Math problems.
In Semester 2, they learnt about 2D and 3D shapes, and went on a Shapes Hunt around the school. We were away in Singapore during the Shapes Hunt, so I got N to do it on his own at home.
At the moment, they’re working on word problems and I like how the teacher illustrated the different types of word problems for them!
The children are frequently paired up so that they can work on problems together, and the teacher does switch up the pairings to ensure that they can work with other children. She also tries to put those of relatively equal “standards” together, and gives the more advanced learners extra work as they can finish their work faster. I really like this collaborative learning approach, as it allows the children to learn from each other, and to learn how to work with others.
This year, the school also uses DreamBox Learning, an iPad Math app, and the kids get to use it in class as well. They are encouraged to work on it at home too, and it’s so fun that N is quite self-motivated to complete the activities on the app. I have to sit with him when he uses it, as he sometimes has trouble understanding what is required of him, but he can usually figure it out after a bit of guidance.
Whenever I speak to his teacher, she tells me that for Math, it is the process that matters more than the answer. The children are encouraged to find as many different ways to solve a Math problem as possible, instead of doing repetitive drills. They advocate learning concepts well, and they want the children to be resourceful enough to solve the questions using different methods, as that will allow them to handle more complicated problems in the future.
We used to get N to work on Math assessment books from Singapore, and it was honestly quite a pain, as there is a lot of repetition. We are now trying to get him to solve one or two Math problems at a time, but he needs to come up with at least two ways to solve each problem. It takes time and practice to be able to do that, but hopefully, he will get better at it after a while.


Information & Links
to the Mathematics Department Homepage
Intent: Mathematics at Brimsham Green School aims to enable our students to become Aspirational, Resilient and confident learners of Maths. This is so they are equipped with the skills needed to move onto the next stage of their chosen pathway. This is achieved by:
- A well-sequenced, structured approach to learning that enables all students to achieve their full potential, regardless of their starting point.
- Giving all students the opportunity to enquire and practise problem-solving skills.
- Promoting independent learning and self-regulation in and out of the classroom.
- Encouraging reflection, providing personalised feedback, which models how to improve.


A phone call between two friends leads to a conversation on how compound interest works.
Karthik: If not for Covid-19, we would have planned a trip this December, no? Phew!
Akhila: How I miss travelling!
Karthik: The silver lining is that I’ve saved a few bucks from limiting my travel this year.
Akhila: So, are you planning to invest that money?
Karthik: No, yaar! It’s too little to invest. Even if I do, the interest I earn on it will be peanuts.
Akhila: No, you’ve got it wrong. The return that you may earn today may be small, but if you stay invested over a long term, the power of compounding will result in bigger gains.
Karthik: The word compounding rings a bell. Care to explain?
Akhila: Sure. As Benjamin Franklin explained compounding: “Money makes money. And the money that money makes, makes money.”
Karthik: Whoa! Sounds like a tongue twister! Explain it in simple terms, no?
Akhila: When you invest, your principal amount earns interest in the first year. In the next year, you earn interest on the principal as well as on the interest earned in the first year. In the following year, you earn interest on the principal and on the interest earned in the first two years and so on.
Karthik: – That’s amazing!
Akhila: – To give you some perspective, any amount invested at 10 ten per cent per annum takes about 10 ten years to double if the interest is credited based on simple interest. But if the interest is compounded yearly, the investment doubles in just about 7.3 years!
Karthik: – Interesting…
Akhila: That’s the miracle of compounding. So, will you invest now to unlock the value of compounding in the long run?
Karthik: Of course! I have been waiting all life for a miracle to happen. Never thought it will be through compounding.
Akhila: Good! But, you also need to remember that compound interest can also be your greatest enemy.
Akhila: That is when you do not repay your loans on time. Any interest on your loan, if not paid by the due date, attracts interest. If the dues are not paid for a long period, the outstanding loan amount can snowball into a mountain of unmanageable debt.
Karthik: Real killer.
Akhila: As the popular saying goes: “Compound interest is the eighth wonder of the world. He who understands it, earns it; he who doesn’t, pays it.”
Karthik: That’s Simply Put.


