Cengage Learning Announces a New First Edition Applied Calculus Text Designed for Student Success
Brief Applied Calculus by James Stewart and Daniel Clegg
Boston, M.A. – October 17, 2011 –Cengage Learning, a leading global provider of innovative teaching, learning and research solutions, today announced a landmark mathematical publication: Brief Applied Calculus by renowned author and mathematician James Stewart and Daniel Clegg (Hardcover ISBN-13: 9780534423827, $137.95 list). Published under the Brooks/Cole imprint from Cengage Learning, James Stewart’s calculus and precalculus textbooks have educated over 5 million students worldwide.
“There is a wide range of mathematical abilities with applied calculus students. I wanted to provide enough careful, patient explanation in the examples and exposition,” said author James Stewart.
Brief Applied Calculus takes an intuitive, less formal approach to calculus without sacrificing mathematical integrity. Featuring a wide range of applications designed to motivate students with a variety of interests, clear examples detailing important mathematical processes, and a vast collection of exercises appropriate for students with disparate skill sets, this first edition is ideal for students who need to learn how to apply calculus concepts rather than replicate the formal proofs behind the techniques. Early coverage of exponential and logarithmic functions allows for the inclusion of many interesting applications throughout the text.
Reviewer comments of the book have been positive:
“The thing I like the most is the way the homework problem sets are organized. The prepare yourself and challenge yourself exercises definitely caught my attention,” said Solomon Willis, Cleveland Community College. “I think this would be great for students. I also like the inclusion of the projects and I like the way the book explains difficult concepts.”
“A textbook that simplifies applied calculus to a point where any student with the prerequisites can understand the concepts and be successful in the course,” said Salvatore Sciandra, Niagara County Community College.
This accessible and modern textbook is available with a range of supplements including Tools for Enriching Calculus, online, interactive simulations that allow applied calculus students to work with animations to deepen their understanding of key concepts. These simulations help students visualize the concepts they are learning and engage students in the lessons.
Exclusively from Cengage Learning, Enhanced WebAssign® offers an extensive online homework program for Stewart/Clegg’s Brief Applied Calculus to encourage the practice that is critical for concept mastery. The meticulously crafted pedagogy and exercises in the Stewart/Clegg textbook become even more effective in Enhanced WebAssign, supplemented by multimedia tutorial support and immediate feedback as students complete their assignments. Enhanced WebAssign for Stewart/Clegg includes opportunities for students to review prerequisite skills and content throughout.
Instructors and students alike will find this textbook to be an approachable,contemporary and reliable learning resource for the applied calculus course. For more information on the book, format options, or to purchase the book please visit: www.cengage.com/community/stewartapplied
About the Authors
James Stewart received his M.S. from Stanford University and his Ph.D. from the University of Toronto. He did research at the University of London and was influenced by the famous mathematician George Polya at Stanford University. Stewart is Professor Emeritus at McMaster University and is currently Professor of Mathematics at the University of Toronto. His research field is harmonic analysis and the connections between mathematics and music. James Stewart is the author of a best-selling calculus textbook series published by Cengage Learning—Brooks/Cole, including CALCULUS, CALCULUS: EARLY TRANSCENDENTALS, and CALCULUS: CONCEPTS AND CONTEXTS, as well as a series of precalculus texts.
Daniel Clegg received his B.A. in Mathematics from California State University, Fullerton and his M.A. in Mathematics from UCLA. He is currently Associate Professor of Mathematics at Palomar College near San Diego, California. He has assisted James Stewart with various aspects of his calculus texts for more than ten years and is a coauthor of the textbook “Mathematical Excursions” published by Cengage Learning-Brooks/Cole.
Cengage Learning is a leading provider of innovative teaching, learning and research solutions for the academic, professional and library markets worldwide. The company’s products and services are designed to foster academic excellence and professional development, increase student engagement, improve learning outcomes and deliver authoritative information to people whenever and wherever they need it. Through the company’s unique position within both the library and academic markets, Cengage Learning is providing integrated learning solutions that bridge from the library to the classroom. Cengage Learning’s brands include Brooks/Cole, Course Technology, Delmar, Gale, Heinle, South-Western and Wadsworth, among others. Cengage Learning is headquartered in Stamford, CT. For more information on Cengage Learning please visit www.cengage.com.


In the following we describe the statistical comparison we provide in JAIDA to assess if two data sets (either binned or unbinned) are distributed according to the same distribution. This work used as a reference the Goodness-of-Fit tests provided by the Statistical Toolkit ; please refer to it for the general documentation on the comparison algorithms.
The main code to perform statistical comparison is contained in the package hep.aida.util.comparison whose classes implement some of the interfaces in hep.aida.ext . Please refer to the FreeHEP API for a general overview of the available classes.
The abstract class to perform comparisons is StatisticalComparison . It provides a set of static methods with which it is possible to compare binned and unbinned datasets. Currently it is only possible to compare IHistogram1D and ICloud1D objects. The result of such a comparison is an IComparisonResult object that contains the result of the comparison. For example:
//Check if the algorithm "AndersonDarling" can compare the two histograms if ( StatisticalComparison.canCompare(hist1, hist2,"AD") ); //Compare the two histograms with the "AndersonDarling" algorithm result = StatisticalComparison.compare(hist1, hist2,"AD","");
The last argument of the compare method is an option string. Currently the only option available is rejectionLevel that specifies the percentage level at which a comparison is considered to have failed. The default value is 5%. Please note that not all algorithms support a continuous set of rejection levels. Not all tests give as a result a probability. Some give distributions for which rejection levels are tabulated. Please refer to the description of the algorithms below to see which levels are supported.
//Compare the two histograms with the "Chi2" algorithm with rejection level at 1%. StatisticalComparison.compare(hist1, hist2,"chi2","rejectionLevel=0.01");
We list here the comparison algorithms that are provided by the JAIDA implementation. Please refer to the Statistical Toolkit web page for a description of the various algorithms.
For each of the comparison algorithms we provide some plots to illustrate their performance. To generate such plots we created the following sets of data:
We compared the reference data with the comparison data and the weighted data. We generate 1000 of such datasets with corresponding comparisons. From the "reference vs comparison " plot it is possible to see the probability distribution of a give algorithm and from it determine the accuracy level cut to be applied. The "reference vs weighted " plot was generated as a consistency check as it should be identical to the "reference vs comparison " for those algorithms that are testing the shape of a distribution.
This algorithm applies to both binned and unbinned data and measures the quadratic deviation between the two distributions; below are the distributions of the comparison results for both sets of data:
The result of a comparison with the Anderson-Darling algorithm is not a probability. The rejection probability can be extrapolated by the above distributions. Currently the only tabulated (and available) rejection level is at 5% that corresponds to a comparison result value of 1.993.
It measures the maximum vertical distance between two distributions. This algorithm should apply ONLY to unbinned data but it is commonly used for binned data as well. The outcome of a Kolmogorov-Smirnov test is a probability, whose distribution is shown below for binned and unbinned data. Please notice that in the binned case the test becomes conservative.
It also measures the quadratic deviation between two distributions. It applies to binned and unbinned data (see the distributions below).
The available tabulated rejection levels are for 10%, 5%, 1% and 0.1% that corresponds to comparison result's values of 0.347, 0.461, 0.743 and 1.168 respectively.
It approximate the Kolmogorov-Smirnov algorithm to a chi squared statistics. Deriving from the Kolmogorov-Smirnov test it should be only applied to unbinned distributions.
It measures the directional deviation of two distributions. It can only be applied to unbinned distributions.
Approximates the Fisz-Cramer-Von Mises algorithm to a chi squared distribution.
Calculates the chi squared deviation of the two distributions. It can only be applied to binned data. This test is the only one that does apply to shapes but to the actual height of a distributions.


ACHIEVEMENTS 2011 TO 2014
Since 2011 the school has made great strides in academics such as:
2011/2012-1st position ISL Entrance Examination (Favour Oreoluwa Are)
2011/2012 – 1st position Kings College Entrance Examination/Interview (Jeremiah Fashina)
2012/2013 – 3rd position in the National Mathematics Competition, Abuja (Favour Oreoluwa Are)
2012/2013 – 1st position Vivian Fowler mathematics Competition (Favour Oreoluwa Are)
2012/2013- 1st position in Macmillan Mathematics Competition (Favour Oreoluwa Are) (prize 1 big generator)
2012/2013 - Hanson Mathematics competition organized by Lagos State – 1st position (Favour Oreoluwa Are) (A gigantic refrigerator).
National Common Entrance 2012/2013 two of our pupils scored 180 out of 200
2013/2014 – The pupils took part in many academic competitions, some of the results are as follows:
Performance at 2013/2014 ISL Entrance Examination
Number of Candidates registered by the school -151
Number of candidates on merit list - 83
Number of candidates from 50% and above - 137
Number of candidates below 50% - 14
2014 overall highest score 89% by Adeyemo Habeeba
Overall highest score in Mathematics Oluwaseun Nosayabo 64/75.
Performance at 2013/2014 NCE Examination
Number of candidates Registered - 132
Number of candidates qualified for 2nd test - 118
Highest Score of 185 over 200 scored by Adeyemo Abiba
2014 Handson Mathematics Competition in Lagos State
Oluwashina Nosayaba took 3rd position. Winning a generator and wall clock for the school.
Torti Obasi took 4th position winning a standing fan and a wall clock for the school.
2014 Mathematics Olympaid Competition
Among the best candidates, 4 pupils, Obasi Torti, Fashina Nosayaba, Adeyemo Habeeba and Eludoyin Oluwaferanmi are scheduled to take 2nd test to pick the best 3 represent Lagos State in 2014 National Mathematics Olympiad Competition at Unilorin by August 2014.
The provisional Council of the University of Lagos made a request to the federal Ministry of Education in 1966 to start a primary school for the children of staff of the University.


