Here are some links to videos that will support the children learn times tables.
Each video is a song in which the pattern supports the learning of each table.
They are aimed at all children that love music and maths.
Please be aware that they are links to an external site (YouTube) so ads may pop up and there is little that we are able to do about this.
We have looked at them in class and they really have created a times tables buzz.
2X tables https://youtu.be/VCiCQkTPHUc
3X tables https://youtu.be/9XzfQUXqiYY
4X tables https://youtu.be/9ue9Kux95H0
5X tables https://youtu.be/tdrk70Fhad8
6X tables https://youtu.be/9os1VUUp5io
7X tables https://youtu.be/VEnQbnxWtqM
8X tables https://youtu.be/0X620IeUkYE
10x tables https://www.youtube.com/watch?v=FDUJ7pCdaW8


Fitts' Law (Fitts, 1954: J Exp Psychol) discovered the logarithmic relation between the ratio of distance and target width with movement time, such that T = a + b Log2 (2D/W). In the present paper I explore the ramifications of Fitts Law. First, the classic paper by Carlton (1994: J Mot Behav) shows that Fitts' Law behaviour is not related to the linear speed-accuracy trade-off (Schmidt, et al. 1979: Psychol Rev). We then present two new experiments that show that individual differences in Fitts' Law performance are correlated. Finally, it is demonstrated that linear speed accuracy trade-off performance is related to Fitts' Law performance. Thus, although these two relations are mathematically distinct, a common principle relates the two tasks. Possible explanatory mechanisms are discussed.


The underdog is always represented by a ” + ” in the spread, while the favorite is always represented by a ” – “. Dallas Cowboys are a -7 point favorite to defeat the Green Bay Packers, but you can also bet on the Packers as an underdog with a +7 point margin of victory.
Similarly, What does a +7 spread mean?
What does a spread of +7 represent? A seven-point spread indicates that the underdog will get seven points, which are shown on the odds as +7. The favorite is a team with a point spread of -7, which means that seven points are being bet on them.
Also, it is asked, What does the plus and minus mean in point spread?
In sports, a point spread is a wager on the outcome of a match. Based on the perceived difference in skill, a team or individual will have a numerical advantage over the other. The underdog is denoted with a negative symbol (-). The club with a plus sign (+) is considered the underdog.
Secondly, What does +1.5 on the spread mean?
The run line is a term used to describe the point spread in baseball betting. When the run line is set at 1.5, it means that the favorite must win by a margin of two runs or more in Major League Baseball.
Also, What does +3 and mean in sports betting?
Depending on the sportsbook and state, the odds on both sides of a spread bet are often set at -110. Whichever team you choose to win the game, whether it is underdog, underdog, or neutral, your winnings are same.
People also ask, What does 6.5 spread mean?
A 6.5-point underdog, or +6.5, may be used as an example here. The underdog must win or lose by fewer than 6.5 points in order to cover the point spread. So whether the underdog side wins or loses by 30, the result is the same.
Related Questions and Answers
What is 2.5 point spread?
A 2.5-point spread entails what? New York is the underdog and has been identified or granted 2.5 points if their point spread is +2.5. In this case, if New York loses by two points or less, the bet is successful. With an outright victory for New York, the bet is also winning.
What does +8 spread mean?
There is a winning margin in point spreads. When placing a wager on a favorite, they must beat the spread by a larger margin than expected. You must win by eight or more points if the spread is (-7.5) points. If you back an underdog, they must lose by a margin less than the spread or win by a landslide for your wager to pay off.
How do plus and minus odds work?
Odds for a game based on a $1 wager. “minus” (-) before the number denotes a team’s status as a strong contender for victory. Prior to the number, a “plus” (+) signifies that the squad is underdog
What does +4 spread mean?
The Rams have to win by a margin of at least five points in order to meet the spread. Cincinnati was an underdog by four points. Originally, this read Bengals +4. A victory or a loss of no more than five points would have been enough for the Bengals.
What does handicap 2.5 mean?
Handicap -2.5 in the Asian Leagues Loss if your side wins by a goal or two. If your side scores three goals or more in the second half, you’ve won the game. When your team suffers a defeat, you suffer a setback.
What does score 2+ touchdowns mean?
Score two or more touchdowns As many times as you want, you may wager on a single player to score several times in a single game.
What does Corner handicap mean?
What is a corner handicap, and what does it mean? On the “corner handicap” line, you may place a wager on which team will score the most corner kicks during a game.
What does 2+ mean betting?
Sky Bet Customer Support on Twitter: “What do you think Big Bob Robinson looks like now? Hello Steve, “two or more” is defined as “2+.”” Tumblr.
What are unders and overs?
If you place a wager on the over, you’re betting that the combined output of both teams will be more than the stated total. An under bet, on the other hand, indicates that you believe there will be a lower total than the one given
What is $300?
It’s a tally of probabilities. An underdog’s odds of winning at 3-to-1 are denoted as +300, for example. +300 indicates that for every $100 you wager, you’ll walk away with $300. This means that to win $100, you’d need to wager $300.
What does a +200 money line mean?
American money line odds are those in which the number is preceded by a plus or minus sign (+) or a plus sign (–). If a bettor wagers $100 and wins $200, the odds are considered +200. You’ll walk away with a total of $300 (200 net profit + $100 investment) if the bet pays off.
What does a +7 spread mean basketball?
You are gaining seven points by picking the underdog if the spread is +7. Only if the team receiving the points maintains a score of seven points or less will you be able to collect on your bet.
How do you win a spread?
An outcome must “cover” the point spread in order to be deemed a winner in a point spread bet. Because of the negative number on the point spread, the favorite must win by a larger margin than the spread implies
Which pays more money line or spread?
In spread betting, you get a greater payoff. In addition, there are spread bets available in a variety of different sports. Moneyline bets, on the other hand, are a lot easier to win. A higher profit margin is possible as well. Almost all spread betting choices have odds of -110 on either side
Is money line or spread better?
While the moneyline bets have a bigger potential for profit, the point spread gives a margin for error and a possibility to gain money on the side that loses.
How do you read a sports spread?
Neither team will win if they score less than the indicated total in a tie result. There will be no refunds for bets if the advertised score is not attained within the given time limit, save in the case of an otherwise stated tie market.
What if point spread is a tie in a parlay Draftkings?
If a game in a parlay pushes—meaning the score falls precisely on the spread or total—that leg of the parlay is eliminated, and the rest of it will remain intact. With two wins and one push, a three-team parlay (+600) simply becomes a two-team parlay (+260).
What happens if you push on a parlay?
The spread informs you how many points a team needs to win by, while the vigorish tells you how much money you really gain if that bet is successful. For a point spread or total, -110 is the standard “juice.” All of these vigorish statistics are predicated on a $100.
What’s the NFL point spread?
It is possible to earn a total of $350 if you place a $100 bet and gain $250 in profits.
How much money would you win if you bet $100?
In order to earn $77 (plus your initial $100 wager), you would need to invest $100 on a -130 moneyline favorite (lower risk). It’s possible to gain as much as $110 (in addition to your initial $100 stake) by betting $100 on a +110 moneyline underdog. Keeping an eye on the magnitude of your moneylines bets and the return they provide is a key.
What happens if you bet $100 on a money line?
Bet odds are explained in this way: Negative numbers show you how much money you need to bet in order to earn $100, while positive numbers show how much you may expect to win while wagering the same amount.
The “what does a spread of -7 mean” is a question that has been asked by many people. A spread is the difference between two teams in terms of points.
Watch This Video:
The “what does plus and minus mean in betting spread” is a question that many sports bettors ask. The answer to the question is that the plus or minus means how much you need to win on your bet.
- what does -7 mean in point spread
- what does a negative spread mean
- what does minus 1.5 mean in betting
- what does minus mean in betting
- what does mean in betting


Kids and Grown-ups both love combining strategy, logic, simple math, and a bit of luck in this fun puzzler. This brain-bending
game will keep you challenged for hours as you go for points in Classic Mode, beat the clock in Panic Mode, or progress through
more than 50 stages in Puzzle Mode. It's one ADD-ictive game!
By BlueBug Games.
If you like Slots & you like Bingo, you'll love Slingo Deluxe. Accumulate the highest number of points by trying to cover all the numbers on your game card in 20 spins or less. Use the Jokers to master the board & watch out for the devil because he'll steal your points. The Slingo experience appeals to anyone who enjoys playing games, winning prizes and having fun.


Seventh- and eighth-grade students at N.R. Burger Middle School learned all about pi at Pi Day, hosted by University of Southern Mississippi Department of Education students.
I visited a fun event at N.R. Burger Middle School this week - Pi Day.
I have to admit, my math skills haven't stayed with me, so one of the first things out of my mouth upon arriving was, "Remind me, what is pi?"
The first three digits of pi are 3.14. Pi Day is usually celebrated on March 14 (3/14), but Hattiesburg Public School District was on spring break then, so the middle school decided to hold Pi Day on Thursday. ...


Create amazing fractal artwork in just a few seconds:
Explore the wonderful world of . Fractals are complex, detailed geometric found throughout . , clouds, coast lines, blood veins and snow flakes are examples of natural fractals. Ultimate Fractal generates fractaldesigns of amazing detail. They are created using formulae and are infinite in their ability to be viewed in ever increasing detail. The closer you look the more detail there is. They can be incredibly mundane or extraordinarily beautiful!
A fractal is generally “a rough or fragmented geometric shapes that can be split into parts, each of which is (at least approximately) a reduced-size copy of the whole,” a property called self-similarity. The term was coined by Benoît Mandelbrot in 1975 and was derived from the Latin fractus meaning “broken” or “fractured.” Because they appear similar at all levels of magnification, fractals are often considered to be infinitely complex. Natural objects that approximate fractals to a degree include clouds, mountain ranges, lightning bolts, coastlines, and snow flakes.