Written By: Zach Champ,
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WHAT EXACTLY IS SACRED GEOMETRY AND WHY IS SACRED GEOMETRY IMPORTANT?
What IS Sacred Geometry? Is Sacred Geometry simply just a pseudoscience, or is it representative of the innate spiritual nature of our reality?
The truth is that Sacred Geometry is the expression of the divine’s influences in the universal creation through patterns, constraints, and peculiarity of design within all things within the Universe.
When you try and reduce the Universe down to its most basic fundamental building blocks, those elements are shapes. This consequently makes geometry an inherently essential component to life and everything around us.
Yet it goes deeper than just simple shapes and patterns…
Geometry is a branch of mathematics and mathematics influences everything in the Universe!
Math has often been considered the so-called universal language. The ancients gained deep insight into the nature and value of the Universe around us by examining simple arithmetic patterns. They deduced great theories and realizations.
To our ancient ancestors’ numbers and math represented the work of God and Creation, and always had- mathematics was sacred art and science!
Consider for instance, that if you took the formula (11111111111 x 111111111 = 12345678987654321), this mathematical formula contained spiritual lessons on the true nature of creation and the underlying structure of reality.
God, the Demiurge, the Monad, the ONE would take in and reflect on itself, only to produce all that can be. This type of understanding and philosophy of reality and the Universe entranced the Greeks, Romans, Ancient Chinese, Ancient Indian, Arab and all other subsequent cultures of the Old World.
Many mathematical laws are important to the physics of our reality, and the creation of life and material. Perhaps the most important mathematical law in relation to geometry is the Golden Ratio or Phi.
The Golden Ratio represents the universal average or mean between two quantities of any kind and how these quantities seemingly have a repeating pattern of scale and size.
This is represented in the mathematical formula of one plus the square root of a number divided by two.
Interestingly enough, you will find the Golden Ratio represented in all aspects of life- from the spiral growth of a snail’s shell to the rings of a tree trunk, to the formation of the Milky Way Galaxy.
They all have a similar pattern in their creation! This represents the inherent sacredness of mathematics, geometry, and proves an underlying structure and intelligent design and pattern of our amazing Universe!
Sacred Geometry is important because it helps determines the physical and dimensional constraints of all objects in the Universe. Therefore, it also determines everything’s design, appearance and material manifestation.
Ultimately, sacred geometry represents how the Universe is a created structure and the underlying pattern that is reflected within that creation.
Perhaps one of the best examples of this idea is the fractal.
The fractal is a geometric shape where each part or aspect is reflected in scale with the whole of that object.
With a fractal, no matter where you look, if you take a small piece of that shape, you will find that it is reflected infinitely within that geometric object.
A fractal never loses its self-similarity and repetitive quality no matter at what perspective you view it.
THE HISTORY OF SACRED GEOMETRY
The sacred knowledge of geometry and mathematics has always been revered by humanity for its ability to elevate our technological, creative, and crafting aptitude. As a result, these concepts have heavily influenced society and culture and have been appreciated by different groups in different ways over the past few thousand years of known history.
There are many examples of sacred geometry utilized in the creation of ancient and historical architecture which showcases the magnificence and brilliance of our ancient ancestors and the knowledge they possessed about themselves and the world around them.
The most impressive include the ancient pyramids of Egypt, including the Great Pyramid of Giza, as well as structures like Stonehenge.
One of the essential elements of Freemasonry and these crafts has always been the sacred art of geometry.
Shapes and forms are of prime importance to Freemasonry, and the geometer’s tools- the compass and the square- are themselves essential and recognizable Masonic symbols.
Islamic Art and Architecture is filled with powerful patterns of geometry and shapes that create wonderful abstract forms.
This is done purposefully to invoke the creative quality of God (Allah) and their creation which is life and the Universe.
The Cathedrals of Medieval and Renaissance Europe themselves incorporated the impressive use of geometry to create beautiful architectural masterpieces.
Many of these Cathedrals are adorned with symbolic geometric patterns that provide an additional spiritual impact with the experience of being present in one of these buildings.
EXAMPLES OF SACRED GEOMETRY AND MATHEMATICS IN SYMBOLISM AND ART
There are innumerous examples of sacred geometry within nature. As mentioned earlier the golden ratio or phi is especially expressed in the design of life and nature from the micro to the macro.
Examples of sacred geometry pervade art and culture all over the world and throughout all of human history.
One good example includes the Flower of Life symbol which is an ancient symbol that has been found in many cultures within the old world including the earlier mentioned ancient Islamic and other near-east cultures of antiquity as well as the Romans.
It was later adopted and used in medieval European gothic architecture.
When you take a series of circles and keep overlapping them in a repeated pattern of equally distant radius, you will find a stunning visual design emerge. This is known as the Flower of Life.
The Tree of Life is another important geometric symbol that comes from the practice of Kabbalah or Jewish Mysticism.
It’s a complex symbol with many layers of interpretation and understanding.
Briefly and generally speaking it represents the arrangement of the 10 Sefirot or 'divine emanations and light' of God.
These emanations are divine qualities that when combined in various ways symbolically represent how God formed the creation of all in the Universe.
They are characterized as virtues such as beauty, strength, kindness, knowledge, wisdom, understanding, victory, etc.
Within Art, there are so many impressive examples of the Golden Ratio, Sacred Geometry, and other mathematical principles and patterns.
Consider for instance perspective and how intersecting lines can create a sense of scale and depth within a 2-d dimensional canvas or paper. This is magic before our eyes and representative of our own actual reality!
Think about in photography how the rule of thirds helps bring things into proper focus and perspective.
The artistic concepts of perspective and form are inherently tied to Sacred Geometry and the combination and use of points, lines, and shapes in various ways!
Art is powerful in this means of creative expression because of these spiritual and core principles of design and pattern!