I know I have a dinosaur quilt that needs completing. And I have a ton of material that needs to become something. And a box of quilts that need to be quilted.
Well, last year PattyA and I challenged 6 other people to join us in finishing up everything they could in June. And the one with the most finishes won. PattyA took home that trophy!
I know she is storing up quilt tops to position herself for another stiff fight. So I suggest you do the same, gather as many quilts in the next two months as you can. Get them ready for non-stop finishing.
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So if I have:
40 x 45 = 1800
18 x 48 (table runner) = 864
72 x 80 = 5760
104 x 104 = 10816
My total would be 19240 inches
and PattyA has:
20 x 35 = 700
52 x 52 = 2704
75 x 79 = 5925
9329 for her total
And she would LOSE! LOSE!!!!!!!!
I WIN! I WIN! I WIN!


Due to the random nature, the specific realized block interval time can be beyond Average Joe's imagination. Denote:
Then k is of negative binomial distribution with r=1. The mean is p/(1-p), therefore the seconds to find a block is 1+p/(1-p). For example of bitcoin, it is designed with adjustment of finding difficulty such that the p is 599/600 and therefore finding a block every 600 seconds on average. Denote the cdf of Beta distribution of alpha and beta by , the cdf of negative binomial distribution of r is .
The cdf of a single block time is and finding the second block after a block is a likely event. People may blame bitcoin miners are not doing a good job because miners find a second block in 6 seconds but statistically the probability for such event is 0.011608.
The daily block numbers and therefore the daily estimated global hash rate is also addressed. The number of blocks of a day is equal or less than n is the equivalent event of
The designate number of daily blocks for bitcoin is 144 which is 86400/600. People may blame miners are gaming the hash power to cause a 20% swing of daily average block time or estimated global hash power but statistically the probability of the event that number of daily block is less than 115 or greater than 173 is 0.015799.
From the microscope of view of a miner, the block interval time is in fact the 1-order statistics of a population of miners. Mining being a non-repeat trial-and-error process about hash, the block-found time of a miner is a uniform distribution. For example, 10000 hash to be explored and the hashing speed is 10 hash per second, then the block will be found surely in 1000 seconds by any specific miner. Denote the cdf and pdf by F and f. Let the uniform distribution be distributed in interval 0 to A seconds and there are N miners. Then
probability of orphan
The probability of a miner finding a block at time while another miner has found it before at with due to internet propagation can be calculated by the joint pdf of 1-2-order statistics and it is
Again, this approaches to and as probability of no orphan.
stable block time
People often blame the notorious uncertainty of block time. Note that the sigma is almost the same as the expectation of the 1-order statistics. Knowing that the k-order statistics is beta distribution with and , its mean is and its sigma is , therefore the sigma/mean is . For 1-order statistics, it is . For 9-order statistics, it is almost 1/3. If the bitcoin protocol were designed as the 9-order statistics as the valid block, the sigma/block time ratio would be 33%.


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IS IT REALLY IMAGINARY?
New mathematical concepts often arise from thinking outside the box, and, at the time of their invention/discovery, may appear to be of little use. Free thought in mathematics and the courage to challenge the current rules, as well as controversy, are characteristic of human endeavor to develop new groundbreaking mathematical ideas.
This show brings to the general public the concept of an imaginary number: something, which at first appears impossible, but with time is revealed to be a fundamental component of understanding the universe around us.
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Dr. Parrot, the lecturer, gets freed from the burden of parrot-learned mathematics by a magical creature, who at the same time visits his students and guides them in finding a correct approach to mathematics: reflecting on and unpacking concepts.
DEPTH OF SECRETS
This show is the heart of the production, as it offers the taste of mathematics outside the classroom environment, where mathematics can become genuinely interesting and motivating.
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When you are given multiple Ka or Kb values (like Ka 1 , Ka dos , Ka 3 ), you can also combine them together into an overall Ka or Kb by multiplying them together. The equations below display what I mean.
If Mg(OH) 2 has a Kb 1 of 0.3 and a Kb 2 of cuatro.5 * 10 -3 what is the over all Kb value?
If H 3 PO 4 has a Ka 1 of 2.8 * 10 -3 and a Ka 2 of 7.1 * 10 -6 . 3 if the overall Ka is 7.75 * 10 -17 ?
Answer: ( 2.8 * 10 -3 ) * ( 7.1 * 10 -6 ) * Ka 3 = 7.75 * 10 -17
If Al(OH) 3 has a Kb 1 of 0.04 and a Kb 2 of 5.1 * 10 -4 what is the over all Kb value?
If H 2 SO 4 has a Ka 1 of 15 and a Ka 2 of 2.0 * 10 -2 . Then what is the over all Ka value?
If H 3 PO 3 has Ka 2 of 4.7 * 10 -5 and a Ka 3 of 2.3 * 10 -8 . 1 if the overall Ka is 5.5 * 10 -16 ?
Answer: Ka1 * (4.7 * 10 -5 ) * (2.3 * 10 -8 ) = 5.5 * 10 -16 — Ka1 = 5.09 * 10 -4
2 has a Kb 1 of 3.6 * 10 -4 and an overall Kb of 8.2 * 10 -12 what would be the Kb 2 ?
Answer: (3.6 * 10 -4 ) * Kb 2 = 8.2 * 10 -12 — Kb 2 = 2.24 * 10 -8
It turns out one Ka and you can Kb was connected with that some https://datingranking.net/cs/instanthookups-recenze/ other inside the a formula. So it algorithm makes you convert regarding Ka in order to Kb and you may vise versa. This new formula are found lower than .
The fantastic thing about that it algorithm can it be plus permits you in order to predict if or not some thing is an acid or a bottom . The way to profile whether or not things are an acidic otherwise base by just their Ka or Kb worth will be to evaluate they on equilibrium ongoing getting liquid like in this new picture below.
Whether your Ka transforms going to become a much bigger count than simply the newest Kb then your agents could be an acidic.
In the event your Kb turns planning to become a much bigger amount than just the Ka then toxins is a bottom.
Give the Kb and give if the chemicals try an acidic or foot when it has actually a great Ka regarding 2.4 * 10 -6 .
Answer: Acidic (Ka try larger than Kb), Kb = 10 -14 / dos.cuatro * 10 -6 = cuatro.17 * 10 -nine
Allow the Ka and tell perhaps the chemicals try an acid or legs whether it has actually good Kb from step three.5 * ten -cuatro .
Answer: Foot (Kb are bigger than Ka), Ka = ten -14 / 3.5 * 10 -cuatro = dos.86 * 10 -11
Supply the Kb and you will give whether or not the toxins is an acid otherwise base if this provides an effective Ka of 4.step three * ten -nine .
Answer: Base (Kb is actually bigger than Ka), Kb = 10 -14 / cuatro.3 * 10 -9 = 2.32 * ten -6
Provide the Ka and you will tell whether or not the chemicals is an acidic otherwise ft if this have an excellent Kb off 8.nine * ten -11 .
Answer: Acidic (Ka is actually bigger than Kb), Ka = ten -fourteen / 8.nine * ten -eleven = 1.twelve * 10 -4
Supply the Kb and you will tell if the chemical is actually an acidic otherwise base whether or not it keeps an excellent Ka from seven.dos * 10 -9 .
Answer: Base (Kb try bigger than Ka), Kb = ten -fourteen / seven.dos * 10 -nine = step one.38 * 10 -6
Give the Ka and tell whether the chemicals was an acidic or feet when it features an excellent Kb regarding cuatro.dos * ten -12 .
Answer: Acidic (Ka are larger than Kb), Ka = ten -14 / cuatro.dos * ten -11 = 2.38 * ten -cuatro
Supply the Kb and you will give whether or not the chemical compounds is actually an acid or feet whether it provides a good Ka of 3.cuatro * ten -step three .
Upcoming what can end up being the Ka
Answer: Acid (Ka is actually bigger than Kb), Kb = 10 -14 / 3.cuatro * 10 -step three = dos.94 * 10 -a dozen
Allow the Ka and you can tell whether the chemical compounds are an acidic or base if it provides a beneficial Kb of 5.6 * 10 -seven .
Answer: Feet (Kb is bigger than Ka), Ka = 10 -14 / 5.six * ten -seven = 1.78 * ten -8


Succeed with maths – Part 2
Welcome to this new free course produced by The Open University. If you enrol and complete the course you can gain a digital badge and a Statement of Participation as a record of your achievement. Digital badges are a new way of demonstrating online that you have gained a skill. Schools, colleges and universities are working with employers and other organisations to develop open badges that help learners gain recognition for their skills, and support employers to identify the right candidate for a job.
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From Tech Artists Wiki
THIS IS PLACEHOLDER FOR NOW, PLEASE CONTRIBUTE
A vector is a type of data that has both a magnitude (or length) and direction. There are vectors for every dimension of space (2D, 3D, etc).
Vectors are written in coordinates. The most common in the Cartesian XYZ coordinates you're used to, but there are others, such as the polar(2D), cylindrical(3D) or spherical(3D) coordinate systems.
Vectors are represented graphically as an arrow.
Vector vs scalar
Scalars are the normal numbers you're used to, like "7". Scalars are used to represent values without direction(i.e. age, luminescence, radius).
Vectors can be confusing, because in graphics they are used to represent completely different ideas. A vector can be used to represent a location in space (i.e. vertex, UV coordinate), OR it can purely represent direction (i.e. normal, tangent). Sometimes even colors are referred to as vectors, even though they do not technically fit the definition.
The magnitude of a vector is it's "length". For a location in space, the magnitude would be the distance from the origin (or it's pivot point). Some vectors do not have a magnitude (or more accurately, they always have a magnitude of 1), such as normals. These vectors are "normalized".
Types of Vectors
Points & Locations
Points in space, such as Vertices, UV points, pivots points, and object locations can all be represented with vectors. These vectors usually start at the origin, and "point" to the location of the object.
The zero vector (0,0,0). This is the "center" of your coordinate system. In "world space", this is the same for every object, and is usually represented in 3D programs with a grid (the origin is at the center of the grid).