Koen van den Dungen, Mario Paschke, Adam Rennie
July 06, 2012
We define pseudo-Riemannian spectral triples, an analytic context broad enough to encompass a spectral description of a wide class of pseudo-Riemannian manifolds, as well as their noncommutative generalisations. Our main theorem shows that to each pseudo-Riemannian spectral triple we can associate a genuine spectral triple, and so a K-homology class. With some additional assumptions we can then apply the local index theorem. We give a range of examples and some applications. The example of the harmonic oscillator in particular shows that our main theorem applies to much more than just classical pseudo-Riemannian manifolds.
Keywords:noncommutative geometry; pseudo-Riemannian manifold; spectral triple; K-homology; Harmonic oscillator


PROBLEM NUMBER TWO
Buffalo Museum of Science
This is a class of problems called "np hard." No, no, don't quit . . . the math is hard, the puzzle below is way easier. (I think.)
Np ("non-deterministic polynomial") hard problems are those that get harder as you try to solve them. Every attempt at a solution produces even more problems. There are lots of Web sites on "np hard" or "np complete" math, and you can examine those if you think they will help with the puzzle (heh, heh, they won't).
According to William Poundstone (1988 - Labyrinths of Reason, Anchor Press, NY) a labyrinth is a kind of np hard problem. In any maze (or even a terrorist network), you have to actually go to the end of a passage to check it out. There is no quick way to get through a labyrinth (though there are lots of optimization procedures on how to best get through with the least effort).
But sometimes a mechanical model of a problem can be solved with some ingenuity.
HERE'S PUZZLE NUMBER TWO:
Somebody builds a maze with a tight-fitting lid. You can't see how the maze twists and turns. There is an opening to start and an opening to come out. Your job is to send a ping pong ball through the maze without the ping pong ball going down any dead-end passage.
You have a whole machine shop and a basement full of household tools to help, but you can't open the maze or x-ray it or otherwise figure out the path first. You must send the ball through on the first try, exactly down the correct path.
Question: How do you send the ball through the covered maze without it going down a dead-end path? ALSO Why does your method work?
You have to get the answer right AND explain why your answer is right. Take your time.
For the answer, click here.


Danyal Rehman is a PhD candidate in the Department of Mechanical Engineering and Computational Science and Engineering at MIT. He also holds M.S. and B.A.Sc. degrees in Mechanical Engineering from MIT and the University of Toronto, respectively. His research focuses on the development of optimization methods and machine learning models to better infer inter-ionic transport dynamics in multicomponent separation processes. Currently, he is developing mathematical frameworks to model and characterize selective electrochemical systems that enhance lithium recovery and water reclamation from diverse saline sourcewaters. In his free time, he loves to play football, scuba dive, and rock climb.


Mobil Weekend - Speakers
Balázs KorenMatematika tanár, androidportal.hu, Fazekas Mihály Gimnázium
I work as a teacher of mathematics and am also one of the founders of androidportal.hu. I always look toward the future, but try to live (survive) in the present. :) I teach by day, and write articles and do podcasts relating to the world of smartphones and tablets by night. The application of smartphones and tablets in education is the meeting point between the two.
D1 - Thursday - September 22, 2016 | 18:30 - 18:55 Presentation in 25 minutes


MySQL UDF & Plugin Library
(User Defined Functions Library)
User Defined Functions Library :
List of completed library :
- LibBigInt : A library which
provides a set of functions which supports numbers of any size, represented
- LibCtype : A several functions that are useful for classifying and mapping codes from the target character like ctype.h do,
- LibString : Is an attempt to provide improved string processing functionality to the MySQL Server,
List of library under development:
- LibBzip2 : An extension to create compress, decompress
and parse bzip2 compressed data.
- LibWWW : The World-Wide Web library.
- LibBCMath : For arbitrary precision mathematics Binary Calculator which supports numbers of any size and precision, represented as strings.
- LibMath : Bundle related to math with matrices
- LibGeo : Bundle related to geo-calcuation.
- LibDBAdmin : Easy managing databases.
- LibDBLink : Functions returning results from
a remote database.


In what I sadly imagine could be a daily feature, I bring another example of the fine young minds being turned out by our public school system:
At work today, I go to lunch and stop by 7 Eleven to get a soda. I bring my Super Big Gulp (f*ck you, Michael Bloomberg!) to the register.
Surly young dude, looks at it, mumbles something about "Anything else?" then rings it up and says "$1.79"
I hand him two dollars. He gives me back twenty-nine cents.
I'm looking at the quarter and four pennies and thinking "Really?" I'm struggling, trying to imagine exactly what combination of coins could he possibly have been thinking he was giving me?! I mean, four pennies?! WTF?! Of course by now surly dude has shambled off to do something else, so I can't even give him back the money he over-paid me.
Again, you've got a freekin' register right there, man! It does the math for you if you're too stupid to do simple arithmetic, but seriously how hard is it to figure the change on this transaction?!
These high school kids can play the hell out of video games or create mean Facebook pages, but give them a simple math problem and total brain failure.
And then there's this -- Kelly Brook went to the beach in Cancun today and took her bikini top off and lolled around on the sand for a while. The fact that paparazzi were able to take stunning hi-res images of her half naked is complete providence on their part. I'm sure she had absolutely no idea they were there . . .


STEM ROUNDTABLE DISCUSSION (JUNE 12th, 10am - 2pm AT 1871)
James R. Jordan Foundation in partnership with the Illinois Mathematics and Science Academy cordially invites you to join us at 1871 for a round-table discussion addressing the disparity of minorities in STEM careers and encouraging dialogue about solving the lack of STEM education and resources afforded under-served schools and students.
Mrs. Deloris Jordan (JRJF)
Dr. Adrienne Coleman (IMSA)
Emile Cambry (Blue 1647)
Principal Kenya Sadler (CPS)
Principal Mellodie Brown (CPS)
Each Attendee must register separately*


XFLR5 is an analysis tool for airfoils, wings and planes operating at low Reynolds Numbers. It includes:
- XFoil's Direct and Inverse analysis capabilities
- Wing design and analysis capabilities based on the Lifiting Line Theory, on the Vortex Lattice Method, and on a 3D Panel Method
JavaFoil is a free program that enables you to perform airfoil analysis. the program takes a set of airfoil coordinates, it calculates the local, inviscid flow velocity along the surface of the airfoil for any desired angle of attack. It also solves a set of differential equations to find the various boundary layer parameters.
XFOIL is an interactive program for the design and analysis of subsonic isolated airfoils.
It consists of a collection of menu-driven routines which perform various useful functions.


Hello friends! Are you searching for RD Sharma Class 10 Pdf download? In this post we will share with you the latest updated pdf version of RD Sharma class 10 mathematics book.
Mathematics is a very important subject in class 10. Students focus on multiple reference books while preparing for their 10th class board examination. On this preparation journey Dr. RD Sharma’s mathematics book is one of the most important books, as it is itself a comprehensive guidebook for board examination.
About RD Sharma Class 10 Pdf
|Book Name||Mathematics for Class 10|
|Publisher||Dhanpat Rai Publishing Co Pvt Ltd|
|No of Pages||451|
How to download RD Sharma class 10 mathematics pdf ?
The download process of RD Sharma Class 10 pdf book is very simple and easy. You just need to click on the Download option on the next section.
Once you click on the Download button it will take you to the download page on your browser or in Google drive.
From drive page RD Sharma Class 10 Mathematics pdf will download automatically.
Mathematics RD Sharma Class 10 Pdf Download
Rd Sharma Mathematics book is a comprehensive and excellently syllabus covered book for board exam students.
From the given link below you can download the pdf version of this book.Download PDF
If you still face any technical issues while downloading, you can know the the issue in comments section or you can join Crackcbse official telegram channel. There you will get many other CBSE board preperation books along with RD Sharma.
Disclaimer: Crackcbse do not upload pdf books online and do not claim the ownership of the pdf. All the pdf links given here are only for educational and information purpose. Creadit of book goes to the publishers.
Rd Sharma Solutions Pdf class 10
Best Features of RD Sharma class 10 pdf
The best features of RD Sharma Mathematics books is their comprehensive coverage of mathematical concepts and all important topics. These books are known for their in-depth explanation and examples of mathematical problems. These books are made ideal for students of various levels of mathematical proficiency.
Here are some specific features that makes RD sharma mathematics more contemplated-
- Conceptual Clarity : RD sharma books mainly focuses on providing a plausible basic concept or foundation of mathematical concepts. The explanations are clear, concise, and brief. This helps students to understand the underlying principles of each and every topic.
- Step by Step Approach: The books follow a step by step approach, breaking down complex problems into smaller,more manageable steps. This approach helps students grasp the solution process and build problem solving skills.
- Wide range of practice questions: RD Sharma books offer a vast number of practice questions which include examples and questions of exercises with different difficulty levels. This allows students to strengthen their understanding and improve their problem-solving skills or abilities.
- Variety of questions types : The books include a wide range of various types of questions, which covers both traditional and application approach based problems of mathematics. This variety of questions helps students to develop a deeper understanding of mathematical concepts and prepares them for various examinations.
- Exercise wise progressions: The exercises which are given after every chapter in RD Sharma books are framed in a progressive manner, starting from basic easy level problems and then gradually it increases towards difficult level. This sequential arrangement from easy to harder level, helps students build their confidence and knowledge as they progress through the chapters in mathematics.
- Additional Supplementary content: In addition to the main text section, RD Sharma books often include additional content such as model test papers, previous year question papers, and tips for effective exam preparation for progressive perfomance in every exam. These resources are precious for students who are preparing for different competitive exams at different levels.
How to Use Rd Sharma for Board Exam
For beneficial of RD sharma books for board exam preparations one can follow this tips:-
- Understanding the syllabus: Familiarise yourself with the syllabus of your board exam. Check which chapters and topics are included in the board syllabus and make sure that you have the corresponding RD Sharma book for those topics.
- Focus on Textbook: Start reading RD Sharma class 10 pdf of every chapter thoroughly. Pay more attention to the explanations,examples and solved problems provided in the textbook.
- Practice with examples: After studying a particular concept or topic from text, let’s solve the examples which are provided in the RD Sharma book. Work through each step carefully, understanding the logic and reasoning behind each and every solution. This will help you build your problem-solving skills and reinforce your understanding of the concepts.
- Solve previous years question papers : RD sharma books often include previous years board exam question papers or model test papers. Try to solve this question papers to get familiar with the exam pattern and type of questions asked in the exam.
- Revise regularly : Once you progress through the chapters, ensure to revise previously covered topics on a regular basis. Revision helps to mug up the things which you read earlier.
Can we download RD Sharma book?
Yes you can download RD Sharma books online. Many sites provide pdf of this book. You can download download class 10 book from here.
Is RD Sharma enough for Class 10?
Yes RD Sharma class 10 mathematics covers every section of the syllabus. If you completely read this book it will be enough to score good marks in board examination.
Which is better RD Sharma or NCERT?
For class 10 it’s suggested to go though both books if you have enough time. In other case you can only follow NCERT
Is RD Sharma harder than RS Aggarwal?
Yes, according to many students and educators RD Sharma is harder that RS Aggarwal. But both books are very good in their respective fields, so you need to choose wisely according to your requirements.


