Welcome to our Hackler website! Hackler Intermediate School is a wonderful school. It is my honor to serve as principal of such an awesome intermediate school.
I would like to introduce myself and share a little bit about Hackler. After I graduated from the University of Central Arkansas, with a major in mathematics and a minor in computer programing, I moved to God’s country (Mountain Home) and began my career teaching 7th grade math. I have taught 15 years, was Federal Programs Coordinator for 7 years, Principal of Guy Berry for 4 years and I just finished my 5th year as Principal of Hackler Intermediate School. I am married to Hugh and we have two children, Macy and Weston.
Please continue to check out our website on a regular basis as it will be updated frequently. I look forward to working together with you to ensure that your child has an exemplary school experience.


A while ago, I was playing a number game with my daughter. We took turns to think of bigger and bigger numbers. She started with a thousand; I said a million. But what, she wanted to know, is the biggest number?
We talked about the number line: whatever number you can think of, you can always add one (or more) to it, to make a bigger number. Counting never stops1. So, in our game, we could have added one to a thousand or a million to make bigger numbers, like this:
1,000 + 1 = 1,001
1,000,000 + 1 = 1,000,001
You can also multiply a number by ten or a hundred (or more) to make it even bigger!
But there are some times when mathematicians and scientists find it helpful to think about things that go on and on forever and never stop. They describe this as ‘infinity‘. They use a special symbol for infinity, which looks like this: ∞
When you think about numbers, you can count and count and count but the the number line just keeps on going. There is always one more… and one more… and one more…
Sometimes in maths, we pretend that infinity is the biggest number. But it’s not a real number – you can’t count with it, or add to it, or multiply by it. Infinity is an idea of something that never ends, and you have to use your imagination to think about it.


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You really like mathematics? This is good for you may be. Not many people like it. Mathematic always related to complicated, headache and trouble in calculation. If you have one or more homework in your math subject, you can use your mobile phone to solve it.
Yes, you can directly use your mobile phone to solve the equation problem. You can just type the equation, may be several equations and get the critical points, derivative and also solution for your equations. You can do all of mathematical function and calculation only with your mobile phone.
May be you still confuse how can your mobile phone help you? Well now you can use your mobile phone as your graphical calculator. You can install GraphViewer application in your mobile phone. This GraphViewer initially is a graphical calculator that suitable for your mobile phone.
What are the features? well actually this graphical calculator has lots of features. You can easily type the function that you want to plot and evaluate; you can see also the derivate of that function. You can also insert multiple functions and evaluate directly. This graphical calculator will show you the graph with different colors that represent each function. This calculator will calculate up to 15 decimals, it means you will get more accurate result. You can also save your result so you can use it another time. Now mathematic is easy for you.
File Name : GraphViewer_v1.0.5.jar
File Size : 115KB
Download link : http://www.driveway.com/u3p9x8d2y0
Thursday, August 28, 2008


We Love Maths!
At mathematics at Edward Worlledge Ormiston Academy, we encourage our children to be active learners. We promote the use of concrete resources and want them to learn how to think deeply, to try out their own ideas and to develop a mathematical language. We want them to question and challenge, as they learn – and not be afraid to make mistakes. We celebrate mistakes, and learn from them.
What we do…
At Edward Worlledge Ormiston Academy, we follow the Maths Hub schemes of learning, which endorses the use of practical resources to cover fluency, reasoning and problem solving. During maths lessons, teachers introduce a new mathematical concept by using many different practical resources. This is because we know that children master abstract mathematics, when they try out the ideas with objects they can hold and manipulate. To assist with this, each class has been provided with maths trugs, which are full of helpful and essential resources for the children to use. After using the resources, children are then encouraged to draw pictures and make jottings to explain what they are thinking. Maths across the academy
In Reception, the children partake in a daily 20 minute maths session, using an abundance of different resources to aid the introduction of mathematical concepts. Staff then prepare activities for the children to do during free flow time, and at this point, they will then observe the childrens’ ability to transfer the skills that they have been taught.
In Key Stage 1, the children have an hour of maths each day, and in Key Stage 2, they have an hour and a half. Each session includes metal maths activities and counting, and the children are expected to use the correct mathematical language which has been introduced to them. The staff are also encouraged to address a misconception every day – linked to the area of maths that they are covering.
A Helping Hand
We are aware that the way in which the children are taught maths today, is very different to how parents and carers may have been taught. Because of this, on occasion, we like to run parent workshops to inform parents of calculation methods used in the school and arrange maths days for parents to come learn alongside their children. Our updated calculations policy is on our website, and can be accessed by anybody who wants further explanation of what method their child is using.