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B.S. Mathematics, Bethany College 2009 Certified 7-Adult
Mr. Ben Kearns
My name is Mr. Kearns, and I welcome all students to my class. I am a Bethany College graduate and have been teaching high school math ever since I graduated in 2009. I believe that all students have unique abilities, both in and out of the classroom. I believe all students can apply their way of thinking to become problem solvers. It is my desire that my students will become mature, hardworking people who are not afraid to take on challenges both in and out of the classroom.


Jackson is a student at the University of Queensland, and is currently completing his third year of a Bachelor of Mathematics, majoring in pure mathematics. During this time Jackson has gained invaluable research skills, having completed a project in the area of graph theory, and plans to further these skills through his vacation research. He is interested in algebra and graph theory, and hopes to undertake an honours project related to these fields.
Adoption of Agricultural Technologies in African Countries
Since 2010, the SIMLESA program has been introducing sustainable agricultural technologies to farms in Southern and Eastern Africa, to increase crop yield and overall food security. Throughout the course of this program, surveys were conducted, obtaining data about which of the technologies had been adopted by each of the farms. The aim of this project is to examine a network which encodes the information obtained from these surveys. Using techniques from network analysis, the structure of the network will be investigated, which will provide insight into the effectiveness of this program.


Leslie Lamport’s journey as a computer scientist, driven by his background in mathematics, has significantly influenced modern computer science. Lamport’s philosophical approach toward algorithms and the foundational role of mathematics in programming is instrumental in understanding the relationship between programming and coding. From his reflections on distributed systems to his interactions with industry, we delve deep into Lamport’s transformative insights and breakthroughs.
Leslie B. Lamport: A Pioneering Mind in Distributed Systems
Born on February 7, 1941, in Brooklyn, New York, Leslie B. Lamport hails from a Jewish lineage deeply rooted in Eastern Europe. His father, Benjamin Lamport, migrated from Volkovisk in the Russian Empire, presently known as Vawkavysk in Belarus. Meanwhile, his mother, Hannah Lamport (formerly Lasser), had her origins in the Austro-Hungarian Empire, an area that now forms a part of southeastern Poland.
Lamport’s educational journey began in New York, where he showcased his budding talent at the Bronx High School of Science. From there, he moved to the Massachusetts Institute of Technology, earning a B.S. in mathematics in 1960. His passion for mathematics led him to further studies at Brandeis University, where he acquired an M.A. in 1963 and later a Ph.D. in 1972. Lamport’s dissertation, titled “The Analytic Cauchy Problem With Singular Data,” delves deep into the singularities present in analytic partial differential equations, indicating his profound understanding of the subject.
However, it was in the domain of computer science that Lamport truly left an indelible mark. He is celebrated for his pioneering contributions to distributed systems. Beyond the academic realm, many know him as the genius behind LaTeX, a widely-used document preparation system. Not only did he initiate its development, but he also authored its first comprehensive manual, providing a foundation for countless researchers and professionals.
His impeccable understanding of distributed computing systems – environments where multiple computers operate independently yet communicate with each other – led to the creation of influential algorithms and the establishment of verification protocols. This framework has greatly enhanced the efficacy, reliability, and performance of such systems.
Recognizing his monumental contributions, the Association for Computing Machinery honored Lamport with the Turing Award in 2013. The accolade celebrated his ability to instill order and coherence in what initially seemed like the chaotic realm of distributed computing systems. Lamport’s work, transcending traditional boundaries, has been instrumental in elevating the standard and reliability of modern computer systems.
From Programmer to Computer Scientist
Lamport’s initiation into the realm of computer science began as a programmer. However, his realization that he was a computer scientist took shape only after publishing numerous papers. Educated as a mathematician, he naturally gravitated toward viewing computers from a mathematical perspective. For him, an algorithm is only valid if it has proof. Without proof, an algorithm merely remains a conjecture.
Programming vs. Coding
Lamport stresses that computer scientists often err by emphasizing programming languages. One of the significant epiphanies of his career was recognizing the distinction between designing algorithms and writing programs. He likens coding to typing, whereas programming resembles writing. Just as writing conveys ideas, programs are also built on foundational concepts, going beyond the mere lines of code.
Lamport is a staunch advocate for approaching programming mathematically. However, he acknowledges the challenges, especially since many individuals, including seasoned programmers, fear mathematics. To aid in capturing the essence of a program before coding, he developed a language named TLA+. While it poses an initial challenge for engineers, mastering it sharpens their mathematical thinking capabilities.
The Wonder of Distributed Systems
The definition of a distributed system, as put by Lamport, is intriguingly insightful. Distributed computing revolves around processes communicating through messages, while non-distributed computing focuses on shared memory communication. His interest in this field was serendipitous, sparked by a paper on distributed databases. By leveraging the principles of special relativity, he identified causality violations in existing algorithms and introduced the concept of state machines. These abstract computers became fundamental in building distributed systems.
Bridging Academia and Industry
Lamport’s later career saw a shift towards industry, a treasure trove of intriguing problems awaiting solutions. He likens his experience to that of the painter Auguste Renoir, who found inspiration in the infinite variations of nature when painting outdoors. Similarly, Lamport realized that industry presented an endless array of challenges, far more than he could conceive in an isolated academic setting.
A Glimpse into Leslie Lamport’s Favorite Algorithm
Of all his works, Lamport holds the bakery algorithm in special regard. Designed to solve the mutual exclusion problem, this algorithm uniquely functions without certain assumptions that most others rely on. The realization that his algorithm worked under such unanticipated conditions brought immense joy and pride to Lamport.
Leslie Lamport’s journey underscores the significance of mathematics in computer science. His invaluable insights and groundbreaking work continue to shape the domain, highlighting the intricate dance between math, logic, and technology.
- An organized collection of irrational nonsense [v. 5.5] - February 2, 2024
- Ann Druyan about Carl Sagan: “I don’t think I’ll ever see Carl again. But I saw him. We saw each other. We found each other in the cosmos, and that was wonderful” - December 23, 2023
- 25 Latin Phrases that everyone should know [meanings & examples] - December 10, 2023


“Michele “Mickie” Flores, a K-6 science teacher at Deer Isle-Stonington Elementary School, is a self-described geek. That’s why she teaches. “When I was nearing the end of my college years, I thought, ‘Who is it that gets to learn new things all the time?’” said Flores. “And I identified teaching as that career.” She stands by her choice, and it’s paying off. In early February, she received the Presidential Award for Excellence in Mathematics and Science Teaching. It is the nation’s highest honor for teachers of kindergarten through grade 12 math and science.”
Read the full article at the Penobscot Bay Press or view a PDF.
Published by Penobscot Bay Press | February 17, 2022


Welcome to the Reception Home Learning page. Miss Wellings and Mr Powley will have regular videos and activities for you to do at home including; stories, songs, writing, maths, art and lots of other wonderful things.
The page is broken into days with phonics and maths learning videos/resources being uploaded daily. Please then choose from one of the challenges at the bottom of the page.
Have fun and enjoy this time together.
Miss Wellings and Mr Powley hope you all have a lovely half term!
Here are some fun things you can do over half term...