The new interactive factors activity at helps students master the process of finding factors. The interactive factors activity can be used as either an online or offline activity. In the online mode student can enter their answer directly in the activity and the computer will tell them when they have gotten the correct answer. They can keep changing their answer until they get it correct. This will help students master the process of finding factors. The page starts out with 12 problems and more problems can be added as they finish.
To use the offline mode simply print the page and the computer takes care of making sure that it is nicely formatted. After you have printed the worksheet make sure to click the answer key to fill in all of the correct answers and then you can print your answer key. Both the worksheet and answer key have the same timestamp to help you keep track of which answer key goes with which worksheet.
The program makes sure that their are no duplicate questions. So if you limit the factors to 20 then you can have no more than 20 questions.
Tips for quickly finding factors.
How many numbers do I need to check?
Check each integer that divides the number you are looking for the factors of until the divisor is larger than the answer.
For example when finding the factors of 20 you get the following answers.
1 / 20 = 20
2 / 20 = 10
3 / 20 = 6 remainder 2
4 / 20 = 5
5 / 20 = 4 We can stop here because the 4 is smaller than 5.
Tips for 2 through 10.
2: If the last digit of the number is even (0,2,4,6,8)then then number is divisible by 2.
3: If the sum of the digits is divisible by 3 then the number is divisible by 3. For example 21 would be 2 + 1 = 3 which is divisible by 3 so 21 is divisible by 3.
5: If the last digit of the number is 5 or 0 then the number is divisible by 5.
6: If the number is divisible by 2 and 3 the number is divisible by 6.
10: If the last digit of the number is 0 then the number is divisible by 10.


The Lyapunov exponent plays a key role in the
The Lyapunov exponent, plays a key role in the spectral analysis of the family . Here, S denotes the so-called Szegő transfer matrix, defined by Because the matrices so defined satisfy for , we have for . We define By general considerations, there is a compact set with for μ-a.e. . Moreover, by the Combes–Thomas estimate, one has . We are interested in spectral approximation of CMV operators, so the following questions are natural: In particular, helpful answers to both questions can allow one to bootstrap information about spectra of periodic approximants into information about the spectra of more exotic ergodic operators, using as an intermediary. Additionally, provides information about the absolutely continuous spectrum: one has for almost every ω by Kotani Theory, where denotes the essential closure of .
Spectral approximation of ergodic CMV matrices Let us start off by defining a version of the Gesztesy–Zinchenko (GZ) formalism . We remark that in our paper, we follow Simon's conventions ,  regarding how depends on the 's. Note that these conventions differ from the notation used in . We will use that any CMV operator enjoys a factorization into direct sums of unitaries of the form That is, we have where and the Θ matrix corresponding to acts on coordinates n and . Given a solution u of , we define . One can check that and hence (since each is real-symmetric). Using the equation , we have which can be rearranged to yield Similarly, using , we can deduce and get Thus, we have where For later use, we notice that (2.3) can also be inverted to yield The first technical lemma is a formula for the derivative of the nth band function in terms of associated Bloch wave solutions. We first introduce suitable truncations of whose eigenvectors can be used to generate Bloch waves. Suppose that is q-periodic; throughout this Protionamide section, we also assume that q is even. We define and as in [30, Equation (11.2.7)], that is: Then, we define and the dual operator and let denote an enumeration of the eigenvalues of . Observe that and have the same set of eigenvalues. This is evident by looking at the proof of Lemma 2.2 of ; one can also see that they are unitarily equivalent viz. . The eigenvectors of generate Bloch wave solutions to the difference equation . Concretely, let denote a normalized eigenvector of corresponding to the eigenvalue . We may extend to all , obtaining a solution of with We then define . One can check that solves the dual equation . As with u, we can extend to a globally defined solution of with
With Lemma 2.2 in hand, the main technical challenges have been dealt with. At this point, one can prove Theorem 1.1 in the same way that Last proves [23, Theorem 1]. We provide a short sketch for the reader's benefit. Please consult Section 11.2 of  for a helpful discussion of Floquet theory for CMV operators.
Spectral approximation of limit-periodic CMV matrices In this section, we will collect a handful of facts about the spectra of limit-periodic CMV matrices and their periodic approximants. Throughout, for a subset , we denote The Hausdorff distance between two compact sets is defined by The fundamental fact driving the analysis in this section is the following By way of Lemma 3.1, we can use the rate function of a limit-periodic operator to control the rate of spectral convergence of the periodic approximants. The following lemmata are classical, but their proofs are short, so we reproduce them for the sake of completeness:
Recall that for the special almost-periodic class of ergodic CMV matrices, the underlying probability space Ω is a compact monothetic group with translation T by a topological generator. In this case the action of the transformation T manifests as a shift on the Verblunsky coefficients α; since T is a topological generator for Ω, we call Ω the “shift-hull” of the almost-periodic CMV matrix in this case.


The DonAuction Live Event was held as scheduled on August 20, at 17:30 (GMT+9, Seoul time) at the Hall of COEX. The total amount raised was 9,895 USD. The winners and details of the drawing can be found here. Our most gracious thanks to the donors.
The objects website (containing all of the object and links to the Bridges exhibit pages) will stay up to provide more information about the items.
Below you find a list of the mathematical objects to which you can link your donation, for a chance to be awarded on of them in the drawing at the ICM DonAuction on August 20 (or have it shipped to you by mail if you are not present). These objects are mathematical by their very nature, linked to important mathematicians, or both. Aesthetically pleasing to the eye, they can be the materialization of mathematical formulas or original creations; either way they are objects that have a mathematician in their past world line, and often more than one.
Some of these objects have been part of the 2014 Bridges Exhibition, and the DonAuction team wishes to express its enormous appreciation to the mathematical artists and artistic mathematicians participating in Bridges who have donated their Bridges contribution to DonAuction. Others were, prior to their DonAuction incarnation, personal property of or crafted by a renowned mathematician. Several are posters or sculptures from the collections found at IMAGINARY. The posters are printed on high quality 210g canvas and measure at least 60×60 cm. For each object the listing below gives a very brief description and one picture, as well as a clickable link to more information about the object, with typically more pictures. (In the case of an object that was exposed at Bridges 2014, the link is to the corresponding Bridges Gallery page.)


- Cryptography and Number Theory (2012-2015)
- Advanced Complex Variable (2015-Present)
- Calculus (2005-2009). Here are some lecture notes I wrote for this module.
- Functions, Vectors and Calculus (2012-2014)
- Dynamical Systems (2010-2013). Here are some lecture notes for this module.
- Programming (2005-2011)
- General Relativity Tutorials (1999-2000)
- Real Analysis Tutorials: (1999-2000)
Some other teaching material can be found at my old web-page.


Calculation of the Value of Bonds (With Formula). Rs. 960.51 is a composite of the present value of interest payments Rs. 279.51 and the.Although this present value relationship reflects the theoretical approach to determining the. (This formula assumes that a coupon payment has just been.
pays only face value at maturity is repayment at maturityFor lump sum payments, Present Value (PV) is the amount of money (denoted as P) times PVF Factor (PVF) 4. formula below P p denotes the periodical payment.Excel Training - Calculate the Interest or Coupon Payment and Coupon Rate of a Bond.
Pmt is the payment made each period and cannot change over the life of the annuity. Pv is the present value,.In economics and finance, present value, also known as present discounted value, is the value of an expected income stream determined as of the date of valuation.
Basic Bond Valuation - American UniversityFor the present value of an annuity due formula, we need to discount the formula one period forward as the payments are held for a shorter amount of time.
The finite present value of a perpetuity is used by an analyst. annual fixed coupons (interest payment). of perpetuity formula.To obtain the present value of the interest payments you must discount them by the market interest rate per semiannual period.The formula for present value requires you to separate your annual interest payments into the smaller amounts you receive during the year.The Excel PV function is a financial function that returns the present value of an investment.A bond (Watch Video) is when a company or government borrows money from the public or banks, bondholders, and agrees to pay it back later.
present value of bonds formula_pdf - docscrewbanks.comCoupon payment is the amount of interest which a bond issuer pays to a bondholder at each payment date.
Interest Rates and Bond Valuation - CSUN
The annuity payment formula is used to calculate the periodic payment on an annuity.An illustrated tutorial about bond pricing, its value as determined by the present value of future payments, how bond prices are listed, and how accrued interest adds.
When calculating the present value, we assume that the first payment was made today.
6.5 Present and Future Value of a Continuous Income StreamTogether with coupon payments, the par value at maturity is discounted back to the time of purchase to calculate the bond price.
How to Calculate PV From PMT | Pocket SensePresent Value of an annuity is used to determine the present value of a stream of equal payments.–Using the formula: • B = PV of annuity + PV of lump sum • B = $100[1. – What is the semiannual coupon payment? – What is the semiannual yield? – B...There are two basic types of annuity formula: The Present Value Annuity Formula.
Demonstrates how to perform bond valuation on and between coupon payment dates using the BAII Plus. payments and then the present value. formula used by the.The value a bond today is the sum of the present value of the interest payments.The perpetuity formula yields the present value of a stream of cash.To calculate present value of a bond, discount coupon income based on the market interest rate, and discount face value of the bond after maturity period.Spreadsheets for Finance: Calculating Present Value. before the monthly payment (B3).
Bonds have coupon payments and principal repayments that all occur in the future.Apply the annuity formula to find the PV of the coupon payments.The amount of the payment depends on the interest rate for the bond and the amount you invested in it.Alternatively, use a spreadsheet to compute the present value of individual cash Fows.The present value (or market price) of a bond is a function of three variables: (1) the payment.


