It has become apparent to me over the past few months that anxiety is a recurring issue for both of my sons, though they show it in different ways and are triggered by different things. For my eleven-year-old son, anxiety tends to show up primarily when doing schoolwork, and especially if he is taking any type of timed test (as he was required to do a few weeks ago). In helping him get ready to take his state test, we spent lots of time preparing, and mostly focused on math as this seemed to be the subject that made him the most uncomfortable. No fan of math tests myself (who doesn't remember the heart-thumping, palm-sweating race through pages of problems, dreading the words "pencils down"?), I tried to share all of my best test-taking wisdom, but honestly I'm not sure much of it really helped lower his anxiety level.
Several days after his test, I was amazed at the coincidence when I came across an article in Education Week related to this very topic: "Timed Tests and the Development of Math Anxiety." Written by a professor of math education at Stanford, Jo Boaler, the author describes important research results about math testing that all parents and teachers need to be aware of:
- Math stress impedes students' working memory (the area of the brain used for storing math facts and calculating numbers), which reduces achievement.
- Math test anxiety has a higher negative impact on students who have the largest working memories -- as the author says, "the very students who have the potential to take mathematics to higher levels."
- Math anxiety actually "changes the structure and workings of the brain."
Unfortunately for our children, as Dr. Boaler points out, timed math tests are likely to continue amongst even the earliest grades given the emphasis in many curriculums on "math fluency" (working quickly) versus a focus on understanding and applying math concepts. As parents it is difficult to change the system on our own, so what can we do? I think our best recourse is to reassure our kids that we will support them, and to provide them with strategies to reduce their anxiety. Here are some specific ideas for doing this:
For All Ages
1. Talk to the teacher.
With the school year starting soon, most teachers schedule
parent-teacher conferences early in the year. Use this opportunity to
ask your child's teacher to describe their approach to teaching math,
and be prepared to ask questions about how the teacher plans to help
students manage anxiety and ensure true understanding of math concepts.
Be prepared to mention some of the research (see link above) since many
teachers may not be aware of the current information.
2. Talk to your child. Ask how they feel about math and math tests, and ask what you can do to help them feel more prepared and less anxious. Notice how your own issues with math may unexpectedly show up, and feel free to talk about them with your child -- they'll notice anyway.
For Children in Early Grades (K-5)
3. Demonstrate the value of math.
Help your child see how math is used in everyday activities: weighing
produce at the grocery store, estimating the grocery bill as you shop,
making change, calculating sales taxes and tips, figuring out the area
of a room. Kids who understand the value of math will be more likely to
see it as important, not just something they have to do at school.
4. Make it fun. I know, most of us don't think of "fun" and "math" together, but it is possible to connect these two concepts for our kids. Logic puzzles and creative problem-solving games help kids build skills to understand math concepts and, maybe more importantly, build self-confidence. One of my favorites that my kids actually enjoy (I promise!) is doing "Perplexors" and "Math Perplexors" together (both by MindWare).
For Older Children (Junior High and High School)5. Encourage questions. By sixth grade it's likely that your child has already decided whether or not they are "good" at math, and talking about it with you may not be high on their priority list. If you have an opportunity, though, strongly encourage your child to ask questions during math class. Research has shown that those who do best in math tend to ask a lot of questions. Most kids this age are trying to blend in, and answering a question incorrectly or doing anything else that may open them to ridicule is a fate worse than death. However, reassuring them that most people experience anxiety about math may help.
6. Create a mantra. In a stressful moment, nothing works better to focus the mind and calm the nerves than deep breathing and a self-affirming mantra. You and your child should come up with something that works for them, but here are a few suggestions to work from:
- My self-worth is not based on how well I do math.
- I am capable of learning math.
- I have the right to define success for myself.
I would love to hear other ideas from parents who have had success helping their kids overcome math anxieties, so if you have something to share, please do!


Looking for Calculator Walmart gift ideas? The gifts below have been added to gift registries the most by our users. Happy gifting!

If you are a student looking for a good scientific calculator to do all your complex calculations, then the Texas Instruments TI-30X IIS Scientific Calculator is just what you need. The online Texas Instruments scientific calculator is a durable and affordable model that combines statistics and advanced scientific functions, making it perfect for classroom. This two line display scientific calculator makes calculation extremely easy as it allows the user to review earlier entries to look for similar patterns. With a two-line display, this calculator shows the equation you are creating on the top line, and the numbers you are entering on the second line. After you get the solution, the TI scientific calculator still lets you edit the original equation in any way you like for a recalculation. The Texas Instruments TI-30X IIS Scientific Calculator uses solar power for operation, but in case if there is no sunlight, it can be still operated with a battery.

