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353 CHAPTER-BY-CHAPTER ANSWER KEY CHAPTER 1 ANSWERS FOR THE MULTIPLE CHOICE QUESTIONS 1. Social Studies- Write a journal entry that is from a day in April 2020. Synonyms of 'enrichment' enrichment. 32; 32; 32 2. slope: 5, y-intercept: -3 y = 5 x-3 2. The Biblicist Articles - The Biblicist is devoted to discussing major Bible topics, along with providing answers to Spiritual questions. Each week, problems from various areas of mathematics will be posted here and e-mailed to teachers for use with their students from grades 3 and up. Illustration 1 – XYZ Limited manufactures goods which are liable to excise duty at the rate of 6%. You will work towards Bronze, Silver and Gold awards in your time at your school. 34,235,345 2. x 4 yes; trinomial no yes; binomial 4. Circumference and Area of Circles Date_____ Period____ Find the area of each. Reading Enrichment Option 2: Complete the Drama pdf on my. All of the materials found in this booklet are included for viewing and printing on. Complete the sentence. x=tan 60(y); = tan 45(+100) 9. isosceles triangle 4. commodious 3. Materials: Worksheets 6. indd 4 5/2/11 2:47 PM. Repeat this process for a number that is too high. disagreeable 6. Videos of the same will be uploaded on the website. ” § 1, Comment b. Topic 5: Dividing by 2-Digit Divisors. 450 400 350 300 250 200 150 100 50. Uranium found in nature consists largely of two isotopes, U-235 and U-238. Review and Enrichment Activies: Monday April 13th - Friday April 17th **Use the Wonders - Reading Writing Workshop book for all reading assignments** Look back on page 67 to help you answer this question. ABM CBM and ADM angles,then they are perpendicular. , California Torts, Ch. The Chapter 13 Resource Mastersincludes the core materials needed for Chapter 13. Volume of If a cylinder has a volume of V cubic units, a height of h units, a Cylinder and the bases have radii of r units, then V !"r2h. The least-precise value is 4. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. Even unfriendly-looking problems like this can be solved using the PROPORTION METHOD: EXAMPLE #4: Find 83 2/3 % of 12. The members of a population have variation which can be passed down to their offspring (Pigeon Breeders) 2. Chapter 1 Problem of the Lesson. This The Best Buy - Enrichment 14. You use the Property because. , Cerline et al. docx (Unjust Enrichment) 14. The heat generated supplements the normal heating system during cold weather, but would have to be vented during the summer. Please write on separate paper and be ready to share your answers with your Teachers when you see them. Synonyms of 'enrichment' enrichment. less than 35 ft 20. 63 27 36 Step 1 Subtracting 27 is the same as subtracting 30 and then adding 3. pdf FREE PDF DOWNLOAD NOW!!! Source #2: enrichment activity 13 world history answer key. telophase (2/1) 5. These materials include worksheets, extensions, and assessment options. What is proposed as the primary purpose of the book of Acts? 3. practice 10-3 120-25 34 105 10-3 6. Level G Answers Level G (BOOK G) Completing the Sentence: 1. 18w + 90 21. Student Book Answer Key Chapter 1: Present Time Exercise 5, p. Outer Core 4. Displaying Insect Data. cell phones and computers (p. 80 ÷ 4 = 20 Round 77 to the nearest compatible number. reconnaissance 13. S 1 and 4 15. apothem 12. 13 Evaluation This book belongs to me: Book 3 Basic Phonics Reading Program I C a n R e a d W e ll K5 I L e a rn t o R e a d K5a This book belongs to me: Book 1 58 words Basic Phonics Reading Program K5 I D o R e a d Book 2 This book belongs to me: Basic Phonics Reading Program h RED. 1837 3 13 34 6 7 25 1 6 e s a m p l e s p a c e g n t y t o j z p r x g h j e a s z x t t u u a o e p r t d q r e d c i v d e t i w e v f i u f v b n l n g e n c p r e d i c t i n i o b c e y o i z k e a h y u j b x h q v t f m m l r l o i k m a a e a e r k e e. y =− =1 yields 2− on the left but 222−1 ==1 11. What is the main difference between enrichment and fortification? a. 34,235,345 2. These materials include worksheets, extensions, and assessment options. For help, see the thermometer on page 344. At the end of each turn, they get to see if their answer was correct or not. Analyze the question/picture choose a number that is too low for the estimate to enter on the right side of the screen. Chapter 9 Resource Masters The Chapter 9 Resource Masters includes the core materials needed for Chapter 9. Home Link 7-13 English Español Selected Answers. 