SciPost Submission Page
Geometry of variational methods: dynamics of closed quantum systems
by Lucas Hackl, Tommaso Guaita, Tao Shi, Jutho Haegeman, Eugene Demler, J. Ignacio Cirac
This Submission thread is now published as
|Authors (as registered SciPost users):
|Lucas Hackl · Jutho Haegeman
We present a systematic geometric framework to study closed quantum systems based on suitably chosen variational families. For the purpose of (A) real time evolution, (B) excitation spectra, (C) spectral functions and (D) imaginary time evolution, we show how the geometric approach highlights the necessity to distinguish between two classes of manifolds: K\"ahler and non-K\"ahler. Traditional variational methods typically require the variational family to be a K\"ahler manifold, where multiplication by the imaginary unit preserves the tangent spaces. This covers the vast majority of cases studied in the literature. However, recently proposed classes of generalized Gaussian states make it necessary to also include the non-K\"ahler case, which has already been encountered occasionally. We illustrate our approach in detail with a range of concrete examples where the geometric structures of the considered manifolds are particularly relevant. These go from Gaussian states and group theoretic coherent states to generalized Gaussian states.
List of changes
Detailed list of changes (including a pdf with changes marked in red) can be found in our reply to the referee.
Published as SciPost Phys. 9, 048 (2020)


The BIG question: Were mathematics discovered or invented? If the former, then who is the brilliant mathematician behind the language of the universe? If the latter, then we can credit this abstract science of number, quantity and space as a construct by humans. Is there any evidence for the answer?
Prepare to see math in a whole new light as we learn:
• Creation’s Universal Language
• Mathletes of the Natural World
• Our Amazing Math-Brain
• The Harmony of Music & Math
• Evidence for a Master Mathematician
“Do The Math!” presented by Maureen & Roger O’Caine on December 5th, 2020 at the Mount Vernon Seventh-day Adventist Church in Mount Vernon, Washington


Often Free shipment in Europe
STEM stands for Science, Technology, Engineering and Mathematics.
STEAM stands for Science, Technology Engineering, Arts and Mathematics.
STEM and STEAM are an interdisciplinary and applied approach that is coupled with hands-on, problem based learning.
From early in his Administration, President Obama has made improving science, technology, engineering, and mathematics (STEM) education a priority—he believes that every American student deserves access to a high-quality education in STEM for both their future and for the Nation’s future. Over the past seven years, the Obama Administration’s efforts have resulted in unprecedented levels of public-private collaboration in STEM education; policies and budgets focused on maximizing Federal investment to increase student access and engagement in active, rigorous STEM-learning experiences; and meaningful efforts to inspire and recognize young inventors, discoverers, and makers.
"One of the things that I’ve been focused on as President is how we create an all-hands-on-deck approach to science, technology, engineering, and math… We need to make this a priority to train an army of new teachers in these subject areas, and to make sure that all of us as a country are lifting up these subjects for the respect that they deserve."
Sign up to get the latest on sales, new releases and more …
Icons credit: Flaticon, Freepik and Prosymbols
Copyright Freeman Participaties BV
Powered by Shopify


How to use basic statistics in racing? You use it all the time you’re at the track. Tip sheets are made from stats. The major newspaper’s handicapping picks are also. Virtually everything else to do with selecting horses and predicting profit or making money. There are two main divisions to racing: handicapping and profitcapping. Each division is 50% of the game and each one uses statistics to predict their own outcomes. Each one. Because racing’s a statistical game. In the end stats are in a list type form and you take this information and analyze it to make sense of it.
This produces answers that’ll help you make money. Racing statistical information is almost always in a list form on any one or all things. Whether it’s a handicap method such as class, form, track bias, etc. Or wager types such as trifectas, exactas, place pick all, etc. To do statistical work collect information on any one thing that belongs to handicapping or profitcapping. But all cases you must collect large enough amounts to make a firm assessment. IN RACING YOU MUST HAVE STATISTICS. Many players simply don’t grasp how important this is and don’t know how to use basic statistics in racing.
Even though they use it all the time. They refuse to do their own which would be an immense help. As an example: let say you want to find out just how good and bad the Beyer’s speed numbers are. You want to know how good it catches the place position. So you take a sample of 5,000 races containing their respective Beyer’s numbers. With this sample size you can do win, place, show, fourth and fifth positions if you want. But you like playing the place position. This will become a list of when the highest Beyer’s number came in place position.
And this can be turned into a percent when analysis is done. You also want to use the same 5,000 races to find out the same for the horses Form and compare it to the Beyer’s numbers as a separate percent. What if you wanted to find out how good the best Form and the best Beyer’s numbers are as unitary method. What is their percent as a single method for the win and place positions using those 5,000 races. Not only would you see how Beyer’s and Form faired separately but also as a unit method percent. This is partially how to find the most powerful systems and methods and how to use basic statistics in racing.


Have you ever found yourself in need of some quilty math help?
My answer would be, "All the time." I have a lot of numbers running through my head, and usually running together, so here are the calculators that I regularly turn to for help. I like to make my units oversized and then trim to perfection, and the pages I use for help all have calculations for that.
Half Square Triangles
For Half Square Triangels (HST) I haven't found a chart I like. It's fairly simple though, I add 1" to the *finished* size HST I want. Here is my chart:
Go here to see how I make and square up my HST units.
Flying Geese Units
This chart is for the No Waste Flying Geese method. She tells you how much to add or making your geese a little larger for trimming.
Go here to see how I trim my FG units. I use the Wing Clipper and it comes with a handy size chart that is downloadable from Studio 180 Design as well.
This chart is for Hourglass units, again from Generations Quilt Patterns. She tells how much extra to add if you like to trim.
Square in a Square
My go to has been Quilter's Paradise calculator. Plug in your number and get a quick answer.
*note this gives exact measurements, not larger*
For larger units to trim to perfection I use:
Quiltville and Bonnie Hunter. The chart she provides is for the Easy Angle ruler, but she also provides measurements for the rotary cut, which is what I use.
I head back to Generations for Setting Triangles for On Point quilts.
Quarter Square Triangles
I love HST units, but I'm really starting to fall in love with the Quarter Square Triangles, shhhh don't tell.
Traditional quilts will probably always be my favorite, and these units are all my go to for making beautiful quilts. If you have favorite calculators or charts, please share in the comments!
|Star Light Star Bright Sampler|