This part of the book introduces the basic mathematical concepts needed to
understand deep learning. We begin with general ideas from applied math that
allow us to deﬁne functions of many variables, ﬁnd the highest and lowest points
on these functions and quantify degrees of belief.
Next, we describe the fundamental goals of machine learning. We describe how
to accomplish these goals by specifying a model that represents certain beliefs,
designing a cost function that measures how well those beliefs correspond with
reality and using a training algorithm to minimize that cost function.
This elementary framework is the basis for a broad variety of machine learning
algorithms, including approaches to machine learning that are not deep. In the
subsequent parts of the book, we develop deep learning algorithms within this


what is a unit chart? - storytelling with data
Unlike other charts that use line length, position on an axis, or area to represent values, unit charts are made up of individual markers—geometric shapes, icons, images, etc—that encode quantities based on how many of that unit are shown. Examples of unit charts are ISOTYPE charts, square area charts (also known as waffle charts), symbol charts, and pictorial charts. They are commonly used in media, advertisements, and infographics.


There’s something oddly satisfying about mathematical certainties. As an interior designer, I’m often manipulating shapes and solving visual imbalances to create a pleasing result; the geometry of a space is as important as the décor. A quintessential example this mathematical precision in a three-dimensional form is the polyhedron. (In case your memory doesn’t stretch back to grade 9 math class, a polyhedron is a 3D shape that has multiple faces joined by straight edges). The genesis of this concept dates back to Paleolithic times and one of the first practical applications of the polyhedron was the Pyramids. Our understanding of the polyhedron’s complexity became increasingly evident in the art and architecture of Ancient Greece, where more intricate shapes and forms were developed. Today, the world of design continues to draw inspiration from the mathematic minds of the past. Here are just a few of the many contemporary interpretations of the polyhedron – my personal favourites!
Most Torontonians (along with much of the world) are familiar with the city’s Royal Ontario Museum’s addition (the Michael Lee-Chin Crystal), designed by David Libeskind. He also created the intriguing “Spirit House Chair” – seating that is speckled throughout the lobby of the museum’s addition.
These mini sculptures have a stylized approach to the rigid rules of mathematics and are an excellent choice when space is at a premium.
Form definitely meets function in this fixture. Fluorescent-like tubes (these are actually LEDs) appear suspended by the tension wires connecting them.
A classic polyhedral-shaped objet, with exaggerated vertices, gets the vintage treatment with a rusted patina.
Feel like glamming up the mathematics of the polyhedron? This pendant is the epitome of geek chic!
A garden house in Colombia, designed by architect Manuel Villa, uses the facets of the structure to its advantage with regards to ventilation, heating and access.


Time: 14:00pm, October 12
Place: Tencent Meeting ID: 108 890 256
Lecturer: Dr. He Xinggang, Professor of Central China Normal University
Content: In this talk, we first introduce the definition of fractal measures(self-similar measures, self-affine measures, Moran measures) and then give some well known results on the spectrality of them. The main aim of this talk is to give several singular properties of soome known spectral measures; these properties well lead to several basic problems on fractal measures. Many open problems from these topics need to be done.
Interested teachers and students are all welcomed!


The games your child will see in DoodleMaths will vary depending on their age.
All Doodle users will be able to play:
Monkey Mania 🐵
Bakery Blast 🍰
Children under 7 years old will also be able to play:
Hungry Donkey🐴 - this game is aimed at children in Early Years and focuses on addition and number bonds up to 20
Children over 7 years old can also enjoy:
Maths Explosion 💥
These games will build your child's understanding of addition, subtraction, division and multiplication.
Each game will adapt to your child's ability and will become more challenging as their understanding grows and they work their way through the DoodleMaths programme.


An easy Learning approach of Mathematical Numbers for the toddlers.
It can help your young ones to recognize different numbers from 1-15 and teach them the counting through various kids friendly objects.
Touching the number buttons shows the number on a big view, and it will show the same number of object with a voice saying the number and the object count.
This application is optimized for both smartphones and tablets.
Available in both views of screen i.e. horizontal and landscape.
A Completely Free Application for the kids.
Salient Features :-
- Easy to Use.
- Big pictures and big Icons.
- Colourful images to keep kids amazed and busy.
- Background music.
- Simple interface for kids
- Number 1-15.
- Fun application for Kids.
- Ideal for ages 1-3 Years.
- Interactive app that kids will love.
- Supports all versions of android (1.0, 1.1, 1.5[Cupcake], 1.6[Donut], 2.0[Eclair], 2.0.1, 2.1, 2.2[Froyo], 2.3[Gingerbread], 2.3.3, 3.0[Honeycomb], 3.1, 3.2, 4.0[Ice Cream Sandwich], 4.0.3, 4.1[Jelly Bean], 4.2).


Find the word that is “more” than the given one.
Bel has been pointing out homonyms since the activity we did yesterday. They came up with a few more examples at dinner – and wanted more games with words. This one is comes from Math Circles for Elementary School Students.
No supply needed. What to do: One person says a word and the next person has to find a word that expresses the same idea, just more of it. For example, - "warm" and "hot" - "wind" and "tornado" - "fire" and "volcano" (that was Bel's answer)
You may wonder why I think this is a good “math” activity. Mastering language is part of being good at reasoning and this game ties in with our previous task on definitions. The easy explanation really is that the kids like it.