Symmetric IconsEvery now and them i'm working on a piece of software that generates these fractal images. The fractals are based on the formulas described in the book "Symmetry in Chaos" written by Michael Field.
The fractals on this webpage are created by the software. Currently i'm still improving the estimation algorithm for determining the convergence of a fractal series. If you are looking for similar images with different color palettes, just let me know. I can map the fractals to virtually any palette.


Pi. Pi is not just a number. Its much more than that. For ages, it has intrigued mathematicians.My interest in it started when I, with two of my schoolmates in our junior classes, learnt that the world famous, and notorious: 22/7 is not the correct value of Pi. Then what actually is ? And how much correct that is ? Our quest inspired us a lot to find ways of calculating the 'EXACT' value of Pi, which unfortunately, was impossible to find.
At that innocent age, first way that came to our minds was to draw a very very (and very :) ) big circle by some means at some place, measure the circumference, and the diameter. Just divide the circumference by the diameter, and what we have is a much closer approximation of it. The idea was good - but HIGHLY IMPRACTICAL ...:)
Thinking hard and getting nothing ... we went to our maths teacher 'Dr. Pankaj Gelda', whose image in our minds was not less than a Galileo. He told us - "I have three or four expansions for Pi. I'll bring them for you." Expansions for Pi ? At that age, we knew that terms like sin(x) and cos(x) can have expansions, but how come a constant has an Expansion !! "Yes, we can have"- he told. "Put x=1 in the expansion for Tan-1(x)". Voila!! We were all set to make our first computer program for calculating what we thought would be the most correct value of Pi in the world !! (Ignorant minds are happy !! :) )
But, there was a problem....
(To be continued...)


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Created by the author of the 800 page book "Understanding Gaelic Football, a Practical and Theoretical Guidebook", this program has templates at your finger tips which will allow you calculate and analyse the most significant statistical patterns of football and hurling
Including 16 uniquely designed templates, from accounting for the outcome of each player's every ball contact, to calculating the most mathematically successful patterns on kick-outs and puck-outs, this program does the calculation for you. The results are guaranteed to give your team a significant edge over the rest of the field.


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Linear programming modeling, optimal solutions and grap notion of convex set, convex function case of unbounded lpp. A cut above the rest lpp sa approached a number of it solution providers, including dell on-site service in case of an issue. If we have a feasible space for a given lpp (linear programming problem), how is it that its optimum solution lies on one of the corner points of the graphical solution.
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Is it appropriate to teach Science, Technology, Engineering, and Mathematics (STEM) in our toddler and preschool classrooms? A resounding “yes!” These toddlers are engaged in a ramp activity and learning about inclines, speed, height, weight, engineering, and more STEM concepts. Browse through our collection of materials that support STEM learning.