What it is the inmate address at newton Iowa work release correction? Example: convert 15 cm to in: 15 cm = 15 × 0.3937007874 in = 5.905511811 in. 15 cm is equal to 5.91 inches. 40 cm to inches = 15.74803 inches. What is 15 x 10 cm in Inches? What is the 1 centimeter is equivalent to 0.3937007874 inches, how many inches are there in 15 centimeters? Where is the IAP also known as MAP sensor on a 1992 Dodge Stealth? centimeters in We can also form a proportion to calculate the result: Solve the above proportion to obtain the length L in inches: We conclude that 15 cm is equivalent to 5.9055 inches: For practical purposes we can round our final result to an approximate numerical value. So 15 centimeter is equal 5.905511805 inches. How much is 15 cm into inches? 5 cm = 1.97 inches. The distance in inches is determined by dividing the value in centimeters by 2.54. among others. When did organ music become associated with baseball? centimeters to the corresponding value in Convert 15 cm … Inches are used in the imperial system whereas centimeters are used in the metric system. Have a look: Number of centimeters * 0.393700787 = the result in inches. Where is Martha Elliott Bill Elliott ex-wife today? 5.9094. This is NOT the same as the area of 15 cm x 9 cm since that is not what the question was about. inches = 15 × 0.39370078740157 = 5.9055118110236. inches, just multiply the quantity in Simply use our calculator above, or apply the formula to change the length 15 cm to in. This is how they are defined: The centimeter (symbol: cm) is a unit of length in the metric system. This implies that there are 5.905511811 inches in 15 centimeters. What are all the codes for Danny phantom the ultimate face-off? How to convert centimeters to inches. 15 cm into What is 15 x 10 cm in Inches? It gives the conversion results of centimeters to inches based on a range of 0.01cm to 100cm. Meters. 15 centimeters equal 5.905511811 inches (15cm = 5.905511811in). It is also the base unit in the centimeter-gram-second system of units. To. How to convert In this case fifteen cm is approximately five point nine zero six inches: For quick reference purposes, below is the centimeters to inches conversion table: The units involved in this conversion are centimeters and inches. inches? An inch is a US customary and imperial measurement system that is used widely and is abbreviated as (in) or using the symbol (“) - double prime. inches? Feet. How did Eli Whitney change things socially? A centimeter is equal to 0.01(or 1E-2) meter. Online Calculator | Terms | Simply use our calculator above, or apply the formula to change the length 15 cm to in. - 15 x 10 cm is equal to 59.06 inches. Thus, for 15 centimeters in inch we get 5.905511811 in. Feet+inches result: 0ft 5.905511811. To convert 15 cm x 10 cm to inches, multiply 15 x 10 by 0.39370. 4 cm = 1.57 inches. This conversion calculator is used to convert the value in centimeters (cm) to the value in inches (in). centimeters by 0.39370078740157 (the conversion factor). What is the best way to fold a fitted sheet? Now we can convert 15 cm to inches. 5 cm to inches = 1.9685 inches. Who is the longest reigning WWE Champion of all time? In this case you will have: Value in It uses a simple formula to execute the calculations and also gives accurate results base on the input. 75 cm to inches = 29.52756 inches. How to transform 6 cm = 2.36 inches. Where can you download ringtones for free? 15 x 10 cm equals 59.06 inches, or there are 59.06 inches in 15 x 10 centimeters. What is the formula to convert from inches? inches? All Rights Reserved. A formula for calculation 15 cm to inches is down below. We conclude that 15 cm is equivalent to 5.9055 inches: 15 cm = 5.9055 inches. © 2020 Online Calculator. Where can you find the new version song of dota? 30 cm to inches = 11.81102 inches. Height Conversion Table. Inches and centimeters are both units of linear measurement. Converting 15 cm to in is easy. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply. To convert 15 cm into inches, it is important to determine the number of inches that make up one centimeter. 1 centimeter is equal to 0.3937007874 inches: 1cm = (1/2.54)″ = 0.3937007874″. Why don't libraries smell like bookstores? An inch (symbol: in) is a unit of length. One centimeter is equal to 0.3937007874 inches. 1 cm = 0.39 inches. Multiply the amount of cm by the conversion factor to get the result in inches: The conversion factor from cm to inches is 0.393701, which means that 1 cm is equal to 0.393701 inches: To convert 15 cm into inches we have to multiply 15 by the conversion factor in order to get the amount from cm to inches. You can also convert 15 cm to feet and inches. 15 centimeters equals 5.906 inches because 15 times 0.3937 (the conversion factor) = 5.906 The conversion calculator can be used to perform other conversions using different values. How much will a midwifery schooling cost? inches conversion factor? Though traditional standards for the exact length of an inch have varied, it is equal to exactly 25.4 mm. In this case we should multiply 15 Centimeters by 0.39370078740157 to get the equivalent result in Inches: 15 Centimeters x 0.39370078740157 = 5.9055118110236 Inches. Fractions are rounded to the nearest 8th fraction. To convert 15 cm x 10 cm to inches, multiply 15 x 10 by 0.39370. How do you put grass into a personification? Result approximation. centimeters to Converting 15 cm to in is easy. The 15 cm in in formula is [in] = 15 * 0.3937007874. 3 cm = 1.18 inches. 50 cm to inches = 19.68504 inches. To calculate 15 Centimeters to the corresponding value in Inches, multiply the quantity in Centimeters by 0.39370078740157 (conversion factor). Ft In. In which Olympics was the first tennis match played? 0′ … The distance d in inches (″) is equal to the distance d in centimeters (cm… 15 cm in feet and inches = 0 feet and 5.90551 inches About Cm to Feet and Inches … a fifth calorie (nutritional) to gallon (US) of LPG. This means that there are 0.3937007874 inches in one centimeter. 15.00. The ‘Convert’ button initiates the conversion from centimeters to inches. All Rights Reserved. 15 x 10 cm equals 59.06 inches, or there are 59.06 inches in 15 x 10 centimeters. To calculate a value in 10 cm to inches = 3.93701 inches. inches. The centimeter to inches conversion calculator can only execute a single conversion at a time. (some results rounded) cm. © 2017 Calculatorology. Multiply 15 by 0.393700787. (some results rounded) cm. 15 x 10 cm in Inches to convert 15 and 10 centimeters to inches. The answer is 5.91 inches (approx.). ›› Quick conversion chart of cm to inches. centimeters to How long will the footprints on the moon last? 15.00. 15 cm are equal to how many The ‘Reset’ button is used to erase all information of the previous calculations to create a new platform for more conversions. The centimeter practical unit of length for many everyday measurements. 10x15cm in Inches will convert 10 and 15 cm to inches and other units such as meters, feet, yards, miles, and kilometers. To convert 15 cm to in multiply the length in centimeters by 0.3937007874. Privacy | It gives 5.905511805. 15 centimeters equal 5.905511811 inches (15cm = 5.905511811in). Note: Values are rounded to 4 significant figures. Supose you want to convert Contact 20 cm to inches = 7.87402 inches. A centimeter is a length unit in the metric system abbreviated as "cm". When using the converter, the first step is to enter the value to be converted in the blank text field. L (in) = 5.9055 in. 15 cm to Inch, 15 cm in Inch, 15 Centimeters to Inches, 15 Centimeters in Inches, 15 Centimeter to in, 15 Centimeter in in, 15 Centimeter to Inch, 15 Centimeter in Inch, 15 Centimeters to in, 15 Centimeters in in, 15 cm to in, 15 cm in in, 15 Centimeters to Inch, 15 Centimeters in Inch, 15 ÎµÎºÎ±ÏÎ¿ÏÏÏÎ¼ÎµÏÏÎ¿ ÏÎµ Î¯Î½ÏÏÎ±, 15 à¦¸à§à¦¨à¦à¦¿à¦®à¦¿à¦à¦¾à¦° à¦®à¦§à§à¦¯à§ à¦à¦à§à¦à¦¿, 15 à¤¸à¥à¤à¤à¥à¤®à¥à¤à¤° à¤¸à¥ à¤à¤à¤, 15 à¹à¸à¸à¸à¸´à¹à¸¡à¸à¸£à¸à¸´à¹à¸§, 15 àª¸à«àª¨à«àªà«àª®à«àªàª° àªàªàª. Popular Length Unit Conversions 15 cm to inches can also be determined using the Centimeter to Inches conversion table. This is NOT the same as the area of 15 cm x 9 cm since that is not what the question was about. It is defined as 1⁄12 of a foot, also is 1⁄36 of a yard. Using this converter you can get answers to questions like: 15 centimeters equals 5.906 inches because 15 times 0.3937 (the conversion factor) = 5.906. Please, choose a physical quantity, two units, then type a value in any of the boxes above. There are 5.905511811 inches in 15 centimeters. 15*9 cm = 135 cm = 53.15 inches. 5.9055. in. 7 cm = 2.76 inches. centimeters to Inches. See also the following table for related convertions. 15*9 cm = 135 cm = 53.15 inches. 15 cm → L (in) Solve the above proportion to obtain the length L in inches: L (in) = 15 cm × 0.393701 in. 15.02. 2 cm = 0.79 inches. 15.01. So try this 15 cm to inches formula. Since 1 centimeter is equivalent to 0.3937007874 inches, how many inches are there in 15 centimeters? The inch is a popularly used customary unit of length in the United States, Canada, and the United Kingdom. Copyright © 2020 Multiply Media, LLC. 1 cm = 0.3937007874 in 1 in = 2.54 cm. How can you become a state representative? Centimeters to Inches Conversions. The final result is: 15 cm → 5.9055 in. How to Convert Centimeter to Inch. 1 cm to inches = 0.3937 inches.
Policenauts Best Version, Do Eggs Cause Acne, Leather Couch Protector, Belvita Health Benefits, Codenames Online Rules, Mikes Mighty Good Ramen Coupon Code, Cheap Desk Chairs, Vanilla Beans Grade B, I Was Wondering If You Were Interested, How Does 5g Home Internet Work, Zyxel C1100z Gaming, Kcal Vs Calories, Peer To Peer Network Configuration, Killer Instinct 4, Dedicate Your Child To The Lord Verse, Benefit Gift With Purchase, Language Deprivation Experiments, Mary Poppins Step In Time Lyrics, Further Assistance Meaning In Tamil, The Boy Who Loved Words Vocabulary, Check Cashing App, Sql Server Migration Challenges, Simple Maternity Leave Letter Format, Reversible Adiabatic Process, Jawatan Kosong Kilang Micron Batu Kawan,


A simple definition of P and NP
(Entry Nr. 1069, by user 1 | edit
|There has been a lot of talk lately on what is considered to be the greatest unsolved problem of computer science: The question if "P=NP". Since even the wikipedia page is so mindblowing that I have a hard time understanding it, I spend some time today trying to come up with a simpler definition. Here it is.
My attempt to explain P and NP:
P is the class of questions that a turing machine can answer in n^x steps. Where n is the length of the input and x is a problem specific number.
NP is the class of questions where a turing machine can decide if a given solution is correct in n^x steps. Where n is the length of the input and x is a problem specific number.
The famous question "Is N=NP" then comes down to "If a turing machine can verify an answer to a question in n^x steps, can it also FIND a solution in n^x steps?". It generally believed that this is not the case and that there are questions that need x^n steps to answer, even if any answer can be verified in n^x steps.
Im not sure if this is correct. Some people with math background looked over it and general census seems to be that it is ok.
Create a new entry at this position


How To Become Quantitative Trader: Are you good with statistics and find the financial world fascinating? If so, you could find working as a quantitative trader to be exciting. The practice of making financial market decisions using mathematical models, statistical analysis, and automated trading systems is known as quantitative trading. In this post, we’ll examine the steps you can follow to become a successful quantitative trader.
What is Quantitative Trading?
A trading method that uses mathematical models and data analysis to execute transactions is known as quantitative trading, also known as algorithmic trading or systematic trading. Utilizing computer programs and algorithms involves creating and putting into action trading strategies.
The goal is to locate lucrative market opportunities through quantitative research, including statistical trends, market trends, and pricing changes.
Skills Required For A Quantitative Trader (How To Become Quantitative Trader)
Becoming a quantitative trader requires a combination of technical and analytical skills. Here are some essential skills that can help you excel in this field:
Education and Qualifications
A strong educational foundation is vital for a career in quantitative trading. While there is no specific degree required, a bachelor’s or master’s degree in finance, economics, mathematics, computer science, or a related field can provide a solid base. Courses in statistics, econometrics, machine learning, and financial markets are particularly beneficial.
Programming Languages for Quantitative Trading
Proficiency in programming languages is essential for implementing trading strategies and analyzing market data. Python, R, and MATLAB are widely used in quantitative finance due to their extensive libraries and statistical analysis capabilities. Learning languages such as C++ and Java can also be valuable when working with high-frequency trading systems.
People Also Read: Complete Path Towards Intraday Trading
Understanding Financial Markets
To succeed as a quantitative trader, you must have a deep understanding of financial markets, including different asset classes, market structures, and trading mechanics. Stay updated on economic news, market trends, and regulatory changes that can impact trading strategies.
Statistical Analysis and Modeling
Strong statistical analysis skills are crucial for quantitative trading. You should be comfortable working with large datasets, applying statistical techniques, and developing models to uncover patterns and relationships in financial data. Knowledge of time series analysis, regression analysis, and machine learning algorithms is beneficial.
Risk Management and Portfolio Optimization
Quantitative traders must have a thorough understanding of risk management principles and portfolio optimization techniques. This involves assessing and managing risks associated with trading strategies, diversifying portfolios, and allocating capital efficiently to maximize returns while minimizing risks.
People Love To Read This: Best Tips To Plan Your Finance & Early Retirement
Backtesting and Simulation
Backtesting allows quantitative traders to evaluate the performance of trading strategies using historical data. It helps assess the viability of strategies, identify potential flaws, and optimize parameters. Simulations provide valuable insights into the expected behavior of trading algorithms under different market conditions.
Building Trading Algorithms
Proficiency in building trading algorithms is a key skill for quantitative traders. This involves translating trading strategies into computer programs that can execute trades automatically. You should be familiar with algorithmic trading frameworks and platforms such as MetaTrader, NinjaTrader, or proprietary systems used by financial institutions.
Data Analysis and Data Mining
Quantitative traders rely on data analysis and data mining techniques to extract meaningful insights from vast amounts of data. You should be proficient in data manipulation, cleaning, and visualization using tools like Pandas, SQL, and Tableau. Data mining techniques, such as clustering and classification, can help uncover hidden patterns and relationships in financial data.
Algorithmic Trading Platforms
Familiarize yourself with popular algorithmic trading platforms and tools used in the industry. Platforms like MetaTrader, TradeStation, and Interactive Brokers offer robust trading functionalities and access to various markets. Understanding how to navigate and utilize these platforms effectively can enhance your trading capabilities.
Real-World Experience and Internships
Gaining practical experience is invaluable in the field of quantitative trading. Look for internship opportunities or entry-level positions at financial firms, hedge funds, or proprietary trading firms. This hands-on experience will allow you to apply your knowledge, learn from industry professionals, and understand the dynamics of real-time trading.
Networking and Continuous Learning
Networking plays a very important role in the finance industry. Attend industry events, conferences, and workshops to connect with professionals in quantitative trading. Engage in online communities and forums dedicated to algorithmic trading to stay updated on the latest trends, strategies, and technologies. Continuous learning is essential to adapt to evolving market conditions and new technologies.
Becoming a quantitative trader requires a combination of technical skills, market knowledge, and analytical thinking. By acquiring a solid educational foundation, programming proficiency, and hands-on experience, you can embark on a rewarding career in quantitative trading. Stay curious, continuously update your skills, and embrace the dynamic nature of the financial markets to thrive in this field.
FAQs (Frequently Asked Questions)
Q1. Is a finance degree necessary to become a quantitative trader?
A.1 While a finance degree is not mandatory, a strong educational background in finance, mathematics, computer science, or a related field is beneficial. It provides a solid foundation and enhances your understanding of financial markets and quantitative techniques.
Q2. Do I need advanced programming skills to be a quantitative trader?
A.2 Proficiency in programming languages like Python, R, and MATLAB is essential for quantitative trading. However, you can develop these skills through practice, online resources, and courses specifically focused on programming for finance.
Q3. Can I become a quantitative trader without prior trading experience?
A.3 While prior trading experience can be advantageous, it is not a prerequisite. Gaining experience through internships, personal projects, and learning from industry professionals can help you build the necessary skills and knowledge.
Q4. How long does it take to become a successful quantitative trader?
A.4 he time required to become a successful quantitative trader varies. It depends on factors such as your educational background, programming proficiency, market knowledge, and practical experience. Continuous learning and dedication are key to honing your skills and staying ahead in this competitive field.
Q5. Are there any risks involved in quantitative trading?
A.5 Like any form of trading, quantitative trading involves risks. It is crucial to develop robust risk management strategies, thoroughly backtest your trading algorithms, and stay vigilant about market conditions. Adhering to sound risk management principles can help mitigate potential risks.
Q.6 What do quant traders study?
A.6 Quant traders study mathematical models, statistical analysis, and algorithmic trading strategies to identify profitable trading opportunities in financial markets.