1) 2) 3) In this story, the name of the horse is Pepper. Special Right Triangles Date_____ Period____ Find the missing side lengths. Subject-Verb Agreement 16. Learning Activity Option 1 (Online): Mensa for Kids: TEd Connections: How Books are a Secret Door Watch the Ted Talk and answer the questions. Answers vary. By selling a stock at a value higher than the amount paid. 80,000,000 4,000,000 100 8 5. Pythagorean Theorem 6. Sample: 50 units2 6. Ages 9-13. You may do up to 1 movie during each Enrichment Window The Post - This movie by Stephen Spielberg plays upon the Pentagon. Math worksheets to print off if you lost yours or were absent. LC-MS/MS equipment. ANSWER KEY 2 Answer Key 2. Kindergarten RELA Answer Key Winter Student Enrichment Packet. The draft Framework for teaching mathematics: Year 7, published in March. sin 90° = 1 8. Step 1 Step 2 13. d Sociologists consider occupation, income, education, gender, age, and race as dimensions of social location. The right education must tune the strings of the body and mind to perfect spiritual harmony. ,,,, ,,,,, ,,,,2. one of the most famous unsolved questions is whether every even number is the sum of two primes. Prepositions, Conjunctions, and Interjections 14. Enrichment 11-5 1. 6; the height of the. Answer Keys. Identifying and Using Appositives Complete the following sentences with nouns from the list. Chapter 8 Answers (continued) Enrichment 8-5. order viagra eu viagra online asap. Students are to. 24 Learn about high school options at Student Choice Program Night Help families pay off unpaid lunch debt with MySchoolBucks. 125, Joe: 0. The subject. 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To get your classroom involved in Ken Ken puzzles click here: KenKen Puzzles In my math classroom, I have a Math Challenge Box, where students who finish early or who want to work on a challenge can visit. Worksheets and Resources. A mass spectrum of an organic compound will usually contain a small peak of one mass unit greater than the apparent molecular ion peak (M. NOW is the time to make today the first day of the rest of your life. z 31-14 1— traction Strips to each Sum Simplify. The answers for these pages appear at the back of this booklet. For help, see the thermometer on page 344. This is 1 pea pod split open. Continue working on ixl math. Ages 9-13. ANSWER KEY Work and Machines Work and Machines Chapter Project Worksheet 1 1. Students then find time for New York and Beijing using Greenwich, England as their starting point. In addition to posting weekly activities, we’ve compiled a comprehensive list of suggested resources that might be helpful for students of the Gifted Enrichment Centre. Enrichment 8-1 1. Inverse: 1 is the inverse of 1 since ( 1)( 1) 1, and 1 is the identity. Bring one yard of quality cotton quilting fabric of your choice 3/4 of a yard of insulated batting, 1 package of double fold bias tape, and sew-on Velcro, sewing machine, and sewing supplies. The most recent decision of the High Court of Australia in Australian Financial Services and Leasing Pty Ltd v Hills Industries Ltd  HCA 14 reveals the nature of this counter-factual (from an English perspective) anti-unjust enrichment, pro-Equity world (see also Elise Bant’s post here). 60% Enrichment 6-8 1. g x x92 12. (Federal) government 13 Qs. Lesson 1: What are scaled copies? Lesson 10: Multiply! Lesson 3: What are probabilities? Test your knowledge of the skills in this course. 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Yr 13 1 Game Theory Stockpiling Toilet Roll And Rational Behaviour Subscribe to email updates from the tutor2u Economics Join 1000s of fellow Economics teachers and students all getting the tutor2u Economics team's latest resources and support delivered fresh in their inbox every morning. The Chapter 13 Resource Mastersincludes the core materials needed for Chapter 13. Selected Answers A63 1. For this estimating and actual numbers of handshakes word problem worksheet, students complete and use a table and the diagonals and line segments of a hexagon to solve the numbers of handshakes in groups of people. 1–2 Prepositions and Prepositional Phrases. This worksheet can be used on its own, or paired with the individual resource. Use your calculator's value of πππ. A COMPLETE ANSWER KEY A complete answer key appears at the back of this book. Chapter 1 Answers (continued) 34 Answers Algebra 2Chapter 1 13. rounding; The product will be easier to compute. 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Statistical significance is a mathematical formula used to predict the probability that one version is better than the other. Theme Scientist includes statistical significance calculations for every A/B test.
Based on conversion rate, this percentage is the probability that one variant will outperform the other long term. The significance will start after each variation has at least one conversion and 50 sessions, but we recommend running the test for at least two weeks, or until each variation has at least twenty conversions, to minimize randomness.
While 90% significance is good, a 95%+ significance level is commonly agreed upon as the minimum number to declare a clear winner.