So? What's the answer?
Only idiots get the wrong one.
So? What's the answer?
So? What's the answer?
Other urls found in this thread:
16 unironically and based and redpilled
obviously 1 this is easy as fuck
I believe the correct answer to this very complex problem is the number that goes by the name "Sixteen".
The answer is 1.
Order of Operations.
>ambiguous order of operations
Did it just turn 8/2 into a fraction?
go post this shit in /b/
what you'll get is a bunch of arguing between people who treat the equation as 8/(2*(2+2), and people who treat the equation as 8/2*(2+2). Obviously the second is correct, but some people think that brackets first includes the 2 directly outside the brackets. 16 is correct.
oops forgot the closing bracket, whatever
The division sign is used on purpose so people can meme about this shitty math problem.
Brainlet, stick it into any calculator and you'll get 1.
Because he used the divide sign rather than / the bracket is implied.
Okay but who the fuck actually uses the division sign in a context like this instead of putting shit underneath the fraction bar as to avoid this unnecessary confusion. Very unprofessional.
wrong. There is no "divide sign", it's just a different way of writing 8/2 that they teach in elementary schools to make things more simple. It has the exact same meaning, and you can't imply a bracket.
Stick it into your calculator and you'll find you're completely wrong
its 1 bc 2+2=4*2=8, 8/8=1. desu order ops.
easy, its 4.8
Asian women: >*Exist*
turns out I'm not actually wrong
very plebbit tier posts. disappointing.
It's the same thing you dumb fuck. The fraction equals the exact same thing
Answer is 1 either way you shake it.
8/1 x 1/(2(2+2))
Try 0^0 for a real mindbender.
I'm sorry that your calculator is gay
you're adding brackets into the equation that aren't there.
8/2 is one single term, if it was 8 / (2(2+2)) then it would be 1.
There is nothing indicating that the entire right half of the expression belongs in the denominator so 16 is the correct solution.
8 / x(x+x)
8 / (x^2+x^2)
8 / 2x^2
8 / 2(2)^2
8 / 2(4)
8/8 = 1
Order of operations I was told is groups first, then powers, then multiplication and division left to right, then addition and subtraction left to right
8/2(2+2) = 8/2(4) = 4(4) = 16
>8 / x(x+x)
>8 / (x^2+x^2)
you're still making up brackets that aren't in the equation. You expand brackets out, you can't expand in. 8/2 comes first.
8 / x(x+x) = 8/x * 1/(x+x) not making up brackets here
8/(2) * 1/(2+2) -> bracket to denote (2) replacing x vs typing "82". Universally understood math notation.
8/2 = 4 * 1 = 4 / 4 = 1
4 * 1/4 = 1
Like I said either way you shake it.
Ty for the exercise. Reinforces algebra.
>8 / x(x+x) = 8/x * 1/(x+x)
that's true. In the original question, there is nothing to suggest that the (x+x), or (2+2) is a divisor. See .
Any other questions?
the bracket isnt implied, its uses as another way to say multiplication.
2(2+2) is the same as 2 * 4
i got -0
But you are adding in parenthesis. Order of operations, when ambiguous, read from left to right. The same is true in programming languages. If I write the same expression in C++:
a = 8 / 2 * (2 + 2);
The division will complete first, followed by the addition in parenthesis, and finally the multiplication.
nice digits there user-kun
senior electrical engineering student here
the answer is 1 lollll
Absurdism is the best form of shitpost only second to surrealism
the divisor is clearly x(x+x) or in this case 2(2+2)
8 *division symbol* 2(2+2) is the same as
8 / 2(2+2)
PEMDAS rules so lets get the addition out of the way first:
8 / 2*(4) = 8/1 * 1/2 * 1/4
No laws broken here. Turning into fractions. 8/2 = 8/1 * 1/2
8/1 * 1/2 * 1/4
In English half of eight, and then a quarter of that.
nope. See It doesn't matter how much you mess with your fractions, you're still wrong
You're putting a higher precedence on the multiplication for no reason. PEMDAS means that multiplication and division happen simultaneously, not that multiplication happens first and then division. In this case there's no reason to believe that the 4 would suddenly turn into 1/4.
8/2 * (2+2)/1
I stand corrected user.
So basically it's one of these right?
isn't this like 6th grade stuff? why is this such a big deal
it's been all over twitter today as well
For some reason people were taught that either multiplication comes before division (it doesn't) or that multiplication outside of parenthesis comes first (it also doesn't). It's always left to right, always has been.
Maybe you and the rest of them should go back to twitter then.
Right, but going from 8/2(4) to 8/8 is incorrect. That is not a valid simplification.
The almighty TI-84 has spoken. It is 16.
I don't really understand why it works that way, but that's the whole point of these threads.
Seeing roasties and boomers arguing about this on facebook is sad, but seeing it on Jow Forums is worse.
multiplication and division are on the same tier, you follow left to right, people think otherwise because of PEMDAS, but obviously didn't pay attention because M and D are one in the same. P E MD AS is what it actually is.
the answer is 1. anyone saying otherwise didn't pay attention in elementary school.
P-E-MD-AS not P-E-M-D-A-S you absolute fool. Imagine being this blind and not realizing you are the one who didn't pay attention in elementary school.
I suddenly feel so much less insecure about my own math abilities.
It's 16, people often confuse the MD in pemdas to mean first multiplication then division, but it's actually both with regards to whichever comes first in the linear progression of the problem
>there are people who still think it's 1
why did you put a fraction instead of original? It could be a different order for fraction then division.
did you skip the whole fractions to decimals part of school or what
holy fucking shit, ANOTHER one. what shit-tier countries did you all go to school in
BEDMAS my dudes
Like how yall 140+ iq and cant solve a simple equation. Proved that you niglets are as retarded as the normies (tip: PEMDAS)
I give up on trying to add more niggers until it's original
fuck off op! everyone on instagram is acting like a fucking retard.
you idiots it's 1.
the equation is read like this
with x being the parenthesis. literally the 2 in front of the parenthesis is part of the parenthesis. if it wasn't then it'll be written like option 2.
if you're gonna put it in a calculator, you have to write it like this
8/(2(2+2)) or else you get the stupid wrong answer.
you robots are the same type of retards as normies. fucking disappointing and fucking disgusting. fuck any retard that says 16.
p.s top student in my math classes. basically a self-proclaim math prodigy with the grades to prove it.
It's 1 and anyone that says it's 16 is a fucking retard that dropped out first year of hs
I actually learnt BEDMAS in school but PEMDAS is the exact same thing, the order of MD and DM is left to right. Also,
THE ANSWER IS -0 AND ANYONE THAT DISAGREES IS WRONG
>t. fields medal
>i don't understand basic arithmetic: the screenshot
answer the fucking question
the question isn't 8/(2(2+2)), the question is 8/2(2+2)
of course you get a different answer if you input a different question you dunce.
>the equation is read like this "8/2x" not "8/2*x"
a calculator calculates 8/2x as 8/2*x regardless if you put the * in, try it yourself. the answer is 16.
when you put 8/2(2+2) into a calculator it calculates 8/2*(2+2). some even automatically put the * in the completed equation to show you the exact calculation.
Your dumb euroshit schools aren't at the top of the rankings for a reason.
mine calculates 8/2(2+2) and returns 1. If I enter 8/2*(2+2) it returns 16
If your calculator returns different results for the same equation then it's time to get another calculator. I've tried 7 calculators and 6 of them returned 16, 3 of which added a * into the equation which I did not do myself, and the other simply stated "error", probably just a dud.
here in more simpler terms
>2 is part of x. it's in front of the parenthesis and therefore should be multiplied with it. the parenthesis is not separate from the 2 you fucking retard.
>8/(2(2+2)) is the same as 8/2(2+2). i said write it like that or else your calculator will calculate the equation incorrectly. thus doing this 8/2*x and not this 8/2x. On a calculator you're suppose to write equations with variables as 8/(2(x)). you're getting 16 cause you're inputing the equation wrong.
8/(2(2+2)) is not the same as 8/2(2+2) because they affect how a calculator calculates
>"it's the same thing"
>"changing it gives you the right answer"
the equation is written 8/2(2+2), so the answer is 16, not hard buddy
Anyone saying it's something besides one failed high school math and should feel bad.
>all this arguing
The guy who made that operation knew perfectly that most people were TAUGHT that multiplication comes BEFORE everything else.
This has nothing to do with brainlets or whatever lowkey insult attempt you're all trying to throw. Both replies, 1 and 16, are technically correct depending on the education. Only one is mathematically correct.
The only good thing coming out of this is that people will now take the habit to check the approved M.I.T solution instead of listening to the internet whenever something ambiguous comes out again.
Fun and friendly Jow Forums discord. Join now for frens!!
This user is right, here how it should be done
why is this trending on twitter?
Are zoomers not being taught the Order of Operations in school?
Shut up nerds its obviously 8.


Firstly she talked about the Golden Mean and the Fibonacci series. I had some knowledge of this through my architectural studies but by no means did I understand the magnitude of it. The Golden mean is a mathematical equation with which to measure scale and proportion in architecture and nature. It is usually expressed like this:(Sorry, I know this image is really small, but I am stilling getting the hang of uploading pictures... It will hopefully improve with time.)
It basically means there is a ratio of 1:1.618 between different components of the same thing. And this applies to everything from nature to architecture and art. It is also described as the formula for beauty because if something just looks 'wrong' it is usually not according to this formula.
The Fibonacci series is a series of numbers that looks like this: 1 2 3 5 8 13 21 34 55 ... the following number is always the sum of the 2 previous numbers (2+3=5; 3+5=8; etc) And when you divide one number by the previous one you get... ta da.... 1.618This sequence is evident everywhere in nature from pine cones and pineapples to the way leaves are attached to the branches.
A great website that explains this a lot better than I can and also has great images can be found hereHere are a few images from nature to illustrate this principal:


The Chisago Lakes Area School District has developed a program to support and challenge students identified as high potential/gifted and talented.
For more detailed information on identification and programming, please see our High Potential/Gifted Handbook.
Join us for Project SEEK another learning opportunity for high potential/gifted students.
Recommended students will receive an invitation in early March and student applications are due April 15th.
Elementary enrichment is typically provided in grades K-5 with an Enrichment Facilitator pulling students out of class and working with students on challenging reading and math curriculum. Due to COVID-19, we have done our best to cohort students and not have them cross classrooms. So if you are looking for more challenging activities in the areas of reading, math, and STEM, please access the extra lessons below. There are new lessons each week.
Click this icon to access Enrichment Activities in Reading, Math, and STEM by Grade Level.