MOJAMOJA INNOVATION FUND
Help us support future innovators with a tax-deductible donation to the MojaMoja Innovation Fund at Liberty Hill Foundation. Your contribution can empower underrepresented, multicultural youth pursue education, internships, and job preparedness opportunities in science, technology, engineering, art and mathematics (STEAM). Share and visit the following link to make a gift today! https://www.libertyhill.org/TheMojaMojaFund -- Thanks a million!


Let me start off by saying that I LOVE my brother B. He’s awesome.
He’s also really really really smart… so smart he has a BS in Math, MS in Statistics and PhD is Statistics … ICK! He’s presented papers around the world … about statistics… ICK! ICK! (oh yeah, his wife … she has a MS in Stats, too! UGH! Their kids are already brilliant and they’re not even out of grade school.
Although I have a BS in Computer Science, I didn’t have to take a gazillion math classes … you know… like a math minor or heaven forbid a math major… let alone someone like B who has his Masters and PhD in that icky stuff.
I just “don’t get math”. Give me a complex computer program to write and I’m good to go (even without an advanced degree I do quite well – surprise even myself sometimes. 😉 )
Anyway, for years The Offspring has been taking advanced math classes and well… I SUCK and can’t help her… so I call Uncle B to get help.
Well, this year The Offpspring is taking AP Calculus and getting dual-credit through a university here in town… ICK! Neither she nor I like math. 😀 She came home today and I was at a loss so… you guessed it… I called B.
Again… B is GREAT! I wouldn’t trade him for the world… but geeze! I feel really stupid when he explains stuff to me… I just don’t get it. Bits of memory start to come back to the surface and then I look at The Offspring’s fancy dancy calculator… and I’m lost… again…
…and feel really stupid.
Do you ever feel that way?
P.S. Love you, B!


Family Child Care Home 2 - Owasso
We are working on counting! We are counting our numbers out loud and counting items in hopes that the children will begin to recognize quantities. We have been counting from 1-20 for the past couple of weeks and have recently introduced 21-25. We’re also learning our numbers in Spanish!! So far, we have already started counting to 10, and we’ve recently introduced the numbers 11-15. We’re also working on basic sign language such as “more”, “please”, and “all done”. Our younger group has started finding an interest in reading books; they will pick it up and turn the book pages on their own! We can’t wait for them to start “reading” on their own. It’s so exciting!
Ms. Elizabeth and Ms. Sehoy


An Aquarium of Equations is an exhibition about the poetry of parametric equations, in the form of prints and computational visualizations. In this body of work the artist finds poetry by weaving together high tech equation based visualizations and laser-cutting technology with traditional hand printed wood block prints and old styled televisions.
Zhu’s installation begins with four videos exhibiting the mathematical motion of her self-designed parametric equations, processed through computational code to produce
stunning visualizations. She says that the ‘movement in mathematically based visualizations fascinates her.’ Musing about them she comments: “I wonder whether we can feel mathematics by its abstract yet form full motions.” These equations are also the inspiration for the nine laser-cut hand printed, woodblock prints, that are exhibited in addition to the videos.
Guang Zhu’s works are inspired by her research into the history of mathematics and her explorations of parametric equations. From the seemingly terse formulas and the impersonal nature of code combined with a fascinated for the movement of mathematical visualizations she creates whimsical and wonderfully dynamic simulations. It is from these simulations that Zhu questions how art objects can be an embodiment of both mathematical symbols and computational processes while contemplating a metaphysical understanding of this intersection.
Barely out of college, her Master’s thesis “The Parametric Courante” propelled her into a series of publications on her ideas. Her thesis was published in Fylkingen Publishing’s Hz Journal in Stockholm, Sweden. Her follow up paper “ReasonLess Math” was published at VOKE Journal and presented at The Arts in Society conference, Rome, Italy, 2014.
The award-winning organization HERE has been one of New York’s premier arts organizations and a leader in the field of producing and presenting new, hybrid art since 1993. HERE presents a variety of artistic disciplines — media, visual art, installation, theatre, dance, music and opera, puppetry, spoken word and performance art. HERE’s work is challenging and alternative and offers audiences the opportunity to feel that they are part of something new and fresh.
April 30 – June 20, 2015
New York, NY
Hours: Tuesday – Saturday 2 – 7 pm


臺灣法拍屋之拍定價格與面積關係之探究An Investigation of the Relationship between the Final Bid Price and Floor Area of Foreclosed Properties in Taiwan
In property auction markets, the price per ping (the unit of area in Taiwan) is a significant factor for bidders. This research paper discusses the relationship between the price per ping and the total floor area of the property using quantile regression. The empirical results show that for the property auction market in Taipei, a negative correlation existed between the floor area and the price per ping when the average price per ping was relatively low. However, when the average price per ping was higher, the opposite occurred, so that the larger the floor area, the higher the price per ping. On the other hand, for the property auction market in Taichung and Kaohsiung, the results conformed to the law of diminishing marginal utility. After inspection of the sample characteristics, the research results show that as the price per ping reached a certain level, a positive correlation was displayed between the floor area and the price per ping. A likely reason for this outcome was that bidders expected to resell the foreclosed properties in the near future. Bidders decided the bidding price from the perspective of the fixed asset providers. The bidders employed quantity premium pricing in the hope of maximizing profits. The results of this research are a useful source of reference to auction bidders when deciding the bid price.
Key words: foreclosed houses, quantity premium, quantile regression