Mathematical Association of America
Historical mathematical materials, including texts, documents, and artifacts from the collections of David Eugene Smith and George Arthur Plimpton. These treasures are online through the cooperation of Columbia University Libraries and The Mathematical Association of America.
Categories used most frequently by the blogger:
29 December 2012
Read about Mathematical Treasures in the December 2012/January 2013 issue of MAA FOCUS, the newsmagazine of the Mathematical Association of America.
22 December 2012
This is a page from a manuscript of the Lilavati of Bhaskara II (1114-1185). This manuscript dates from 1650. The rule for the problem illustrated...
1 December 2012
These pages are from the 1552 edition of the Practica d'Arithmetica of Francesco Ghaligai (d. 1536). On these pages, Ghaligai proposes a new notation for powers...
17 November 2012
Nest of Austrian weights of the 18th century. Selected by D.E.Smith for his collection to illustrate the ancient, “Problem of Weights”. One example of this problem is...


GCSE results 2017: Rises across the board for schools in Thetford, Watton, Methwold, Brandon and Mildenhall
- Credit: Archant
Nervous anticipation turned into joy for students in Thetford, Watton, Methwold, Brandon and Mildenhall.
Despite the new system Thetford Academy, Thetford Grammar, Iceni Academy, Wayland Academy, IES Breckland and Mildenhall College all saw increases in the percentage of students who achieved at least a level four in English and maths.
51 pc of students who achieved at least a grade four in English and maths - an 11pc increase on 2016.
Emma Hassey achieved a seven in maths, nine in English literature, eight in English language, three A*s, four As and a B.
The 16-year-old, who will attend King Edward VI sixth form in Bury St Emunds, said: “It is just such a relief. I am so happy.”
Priyanka Jadhav will be returning to Thetford Academy’s sixth form.
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The 16-year-old gained an eight in maths, distinction in business, A* in maths and As.
She hopes to go to university and study maths.
She said: “I did better than I expected. I am so pleased. I was so nervous this morning that I couldn’t even eat.”
Kevin Blakey, principal, said: “These results are fantastic for the academy and the town, with a big increase on last year despite a tougher curriculum and more rigorous exams.
“I want to thank our staff for their dedication to our young people, and congratulate our fantastic students.”
Thetford Grammar School
95pc of students achieved at least a grade four in English and maths - a 5pc increase on last year.
Toby Culling got eight A*s and two 8s in English literature and English language.
He’s off to Norwich School to study further maths, biology, chemistry with the view to studying medicine at university.
He said: “I did think I could expect those results. I am overjoyed.”
Brynmor Jenkins achieved 10 A*s and is staying on to study at the grammar school’s sixth form.
“I am so happy”, he said. “It was what I was hoping for but a lot better than I expected.”
Mark Bedford principal: “I am immensely proud of our Year 11 pupils and exceptionally pleased for their families. This is truly an outstanding set of results and testament to the hard work of our pupils and the inspiration they draw from our wonderful teaching staff.
“Our pupils already lead rich and fulfilling lives: these academic successes come alongside many notable achievements in music, sporting endeavours, the creative arts and community involvement.”
Iceni Academy, Methwold
65pc of students achieved at least a grade four in English and maths - a 1pc increase on last year
Principal Gee Cook said: “Congratulations to Iceni students and their families.
“I am delighted that the results in many subjects and measures, including students getting English and maths GCSEs, have exceeded the record results set last year.
“Our students, staff and Governors have worked tirelessly to ensure that expected National declines in results have not affected Iceni students who continue to achieve record results.”
Wayland Academy, Watton
57pc of students achieved at least a grade four in English and maths - 3pc increase on 2016
Glen Allott, principal, said: “I would like to congratulate our students on achieving Wayland Academy Norfolk’s best ever GCSE results.
“57pc of students achieving grades nine to four in English and maths surpasses last year’s previous best results.
“I am very proud of our amazing students and their fantastic teachers and support staff on this achievement.”
IES Breckland. Brandon
52pc of students achieved at least a level four in English and maths - 12pc increase on 2016
Principal Alison Tilbrook said: “At IES Breckland we are proud of the hard work and effort of students and staff to secure the schools best ever GCSE results.”
Mildenhall College Academy
55pc of students achieved at least a grade four in English and math - 3pc increase on last year
High achievers include Rebecca Abeyasekere who gained 12 A*s and As, with 8 A*s and a 9 in maths.
Finlay Boyle gained 12 A*s and As, with six A*s and a nine in maths.
Finlay also achieved one of the highest results in the country for further maths with a score of 171 marks out of a possible 175 and was rewarded with an A* with distinction.
Susan Byles, principal, said: “I have never known a year group to work so hard in meeting and overcoming new challenges.
“I am immensely proud of each and every one of our pupils. This cohort has beaten all previous records in the number of A*/A grades that have been achieved.
“They were the first year group to join MCA at the start of Year 7 following the closure of the middle schools and they are the first cohort to have taken the new linear GCSEs in maths and English which are undoubtedly the hardest exams that pupils in this age group have ever had to sit.”


Measuring Square Footage For Carpet
tooter.pw -Measuring Square Footage For Carpet Related Articles. If the room is 10 feet wide by 15 feet long, the square footage is 150 feet (10-by-15). The measurements in this particular case indicate that a 12-foot-wide carpet will cover the room without any seams. If the measurement had been 14 feet wide by 20 feet long, the square footage is 280 feet (14-by-20),
Measuring Square Footage For Carpet imple steps. To calculate your total square footage for a room, just multiply your room width and length together. That is 15 x 20 = 300 divided by 9 = 33.33 yards. In this case, there would need to be a 3' ft. x 20' ft. seam along one wall in this size of a room because the carpet width is only 12 feet wide, but this extra material is already figured into the total yardage of 33.33 yards.
Determine how many square yards you need. Tips on Measuring for Carpet. When measuring, round off inches to the nearest foot. For irregularly shaped floors, divide them into individual sections, calculate the square feet in each one, and then add them together. For stairs, measure the width of the stairway and round off inches to the nearest foot. Enter the number of steps in the stairway.
Lowe's home improvement. Note: Carpet and vinyl flooring is sold in varying widths, hardwood and laminate flooring is available in different lengths and floor tile comes in various sizes. The square yardage number needs to be converted to the specific dimensions of the product used. You should allow for at least a 10% overage in flooring material.


Dialogue for 2
2 is such a special number. The first prime number, the only even number that is also a prime, the answer for one of Zeno's Paradoxes, it has so many fascinating properties to itself that people don't always realise. In the current world filled full of instability, it's nice to have something that's definite and concise for once. Vi Hart goes through the various wonders of 2 with you in this short clip starring Brady Haran.
Models are one of the most challenging parts of Primary School Mathematics. They are very helpful for visualising (and solving!) the problem if done correctly, however getting there is half the battle itself. Here is an example to problem-solving via the modeling approach. (Credits to Yee Fook Siong)


Productivity vs. Flat Rate Potential
Maximizing labor potential continues to be critical for shop owners who are working to grow their businesses without adding personnel. First, we need to understand what the labor potential is. Multiply your number of techs by their available hours in the shop (an available hour would be one where the tech standing in the building ready to work). As an example, 3 techs X 8 hours a day = 24 available hours. Then, multiply that number (24) by your productivity percentage number. Your productivity percentage is the actual hours the techs are working on vehicles in a day divided by the number of available hours. In this example, we’ll say that the productivity percentage is 90%.
Once you’ve multiplied your available hours by your productivity percentage, you will need to take that number and multiply it by your efficiency percentage (efficiency percentage is calculated by dividing your sold flat rate hours by your actual hours). For this example, we’ll use 125% as an efficiency percentage. Multiplying your available hours, times your productivity percentage, times your efficiency percentage will give you your potential flat rate hours available for sale.
Using the above numbers, your potential flat rate hours available for sale would be 27 (24 X (90%) X (125%) = 27). Then, take the total number of flat rate hours billed divided by the potential flat rate hours available for sale to give you the productivity as a percent of potential. Using the example above, if a shop billed 20 hours for the day, you would divide that number by 27. This would show that you were at 74% potential for the day (20/27 = 74%). It is important to run close to or above 100% potential each day.
Here are some causes of low productivity:
– Poorly administered dispatch systems
– Poorly administered service-selling systems
– Poorly administered appointment systems
– Poor parts availability
– Poorly written repair orders
– Lack of up-to-date equipment
– Poorly administered quality control programs
– Inadequate training
– Insufficient amount of repair work to the technicians
– Poorly laid out traffic patterns for stall access
Keeping close track of labor inventory will help you maximize your shop potential and will help you secure great employees for the long term.
This article was brought to you by Jim Murphy. Jim is the leader of Elite’s prestigious Pro Service, a 20 group-like community comprised of 90 of the top shop owners in the North America.