Last night, Indiana Auto Plant (IAP) sponsored the Indiana Fever’s STEM Night. Part of an ongoing partnership with the Fever, this event is one example of HMIN’s commitment to exposing young people to future careers in science, technology, engineering and math.
“Demand for STEM careers continues to rise, so we believe it is critical to inspire curiosity among youth in our community about how STEM translates to manufacturing skills,” said Bob Nelson, IAP President. “We value our relationship with the Indiana Fever and enjoyed the opportunity to sponsor this event.”
IAP also supports STEM through grants and sponsorships and the volunteer efforts of associates. For information about HMIN’s community involvement, visit https://indiana.honda.com/our-community.
“IAP was pleased to partner with the Fever for this event to show kids of all ages how interests in science, technology, engineering and math can lead to many career paths in manufacturing,” added Nelson.


Create your own bar graph by sorting and Graphing.
For more Home Zone activities, click here
• Patterned and cut into triangles
• Patterned and cut into squares
• Plain and cut into triangles
• Plain and cut into squares
Two tables and one large carpet/floor space is needed for this activity. At one table, set out multiple bowls with three different colors of Unifix cubes in each bowl. At the second table, set out different piles with 8-12 pieces of smaller fabric per pile. Each pile will be a sorting station for one or two children. At the carpet or floor space, tape down two large graphs where the students will work together to create their life-size fabric graphs. Have the fabric set out in baskets, as well as the attribute cards.
1. At station one, students will be gearing up for graphing by using the Unifix cubes. They will sort them by color and affix them, comparing the sizes of each bar and determining which has the most and least.
2. At station two, students can play the game “What’s my rule?” Students can partner up and sort the fabric by various attributes, with their partner having to guess which rule they used to sort the fabric.
3. At the third station, children will interact with a life-size graph. Identify the x-axis and y-axis and what they are used for, and lay out a sample graph for students to describe and explore. Students can work together to identify an attribute, graph handfuls of fabric based on said attribute, and analyze their graph.
Students will engage in graphing and sorting various fabrics, defining their own attributes and following various sorting rules.
6.D.ECa Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice.
Students will sort fabric into groups based on an attribute, graph those fabrics, and determine which group has more or less.
7.A.ECa Compare, order, and describe objects according to a single attribute.
Students will choose a noticeable attribute in the displayed fabrics and sort the fabric according to that attribute.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Students will sort fabric into categories and place the fabric onto the graph, identifying how many pieces of fabric are in each category.


Young Engineers – St. Louis, Mo Programs
Saturday program – Register at www.stlouis.e2youngengineers.com or contact me
Ferguson Community Center –
Next Session Start September 3rd, 2016
Big Builders (ages 4 -6) 9:30 to 10:30am
Lego Challenge (ages 6 to 15) 9:30 to 11:30
Boy Scouts Badge Program – click link to see classes and register
Ferguson Community Center
10:00am to 12:00pm
The Heights Community Center
Wednesday evening classes
Sept 21st and October 19th
Contact Community Center for registration
After School Program
Biome Charter School- After School program
Monday & Thursday
5 to 6 pm
Program Subjects Include
- Basic and complex mathematics: instructors teach basic math, from addition and subtraction to exponents.
- Powers and principles in physics: centrifugal and centripetal forces, the power of inertia, potential energy, kinetic energy, action and reaction law, buoyancy, torques, fulcrum, load division, angular momentum, and more. Archimedes, Sir Isaac Newton, Einstein, and more.
After extensive testing, it has been statistically proven that children participating in e² Young Engineers enrichment programs achieve high grades within all scientific subjects taught at school.
It has also been proven that elementary school students who join Young Engineers community obtain the mathematical knowledge required to succeed when tackling the more complex scientific curricula taught at middle and high schools.
These tests have been conducted by the
Center for Cooperation and Advancement (CCA)


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CLASS IX CBSE SAMPLE PAPER 2019| CLASS 9 QUESTION PAPER 2019| IMPORTANT QUESTIONS CLASS 9, 2019| Hi friends welcome back again to my channel gyaani keeda 🙏 Friends this is the


Home > How many hours old am i
How many hours old am i?
Find out How many hours old am I? Enter the birthdate and our age calculator tells you how old you are in hours.
Welcome to our comprehensive guide on calculating your age in hours. Have you ever wondered exactly how many hours you've been alive? Our intuitive web page allows you to input your birthdate and instantly determine your age in hours.
Additionally, we provide insights into age conversions in minutes, seconds, days, months, and weeks.
Read on to learn more about the fascinating concept of measuring age in hours and explore other time-related measurements.
Age in Hours Calculator
Our easy-to-use age calculator quickly calculates your age in hours based on your birthdate.
Simply enter your birthdate into the provided fields, click the "Calculate" button, and voila! You'll receive the precise number of hours you've been alive.
The Basic Conversion
To calculate your age in hours, you need to understand the basic conversion factors. A day consists of 24 hours, and a year generally has 365 days (or 366 days in a leap year).
By multiplying your age in years by 365 (or 366 for a leap year) and then multiplying the result by 24, you can obtain an estimate of your age in hours.
For example, if you are 30 years old, the calculation would be: 30 years * 365 days * 24 hours = 262,800 hours.
In addition to hours, our calculator provides conversions to other time-related measurements. Here's a breakdown of how you can express your age in different units:
- Age in Minutes: Discover how many minutes old you are, giving you a finer measure of time since your birth.
- Age in Seconds: Delve into the realm of seconds and grasp the incredible number of seconds that have passed since your birth.
- Age in Days: Explore your age in days, a commonly used unit for tracking personal milestones and achievements.
- Age in Months: Calculate your age in months and appreciate the passage of time in a different perspective.
- Age in Weeks: Measure your age in weeks, a helpful unit for tracking progress and comparing milestones.
Frequently Asked Questions (FAQs)
What is the difference between age in hours and age in years?
Age in hours is simply a more precise way of measuring age. One year is equal to 8,760 hours, so if you are 30 years old, then you are also 262,880 hours old.
Why do you need to know my date of birth?
We need to know your date of birth in order to calculate your age in hours. We don't store your date of birth or any other personal information.
Can I use this calculator for other purposes?
Yes, you can use this calculator to calculate the age of anything, not just people. For example, you could use it to calculate the age of a tree or a building.
How accurate is the age calculation in hours?
Our age calculator provides an accurate estimate based on the inputted birthdate and the current date and time.
Please note that this calculation assumes a standard 24-hour day and does not consider factors like leap years.
Can I use the age calculator for historical dates?
The age calculator is designed to work with present-day dates. It may not provide accurate results for historical dates due to changes in calendar systems and other variables.
Check here past age calculator
Can I use the age calculator for future dates?
The age calculator is primarily intended for calculating past ages. While it may provide approximate results for future dates, it's important to remember that time is constantly progressing, and the actual age in hours will change as time advances.
Check here future age calculator
Calculating your age in hours offers a unique perspective on the passage of time. Our web page's age calculator simplifies the process, providing you with your age in hours at the click of a button.
Explore additional time-related measurements like minutes, seconds, days, months, and weeks to gain a deeper understanding of your age in various units.
Start using our age calculator today and unlock the fascinating world of measuring time in hours!
Remember, every hour counts towards your life's journey. Embrace the present and cherish each passing moment.


The definition of geometry is: math that focuses on the measurement and relationship of lines, angles, surfaces, solids and points. The Alberta K-4 Math Curriculum includes the outcome: "Students will connect numbers to their everyday life, and find geometric shapes in their surroundings. Your child will solve problems involving numbers, patterns and measurement".
See how many shapes and patterns your child can find by examining the dandelions in your backyard!
Many people try to get rid of dandelions as they grow in our yards year after year, but the dandelion plant is actually a beneficial weed. They are useful when gardening because they bring nutrients to shallow-rooted plants while adding minerals and nitrogen to soil. Dandelions also attract important pollinators such as bees and butterflies and they release ethylene gas that helps fruit ripen.
Dandelions have also been used for centuries in wellness tonics and are believed to have many health properties. Check out these tea recipes by medicinalplantszone.com:


Gentlemen, draw your bowstrings… From p. 233 of The Black Swan :
WEALTH DISTRIBUTION ASSUMING A GAUSSIAN LAW
Richer than €1 million: 1 in 63
Richer than €2 million: 1 in 127,000
Richer than €3 million: 1 in 14,000,000,000
Richer than €4 million: 1 in 886,000,000,000,000,000
Richer than €8 million: 1 in
Richer than €16 million: 1 in … none of my computers is capable of handling the computation
Leaving aside the obvious fact that wealth, like so much of the rest of life, is far from Gaussian, doesn’t this last “none of my hurrdurr” comment strike you as just so hilariously lazy ? None, Nassim ? Really ?! Like, you tried multiple machines and you couldn’t come up with anything >0 ??!!
As hard is this is to swallow, Taleb‘s poverty shan’t dissuade us from pressing on in our search for Truth! So let’s see if we can do better despite using the same tools and having a drastically shallower knowledge thereof.i
Given the probabilities above and a mean wealth of €40k,ii we can infer an SD of €446k. From this, we can calculate the number of sigmas from the mean of each of the wealth brackets rounded to three sigfigs :
Richer than €1 million: 2.24σ
Richer than €2 million: 4.48σ
Richer than €3 million: 6.73σ
Richer than €4 million: 8.97σ
Richer than €8 million: 17.9σ
Richer than €16 million: 35.9σ
Events this rare – rarer even than the chance of a particle existing in the known universe – are rarely calculated and even more poorly understood.iii Thankfully, bright folks like Anders Sandbergiv dug up a Abramowitz and Stegun equationv for estimating the upper bound of probability for uber-sigma events like the one described by Taleb’s Gaussian wealth distribution.
Using A-S as our flexed bow and Mathematica as its silver arrow, we find that encountering a man with a net worth of €16 million in a Gaussian world has a probability of 1.527E-280% on any given day.vi
Recalling that there are only about 1.080E80 particles in the known universe, it turns out that Fuck You Money could never exist anywhere other than our baleful, beloved world.
And, furthermore, that it’s never the arrow, but the Indian.
___ ___ ___
- Whereas Taleb claims to have “spent almost all [his] career in quant finance and probability toying with Mathematica,” apparently it only takes a semi-nerd with a B+ in University Calculus and zero Mathematica experience to find the correct solution. Honestly, to replace the power supply on a throwaway iMac, upgrade its OS to 10.9 so that it’d run the program, download a torrent of Mathematica, and install the software took me fully 10x longer (maybe 5 hrs) than it did to figure out how to write the equation in a programming language I’d never used before (maybe 30 mins).
- When Taleb penned this in 2007, the OECD estimated average global net worth to be a smidge over $50k, which we’ll round to €40k because I feel like it, it’s close enough, and who the fuck trusts the measurements of those scammers anyways ? ↩
- I found research up to 25 sigma events but bizarrely little beyond that. Clearly, too much grant $payola is bad for the brain. ↩
- Sandberg is probably best known for his “Don’t touch that LHC” position paper. A stance he defends admirably.↩
- N[1/2(1-Erf[359/20sqrt2]),300]*100 ↩


After exploring fractions with similar objects, the ‘eggs,’ it was time to mess around with dissimilar objects. I wanted the Magical Minds to understand that fractions can be used to describe the differences in a set. Thus, we began our lesson by exploring a collection of pieces that had different shapes, colors, and letters.
Familiar with the different attributes of the pieces, we began the work of using fractions to describe those differences. We each chose eight random pieces. This was our ‘set.’ If there were two red pieces in a set, we would write that 2/8 of the set were red. The goal was to write as many different fractions to describe the set.
Our lesson ended with a “guess the set” game. The Magical Minds hid the picture of their set and handed their fractions to a neighbor. Using only the fractions, they used logic to figure out the attributes of all the pieces in the set.
Sometimes it took a lot of work. Sometimes there were not enough fraction clues. But, we helped each other out, adding more clues so that the next person could do an even better job.
Want to play? Stop by our classroom and see the different sets and fractions.
NOTE: I used this lesson plan when creating this learning experience.


Sometimes I feel that the lives that we live, as complex systems, are very analogous to the prime number sequence. Every prime is a source of a very simple arithmetic sequence but the problem with prime number is that they never end and therefore there is an infinite number of pattern sources out there. Just like there is in real life.
The theory of complex systems state that simple actions could result in great and sometimes unexpected consequences. That’s because there are lots of other factors that inevitably affect the environment of an action and that environment only appears to be isolated from external events.
Maybe the analogy is subtle but an unexpected event is like a really huge semi prime. It would take us really long to realize that the number isn’t a prime, but a semi prime. And it would take us really long to realize that an unexpected sequence or result is actually related to that other hidden factor that we didn’t see before.


The sixth grade course emphasizes logical reasoning, problem solving, and facility with computation. Integers, solving equations, ratios, percents, and graphing ordered pairs on the coordinate plane are introduced. Students study and explore number theory, fractions, decimals, order of operations, and geometry more extensively. They are encouraged to develop an awareness of the nature and structure of mathematics in a broad context. Word problems of varying degrees of difficulty are incorporated and class discussions focus on the understanding of multiple problem-solving approaches. We will continue to utilize Singapore math but supplement with materials deemed essential by our math faculty.


How #Genesis64 parses C64 BASIC (Part 2)
Or: how operators work and mathematical equations are solved
The last post was about translating your input into something that can be run in #Genesis64, this time I'll try to shed some light on the black art of using operators and math.
Let's start with a simple BASIC program:
20 poke v+1,0
30 print 2+2*2
We can skip line 10 and look directly at the parameter part of the POKE command:
Anyone can understand it and the trick (as so often) is to make the program to understand it. The term
v+1 is pushed into the tokenizer after splitting (see Part 1) and again I use a simple regex to see what it is we want to tokenize:
This translates to: "Take everything until you hit a '+' and group it, then take the rest and group it as well". We are using a '+' operator, and the two groups we get are fed into the Tokenizer again to see what they are, namely a variable: '
v' (a numerical one at that) and a number '
So the token for '
+' looks like:
When the program is run and the token for '
+' is executed, it simply takes its two parameters and adds their Num value and then stores it in its Num value (which is then used by the
More complex expressions
2 + 2 * 2
Luckily these work exactly like the simple ones, we just have to keep an eye on the order. The Tokenizer will return two tokens: a "multiplication" token and an "addition" token.
(excuse the crude drawing)
#Genesis64 parses expressions in reverse order (so lower-order mathematical operations first), but executes them back in reverse again:
->  "+": 2, 2*2
-->  "*": 2, 2
: "*", 2, 2 => 4
: "+" 2,  => 6
This way all other operators are parsed, too:
or (but not:
The next part(s) will be about the more complex commands like
step as they all share the "problem" that they need to jump around the token list.
You can try out your C64 BASIC skills in #Genesis64. You can get a list of all working c64 BASIC commands and functions by typing "help" and hit enter.


Amazing Minecraft Math: Cool Math Activity Book for Minecrafters (Minecraft Activity Books) (Volume 2)
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The #1 Unofficial Minecraft Math Coloring Series 2nd Book! Amazing Minecraft Math Coloring Book: Fun by learning math via Minecraft Drawings for Kids is a great way to spend your free time. This book will keep children entertained for hours. It also serves as a fantastic gift for any occasion.Inside you will find:
Drawings of your favorite minecraft characters
Drawings of Minecraft Monsters and Animals
Pictures of Minecraft Food
Pictures of Action scenes
... and much, much more!
Make these drawings come to life using your imagination, pencils and markers!Try the second book after this!
- Product Dimensions: 8.5 x 0.06 x 11 inches; 0.19 pounds
- Shipping Weight: 0.19 pounds
- ASIN: 1519327102
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Posted: November 2, 2021
Hello everyone, this is just a reminder that we will be meeting on Microsoft Teams today and every day from 1:20-1:50. This is a time for you or your child to ask questions about the Math assignments. I will be assigning Math based on Math workshop that is done during our regular day. The expected time is 45 minutes and that time will be divided into three different blocks. Students will be expected to complete assigned questions for 15 minutes, play a given game for 15 minutes and go online to work on Dreambox for 15 minutes. To access Dreambox please go to https://play.dreambox.com/login/knjs/5pjy If it is the first time going on Dreambox at home you will be asked for a school code which is Knjs/5pjy. All students have a personal password for Dreambox that they have used several times. If they do not remember their password please email me at firstname.lastname@example.org and I will provide it. Thanks!