Investigate the probability of. Introduces the negative binomial distribution using a. Understanding discrete random variables via the Roulette Wheel.Answer to A roulette wheel has 38 numbers. Eighteen of the. is a Negative Binomial distribution a Geometric. of the wheel. One roulette bet is a bet.A roulette wheel has 38 slots, numbered 0,. [Satistics]Help with probability. it's a binomial distribution with n=6 and p=0.47368.Discrete Probability Distributions (Bernoulli, Binomial, Poisson). A Binomial distribution is derived from the. Roulette. On an American roulette wheel there.The American roulette wheel has 38 slots numbered 00, 0,. The density function and moments of W are shown in blue in the distribution graph and are recorded in the.In the above table the number of reds that can occur is said to be a Random Variable. A probability distribution associates each value of a random.
Statistics 100A Homework 4 Solutions Ryan Rosario. Consider a roulette wheel consisting of 38 numbers. use the negative binomial distribution.Random Variables: Distribution and Expectation. Although we deﬁne the binomial distribution in terms of an experiment involving. Roulette. A roulette wheel is.I The binomial distribution will predict the above table Discrete Distributions 16. I Consider a roulette wheel with 38 slots. You win if the ball lands on.
One gambling problem that launched modern probabilityStatistics 244 Statistics: Theory and Methods I. 4.3 Inference about the Binomial Distribution. Ex. 7.B Binomial. Ex. 7.C Roulette wheel.
[Satistics]Help with probability : cheatatmathhomework
Negative Binomial Distribution - stattrek.comChapter 4 Random Variables and Probability. Binomial Distribution. Number of reds in 15 spins of roulette wheel.David Little: Mathematics Department Penn State. The Roulette Wheel serves as our representation of a discrete Random Variable and consists of a single wheel or.6.1 Discrete Random Variables; 6.2 The Binomial. The probability distribution of a discrete random. In the game of roulette, a wheel consists.Taxonomy is the science of defining groups of. as he developed a system known as Linnaean classification for categorization of organisms and binomial...
Best Slot Games For Android Tablet - Casino On Net. casino gambling binomial distribution roulette no 0. invented the roulette wheel all slots.
lakeyapstats.weebly.com5.3 – Binomial Probability Distributions:. Understand the Binomial Distribution 2. Calculate probabilities using the binomial distribution formula.Talk:Roulette This is the talk. you can use the binomial distribution to figure out what are the chances. I found out the number 8 in the roulette wheel shows.
Probability Distributions for Business StatisticsLucky spins in roulette. Even if the roulette wheel is equally likely to. It’s tempting to approximate the binomial distribution even further as a.Mean and Standard Deviation of Binomial Distribution Binomial distribution. winnings after we bet on many rolls of the dice or spins of a roulette wheel or the.
roulette wheel. (a). When is it OK to use the binomial distribution when sampling without replacement? Why is this an issue? 74.
Unit 3. Discrete Distributions. that the Binomial distribution model is the appropriate model to. A roulette wheel lands on each of the digits 0, 1, 2, 3.
probability distribution of X is the binomial distribution. In Roulette, 18 of the 38 spaces on the wheel are black. Calculating Binomial Probability notes.A basic concept of the binomial probability distribution is that it can be used for analyzing what. A roulette wheel has 38 slots labeled with the numbers 1.
In this video I will find the expected value of placing bets on a roulette wheel. Using the Binomial Distribution Formula - Duration: 3:49.How to calculate roulette probabilities (mathematics). even deeper you can research Binomial distribution which is the foundation. wheel secrets; Roulette.What are the parameters of a binomial distribution?. Suppose you observe the next 10 spins of a roulette wheel. a) Is this a binomial setting? b).AP Statistics Curriculum 2007 Prob Simul. From. The Roulette wheel has 38 slots. experiment and shows how to use the Binomial Distribution to compute their.This is an American roulette wheel with 0 and 00,. Odds of a number appearing only one time in 500 spins on. Modelling using the Binomial Distribution Formula.
Question about probability - roulette wheel - talkstats.com
6.1 Discrete Random Variables - Elgin Community CollegeFor each of the following scenarios, determine whether the binomial distribution. A roulette wheel with one ball in it is turned six times. Let X denote the.
Probability Ch 4 Practice Test 3 - Community College of
Results are applied to the problem of testing for favorable numbers on a roulette. with a given roulette wheel. distribution of X be binomial.Start studying Ch. 8 Random Variables and Probability Distributions. Flipping a coin or spinning a roulette wheel is. A binomial distribution is a.On a roulette wheel there are the numbers. thus you are in Binomial Land and the potential results of your gambling will be drawn from a binomial distribution B.
Monday/Tuesday, April 4: Chapter 12 Review / 6.1 Discrete
A picture of a roulette wheel,. (mean) for a binomial distribution:. Obtain and discuss an example of bad statistics.