The Math Club
The Math Club (M-Club) suits for curious students of all levels, who would like to learn more about the theory, the history and the applications of mathematics. It is the best place to deepen one’s knowledge in the areas of numbers, symbols and geometry, and to understand the central role mathematics play in our society.
The Math Club aims at stimulating the intellectual curiosity, the creativity and the critical thinking skills of the teenagers through the conscious use of logic and rational reflections.
As the students can choose their own area of research, they are given a unique opportunity to progress in finding answers to their personal questions and to do mathematics with professional coaching. All of this is only possible outside the usual constraints of the classroom.


We are an independent, not-for-profit social enterprise that exists to inspire young people about their future careers. Our exciting hands-on programmes involve over 850 volunteers a year, from a huge range of different businesses, large and small.
Monday, 9 December 2013
ON THE RIGHT TRACK WITH MATHS
KS3 students at Reigate School tested their maths skills when they participated in a Jaguar Cars 'Maths in Motion' challenge. Using bespoke software to calibrate a virtual racing car, the teams had to calculate measurements of distance, angles and speed potential of a race track in order to program their racing car for optimum performance. Teamwork played a vital part in calculating the right formula for success. The challenge reached its climax with the teams competing in a Grand Prix style race. Students and teachers agreed that the workshop was an exciting and practical way in which to consolidate maths skills linked to the real world.
"It shows that maths isn't all sums and it can be helpful in real life situations. It also shows it's really important," commented a student.
Thanks to Mr Peter Lambell, former SCC Councillor, who sponsored this event.


In algebra, there are various operations that are commonly used to manipulate and solve equations. These operations include:
- Addition and Subtraction:
- Addition: Combining two or more numbers to find their sum.
- Subtraction: Finding the difference between two numbers.
- Multiplication and Division:
- Multiplication: Combining two or more numbers to find their product.
- Division: Splitting a number into equal parts or finding the quotient of two numbers.
- Exponents and Radicals:
- Exponents: Representing repeated multiplication of a number by itself.
- Radicals: Finding the root of a number, such as square roots or cube roots.
- Equations and Inequalities:
- Equations: Mathematical statements that assert the equality of two expressions.
- Inequalities: Mathematical statements that assert the relationship between two expressions using symbols like <, >, ≤, or ≥.
- Factoring and Simplifying:
- Factoring: Breaking down an expression into its factors.
- Simplifying: Reducing an expression to its simplest form by combining like terms or using algebraic properties.
- Solving Linear Equations:
- Linear equations: Equations that involve variables raised to the power of 1.
- Steps to solve linear equations: Isolate the variable, perform inverse operations, and simplify to find the solution.
- Quadratic Equations:
- Quadratic equations: Equations that involve variables raised to the power of 2.
- Methods to solve quadratic equations: Factoring, completing the square, or using the quadratic formula.
- Systems of Equations:
- Systems of equations: A set of equations with multiple variables.
- Methods to solve systems of equations: Substitution, elimination, or using matrices.
By understanding and applying these algebraic operations, you can solve various mathematical problems and equations.
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Management Luchsinger Mathematics AG
President of the board & Managing Director: Chris Luchsinger earned his Ph.D. at the University of Zurich in Applied Mathematics. Having founded Luchsinger Mathematics in 1998, he is an industry veteran. Besides running Luchsinger Mathematics AG, Chris is an instructor at the University of Zurich. For more information, please visit his resume.
Member of the board: Reinhard Riedl earned his Ph.D. at the University of Zurich. He is now Professor at the Berne University of Applied Sciences for E-Government and New Public Management. For more information, please visit his resume.
Member of the board: Ilya Vasilenko earned a MSc in Computer Science at ETH Zurich and now works for a major Swiss Software Company.
CTO: Carlo Manco earned his BSc ZFH in Computer Science at Hochschule für Technik Zürich (part of Zuricher Fachhochschule).
Webmaster: Christoph Luchsinger / firstname.lastname@example.org


Lebesgue Master Scholarship for International Students in France
The Lebesgue Center is offering Mathematics Scholarships for international students. Scholarships are open to students applying for a master programme in mathematics, for a fist year of Master (M1) or for the second year of Master (M2), in Rennes, Nantes, Angers, Brest or Vannes.
The Lebesgue Center provides support to Masters in mathematics at the University of Rennes 1, the University of Nantes, the ÉNS Rennes, the University of South of Britania, the University of Ouest of Bretania, and the University of Angers, through scholarships and special lectures.
- The M1 scholarships are open to all students who have completed a bachelor’s degree in mathematics (or related) at the end of the academic year 2016-2017. The applicants for the Lebesgue M1 scholarship should certify a B1 level of proficiency of the French language;
- A student applying for the first year of a master (M1) will be allowed to apply for another scholarship for the second year (M2);
- The M2 scholarships are open to all students who have completed the first year of a master in mathematics (or related) at the end of the academic year 2016-2017. The courses of the second year of Master (M2) may be taught in English.
The stipend is EUR 10,000 per year.
How to apply?
In order to apply please fill the application.
- Cover letter;
- One or more letters of recommendation.


Description:Are you a lover of mathematics? Here's a fun sudoku. Fill the blanks with the right numbers. Very easy and intuitive game!
Instructions:Fill in the blanks with the numbers from 1 to 9, while filling in the numbers, the following 2 rules should be followed: 1. The numbers in a row or column cannot repeat. 2. The numbers in each 3x3 block cannot repeat.
- movement: mouse
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montessori at home
This week we tried a variation of the colour sorting game we played a while back. I tried to make it a little more difficult but letting Theo first find the numbers for himself. Again we used trains, as most of them have their own numbers!
We then tried another little number game which involved building a tower with the right amount of blocks...
I've made a new button (on the side bar!) so you can now find all my Montessori at home posts in one place!


Mathematics Olympiad For Elementary School
Many of student parent write comments in this blog and give information, “Do you have problem solving of mathematics olympiad for our students in elementary school ?” Based on this comment, surely in this post I will give back you problem solving of mathematics olympiad. This problems are in English. And may be this problems can
be used to measure of English ability to your child .
There two file that you can download, for grade 4 and grade 6. Succes for you and your children.