Application Open! Kern Dance Alliance Announces Fall Session of SHINE for Girls
Aug 9, 2016
SHINE is a nationally recognized, innovative, curriculum-based, after-school program for middle school girls. Utilizing kinesthetic learning, SHINE combines formal dance training with rigorous math instruction to improve girls’ math scores and spark their interest in STEM.
MATH+DANCE=SUCCESS covers national math standards from 6th-8th grade, while improving overall girls’ confidence and attitudes towards math through a positive feedback loop, resulting in higher test scores and participation in classes.
SHINE FALL DATES + DEADLINES
Saturdays, 10:00-12:30, 8 Weeks: September 10-October 29
Mentor and Student Applications open online: August 8
Mentor Application Deadline: August 26
Student Application Deadline: September 2
Mentor Training Session: September 6
For more information please view the press release below or click here.


MATH 252: NOTES FOR QUIZ 3
TABLE OF CONTENTS (under construction)
BIG FILE: Sections 16.3-16.9 notes (handwritten); see links and comments below
SMALLER FILES (if you cant get the big file):
SECTIONS 16.3-16.9: PARTIAL DIFFERENTIATION AND APPLICATIONS
Section 16.3 of Swokowski : Partial Derivatives
MATHEMATICA GRAPHICS GALLERY:
Math252Ch16Gallery.pdf (there are some ideas from later in Ch.16)
SOME MATHEMATICA GRAPHS:
PRACTICE WITH PARTIAL DERIVATIVES:
A function whose mixed partials are unequal (credits: Ali Eftekhari, Tom Vogel)
A non-differentiable function with partial derivatives everywhere
Section 16.4 of Swokowski : Increments and Differentials
Section 16.5 of Swokowski : Chain Rules
Implicit Differentiation from Math 150: Section 3.7 (pdf)
Section 16.6 of Swokowski : Directional Derivatives (DDs)
Great animation on DDs! (Gradient in green.)
A non-differentiable function with all directional derivatives (DDs)
Section 16.7 of Swokowski : Tangent Planes and Normal Lines
Section 16.8 of Swokowski : Extrema of Functions of Several Variables (Revised 11/1/07)
See Section 15.7 on this site for some graphs.
IN THE DEFINITION OF "CRITICAL POINT (CP)" (16.8.3):
A critical point (CP) must be in the domain of f.
DEFINITION OF "SADDLE POINT" FROM THE HARPER COLLINS DICTIONARY OF MATHEMATICS:
A point on a surface that is a maximum in one planar cross-section and a minimum in another. (Visualizing a hyperbolic paraboloid like z = y^2 - x^2 near the origin helps.)
(The definition may vary. Are degenerate "ties" allowed along a cross-section, like for horizontal lines? Also, for example, are the points along the y-axis saddle points if we have the graph of the "snake cylinder" f(x,y) = x^3 ? That's debatable. Using the Harper Collins definition, I don't believe they would be; the thing just doesn't look like a "saddle" along the y-axis. But it is true that there are higher and lower points "immediately around" those points. Incidentally, D = 0 everywhere for this function, so the 2nd Derivative Test says nothing.) See: http://en.wikipedia.org/wiki/Saddle_point
OPTIONAL COMMENTS ON EXTENDING THE SECOND DERIVATIVE TEST TO FUNCTIONS OF MANY VARIABLES:
If you have a nice function of n variables, you will construct an n x n real symmetric matrix consisting of 2nd-order partial derivatives; such a matrix only has real eigenvalues. If, when analyzing a critical point (CP)
the determinants of all the upper left square submatrices (1 x 1, 2 x 2, etc.) are positive, the matrix is called positive definite, and all of its eigenvalues are positive. The CP corresponds to a local min.
the determinants of the upper left square submatrices (1 x 1, 2 x 2, etc.) alternate in sign from negative to positive, etc., the matrix is called negative definite, and all of its eigenvalues are negative. The CP corresponds to a local max.
if the determinants of the upper left square submatrices (1 x 1, 2 x 2, etc.) are all nonzero, and neither of the two above configurations occur, then the CP corresponds to a saddle point (SP).
Section 16.9 of Swokowski : Lagrange Multipliers (Revised 11/1/07)
Optimize f(x,y) = 2x^2 + 4y^2 subject to x^2 + y^2 = 1.
(by Paul Blanchard)
Quiz 3 (Sections 16.3-16.9) Notes: 51 pages (16.3-16.9) (2.3 MB), but if we include bonus Mathematica graphics / practice pdfs (61 pages; 3.3 MB total).


AN INVESTMENT THAT GOES A LONG WAY.
Using $3.50 as a conservative retail price for an average item of produce, you could save up to $1,120 in the first year alone.
10 (HARVESTS PER YEAR ) X 32 PLANTS
320 ITEMS X $3.50 = $1,120
This calculation is based on an average price for fresh produce. Simply change the average price, and see how much you'll save.
THE BENEFITS OF THE NUTRITOWER EXTEND FAR PAST THE MONEY SAVINGS.
Food prices and shortages keep increasing.
So get ahead and start saving!
Grow your own food, become more food autonomous and have fun doing it!