The E|MERGE Interdisciplinary Collaborative Residency curates performance and visual artists, activists, scholars, and those interested in developing new forms across disciplines. E|MERGE works to promote the interchange of ideas, artistic innovation and the creation of new collaborative models continuing beyond the residency itself.
Jeca Rodríguez-Colón participated in E|MERGE 2014, as part of the Math Time project a vision and direction of Kensaku Shinohara.
Math Time is a discussion of what mathematical patterns, systems, and ideas we have around us; what impressions we have toward them; what their function is; and how they can be transferred to performance. The beauty of shapes and patterns is applied to dance, physical performance, installation, visual arts, music, and poem/speaking. How we can expand our vocabulary using mathematical ideas?
Project Leader: Kensaku Shinohara
Collaborators: Charles Dietrich, Jeca Rodríguez-Colón, Mara Mayer, Marisa Clementi, Maurizio Campani
Earthdance in Plainville, MA
Duration: February 16th- March 2nd, 2014
Final Presentation: March 1st, 2014
E|MERGE was co-founded 2009 by Krista DeNio, Dan Bear Davis, Karen Bernard, and Melinda Buckwalter, in collaboration with Earthdance


The coefficient of variation (CV) is a measurable statistic of data points’ dispersion around the mean in a data series. Even if the means are significantly different, the coefficient of variation is a useful statistic for analyzing the degree of variance between two data series. It indicates the ratio of a standard deviation is a measure.
Coefficient Of Variation Interpretation
The variances in an initial data set are calculated also using standard deviation and coefficient of variation. The coefficient of variation, on the other hand, calculates the ratio of the volatility of the mean of the data collection.
- Where to Use
The coefficient of variability is indeed a useful tool for comparing the variability of measurements taken in various units. When determining the error margin or instability in your data sets, however, measuring standard deviation might be useful.
What Is CV Calculation and How To Calculate Coefficient Of Variation?
We can calculate the coefficient of variation for the population as well as for the sample through the same formula written below.
The coefficient of variation is calculated using the following formula:
Coefficient of Variation = SD/Mean × 100
In other words, divide the standard deviation by both the average and multiply by 100 to get the actual value of variation.
Coefficient Of Variation Example
Two multiple-choice exams with various settings are being compared by a researcher. An attribute test is given in the first test. Alternative alternatives are given to the test takers randomly while conducting the second test. The following are the findings of the two tests:
|Regular Test||Randomized Answers|
It’s difficult to compare the 2 test findings. Because the averages are also different, comparing standard deviations isn’t particularly useful. The formula CV= SD/Average into 100 can be used to assist make sense of the data:
|Regular Test||Randomized Answers|
You would believe that the tests had comparable findings based on standard deviations of 10.2 and 12.7. When the results are adjusted for the comparison of means, the results become more significant:
The Regular examination of this variation was 17.03 while for randomized responses CV was equal to 28.35. This shows that variability between multiple measurements may also be compared using the coefficient of variation. You can also compare IQ results to the Woodcock-Johnson III Test of Cognitive Functions through the exact variation of the coefficient.
Coefficient Of Variation Vs Standard Deviation
The SD is used to find a value that is being measured by how much it deviates from the average value. While the coefficient of variation is itself measured while dividing SD to Average value. When comparing the variance between two datasets, the analysis of variance is more commonly utilized. The differences are enlisted as,
- The standard deviation and coefficient of variation are both used to calculate the range of values in a dataset.
- The SD is a finding of how much a value varies or deviates from the average
- The standard deviation to mean ratio is measured by the coefficient of variation.
- When we wish to measure the dispersion of values inside a single dataset, the standard deviation is more commonly utilized.
- When comparing the variance between two datasets, the coefficient of variation is more commonly utilized.
What is a Good Coefficient of Variation?
When an exponential distribution’s standard deviation equals its mean, the coefficient of variation equals one. Low-variance distributions (such as an Erlang distribution) were low-variance, whereas high-variance distributions (including a hyper-exponential distribution) are high-variance.
What Is A Good Coefficient Of Variation Percentage
CVs of 5% less than generally imply good technique performance, but CVs of 10% or more imply poor method performance. However, before passing judgment on a variation of coefficient, you should carefully examine the mean value. The CV could be high at very small doses and low at extremely high values.
How Do You Find The Variance And Coefficient Of Variation?
The variance is directly proportional to the square of something like the SD. The variance for such an IQ example is 14.42 = 207.36. The coefficient of variation (CV) is the ratio of SD and Average of given values. For example, in this the variation in the IQ case will be such; CV = 14.4/98.3 = 0.1465, or 14.65.
What Is Coefficient Of Variation In Statistics?
The standard deviation to mean ratio is called the coefficient of variation (CV) which is the base of the Statistics. The larger the dispersion around the mean, the greater the coefficient of variation. In most cases, it’s given as a percentage. The more exact the estimate, the smaller the coefficient of variation value.
Coefficient Of Variation Finance
The coefficient of variation is a financial term that helps investors to assess how much volatility, and risk is taken about the projected return on investments.