Last week, I enlisted the help of a friend from Google+ hangouts, and he was having the same problem. So I felt like (then) that maybe it wasn't me. Maybe it was something with the pattern, or something with the way we were doing increases. So last night, I was working on it again, and everything was great. I had all the stitches I needed just as the pattern said, and then I got to the eyelet increase row where you are making a new stitch every third stitch. I came up 4 stitches short.
The way this pattern works is that you have 3 stitches in the center that you use to keep the shawl centered, and on each side of those 3 stitches, you have a mirrored design. So when I came up short 4 stitches, I thought well, maybe I just missed a few yarn overs (making new stitches) - so I double checked. Everything is as it should be. So I counted again - maybe I'd just miscounted. Nope. Still 4 short. The weirdest thing about it though, is that I was 3 short on one side and only 1 short on the other side. Then I vented my frustration to a different friend through Google+ hangouts, and she took a look at the pattern.
-------If you don't want to read the math, skip down-----
The math works in mathematics, but it does not work in practice. Here's an example. Before you start row 42, you have 139 stitches. Subtract 3 for your center stitches: 136. Divide by two and you have 68 stitches on either side of the markers. Then you knit 2 for the side border: 66. Add in a yarn over. (Don't count it because you are putting in a stitch where there was none.) Knit 2 again: 64. Make another stitch, again, not counting it: 64. Every third stitch is making another stitch, so you have 64 divide by 2: 32 sets of stitches with an increase between each set. 32 stitches added on one side. Then you knit your 3 center stitches, and do it again, but in reverse. Instead of knit 2 add a stitch, you're adding a stitch and then knitting 2. So another 32 stitches added on one side, which gives us the two stitches left for the border, so go ahead and add another stitch, and knit those last two. For a total of 64 stitches plus the 2 added just after/before the border: 66 added.
Your row total of 139 stitches from before you knit this row and then add your 66 new stitches: 205 -- but the pattern says I should have 207 (a difference of 2 stitches) in the size that I am making (large, because large is fluffy and comfy!). Double check the other sizes, just to see if something there gives me a clue about these two missing stitches and it is 171; and 177 - no where close to where I need to be
And I really don't trust my math, because it is not my strong suit - because even with working it out right here on the blog, I am not getting what I actually got, which is off by 4 stitches... and I do distinctly remember (because it was just last night) having no issues working from one side to the 3 center stitches - I knit 2 and added a stitch with no problems, I ended with adding a stitch just before the 3 center stitches marker. But when I came down the other side, putting my added stitch first, and then knitting 2, I had THREE stitches left where I should have only had those 2 border stitches. My math says I should have added 66 stitches, the pattern says 68.
So assume the pattern is wrong (which is total blasphemy because pattern designers are always right, and aren't human, so they don't make mistakes). That explains why I was 1 stitch short on the first side...and then also 1 more stitch short on the other; but what about those other 2 that I was actually missing?
I promise you and I will swear it on everything that I triple checked my work and everything was done exactly according to the instruction and I did not drop a stitch anywhere.
She came to the same conclusion that I did: the pattern is wrong. So we researched. Other people bold, and brave enough to speak out against a wrong pattern stated they had issues. Other people assuming they did something wrong, and like me, couldn't figure it out, frogged their projects and moved on. It's not unusual to have done something wrong while knitting a pattern, so assuming the problem is you and not the pattern is pretty typical. Most people fudge it and keep going (ie, add a missing stitch or two where needed): no one ever notices. They're design features, not mistakes.
Then we thought, maybe there's a newer version? There was. However... reducing the row number in order to fix a problem without adjusting stitch counts (how many have been added/how many you should have total) does not fix a problem. If your count is off early on in the pattern, and you start increasing stitches, it's going to be off the entire way through.
I will probably never knit another pattern from this designer again. If I can't trust her math, I cannot assume that her other patterns are mistake free just because she's a designer. That said, friend #2 is going through the pattern and fixing the math for me, God bless her!
In the mean time, I'm going to work on my Nerd Wars project.
|Whippoorwill: pattern by Carina Spencer. Yarn: Malabrigo sock|
|Nerd Wars project: Four Winds. Pattern by Alasdair Post-Quinn. Yarn: Silver: Cascade 220 Superwash. Purple: Anzula Cricket|
|Glow in the dark sheep stitch marker by me. Isn't he cute?!|


Seriously fun math and science learning.
ExploreLearning® provides interactive simulations that embolden K-12 STEM learners with the power of doing.
ExploreLearning encourages students to embrace their inner scientist and/or mathematician through adaptive, game-based instruction, all while increasing proficiency and deeper learning of foundational STEM concepts in a way that is as fun as it is effective. Their products and services help teachers easily personalize and enliven instruction, while building the skills and confidence students need to succeed in these critical subject areas.
The company offers four edtech products and supporting professional learning services, including the recently launched Frax platform. Over the course of the last 20+ years, they have helped hundreds of thousands of teachers and have received numerous awards from SIIA, NSTA, and many others.explorelearning.com


tnpark at mac.com
Fri Apr 22 12:36:25 EDT 2005
Cwiertka, K.J. wrote:
> I am trying to find out precisely how many litres is there in 1 seok
> (seom). After searching several Korean-English dictionaries, I found
> out that 1 seok is an equivalent of 47.6 US gallons. Multiplying it by
> 4.405 (1 gallon = 4.405 litre) I came up with the figure 209.678. Is
> correct? (I must admit that maths is not my strongest point...)
That's what calculators are for.
The problem here is that you used, to my knowledge, the wrong
conversion for gallons to liters. The American Heritage Dictionary and
my Handspring PDA both confirm that one gallon equals 3.785 liters, not
4.405 (unless, like the dollar, the gallon is fluctuating).
> The Japanese equivalent of seok (koku) is 180 litre. Does this mean
> that the size of the unit written with the same character differed
> depending on the region where it was used?
My calculation of 47.6 gallons per sŏk comes out to 180.2 liters per
sŏk, which is darn close to 180. So close as to be basically the same,
> It would be very convenient indeed if a list of traditional Korean
> measurements translated into contemporary units existed. DO you know
> where I can find one? If it does not exist, maybe it is a good idea to
> make one and place at one of the Korean studies websites?
I would be happy to compile such a list, if others gave me an idea of
things to include. Off-hand, I can only think of kŭn, sŏk, and p'yŏng,
but it's very, very late.
More information about the Koreanstudies