America Is Flunking Math
We need to get racial politics out of the equation before it's too late.
By Percy Deift, Svetlana Jitomirskaya and Sergiu Klainerman
Among all human endeavors, mathematics stands alone in terms of its beauty, universality, and innumerable applications. Though its role is often obscured by esoteric language, mathematics is behind almost all of humanity’s major advances in science and engineering.
Bridges stand, planes fly, rockets carry us into space, and MRIs can see into our brains thanks to precise mathematical calculations performed by powerful computers, invented by mathematicians such as Alan Turing and John von Neumann. Behind tasks performed by computers—predicting the weather, performing complex financial transactions, or encrypting billions of messages each day—lie sophisticated mathematical algorithms. Artificial intelligence, for example, is but a happy marriage between powerful computers and abstract mathematical models that sort and analyze massive amounts of data.
Before our discipline became the universal global enterprise it is today, great mathematical discoveries passed from ancient civilizations to medieval ones and then to modern ones. One can argue that the preeminence of each civilization was, in part, due to their sophisticated understanding and use of mathematics. This is particularly clear in the case of the West, which forged ahead in the 17th century with the discovery of calculus, one of the greatest scientific breakthroughs of all time.
The United States became the dominant force in the mathematical sciences in the wake of World War II, largely due to the disastrous racist policies of the Third Reich. The Nazis’ obsession with purging German science of what it viewed as nefarious Jewish influence led to a massive exodus of Jewish mathematicians and scientists to America. One of them was Albert Einstein, whom Time magazine would declare Person of the Century in 1999. Science in Germany hasn't returned to its former glory to this day.
The quality of mathematics research in the United States today is the envy of the scientific world. This is a direct result of the openness and inclusivity of the profession. David Hilbert’s ‘‘mathematics knows no races’’ is the living motto of the community of American mathematicians. Indeed, academic institutions in the United States have thrived largely because of their ability to attract talented individuals from around the world. The availability of STEM (science, technology, engineering and mathematics) professionals, highly trained in mathematics, has been crucial to our success as a nation.
Can Americans maintain this unmatched excellence in the future? There are worrisome signs that suggest not.
The Organization for Economic Cooperation and Development compares mathematical proficiency among 15-year-olds by country worldwide. According to its 2018 report, America ranked 37th while China, America’s main competitor for world leadership, came in first. This is despite the fact that the United States is the fifth-highest spender per pupil among the 37 developed OECD nations. Alas, fewer and fewer young Americans are adequately prepared to embark on a career in STEM.
This massive failure of our K-12 education system trickles through the STEM pipeline. At the undergraduate level, too few American students are prepared for higher-level mathematics courses. These students are then unprepared for rigorous graduate-level work. According to our own experiences at the universities where we teach, an overwhelming majority of American students with strong math backgrounds are either foreign-born or first-generation students who have additional support from their education-conscious families. At all levels, STEM disciplines are more and more dependent on a constant flow of foreign talent.
There are many reasons for this failure, but the way that we educate and prepare teachers is particularly influential. The vast majority of K-12 math teachers are graduates of teacher-preparation programs that teach very little substantive mathematics. Schools of education are filled with courses about social justice, identity politics, or, at best, methods courses with minimal math content. Math majors, on the other hand, must be certified to teach math in most public schools, which is a costly and time-consuming process. This has led to a constant stream of ill-advised and dumbed-down reforms. One of the latest fads is anti-racist mathematics. Promoted in several states, the bizarre doctrine threatens to further degrade the teaching of mathematics.
Another major concern is the twisted interpretation of diversity, equity, and inclusion (DEI). Under the banner of DEI, universities are abandoning the use of standardized tests like the SAT and GRE in admissions, and cities are considering scrapping academic tracking and various gifted programs in schools, which they deem “inequitable.” This is despite the fact that such programs are particularly effective, when properly implemented, at discovering and encouraging talented children from disadvantaged backgrounds.
The new 2021 Mathematics Framework, currently under consideration by California’s Department of Education, does away “with all tracking, acceleration, gifted programs, or any instruction that involves clustering by individual differences, without expressing any awareness of the impact these drastic alterations would have in preparing STEM-ready candidates.” Readjustments in this direction are happening in other states, too. These measures will not only hinder the progress of the generations of our future STEM workforce but also contribute to structural inequalities, as they are uniquely detrimental to students whose parents cannot send them to private schools or effective enrichment programs. Children stuck with this low-quality education are rarely prepared for higher education and employment in STEM.
These are just a few examples of an unprecedented fervor for revolutionary change in the name of Critical Race Theory (CRT), a doctrine that views the world as a fierce battleground for the narratives of various identity groups. This will only lead to a further widening of racial disparities in educational outcomes while lowering American children’s rankings in education internationally.
Ill-conceived DEI policies, often informed by CRT, and the declining standards of K-12 math education feed each other in a vicious circle, which is in time going to affect the entire mathematics profession and, more broadly, all STEM disciplines. The mechanism is as simple as it is hard to combat. Regarding minorities, in particular, public K-12 education all too often produces students unprepared to compete, thus leading to large disparities in admissions at universities, graduate programs, and faculty positions. This disparity is then condemned as a manifestation of structural racism, resulting in administrative measures to lower the evaluation criteria. Lowering standards at all levels leads eventually to even worse outcomes and larger disparities, and so on in a downward spiral.
A case in point is the recent report by the American Mathematical Society that accuses, by implication, the entire mathematics community, with the thinnest of specific evidence, of systemic racial discrimination. A major justification put forward for such a grave accusation is the lack of sufficient representation of Black mathematicians in the profession. This lack of representation is real and very serious, but the report, while raising awareness of several ugly facts from the long-ago past, makes little effort to address the real reasons for this, mainly the catastrophic failure of the K-12 mathematical educational system.
Similar trends affect most, if not all, academic institutions, including the National Academies of Sciences, Engineering, and Medicine and the American Academy of Arts and Sciences. The National Science Foundation, a federal institution meant to support fundamental research, is now diverting some of its limited funding to various DEI initiatives of questionable benefit. These “feel good” measures to address the lack of representation of various groups in the profession risk sacrificing excellence while doing little to address the underlying problems. Meanwhile, other countries, especially China, are doing precisely the opposite, following the model of our past dedication to objective measures of excellence. How long before we will see a reverse exodus, away from the United States?
The present crisis can still be reversed by focusing on a few concrete actions:
Allow math majors to teach without onerous accreditation procedures and insist that all math teachers take rigorous courses in math departments.
Improve schools in urban areas and inner-city neighborhoods by following the most promising education programs. These programs demonstrate that inner-city children benefit if they are challenged by high standards and a nurturing environment.
Follow the lead of other highly successful rigorous programs such as BASIS schools and Math for America, which focus on rigorous STEM curricula, combined with 21st-century teaching methods.
Increase, rather than eliminate, tailored instruction, both for accelerated and remedial math courses.
Encourage dual college enrollment and online programs for advanced students.
Reject the soft bigotry of low expectations, that Black children cannot do well in competitive mathematics programs and need dumbed-down ethnocentric versions of mathematics.
Uphold the objective selection process based on merit at all levels of education and research.
Racial and ethnic disparities in STEM disciplines need to be confronted at the source: K-12 education. Accusations of systemic racism are not only vacuous but divisive and harmful—to mathematics, the society at large, and especially to the very people they are supposed to help. American mathematics, and all that currently hinges on it, can only maintain its excellence if math continues its immensely successful tradition of knowing no races.
Percy Deift, Svetlana Jitomirskaya, and Sergiu Klainerman are professors of mathematics at, respectively, New York University; the University of California, Irvine; and Princeton University.


Last month I was chatting with my partners family before sitting down to a rather impressive Sunday lunch (Dave’s mums cooking is quite literally an art form perfected!). Nana was commenting on my artwork and how she too is a natural born illustrator, she said it was one of the things that she is good at along with maths. I have always known Nana is naturally gifted with drawing, ever since I saw her “doodle” a perfect face in less than five minutes. Yet her strong mathematical ability surprised me. Not as any reflection of her personally, just because I always believed that creatives are typically baffled by numbers. This is certainly the case for me. I am a dyscalculic which essentially means I am dyslexic with numbers rather than words. Dyscalculia can affect a person in numerous ways (pun intended, sorry not sorry). From struggling to work out the correct change when making and receiving payments, to mixing up numbers, and struggling to estimate time and measurements. Like many dyscalculics I do not know my times tables as I have trouble remembering basic math facts, I can’t do simple equations without counting on my fingers, and I find calculators difficult as I type in the numbers in the wrong order and confuse my equation signs. The best way I can describe it is this:
Imagine what it would feel like if all the road signs you need to use to navigate a journey, were written in a language you didn’t understand. What if then, the passenger in the car is staring at you as if you’re an idiot for not knowing which direction to take despite it being written in front of you.
That’s what it feels like when I am faced with numbers. My mind goes blank, I can’t work out what to do with them to get the answer I need and so I become embarrassed and anxious.
During our conversation I mentioned that I couldn’t work with numbers at even a very basic daily level and I was met by a lot of surprise given my academic background which includes data analysis and MSc level statistics. I didn’t realise that my innate inability to understand numbers was not always obvious to the people around me. Then again, up until very recently, I have been hiding this learning disability by actively avoiding numbers. I’ve turned down jobs because I would have to manually work out customers change. I’ve lost nights of sleep from anxiety when starting new jobs incase someone notices I can’t work with numbers. I even became so panicked by my maths GCSE’s that I had a panic attack and stopped attending the maths tests. Even now I don’t count my change at supermarkets so I simply don’t know if I’ve been given the right money. I pay for as much as I can using my card (the same pin number is easier than counting change). Dave checks the measurements of my artwork for me as I get confused when reading inches and cm’s on the same measuring tape. It’s not just the daily issues I avoid either. I lied on my entry interview for university and have lied in all jobs I have applied for, because I don’t have a C grade maths GCSE…but I don’t think I should have to.
Yes it takes me longer to work out my figures, and no I didn’t enjoy statistics at uni, but I did get through it. I graduated at the top of my class in both my degrees, and I still scraped a 2:1 in my Masters despite my statistics dramatically letting me down. I think the comment I got on my thesis in my methods section (where I explain the maths behind the data analysis) was “not sure what you did there?“. I clearly understood how the stats should work but still got the wrong answer, I then later repeated the same equation and found the correct answer but did not amend my first conclusion…because I didn’t notice that the numbers were different. Yet I’ve travelled on my own across the world, navigating multiple flights and bus routes and departure time tables; and I now run my own business. I also do all the maths that everyone else has to do like pay my rent in full and on time, budget for my food shopping, petrol, and other expenses. It is possible for me to function in society with dyscalculia, yet I still shy away from admitting that I can’t understand basic maths.
As an artist, I wanted to highlight dyscalculia because it’s often completely unheard of and let’s face it, it’s not the first thing that springs to mind when pursuing a career in the visual arts. Yet numbers are really important in art, particularly as an independent artist. I must price, measure, and sell my own work, calculate commission fees, material costs, and postage; as well as keep precise records of all my accounts. The latter of which includes working out expenses, income, and how much money I need to put aside for my tax returns and National Insurance contributions each year. I deal with cash at events, and I pay a variety of percentage fees when I sell works across different online platforms. Paypal, etsy, ebay, and my website for example, all take different commission rates when I make a sale. For me, these are all daily struggles that have me second guessing myself, and poor Dave often has to check and double check all my figures for me as even using a calculator can give me the wrong answer. I even find myself emailing him a copy of emails before I send them to clients to check that I have not underpriced my work in the quotes I am giving them. I’ve lost a lot of money by underestimating the time it will take to create a piece of artwork for someone, or got my numbers mixed up and charged someone £2.00 in postage rather than £20. Thankfully it’s never been my clients that have had to pay for my mistakes, but I wish I didn’t have to either.
The other reason I wanted to blog about dyscalculia is because it’s not very well known. Everyone knows what dyslexia is, and it’s accepted as a learning disability. Dyscalculia on the other hand is not as well known and so is less understood by the average person despite it being a learning disability. It wasn’t until I left school that I found out about it- all throughout my childhood and adolescent life I thought I was stupid. I would frequently get laughed at for not being able to work out very basic equations, which enhanced my embarrassment and anxiety. It’s peoples disbelief in my poor maths skills that made me spend my entire life trying to hide it. It wasn’t until I was in my mid twenties that I voiced my issue with numbers publically, purely out of frustration. When I was working in a shop I became so distressed by the pressure of working out someones change that I blurted out “I’m dyslexic with numbers!” whilst I was red in the face with anxiety and just wanted to cry. I quickly found that as soon as you liken it to something people understand (or at least recognise), they back off and give you the space you need to work it out correctly. That’s all it takes, a little more time and a little less scrutiny. I’m not dumb, I’m challenged in a way most people don’t understand but I’ll get there in the end…I prove this to myself every day.
I always assumed that creative minds were wired differently to academic minds-that if you could draw then chances are you couldn’t work out maths and vice versa. Nana has proved me wrong with this, and so I think it’s about time I accepted that my dyscalculia is in fact a learning disability and not some floaty “natural order of things” that I should laugh off or hide. Although my issue with numbers continues to cause me anxiety, I now refuse to be ashamed of it and I work very hard to pursue every avenue of my creative dream despite the difficulties numbers throw my way. I hope that my account here has shed some light on what living with dyscalculia is like, and how maths plays an important role for artists. More than anything I hope that anyone who recognises these traits in themselves can breath a sigh of relief- dyscalculia is a thing, and it’s not that much of a big deal. Just take your time, double check your answers, and don’t be afraid or embarrassed to ask for help. Through being an independent artist, I’m learning to be proud of my daily maths achievements and stop feeling so embarrassed and ashamed and scared that someone might notice. So what I can’t do maths quickly (or sometimes at all)? Since what has that ever stopped me?
If you identify with my maths struggle and would like to know more about dyscalculia you can do a free online assessment here.