You start with a certain asset allocation mix. At regular intervals, you bring your portfolio to original asset allocation mix. Let’s say you have Rs 20 lacs to invest. You have two asset classes Equity and Debt. You invest Rs 10 lacs in Equity and Rs 10 lacs in Debt. Asset allocation of 50:50. During the next 1 year, Equity gives 20% returns while Debt gives 5% … [Read more...] about What is Portfolio Rebalancing? How it helps?
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For many of us, when we think about investments, the focus is mostly on returns. Not unfair. Everybody wants adequate reward for the risk taken. However, when you think in terms of financial goals or financial planning, return is not the only part of the equation. Let’s look at the equation for compounding. A = P * (1+r)^n Where P is the amount invested, r is return … [Read more...] about Financial Planning and Investing more


I remember when I was growing up my parents always told me to be careful with numbers. I was a bit of a numbers wiz so I was a bit of a klutz, but I never stopped being curious about them. The amount of numbers I could memorize and the fact that a lot of them are actually used, and even more importantly, the number of times I used them, made me a bit of a numbers geek.
This is even truer now because I can remember using these numbers to remember dates, to find my way home, and even when I’m asleep I can recall the numbers of the days in my head.
I think this is the first time I’ve heard anyone use the term “numberblock” to describe themselves. I’m not sure what it means but I found out I am actually pretty similar to numberblocks. I’m not really a geek, I just have one of those personalities where I always want to learn and figure things out.
I am not a numbers geek but I have been using the term numberblock to describe myself for a long time now. I can remember to use these numbers when I am trying to figure things out, just like I can remember to use them to remember dates and places. I also think it makes a pretty good description of myself because it describes me as always wanting to learn and figure things out.
We got to stop and think about the numberblocks in the trailer for a bit.
I love the way the numbers go on the grid. It gives us a good sense of how the game will look, what the game feels like, and how it’s going to feel.
The numbers for the numbers are actually pretty good, though, I have to admit. They are a bit silly, but they are very useful. For example, a number of the numberblocks are a bit more interesting than just a number. They are not all the same. They are a lot more fun to have than numbers.
They are also a bit silly. Maybe that’s a good thing. Like I said, a good number is a good number. So it’s okay to be a bit silly, to stretch the edges of the boundaries of what you think is good.
This trailer, although it’s a bit funny, is actually the most memorable of the games, and it’s pretty much the only one that’s been released in the last few years. It’s an excellent example of how to build on the numberblocks, and how to build the whole game on the numberblocks.
I can’t tell you how much I enjoyed numberblocks. A simple mechanic that helps you collect objects and improve your own skills makes it a bit too easy. But that’s not to say it is a bad game. I think it has a lot of potential. The concept of the game is the best of all the games I’ve played, and I’m sure there are many other great games out there that could build off of it.


I’d never, ever hurt a lady but I’d be happy to punch a feminist.
It’d bring me great joy.
I’m 6’2 and weigh 180lbs
ready when you are
Or if you’d like to have some more options….
and have 9 years of combined martial arts training and 3 years of being a Line Backer in football.
Just in case you are looking for variety.
what about a lady and a feminist. warning, combatives certified soldier.
#what does cat mean #this wasn’t covered in driver’s ed #oh god somebody take the wheel
Johanna was one of the only characters that I like more after seeing the film. I went in already loving Katniss and Peeta and Effie and Finnick, seeing them on screen was just an added bonus. Jena Malone really brought something else out in Johanna, gave her more depth and added some much needed levity to the situation. A++ work.
… Y’see, now, y’see, I’m looking at this, thinking, squares fit together better than circles, so, say, if you wanted a box of donuts, a full box, you could probably fit more square donuts in than circle donuts if the circumference of the circle touched the each of the corners of the square donut.
So you might end up with more donuts.
But then I also think… Does the square or round donut have a greater donut volume? Is the number of donuts better than the entire donut mass as a whole?
A round donut with radius R1 occupies the same space as a square donut with side 2R1. If the center circle of a round donut has a radius R2 and the hole of a square donut has a side 2R2, then the area of a round donut is πR12 - πr22. The area of a square donut would be then 4R12 - 4R22. This doesn’t say much, but in general and throwing numbers, a full box of square donuts has more donut per donut than a full box of round donuts.
The interesting thing is knowing exactly how much more donut per donut we have. Assuming first a small center hole (R2 = R1/4) and replacing in the proper expressions, we have a 27,6% more donut in the square one (Round: 15πR12/16 ≃ 2,94R12, square: 15R12/4 = 3,75R12). Now, assuming a large center hole (R2 = 3R1/4) we have a 27,7% more donut in the square one (Round: 7πR12/16 ≃ 1,37R12, square: 7R12/4 = 1,75R12). This tells us that, approximately, we’ll have a 27% bigger donut if it’s square than if it’s round.
tl;dr: Square donuts have a 27% more donut per donut in the same space as a round one.
Thank you donut side of Tumblr.