by Jason Becker
One of the questions I get a lot as an educator is how do I set up my machine?
So today we're going to talk about shielded metal arc welding specifically with the low hydrogen electrodes and we'll just go over the basics.
I'm going to show you how to dial in the correct amperage or a good place to start regardless of diameter and position that you're going to be running in with low hydrogen electrodes. So for example we're going to start off with this 3/32" 7018 rod. So we can do that by figuring out the decimal equivalent to the electrode. So for a 3/32 electrode we just take the 3, divide it by the 32, and wind up with 93, .093. So a good place to start is 93 amps for the flat position.
Now if I wanted to go into vertical let's say good rule of thumb is to reduce that starting amperage and flat position by 10%. So if I take that 93 amps and I multiply it by .90, I end up with 84. So a good place to start is 84 amps for vertical.
Same thing with overhead, but I only want to reduce overhead by about 5%. So same values, at 93 starting amps, multiplied by .95, that's going to give me 88 amps. And that's a good start for overhead.
We're going to demonstrate and show you guys by putting these exact values in the Everlast over here and we're going to produce these welds. We'll do a horizontal, vertical, and overhead with the 3/32 as well as the 1/8 inch electrode.
So same thing when we figure out the diameter or the starting amperage for the 1/8 inch, start with the decimal equivalent so that 1/8 so one divided by eight, it gives me .125. Just get rid of the decimal. I have 125 amps of starting amperage, a good place to start for flat and horizontal.
Same thing if I go into vertical. Remember that 10 percent rule. I'm going to reduce it by 10 percent. So 125 multiplied by .90. It's going to give me 90 percent so it's about 113 amps for the vertical position on an 1/8 inch electrode.
Same thing with overhead, just reduce that by five percent of your original flat position amperage. 125 multiplied by .95 is going to give me 118 amps. So we're going to go ahead and show you guys.
We'll start off with the 3/32, flat, vertical, and overhead or horizontal, vertical, and overhead, and then we're going to do the 1/8 inch, horizontal, vertical, and overhead. So we're going to start off with a 3/32 electrode in the horizontal or 2F position. If you remember our calculations from a second ago, we discovered that that was about 93 amps. I've got my work piece clamp plugged into the negative side which is going to give me about thirty percent of my heat to my base plate. The electrode is plugged into the positive side where the remaining seventy percent of that heat is going to go into my electrode.


Project Date: Jun-Fri-24-2016
Project Name: Kobe Bryant
Mr. Barajas was my math teacher for Integrated Math 2: Honors. This project was done on the last month of school, that same month we were learning about Statistics. We were learning about mean, median, mode, range, outliner, etc. In order to interpret the data, we first needed Kobe Bryant's NBA Stats. My group and I got the stats from Kobe Bryant NBA Stats, the column or category we mostly focused on was points. From there we calculated the points by using mean, median, mode, range, and outliner. The purpose of this project was to see if kobe was being kobe or if it's all a fuss (something like that). Below you will see the data my group and I gathered.


Class 8 Mathematics Assignment Answer [Class 8 Math Solution]! The Directorate of Secondary and Higher Education (www.dshe.gov.bd) board official website publish Class 8 Mathematics Assignment Syllabus for 4th Week as soon as possible. After publishing the Class Eight Assignment Syllabus and Question, the Class 8 students are searching for 100% correct answer for Mathematics Assignment Class 8 2020.
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The official website of the Directorate of Secondary and Higher Education (www.dshe.gov.bd) officially published all Classes Answers like Class 6 Assignment Syllabus & Answer, Class 7 Assignment Syllabus & Answer, Class 8 Assignment Syllabus & Answer, and Class 9 Assignment Syllabus & Answer. In this content, we only write about Class Eight Mathematics Assignment Answers/Solutions. But, you want to know about the Class 6, 7, 9 Assignment Syllabus & Answers. Just click the above link. If you want to get subject wise Class Six Assignment Answer 2020, Just follow below.
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Everybody has known that the Mathematicsdesh Education Board close all Schools, colleges & universities for Corona Virus. So, there is no way to Verification sorting, which students is good and which students are medium and bad. So, the Directorate of Secondary and Higher Education board wants to make their Class 6 to Class 9 Student next class roll by Assignment system. So, it is very important to write 100% correct Class 8 Assignment Answer and submit it properly.
It is very important to the student of all classes including Class 8, have to make a mental preparation before starting to write down assignments answer. It is very important to make the assignment clean, clear, beautiful and attractive for good marks. Because it is said, ‘First philosophy then quality judgment’. So make an appropriate assignment you need to be focused on your work.
First, take some clean papers. Make a margin on them. Then start writing with a clear hand. Try to keep the words clean and easy to read. Don’t double write on it. And the most important thing for the assignment is the cover page. You have to take a page where your name, class, rolls, subject, assignment title will be written. And always give accurate answers in the assignment. Don’t make the answers very short or over lengthy, because it will make your teacher irritated and you won’t get a good mark.