Time is critical when it comes to emptying tanks, basins or lift stations. Heavy rain or snow, flooding, water main breaks and other overflow events can create a need to know how long it will require emptying, maintaining a certain level or decreasing a level of a tank, basin or lift station. Let’s calculate a few of these types of problems.
- If two 520 gpm pumps are used how, long will it take in hours to empty a rectangular tank 80 feet long by 40 feet wide and 18 feet deep? The pumps are 85 percent efficient.
First calculate the volume of the tank and convert to gallons.
Volume = length x width x height
Volume = 80 ft x 40 ft x 18 ft = 57,600 ft3
= 57,600 ft3 x 7.48
= 430,848 gallons
Divide the number of gallons by the pump rate to find the time. Convert to hours.
Time = Total gallons
= 430,848 gal_
(1,040 x .85) gal/min
= 430,848 gal
= 487.39 min
= 487.39 min
= 8.12 hr
2. A 45,000 gallon tank receives 320,000 gpd flow. A 225 gpm pump is attached to the tank, but it is broken. How long do they have to repair or replace the pump before the tank will overflow? Assume the tank is empty now.
First find the average flow per hour. Then find the number of hours till the overflow occurs.
Hourly flow = Total gallons
Hrs in a day
= 320,0000 gal
= 13,333.33 gal per hour
Hours till overflow = Tank size
Hours till overflow
= 3.38 hrs or 3 hrs 23 minutes
3. The wet well at a lift station receives a flow of 235 gpm. The wet well has a diameter of 25 feet. How many minutes will it take to raise the water level eight feet in the wet well?
First calculate the volume of water it will take to fill eight feet of the wet well. Then determine based on the gallons per minute how long it will take to rise to a level of eight feet.
Volume = .785 x diameter x diameter x height of water level.
Volume = .785 x 25ft x 25 ft x 8 ft = 3,925ft3
3,925 ft3 x 7.48 = 29,359.00 gal
Minutes to raise to eight feet = Total gallons
Minutes to rise to eight feet
= 29,359.00 gal
= 125 min
All of the above problems can be helpful at some point or another if time is a factor in a repair, emergency situation, or other instance where it is necessary to know how much time you have until an overflow or certain level is reached. So contrary to the belief of some, there is a use for math for situations in the operations of treatment systems.
If you would like to try some practice problems, check out Test Your Knowledge – Calculating Time to Pump Out A Tank.


The “Angry Mother Destroys Common Core” internet meme got my goat when I browsed the comments section. I grant that the actual meme problem was overbearing (it’s the “write a letter to Jack” about subtraction error using the number line). But in the comments I saw a lot of complaints about how the number line approach was not the fastest way to the answer, and thus a confusing waste. Not those commenters’ faults in a way; they are just sticking with the one-right-way paradigm about math they were taught back in the day.
So I yielded to temptation and uploaded a response comment on the meme’s thread, sharing here for (I hope) your amusement:
Apparently to many folks, the Fastest way to get to The Answer is the Point of math. Here are 9 ways to go faster:
1) Memorize lots of formulas – as many as you can.
2) Once it seems to you like one of your formulas can be applied, run it.
3) Even for addition, use a calculator (We all have one in our phones, sweet!)
4) Download a powerful calculator that has lots of formulas pre-coded for you to just punch in a few #’s. Less memorizing!
5) Have your mom do the problem for you (that’s faster, right?)
6) Have your mom just give you the answer (now we’re getting fast!)
7) Have your smartphone solve it (it knows more than Mom!) http://www.nydailynews.com/…/new-photomath-app…
8) Don’t answer the question – heck what difference does it make if you answer someone else’s canned math question anyway?
9) Don’t even bother taking a math class and save yourself years of grief – other people know how to do the math that you can’t do with a calculator or app anyhow, right? And aren’t there lots of people to tell you they never broke out a binomial or even an ‘x’ in their worklife, ever, so what a waste?
Oh, and now that speed has been served, please enjoy your trip into the real world after school, where people get good pay if they can solve real problems via pattern recognition, efficient problem abstractions, and a myriad of hierarchical solution methods, using logical thinking. Within a few months of hiring on, managers know who can solve problems and who is weak. Calculators don’t cut it.
Oh yeah one more thing: in the real world there is no 1 right answer in the back of the book.
My kids will see your kids out in the world competing for jobs. Good luck to them all!
It is however quite amazing that out there in the real world there are a lot of people who solve real problems using pattern recognition, abstraction and logical thinking and who left school with an intense dislike of math. They must have got their ideas from somewhere else.
I think the CCSS math is good, but doesn’t go far enough, due to the apparent necessity to have daily tests !
Good point! Thanks! Expounding further: I don’t mean to imply that formal study of math in school is the only way that a person can gain those skills. I wonder also if the intense dislike for math necessarily means that they didn’t gain some significant amount of their skills in pattern recognition etc. from the 11 (or more) years they sat in those math classes they disliked. And it certainly might be that those folks you point out, who may be innately strong at pattern recognition etc., are the same kids who get the most exasperated by dry rote-learned math procedures. But however they acquired them, at least they ended up with and use those skills.
Certainly there are some other people who are *not* strong in those skills, and could be much stronger. Read any Yahoo News comments and get afraid, very afraid! What I am proposing is that study of math *should* help them get stronger, and what I am saying is that if people look at math as an empty exercise in thoughtless and disconnected formulaic right-answer-getting, they are probably not getting the logic etc. skills they should be getting from all those year studying “math.”
Addon thought: ultimately there should be no need for ‘daily tests,’ or any what-I-just-studied tests, as the process of going through the (digital) curriculum itself generates the desired quantitative learning measures. For example, did you ‘play’ the digital content level successfully, such that the next level of the curriculum opened up for you? If so, you have been ‘assessed’ on, and passed, that content at that time. Assessing for longer term retention is another matter.


A mathematics learning program from kindergarten to high school that collects thinking problems, curriculum problems, and deepening or applied problems into one set of questions. It helps you maximize your application by comparing concepts with real life and looking at problems in various ways.
- Find the source of thoughts in life.
- Develop the abilities to solve real problems from different perspectives.
- Provide hands-on activities and experiences to expand thinking.
- Utilize the educational and technological computer program.
- Understand the principle of advanced technology.
- Use a variety of senses such as visual, auditory, tactile and etc.
- Develop cognitive ability and expand the scope of thinking.
There are no reviews yet.


There's just something about pop-up books that enchant and delight kids of every age (and the odd adult, too--I'm particularly obsessed).
To open this book and see a riot of colourful swirls with numbers on the end is enough to send my head spinning--imagine what it would do to a five-year-old.
But there's more than just really clever paper engineering going on here. If you have a reluctant numbers kid, this will utterly convert them. Even I was keen to discover how many triangles can be found on the first page. And yes, I also wanted to add up all the sides of the triangles, too.
Kids are asked a series of questions (if they can pull their eyes away from the colourful pop-ups, lift-the-flaps and slide windows) that will have them keen for a challenge. How many numbers can you find? How much to the red numbers add up to?
Bright, dynamic and great for mental stimulation. Oh -- and lots of fun.
Title: Pop-Up Numbers
Author/Illustrator: Courtney Watson McCarthy
Publisher: Thames + Hudson, $24.95 RRP
Publication Date: 1 September 2013
Format: Hard cover
For ages: 3 - 10
Type: Picture Book, Pop-up Book


Dissertation Thesis - Department of Applied Mathematics and Statistics In order that senior thesis produced by Harvard math students are easier for other undergrads to benefit from, we would like to exhibit more senior theses online (while all theses are available through Harvard university archives, it would be more convenient to have them online). BOKES, Tomáš Probabilistic and analytic methods for pricing American style of Asian options dissertation thesis. Department of Applied Mathematics and.
Doctoral Thesis - Search For Doctoral Thesis Now! Howes - Accounting for Model Error in Four-Dimensional Variational Data Assimilation (PDF-2.69MB) Matthew Paul Edgington - Mathematical modelling of bacterial chemotaxis snalling pathways (PDF-9.04MB) Anne Reinarz - Sparse space-time boundary element methods for the heat equation (PDF-1.39MB) Adam El-Said - Conditioning of the Weak-Constraint Variational Data Assimilation Problem for Numerical Weather Prediction (PDF-2.64MB) Nicholas Bird - A Moving-Mesh Method for Hh Order Nonlinear Diffusion (PDF-1.30MB) Charlotta Jasmine Howarth - New generation finite element methods for forward seismic modelling (PDF-5,52MB) Aldo Rota - From the classical moment problem to the realizability problem on basic semi-algebraic sets of generalized functions (PDF-1.0MB) Sarah Lianne Cole - Truncation Error Estimates for Mesh Refinement in Lagrangian Hydrocodes (PDF-2.84MB) Alexander J. Moodey - Instability and Regularization for Data Assimilation (PDF-1.32MB) Dale Partridge - Numerical Modelling of Glaciers: Moving Meshes and Data Assimilation (PDF-3.19MB) Joanne A. Staziker - Water wave scattering by undulating bed topography. Search For Doctoral Thesis Now! Learn More & Get Answers Today!
A Question about Doctoral Theses in Mathematics - Math Stack Exchange Graduate research thesis is the culmination of the graduate program. In the end, the doctoral thesis has to contain enough to be passed by the readers and to satisfy any auxiliary rules of the institution to which it is submitted.
Doctoral thesis in mathematics:
Rating: 94 / 100
Overall: 88 Rates