Miss Miss Willems
Middle School Math Teacher
BA - Psychology and Mathematics
I earned a B.A. from the University of South Florida in Tampa with a major in Psychology. I returned to school at a later date and earned a major in Mathematics as well as my teaching licensure from Silver Lake College in Manitowoc. I taught at a private school in Orlando, FL, for students with learning disabilities where I taught high school (all subjects).
I have been teaching Middle School Math at St. Thomas More School since 2013. I love math and I love helping students learn to love math as well! My first goal is to help students learn that they CAN do math - building confidence is the key.
“Failure is the key to success; each mistake teaches us something.”
- Morihei Ueshiba (Japanese martial artist)
A Note From Miss Willems:
Hello! Welcome to my class.


So, I’ve discussed the sweeping idea of what a good central dice mechanic is, now I’m gonna do a more in-depth analysis on my other tabletop game project, Blackmarked, to see exactly how I go about reviewing these mechanics.
So, quick refresher: Blackmarked is a tabletop roleplaying game about cutthroats and killers trying to survive in a low-fantasy world of war, religious turmoil, plague, and the occasional undead sorcerer. This game is supposed to be vicious: characters die fast, combats are quick and dirty, and the best way to survive is usually to not fight. Nobody’s a hero, everything sucks, and possibly the only divine force in the world is a god of chaos who just wants to burn everything to the ground.
Cool, what’s the dice mechanic? Unfortunately, to my own admissions, what I have right now is pretty boring. Check it out:
- For a player attempting a check, they take 3d6, add a number of d6s equal to their relevant Skill, then add/subtract dice equal to the modifier, and roll ’em.
- Every die that comes up a 4, 5, or 6 is a success.
- Get a number of successes equal to the Difficulty Number + 1 to pass the check.
I don’t like this system for a number of reasons. First of all, it’s not terribly evocative of the game’s mood or, in fact, much of anything. On top of that, it’s full of details that seem initially arbitrary. Why do you get an initial dice pool of 3? Why the plus one to the difficulty number?
Despite all of this, I thought in my mind that these rules should create a sort of probability curve like I wanted: one where victories were not uncommon, but still had to be fought for. After all, the dice should come up a 4, 5 or 6 about half the time, so for a Difficulty Number of 2, you should succeed about half the time with no additional skills.
Here’s the trick of game design, though: don’t just trust your gut. Some people might be pained to hear this, but sometimes you’re better off applying some good ol’ fashioned math to your game to see exactly how things tick in the systems you’ve made. And with this wisdom in mind, I set off to determine the probabilistic equations I would need to determine the approximate likelihood of success in this system given Skill, modifiers, and Difficulty Number.
But, like, on the other hand, statistics is hard. There’s a bunch of numbers and stuff you have to work with, and generating an equation which outputs the number I want can get unwieldy when your dice mechanics get more complex, and you have to recalculate for every variable….
But wait! There’s a solution! There are two kinds of probability in statistics: theoretical probability, which is generated through math, and experimental probability, which is generated by just doing the thing a bunch of times and recording how many times the event you’re measuring for happens. I don’t have to crunch the numbers, I can just roll these dice a bunch of times and keep track of how many times I succeed.
And by “I”, I mean a computer can. I’m a programmer after all.
With that in mind, I modified this dice roller program in Python I had lying around to suit my needs. Basically, it just rolls according to my skill check rules above for every likely combination of Skill rating, modifier, and Difficulty Number, and tells me how many times that roll succeeded. So I whipped this up, told it to test every combination of variables a million times, and went to dinner, and let it chug.
When I came back, I found some interesting experimental results. Check out the output file.
The first thing I looked at was what I would consider baseline rolls. That is, a character of Skill level X attempting a challenge of Difficulty Number X with no modifiers. Let’s see how those numbers came out:
- Skill 0, DN 0: 84.49% successful
- Skill 1, DN 1: 68.82% successful
- Skill 2, DN 2: 50.03% successful
- Skill 3, DN 3: 34.35% successful
- Skill 4, DN 4: 22.63% successful
- Skill 5, DN 5: 14.51% successful
Whoa! No! These experimental probabilities seem to imply that really hard tasks are basically impossible, even if you have the very high skills , which doesn’t feel right to me. I’m all for punishing rolls, but I think a high-skill character should succeed at a hard thing more than fifteen percent of the time.
Furthermore, this curve feels weird from a narrative sense. An idiot can do an idiot task almost all of the time, while a genius can only do a genius thing a sliver of the time? So you’re incentivized to play an unskilled character and do unskilled things? Eew.
Let’s take another measurement. Let’s see how probable every Skill level is to succeed at a task of DN 2 (which I considered average), with no modifier:
- Skill 0: 12.47% successful
- Skill 1: 31.33% successful
- Skill 2: 50.03% successful
- Skill 3: 65.57% successful
- Skill 4: 77.32% successful
- Skill 5: 85.55% successful
Ok, so here’s the thing about these rolls. To even stand a 50/50 chance of succeeding at this average task, you have to have at least a Skill of 2, or else there’s little statistical probability you’ll succeed. Considering this is a system where failure usually leads to painful death, I don’t know that an RPG meant for long-term campaigns will be viable with these probabilities.
Moreover, think of how limited the GM’s design space for obstacles becomes. If he throws anything at their players of a DN greater than 2, unless that’s the thing which the player has specifically built their character to deal with (skill points are kinda sparse), they’re probably going to fail, meaning there are 3 viable Difficulty Numbers that will keep your party from immediately failing at everything they do, and a very small space in which to present foes. All of these quirks combined, plus how much I didn’t like the system to begin with, means I need to toss the whole damn thing out and start over.
Also of note is the fact that this doesn’t mean this system is inherently “wrong” or bad, it’s just not what I’m looking for. I don’t want a system this prone to failures, if I’m going to have failure in combat almost always lead to player maiming. I’m going to need something a bit more player-friendly. If you were designing a game in which the consequences for failure were lesser (maybe even a comedy game centered on failure), or just a game where the players are supposed to frequently get killed, this could be totally viable. It’s just not expressive for what I want. I’ll figure out a system that does that in the finale of this three-part blog.