Best Probability of Winning in Gambling house Gambling
A casino game is any of a variety of casino games that employ random chance as a way of determining the results of the game. The outcome of a single game isn’t influenced by the decisions of any longer than one person. Casino game play is often referred to as “payback” or “cash out” in comparison to conventional casino games where there is absolutely no payout; these games are alternatively characterized by the “pot”, that may be won or lost. In recent years, there has been an increase in the usage of casino game machines as a means of recreation, gambling, and also as earnings generators for operators of the modern casino hotels.
There are three basic types of casino game games: table games, gaming machines, and random number machines. Gaming machines, including pachinko and slots, are generally played by one person at a time and don’t require the dynamic participation of casino staff to play. Random number machines on the other hand, like roulette, craps, baccarat, and keno, require the effective participation of the players in order to make the odds get in the casino’s favor. The random number machines found in many video tutorial poker casinos are referred to as blackjack, roulette, and poker equipment.
All three types of casino game equipment are governed by the same mathematical laws of probability. Blackjack, roulette, and poker machines all utilize random quantity generators or random number processors to determine the odds of success. These same laws of probability govern the outcome of all other games including slot machines. In most cases, it is possible to alter the odds slightly by utilizing a number of 검증 카지노 the many slot gaming devices available to buy, though it ought to be noted that even this small change will have little effect on the ultimate outcome of the overall game.
The most used of the casino game equipment is the slots. Slots are closely identified with gambling thrillers, since they require luck and are made to keep people playing for extended periods of time. Of all the games on the Las Vegas strip, slots are the most popular attraction, drawing thousands of visitors each night. While the prospect of winning major may entice some people, the long wait necessary for a single win poses another barrier to access, making slots the most appealing casino game choices for the traveler.
Blackjack, like slot machines, is really a game of chance. Good luck is involved in a great deal of casino game outcomes, although proficiency also plays a part. A well-planned strategy can help one improve the probability of winning, but there is no inherent strategy that guarantees accomplishment. For this reason, no matter which casino game is enjoyed, skill, patience, and some knowledge can help one enhance the likelihood of hitting the jackpot. One valuable strategy would be to analyze casino game outcomes utilizing the binomial distribution.
Binomial distribution probabilities can be used to examine casino game titles at any degree of play, including the novice participant. The binomial distribution functions as a robust tool for identifying the best odds of hitting using slot odds and table game titles. In roulette along with other table games with regular deviation probabilities, the binomial distribution may be used to identify the best odds of hitting in a set number of trials. Common deviation probabilities take random dimensions of casino results and can be used to examine the likelihood of casino results from the random event. Once again, a simple understanding of statistics is essential to understand how these probabilities may be used to identify the very best odds in casino games.
It should be noted, however, that the binomial model does not apply to all casino games also to all casino gaming machines. It applies most efficiently to video games with standardized random outcomes, such as roulette, blackjack, and the slot machines featured in many casinos. Because the upshot of any casino game is completely random, the probability of hitting a jackpot with one device is the same whether you’re playing at an online internet casino or at a brick and mortar casino. Hence, in this instance, the binomial model would not put on.
Slots are by far the most popular games of all casino floors and are the focus of much of the entertainment at casinos around the world. Blackjack, craps, baccarat, along with other slots are the most popular games in Las Vegas, Atlantic Town, and Macao, and there are literally hundreds of slots per floor at most NEVADA hotels. The large selection of slots on any given casino flooring raises the odds of striking a jackpot and helps it be more likely that players will be successful in their bets. Slots are the most reliable way to increase your likelihood of winning for the most part casinos.


Abstract: Did you know that there are mathematicians that spend their entire life trying to solve one math problem? These are highly educated men and women who see mathematics as creative and open. They are not confined by rules – they MAKE their own rules! But isn’t it unfortunate that in the adult education classrooms mathematics is thought to be a subject of rules and procedures? That it isn’t something that is creative. This webinar will explore the powerful idea of mathematical freedom and change mathematics for learners so that mathematics becomes about learning instead of performing. Participants should expect to be engaged in thinking about problems in an open and creative manner, to begin to see the world deeper, but not necessarily faster.


LADIES AND GENTLEMEN! THE MOMENT IS NOW, THE TIME IS NIGH, THE ULTIMATE BATTLE BETWEEN THE SEXES IS HERE!!
We're going to start with the number 500. Women are going to count up with the goal of hitting 1,000 and men are going to count down with the goal of hitting 0. First to reach their goal wins and we start a new thread.
So to show it in an example:
Starting number 500.
Johnny posts next -1 = 499
Jill posts next +1 = 500


Please read the letter that was sent home from Mr. Lyons regarding Mrs. Petelle's maternity leave beginning today! Ms. Trahan and I are thrilled for the Petelle family!
On to news from today We had a terrific day! All the students came to school ready to listen and work hard. Ms. Trahan and I are impressed with everyone's ability to follow directions and use kindergarten behavior in the hallway and classroom.
Students practiced walking in a straight and quiet line through the hallways.
(They did get a little excited when I took their picture.)
Students explored some math materials that we will be using for counting practice and other math concepts throughout the year. I heard lots of conversations going on between students as I walked around the room!
We finished the day with a closing circle where we each had a turn to tell everyone which part of the day was our favorite. About half the class said "the whole day!"


a single ring thru the two corner grouping completes rows 3 and 4.
It is a good practice to check your counts as you complete each pair of rows.
on row 4 there are two rings unigue to each side and two that are shared at the corners between two sides. You should be able to count four rings total on each side and the total count on row 4 is 18 (=3X6).
Each pair of rows will add two unique rings to each side.
Row 6 will have 4 unique plus two shared corners for a count of 30 (=5X6)
Row 8 will have 6 unique plus two shared corners for a count of 42 (=7X6)
by now you should be getting close to enough rings to go around your crown (temple area) but it will be too short to reach that area until you add a few mow pair of rows which is why you started by making a 5 wide piece to go around your head and detremine the size you needed.


The professor started out the season with giving up a homerun to Thome and it didn't get any better from that point. After 5 games his ERA stood at a woppin' 18.90 (Wang territory). Since then he has not allowed a run and has lowered his ERA to 4.40. I looked around his pitch charts and nothing stood out until looked at a stat at Brooks Baseball called nibbleness
Nibbleness is the arithmetic mean of the distance of each pitch, in inches, from the edge of a normalized strikezone. Lower indicates "more Nibbley".
Here are Farn's fastball nibble scores for the first 5 games and his last 5 games.
|Date||Number of Fastballs||Nibbleness|
It seems the Professor has become the student and learned to keep his straight flying fastball out of the heart of the plate by ~2. Let's just hope he doesn't revert back to his old ways.
Update: I had Harry over at Beyond the Boxscore run the nibble rates for the past 2 years is a chart of the information. The numbers are different from the ones above because Harry could figure out the eact equation to get a "normalized strikezone"
|2009 First 5 Games||5.96|
|2009 Rest of Season||5.21|
Looks like his first few starts of 2009 were out of his recent norm.