We offer a range of opportunities for adults who live in Stoke on Trent and are aged over 19.
Our wide range of courses can help you get new skills and re-connect with learning. Courses can help you follow an interest and grow in confidence in a fun and relaxed environment.
FREE Multiply Numeracy courses now available!
Do you want to build your confidence with numbers in a fun and relaxed environment?
Join in today! New courses starting soon.
If you’re aged 19 and over you can access FREE numeracy courses in partnership with Multiply to build your confidence with numbers and gain a qualification.


|Statement||David B. Damiano, John B. Little.|
|Contributions||Little, John B.|
|LC Classifications||QA184 .D35 1988|
|The Physical Object|
|Pagination||xiii, 434 p. :|
|Number of Pages||434|
|LC Control Number||87081875|
No headers. This text, originally by K. Kuttler, has been redesigned by the Lyryx editorial team as a first course in linear algebra for science and engineering students who have an understanding of basic algebra. All major topics of linear algebra are available in detail, as well as proofs of important theorems. This book is the text for Massachusetts Institute of Technology’s Linear Algebra course , whose goals are “using matrices and also understanding them.” There’s enough material in the book for a year-long course, and the MIT course covers primarily the first seven chapters. Most students taking a course in linear algebra will have completed courses in di erential and integral calculus, and maybe also multivariate calculus, and will typically be second-year students in university. This level of mathematical maturity is expected, however there is little or no requirement to know calculus itself to use this book File Size: 2MB. Welcome to Linear Algebra for Beginners: Open Doors to Great Careers! My name is Richard Han. This is a first textbook in linear algebra. Ideal student: If you're a working professional needing a refresher on linear algebra or a complete beginner who needs to learn linear algebra for the first time, this book .
vector spaces, linear maps, determinants, and eigenvalues and eigenvectors. Anotherstandardisthebook’saudience: sophomoresorjuniors,usuallywith a background of at least one semester of calculus. This is a good contemporary book on linear algebra. It would be appropriate for any sophomore-level linear algebra course for pure math, applied math, CS, or related fields. It includes some nice sections on computing that could lead naturally into a course on numerical methods. Clarity rating: 5 Author: Jim Hefferon. Course description. This course covers the following topics: solving systems of linear equations; matrices and linear transformations; image and kernel of a linear transformation; matrices and coordinates relative to different bases; determinants; eigenvalues and eigenvectors; discrete and continuous dynamical systems; least-squares approximation; applications, differential equations, and. Every time I’ve taught the course (undergraduate), I’ve been saddled with someone else’s choice of text. And they’ve generally been isomorphic (the same) and not particularly inspiring. So I’m going with speculation here - in terms of what I think.
This book is especially suited to a second course in linear algebra that emphasizes abstract vector spaces, although it can be used in a first course with a strong theoretical emphasis. Updates to the 5th Edition include revised proofs of some theorems, additional examples, and new exercises. Also new in this revision are online solutions for. Course Highlights. This course parallels the combination of theory and applications in Professor Strang’s textbook Introduction to Linear Algebra. The course picks out four key applications in the book: Graphs and Networks; Systems of Differential Equations; Least Squares and Projections; and Fourier Series and the Fast Fourier : Prof. Gilbert Strang. A First Course in Linear Algebra is an introductory textbook aimed at college-level sophomores and juniors. Typically students will have taken calculus, but it is not a prerequisite. The book begins with systems of linear equations, then covers matrix algebra, before taking up finite-dimensional vector spaces in full generality. The final chapter covers matrix representations of linear. What this book is: This "textbook" (+videos+WeBWorKs) is suitable for a sophomore level linear algebra course taught in about twenty-five lectures. It is designed both for engineering and science majors, but has enough abstraction to be useful for potential math majors. Our goal in writing it was to produce students who can perform computations with linear systems and also understand the.


1st Grade Addition and Subtraction Practice A - Animals! (30 Puzzles)
We've created this downloadable puzzle packet to help 1st graders practice addition and subtraction. There are 30 puzzles in this packet. Some are one page and some are multiple pages.
This packet is designed for printing - some puzzles can be printed on double-sided paper, but some need to be printed on single-sided paper because they need to be cut out and re-arranged in order to be solved. (We also love the idea of getting kids off their screens for a while.)
The math in this packet focuses on adding and subtracting up to 20 (Common Core 1.OA.C.6). All of the answers in this packet are animals.
For more advanced 1st grade math addition and subtraction practice (up to 100), look for 1st Grade Addition & Subtraction B (Science).
Want to try out some of our puzzles before you buy? Look for the 1st Grade Free Kickoff Packet, which has 20 puzzles designed to help 1st graders practice the math they learned in Kindergarten and will be learning as they start 1st grade.


May 9 2024
The Future of Math: Innovations in Classroom Technology
May 9, 12:00 pm ET
Join the final webinar in our learning series on The Future of Math. The pandemic thrust computers into the teaching and learning of math everywhere, leading to a new round of promises about how the latest innovations will jump-start student success. Which of these claims are realistic and which echo decades of wishful thinking about education technology? As AI dominates the news, how should we think about the proper role of technology in the teaching and learning of mathematics?
While each webinar stands on its own, you may be interested in watching the previous webinars in the series: The Future of Math: Where Is Math Education Now and Where Should It Be?, The Future of Math: Content Students Need for the 21st Century, and The Future of Math: Classroom Teaching (April 25).
While others are welcome to attend, this event is intended for members and education grantmakers.
There is no cost to attend this Grantmakers for Education program. Registration closes 15 minutes prior to the program time. By registering for this program, you agree to our Learning Environment Commitment. Thank you for your patience; we review each registration in advance.REGISTER FOR EVENT ❯
About the Speakers
Director, Education and Postsecondary Education Lead
Tia currently leads the higher education-themed projects at Intentional Futures (iF). Her primary focus is developing inclusive and social justice-oriented solutions with leaders in EdTech, and family foundation clients. Before iF, she worked on statewide advocacy and implementation of newly passed education laws in California. She also partnered with campus-based programs to evaluate and develop equitable programmatic practices in student support programs and financial aid policies. She has been a classroom teacher, college access advisor, and instructional designer. Recently, she has worked on projects on AI and EdTech, equitable teaching and practices, and emerging technologies in the student/learner credit mobility market. She holds an M.S. in Learning, Design, and Technology from USC.
Dr. Dave Kung
Dr. Dave Kung (he/him) spent more than 20 years at St. Mary’s College of Maryland, where he was a professor for various courses across the mathematics curriculum in the Department of Math and Computer Science. While there, he co-founded an Emerging Scholars program to retain minoritized students. Dave is an award-winning teacher and also serves as the director of MAA Project NExT, a professional development program for new faculty in the mathematical sciences.
Dr. Dan Meyer
Vice President, User Growth
Dan Meyer, PhD, is the Vice President of User Growth at Amplify where he focuses on teacher efficacy and student learning across Amplify’s suite of curriculum and technology products. Previously, he was the Chief Academic Officer at Desmos where he led the development of the new interaction models between teachers, students, and computers which would eventually result in a core curriculum and digital authoring platform. He earned his doctorate from Stanford University in math education. He lives in Oakland, CA.
Dr. Jeremy Roschelle
Co-Executive Director, Learning Science Research
Dr. Roschelle applies learning science theories and methods to understand how, when and why technology can enable improved teaching and learning. He is nationally and internationally recognized for groundbreaking research in computer-supported collaborative learning; learning with connected, mobile devices; and technology in mathematics learning. He has conducted rigorous efficacy research on personalized, adaptive learning, on online homework tools, and on dynamic visualizations for mathematics learning. His 25 years of research experience have led to over 125 publications and 9 patents, resulting in 15,000 citations to his contributions. Roschelle has a long-standing role as Associate Editor for the Journal of the Learning Sciences and leads a large community of National Science Foundation-funded projects in the area of cyberlearning. He brings extensive experience in growing productive research organizations and leading complex, multi-institutional research and development teams funded by the National Science Foundation, Institute for Education Sciences, philanthropies and leading educational technology companies.
Dr. Jennifer Suh
Professor and Co-Director, Center for Outreach in Mathematics Professional Learning and Educational Technology
George Mason University
Jennifer Suh is a professor of mathematics education at George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Masters and Phd Programs. Her research and outreach in schools focuses on using high leverage mathematics teaching practices and asset based instruction; infusing technology in mathematics classrooms for equity; and developing K-8 problem-based modeling tasks to promote equitable access to 21st century skills for diverse student populations in STEM disciplines. She has served as a board of director for NCTM and the VP of professional learning for AMTE spearheading the creation of positionfor statements in equitable integration of technology. Currently she leads a project called EQSTEMM focused on culturally responsive mathematical modeling in elementary grades and works with teachers on EQT-Tech lesson study to integrate technology with equity at the forefront.
Dr. Aris Winger
Assistant Professor of Mathematics
Georgia Gwinnett College
Aris Winger is an assistant professor of Mathematics at Georgia Gwinnett College. A native of Washington D.C., he is a graduate of Howard University (B.S. in Mathematics) and Carnegie Mellon University (M.S. and Ph.D in mathematical sciences). His current areas of interest and research include Equity in mathematical spaces, culturally responsive teaching, and social justice mathematics. He is a co-author of the book series Advocating for Students of Color in Mathematics currently serves as the Executive Director of the National Association of Mathematicians.
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Ok, I am long out of doing maths in a classroom. And to be honest, I am a letters and pictures girl. I prefer to read and draw. When I was in school, a long, long time ago, I struggled with maths. Thankfully, I had some great teachers in high school that helped me see the problems my way, and find the logic. I never did come to love proofs in geometry but eventually I got there.
Later, when my sister went through school and needed help with polynomials, I found that math came a little easier. Maybe because the pressure was off, maybe because when you need to teach something you find different ways to understand it. Who knows. But math is no longer an evil horrible thing for me.
That being said, while math has always been a necessary part of my life, I still gravitate towards the letters and pictures. However, I no longer believe I am an imbecile in math.
The reason I think back to my math teachers in high school is because they worked with me to find a way that I understood the problems and could find the correct solution.
All things being equal, thank god they never tried to teach me using common core. It just doesn’t make sense to me. WHY ON EARTH WOULD I ADD A BUNCH OF NUMBERS TO FIGURE OUT THE DIFFERENCE BETWEEN THEM?
I’m sorry, it just doesn’t make sense. And I am exceptionally grateful that neither my brain-dwelling hamsters, nor my two cats, will ever be enrolled in a school where I have to explain common core to them so that they understand.
Seriously, why can’t 32-12=20. Maybe it’s just because I am a letters and numbers girl, but when asked what the difference is between 32 and 12, I immediately picture it in my head as if it were up on the chalkboard, just like in the old days:
Seems pretty simple to me.
What does not seem simple is:
To subtract 12 from 32, add the distance from 12 to 15, the distance from 15 to 20, the distance from 20 to 30 and the distance from 30 to 32. 3+5+10+2=20.
Clearly I am missing something, or perhaps I really am an imbecile when it comes to Maths after all, but you all can keep your common core, and I’ll stick with my chalkboard pictures.