Happy International Pi Day! I’m afraid I don’t have time to write a completely new post, so I’m cribbing from last year’s, since the links are still good. Enjoy.
Today, March 14, 2009, is Pi Day (3/14, get it?). Last year at this time, Unfocused Girl was getting more interested in math lately, and what really got her attention were the big ideas, and π, which embodies so many important math concepts, captured her imagination. Unfocused Girl has even memorized the first 11 digits of π (3.1415926535). In honor of Pi Day, I promised her I would post links to some of her favorite Pi places on the web.
First, what is π (Pi)? Here’s a link to the collective wisdom of the Intertubes at Wikipedia.org.
Here is the official website of Pi Day. Happy Pi Day!
This video has Unfocused Girl’s favorite song: The Pi Song (there are a lot of YouTube vids called “The Pi Song”; this one is her favorite).
She is also fond of The Number Pi Challenge, and Happy Pi Day!!!!!!!!!! There are many, many more, but not all are appropriate for children (that is, I don’t think they’re appropriate for my children; you can make your own decisions).
Update: Unfocused Girl just pointed out that in six years, Pi Day 2015 will be Golden Pi Day, because it will be 3/14/15.


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What Percent Mate separates from most percentage calculators are the ± stepper buttons. Useful to play around with the solution.
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Not 100% convinced? Check out our calculation examples on this page and see what our calculator app can compute for you. (examples illustrated on an Apple Watch).
iPad 4 or later / iOS 8 or later
Cash discount: 149 with 3% off?
Net value: Net value from 199 including 20% VAT?
Interest: 2% interest on 7.5K?
Interest owing: 9,5% on -5K?
Restaurant tip: 12% tip on a restaurant bill of 106.30?
Split: 12% tip on top of a bill of 106.30, divided by 4 persons?
Tolerances: -3% of 140?
Turnover: 152 products sold vs. 115 the month before? Note: 132.2% = +32.2%
Response Rate: 28 complaints in a lot of 2586?
Volume discount: Buy now! Pay 4, get 5! (= get 5 for the price of 4)
Saving: Reaching 5K if 200 are put aside each month? Note: Solution/100 = Months (25)
Yield: Earnings of 50K with costs of 41.5K? Note: 120.5% = +20.5%
ROI (Return On Investment): 8K profit vs. 41.5K equity?
Weight loss: 4.7kg lost of 67.0kg?
Proportion: 15 minutes are how much percent of an hour?
Converting: How much kilometers are 55 miles?
Blank votes share: 145,222 invalid votes of 3,876,942 eligible voters?
Average: 24K grew by 47.2% over 10 years. This equals annually?
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Everyone knows, from the school, that square root 2 is irrational . I still remember the fashionable way in which my school teacher proved it. (for those who do not remember http://en.wikipedia.org/wiki/Irrational_number ). As all know, an irrational number cannot be written as a/b where a and b are integers. We know following facts which are proven in fashion in real analysis.1. Any real number is rational or irrational
2. There are infinitely rational and irrational numbers
3. There are infinitely integers
'Can we say a given number is rational or irrational ?'. (If it is given in decimal points, number is rational for sure) . What I really mean is if I marked a random number on number line (see how irrational numbers are marked on number line at http://www.ehow.com/how_4455801_graph-irrational-numbers-number-line.html), who on the earth can say it is rational or irrational ? Since there are infinitely integers it can be a ratio of any two of them. Or since almost all the real numbers are transcendental (http://en.wikipedia.org/wiki/Transcendental_number) and all transcendental numbers are irrational, there is a higher probability of randomly marked number is being irrational.
Therefore until being confirmed (or observed) we cannot comment about the rationality of the number. But we can give a probability distribution for the rationality of the randomly marked number.
According to quantum mechanics, we can say this number is in superposition of states. i.e. the number is both rational and irrational. Described probability distribution is the wave function.


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