Wednesday, June 13, 2012
Gas Prices~Alabama/Florida~Know What To Expect
#1-Figure (or look on your car if it tells you) how many miles you get per gallon...if you don't know how to do this...then here you go:
Here's how to figure out your own personal MPG: First, fill your gas tank and then reset the trip odometer. Drive until your car's gas tank is nearly empty, or close enough to it that you need more gas immediately. Look at how many gallons of gas it took to fill up the tank completely. Now take the reading on the odometer -- the number of miles you've driven since your last fill up -- and divide it by the number of gallons used.
In other words, if you have an empty tank and put 10 gallons of gas in it, then see that you traveled 350 miles, you're getting 35 miles per gallon. Over time, this will give you an accurate measurement of how efficiently you drive your car in real-world situations.
#2- Figure out how many miles your trip will be. Use Mapquest or Google Maps
#3- Divide your total number of miles in #2 by your MPG in #1 this will equal the # of gallons required for the trip.
#4- Multiply the answer in #3 (total gallons needed) x the average cost of gas along your route (I like to combine the cost of gas where I live, with the cost about halfway, and with the cost of gas at my destination and average the 3)
Now you know your total cost for the trip!
Here is an example: #1-my car gets about 40mpg on the hwy
#2- Its 486 miles to Middle Tennessee (where we are from)
#3- If I divide 486 by 40 mpg...that means I will need 12.15 gallons of gas
#4-Cost of gas is about $3.34 if I average the cost of Panama City Beach, Montgomery AL, and McMinnville, TN. Multiply 12.15 x $3.34= $40.58
$40.58 is how much I will spend one way to McMinnville, TN from Panama City Beach!


The goal is to finish all 10 levels, writing the correct operations in the grid with numbers and operators available. Any complete operation disappears from the grid to make room for the following.
Each level takes place in 2 stages: the first is to write a number of correct operations in the grid (this number increasing over the levels); the second step is to complete all started operations to empty the grid.
Beware, numbers available evolve during levels. The first level provides only 0 and 1, the second 0, 1, 2, up to the 10th level which provides the numbers 0 to 10.
You can get coins that will help you advance through the levels:
- A coin allows you to move the last placed token,
- A coin lets you exchange one token with another token of your choice (from the same family: operator or number).
Beware, the use of those coins is limited in the game. Starting the game, you do not have the ability to use coins. At the end of each level, you get one coin usable later in the game (if your stock of coins permitting of course).


- For a particular regression analysis, SST=161 and SSR=146
- Obtain the coefficient of determination. (Round to two decimal places)
- Determine SSE.
- Use the table and the given regression equation to answer parts A-C.
- Compute the tree sums of squares, SST, SSR, and SSE, using the defining formulas.
- Verify the regression identity, SST=SSR+SSE. Is this statement correct? (Yes, or No)
- Determine the value of , the coefficient of determination. (Round to four decimal places as needed)
- Fill the blanks
- The symbol used for the linear correlation coefficient is __________.
- A value of r close to indicates that there is a _________ linear relationship between the variables.
- A value of r close to ___________ indicates that there is either no linear relationship between the variables or a weak one.
- For the data shown to the below, determine the linear correlation coefficient using the formula r = .
Find the sample mean of each variable.
Find the sum required to calculate r using the definition.
Find the sample standard deviation of each variable.
Using the definition, r = _________
- The following are data on age (in weeks) and crown-rump length (in millimeters) for fetuses. Plot a scatterplot of the data and regression line to compare your calculation in part A and part B. (Use Excel and print out for figure).
- Obtain the linear correlation coefficient. r=____________
- There is __________________________________________ between the two variables.
- The given graph is ____________ with the interpretation found in part B, because the y-values appear to _____________ as the x-values increase, and the data points appear ______________________________________________________________________.
- ____________________ (Round to three decimal places as needed)Are you looking for a solution to this question? our writers can offer a custom paper based on these or other instructions. Click the button below to place an order.


We had a lot to celebrate recently. Last year was the 300th anniversary of Jacob Bernoulli’s Ars Conjectandi. In this book he consolidated central ideas in probability theory, such as the very first version of the law of large numbers. It was also the 250th anniversary of Bayes theorem named after Thomas Bayes (1701–1761), who first suggested using the theorem to update beliefs.
The enthusiasm around Big Data hinges on the use of Statistics to provide relevant and meaningful analysis of ever-increasingly large data sets. Statistical science has produced excellent machine learning tools and methods that go beyond just classification and ranking of data sets. Today, we try to explicitly quantify the uncertainty of what can be concluded from a data set, be it a prediction or a scientific inference. Our work today, firmly rests on the shoulders of Bernoulli and Bayes a few hundred years ago.
Big data will give us increasingly more precise answers. That is a direct consequence of Bernoulli’s work. However, we have to be aware of issues such as ‘Selection Bias’, ‘Regression to the Mean‘, ‘Over-interpretation of Associations‘. Particularly in our field, it’s important to very carefully examine the underlying science explaining the data.
As the data sets continue to get bigger, the problem of potential false findings grows exponentially. In order to protect us from that, we will have to use statistical methods to quantify the uncertainty associated with our results. A careful and considered approach to applying statistical methods is the best option to get out of this dilemma. Every variable in a study must be examined for completeness and consistency in how it is coded, and the assumptions of each statistical routine must be validated.


It is a great pleasure to invite you to participate in the 6th International Conference Mongeometrija 2018.
6th International Conference Mongeometrija 2018, will be take place at the Faculty of Technical Sciences, University of Novi Sad, Novi Sad (Serbia) from 7th to 9th June 2018. Workshop session will be held on 6th June.
For more details please visit:
General conference topics:
- Theoretical geometry and graphics
- Applied geometry and graphics
- Engineering computer graphics and geometry
- Geometry and graphics education and teaching methodology
- History of geometry and graphics
Please feel free to forward this invitation to any people you think may be interested in attending the event.
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