How many teaspoons is 1g of baking soda?
Grams to teaspoons for baking powder
|Grams to teaspoons||Grams to teaspoons|
|1 gram = 0.23 tsp||11 grams = 2.53 tsp|
|2 grams = 0.45 tsp||12 grams = 2.7 tsp|
|3 grams = 0.68 tsp||13 grams = 2.93 tsp|
|4 grams = 0.9 tsp||14 grams = 3.15 tsp|
How do you measure 1gm?
The most accurate way to measure grams is to use a scale. Choose a digital or mechanical scale that uses the metric system, then press the tare button to zero it out. Place your item on the center of the scale, wait for the scale’s digital display or needle to come to a stop, and record the grams.
How many tablespoons are in a gram?
1 tablespoon to grams (tsp to 1g)
How many grams is a teaspoon?
To be precise, 4.2 grams equals a teaspoon, but the nutrition facts rounds this number down to four grams. Using this equation, you can easily look at any food product to see how much sugar it contains.
What is the equivalent of 1 gram in teaspoons?
If you want to convert 1 gram to teaspoons, divide the grams by 5 where 5 is a conversion factor.
What is 1 tsp of baking powder in grams?
A teaspoon of baking powder is 5ml or 4 grams.
What is an example of 1 gram?
Examples of Gram Weight
Here are common examples of objects that have about one gram of mass: A small paperclip. A thumbtack. A piece of chewing gum.
What weighs exactly 1 gram?
1 gram is about the mass of a metal paperclip. The quick and dirty comparison to keep in your head is that 1 gram is about the mass of a metal paperclip. Or, if you prefer, it’s about the mass of a US dollar bill. As these comparisons show, 1 gram isn’t much mass at all—at least by everyday standards.
How much is 2 teaspoons in grams?
Teaspoons and grams for sugar (granulated)
|Teaspoons to grams||Teaspoons to grams|
|1 teaspoon = 4.2g||6 teaspoons = 25.2g|
|2 teaspoons = 8.4g||7 teaspoons = 29.3g|
|3 teaspoons = 12.6g||8 teaspoons = 33.5g|
|4 teaspoons = 16.7g||9 teaspoons = 37.7g|
How much is a 1/2 teaspoon in grams?
Baking Conversion Table
|1/2 teaspoon||2.84 grams|
|1 teaspoon||5.69 grams|
|1/2 tablespoon||8.53 grams|
|1 tablespoon||17.07 grams|
How many grams is two tablespoons?
Dry Measure Equivalents
|2 tablespoons||1/8 cup||28.3 grams|
|4 tablespoons||1/4 cup||56.7 grams|
|5 1/3 tablespoons||1/3 cup||75.6 grams|
|8 tablespoons||1/2 cup||113.4 grams|
|12 tablespoons||3/4 cup||.375 pound|
Does 1 tsp equal 5 grams?
In this instance, our original conversion (1 teaspoon = 5 grams) holds true. This is because 1 teaspoon is equal to a volume of 5 mL. And since we know that 1 mL of water is equal to 1 g of water, then we know that 5 mL of water is also equal to 5 g of water, because 1 tsp x 1 g/mL = 5 mL x 1 g/mL = 5 g.
How much does a teaspoon of baking soda weigh?
Baking powder: 1 teaspoon = 4 grams. Bicarbonate of Soda: 1/2 teaspoon = 3 grams. Butter: 1/2 cup = 1 stick = 4 ounces = 113 grams.
How can I measure grams without a scale?
Another alternative for measuring without a scale is the cups. A large glass contains 250 millilitres of any liquid ingredient. A flour cup is equivalent to 140 grams and a starch cup to 120 grams. In the case of short dough – no matter what type of dough – a cup is about 80grams.
How do you measure grams with a spoon?
Tablespoons to grams
- tablespoon = 15 grams.
- tablespoons = 30 grams.
- tablespoons = 45 grams.
- tablespoons = 60 grams.
- tablespoons = 75 grams.
- tablespoons = 90 grams.
- tablespoons = 105 grams.
- tablespoons = 120 grams.
How many grams is 2 tsp of baking powder?
When it comes to how many grams of baking powder is found in two teaspoons, the amount bumps up to almost 10. More specifically, the answer is 9.58 grams.
Do scales round up or down?
If your scale is meant to be accurate to only 1 gram (like mine), the weight of a single penny will be rounded up to 3 grams. Stay calm and add a second penny: If the two pennies weigh 5 grams, then all’s right with the world.
How much is a gram in math?
A gram is a unit of weight in the metric measurement system that is equal to one thousandth of a kilogram. 1 g = (1/1000) kg or 1 kg = 1000 grams. The gram is used to measure the weight of things that are really light.
Is there an app for weighing grams?
Weighing small objects through digital scale gram apps is not only an interesting thing to do, but the weight measurement app proves to be used daily. Whether you have an iOS or Android device, you can download a free scale app or weight checking app and use it when required.
What can you use to calibrate a scale?
Place a calibration weight, a U.S. coin, or household item on your scale. As long as you know the exact weight of the item, you can use it to calibrate the scale. If you don’t know the exact weight, don’t use the item to calibrate the scale as it can be harmful for the scale if the item is too heavy.
Does a penny weigh a gram?
Pennies minted after 1983 weigh 2.50 grams while the earlier copper pennies weigh 3.11 grams.
What is 2 grams in tablespoons?
How many grams are in 1 tablespoon of sugar?
|Grams||Tablespoons (granulated)||Tablespoons (powdered)|
|20 grams||1 3/5 tbsp||2 2/3 tbsp|
|30 grams||2 2/5 tbsp||4 tbsp|
|40 grams||3 1/5 tbsp||5 1/3 tbsp|
|50 grams||4 tbsp||6 2/3 tbsp|
How do you convert tablespoons into grams?
To convert a tablespoon measurement to a gram measurement, multiply the volume by 14.786765 times the density of the ingredient or material. Thus, the volume in grams is equal to the tablespoons multiplied by 14.786765 times the density of the ingredient or material.
What is 5 grams of baking soda in teaspoons?
To test baking powder’s effectiveness: mix 1 teaspoon (5 grams) baking powder with 1/2 cup (120 ml) hot water and the mixture should bubble immediately. Store in a cool dry place and it should be replaced every 6-12 months.
How many grams is a 1/4 teaspoon?
How Many Grams are in a Teaspoon?
|Volume in Teaspoons:||Weight in Grams of:|
|1/4 tsp||1.2322 g||1.0417 g|
|1/3 tsp||1.643 g||1.3889 g|
|1/2 tsp||2.4645 g||2.0833 g|
How will you measure a teaspoon of baking soda?
Since ¾ teaspoon of baking soda is one-quarter less than a full teaspoon, you will simply fill it up almost to the top. Another option is to use the ¼ measuring spoon if you have one. Since ¾ is essentially ¼ times three, then you will want to use the ¼ measuring spoon three times to achieve ¾ teaspoons of baking soda.
How do you convert grams into tablespoons and cups?
The chart below shows accurately grams to cups, teaspoons, tablespoons and ounces for some commonly used ingredients.
Gram To Cups Conversion Chart.
|Product||Flour, all purpose|
|Grams Per Cup||125|
|Grams Per Ounce||28.35|
|Grams Per Teaspoon||2.6|
|Grams Per Tablespoon||7.81|
What’s 1/3 of a cup in grams?
All Purpose Flour
|1/3 Cup||41.67 g||1.47 oz|
|1/4 Cup||31.25 g||1.1 oz|
|Tablespoon||7.81 g||0.28 oz|
|Teaspoon||2.6 g||0.09 oz|
How much does a gram weigh on a digital scale?
A 95% accurate digital scale would measure 1 gram equal to somewhere between 0.95 – 0.98 grams. A digital scale that measures mass in ounces will measure 1 gram as 0.0353 ounces.
Can I use my phone as scales?
Working Scale Free
This app is the Free version of the digital scale app “Working Scale made by Science With Android.” The Working Scale Free app uses your phone’s built-in sensors to measure the mass of individual objects ranging from 5 grams to 100 grams.
What does G mean on a scale?
g. 1. Grams are the traditional unit of measurement used in the majority of weighing tasks. Commonly used in all industries for weighing in small increments. Product example: Compact balances.
How accurate are digital kitchen scales?
These are by far the most popular scales, mainly due to their compact shape and extreme accuracy in measuring, even with minuscule amounts. You can see the weight displayed on the LCD display screen in either grams or ounces and a digital scale can handle fractions of a gram.
Can a digital scale be wrong?
Since digital scales are electronic, electromagnetic frequencies can interfere with their accuracy. For example, your microwave, cell phone, and any static electricity can cause inaccurate readings. Keep this in mind when using your equipment to ensure readings are as consistent as possible.