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Thus, a discrete probability distribution can always be presented in tabular form. Tive a random variable is a continuous variable, its probability distribution is called a continuous probability distribution. A continuous probability distribution differs from Looking to give discrete head discrete probability distribution in several ways. Most often, the equation used to describe a continuous probability distribution is called a probability Looking to give discrete head function.
Sometimes, it is referred to as a density functiona PDFor a pdf. For a continuous probability distribution, the density function has the following properties:. For example, consider the probability density giive shown in the graph below. Then the probability distribution of X is as follows: To graph the probability distribution of a discrete random variable, construct a probability histogram. Loiking continuous random variable X takes all values in Lokking given interval of numbers.
Means and Variances of Random Variables: The mean of a discrete random variable, Adult looking nsa Herald Illinois 62845, is its weighted givr.
Each value of X is weighted by its probability. But any animal could have Looking to give discrete head mass anywhere in between here. It does not take on discrete values. You could have an animal that is exactly maybe And even there, that actually might not be the exact mass. You might have to get even more precise, Even though this is the way I've defined it now, a finite interval, you can take on any value in between here.
They are not discrete values. So this one is clearly a continuous random variable. Let's think about-- let's say that random variable Y, instead of it being this, let's say it's the year that a random student in the class was born. Is this a diacrete or a continuous random variable?
Well, that year, you literally can define it as a specific discrete year. It could beor it could beor it could be There are discrete values that this random variable can actually take on.
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Most of the times that you're dealing with, as in the Looking to give discrete head right here, a discrete random variable-- let me make it clear this one over here is also a discrete random variable. Looking to give discrete head of the time that you're dealing with a discrete random variable, you're probably going to be dealing with a finite number of values.
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And you might gvie counting forever, but as long as you can literally list-- and it could be even an infinite list. But if you can list the values that it giive take on, Seeking Racine beautiful you're dealing with a discrete random variable.
Notice in this scenario with the zoo, you could not list all of the possible masses. You could not even count them. You might attempt to-- and it's a fun exercise to try at least once, to try to list all of the values this might take on. You might say, OK, maybe it could take on 0. Looking to give discrete head
Discrete and continuous random variables (video) | Khan Academy
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With a discrete random variable, you can count the values. Discree can list the values. Let's do another example. Let's let random variable Z, capital Z, be the number ants born tomorrow in the universe.
Example of Binomial Distribution and Probability | Learn Math and Stats with Dr. G
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The time, to the nearest whole minute, that Lookjng city bus takes to go from one end of its route to the other has the probability distribution shown. As sometimes happens with probabilities computed as empirical relative frequencies, probabilities in the table add up only Lookibg a value other than 1.
Tybalt receives in the mail an offer Looking to give discrete head enter a national sweepstakes. The prizes and chances of winning are listed in the offer as: If it costs Tybalt 44 cents to mail his entry, what is the five value of the sweepstakes to him? The number X of nails in a randomly selected 1-pound box has the probability distribution shown. Macksville KS horny girls
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The probability distribution for X is. Two fair dice are rolled at once. Let X denote the difference in the number of dots that appear on the top faces of the two dice.
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A fair coin is tossed repeatedly until either it lands heads or a total of five tosses have been made, whichever comes first. Let X denote the number of tosses made. A manufacturer receives a certain component from Girl fucks with Missoula supplier in shipments of units. Two units in each shipment are selected at random and tested. If either one of the units is defective the shipment is rejected.
Suppose a shipment has 5 defective units. Shylock enters a local branch bank at 4: The number X of customers in the bank who are either at a teller window or are waiting in a single line for the next available teller has the following probability distribution.
The owner of a Looking to give discrete head outdoor theater must decide whether to include a cover that will allow shows to be performed Looking to give discrete head all weather conditions.
For a discrete random variable, its probability distribution (also called the probability graph, or formula that gives each possible value and the probability of that value. (1) Probability Distribution for Number of Heads in 4 flips of a coin . Suppose we flip a coin and count the number of heads. Therefore, the number of heads must be a discrete variable. An example will make this clear. determine that 25 percent of the time, I would get no heads, 25 percent the time I For discrete random variables, the probability distribution gives all possible.
Based on projected audience sizes and weather conditions, the Looking to give discrete head distribution for the revenue X per night if the cover is not installed is.
The owner will have it built if this cost can be recovered from the increased revenue the cover affords in the first ten night seasons. Previous Section.
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Table of Contents. Next Section. To learn the concepts Looking to give discrete head the mean, variance, and standard deviation of a discrete random variable, and how to discrtee them. Probability Distributions Associated to each possible value x of a discrete random variable X is the probability P x that X will take the value x in one trial of the experiment. Definition The probability distribution A list of each possible value and its probability.


I'm not sure if it is intended as a pun or meant to be ironic but the mathematician characters of David Auburn's play Proof seem to be fixated on being 'past their prime'. Indeed I didn't know that mathematicians had a prime, that they are at there mathematical peak in their early 20s but apparently they are.
Catherine (Mariah Gale) is a maths student on a break from University having been caring for her sick, maths genius father Robert (Matthew Marsh) who has just died.
Hal (Jamie Parker) a former student of Robert's, and now a lecturer, has been going through the dead mathematicians notebooks to see if he had any late inspiration. The obsession with age and mathematical thinking is important because the central plot point of the play is the authorship of a new 'proof', a mathematical theory of great significance. A mathematical discovery, I suppose - maths and I were never great friends at school.
The proof is written in one of Robert's notebooks and appears to be in his handwriting but could he have written it during a period of lucidity and so late in his career? Catherine claims the proof as her own work, but as a student would she have the knowledge and skill to produce such ground-breaking work?
Proof is not a 'who done it' but a 'who wrote it' and the answer to that could change everything. The problem is not that it is badly done, far from it, nor that the acting is bad, because it really isn't, it is very good; the problem is that it is just enough. It is engaging enough and interesting enough but it isn't going to set my theatre world on fire. It is a good, well-made, solid play but it isn't a stand-out play.
In fact the one thing that will probably stick in my mind most (cue rolling of eyes from @pcchan1981 and @oughttobeclowns) is that Jamie Parker forgot to take his wedding ring off for his first scene. When it had disappeared in the second scene I thought perhaps it was part of the play so he could better seduce Catherine. But with no mention of a wife at any point, he'd just forgot. Whoops.
Jamie Parker was in the first episode of The Hour. Now they might not have met on set as they didn't have any scenes so just in case Jamie was one of the History Boys with Sam Barnett who was in Bright Star.