The Texas Instruments TI-84 Plus Graphing Calculator features USB on-the-go technology for file sharing with other calculators and connecting to PCs,handling calculus, engineering, trigonometric, and financial functions, 12 apps preloaded, and displays graphs and tables on split screen to trace graph while scrolling through table values. Advanced statistics and regression analysis, graphical analysis, and data analysis are readily accessed, along with features for calculus, engineering, financi...
The all-purpose TI-84 Plus graphing calculator features more than a dozen preloaded apps including functionality that encourages exploration of interactive geometry, inequality graphing, and real-world data collection and analysis. Ideal for middle school through college.
The Texas Instruments TI-30X IIS 2-Line Scientific Calculator features two-line display and other advanced features users get with the TI-30X IIS. The display shows the equation you are creating on the top line, and the numbers or symbols you are currently entering on the second line. Once the equation is solved, the results are displayed on the second line, and you can use the four arrow keys on the front of the calculator to edit the original equation in any way you like for a recalculation. B...
Basic, battery-operated scientific calculator with one-line display and general math and science functionality. Key Features: One-line, 10-digit display Fraction features One-variable statistics Conversions Basic scientific and trigonometric functions Ideal For: General math Pre-Algebra Algebra 1 and 2 General science
MATERIAL: Leatherette SIZE: 6 in. long x 8.9 in. high x 1 inch wideIMPRINT AREA: 5-1/4 in. X 7-3/4 in. SHIP WEIGHT: 13 oz.ACTUAL WEIGHT: 8 oz.FEATURE: Notepad (20 pgs), Solar Calculator, Pen Holder, Business Card SlotCOLOR(S): Black Destined to become your daytime essential, and while they're stealing glances everywhere they go, they'll also be developing character with each use.
Buy Microfiber Solid Plain 100-percent Wrinkle-free Sheet Set Twin XL/ Black at Walmart.com
Quickly and easily add items to your wish list as you browse Walmart.com. Great for holidays, birthdays, groceries, and more.
Preloaded with software, including Cabri Jr. interactive geometry software. Up to ten graphing functions defined, saved, graphed and analyzed at one time. Advanced functions accessed through pull-down display menus. Horizontal and vertical split screen options. I/O port for communication with other TI products.
Buy Equity Cube LCD Alarm Clock, Blue at Walmart.com
Free Shipping. Buy $100 Walmart Gift Card at Walmart.com
Stay mobile, continue learning - Transfer class assignments from handheld to computer (PC and Mac). Complete work outside of school using student software. On the desktop at home or a laptop on the bus, at the library, coffee shop wherever. Visualize in full color - Color-code equations, objects, points and lines on the full-color, backlit display. Make faster, stronger connections between equations, graphs and geometric representations on screen. Real-world images - Use digital images or your...
This Walmart gift card makes a wonderful choice for family and friends, because it lets them pick out exactly what they want. For orders of $250 and higher, or 25 gift cards and higher, we will send you an email about activating the Walmart gift cards.
Buy $50 Walmart Gift Card at Walmart.com
Buy Blue Box Walmart eGift Card at Walmart.com
Hamilton Beach GLSS KETTLE available from Walmart Canada. Shop and save Appliances at everyday low prices at Walmart.ca
Buy $25 Walmart Gift Card at Walmart.com
Monarch Specialties Grey Dining Table for sale at Walmart Canada. Shop and save Furniture at everyday low prices at Walmart.ca
REPLACEMENT CANOPY ONLY. CUSHION NOT INCLUDED. METAL STRUCTURE NOT INCLUDED. This is an after-market replacement canopy for a specific patio swing model that was sold at Walmart, named the Home Trends North Hills Outdoor Swing. The Walmart model number of the swing that this canopy is designed to replace is RUS453W. The Walmart store SKU is 001673436. Garden Winds recommends that you purchase this swing canopy cover only if you have this particular swing (see pictures below). This replacement sw...


If you are looking for an ideal maths tutor for the Central Coast, it is important that you look out for some of the factors that will help you find the perfect one. The first factor that you should look at is whether or not the tutor is experienced in teaching mathematics. This means that they must have a proven track record in which they have gained a good amount of knowledge and skill in mathematics and have also earned a lot of experience to prove this fact.
Best maths tutor central coast
You may also want to check the experience that the tutor has with regards to teaching maths. It is essential that they have had time on the job so that they are qualified and able to do the job to perfection. You also need to check whether the tutor has had any experience in the area of mathematics and can demonstrate that they are fully aware of what you are looking for in your tutor.
When you are looking for the best maths tutor for the Central Coast, there are a number of factors that you should consider. For example, you need to consider whether or not they have any experience with teaching maths and will be able to teach to a full time student as well as someone who need tutoring on a daily basis. You also need to decide on whether or not they will be able to explain all of the concepts properly, so that the student can learn them thoroughly. It is also important that you take into account their fee so that you know what to expect.


Here's an easy DIY threading activity!
In this activity Babydoll gets to exercise her fine motor skills and practise her 123s!
I made threading cards for babydoll. On each card of the ten cards, there is a number (from 1-10).
The goal is to thread the cards according to the number sequence.
Viola! Our cute little caterpillar (with no legs) is created!
You can do this with ABCs or even work up a spelling activity with this! :)


Wednesday, April 08, 2009
Lateralis is finished. Let's do a quick review of the project, then I'll do actual project stats.
The cardigan was inspired by the Elann Summer Sampler Packs (one pack in greens and one pack in neutruals). I wanted something similar to the Sitcom Chic/Eyelet Cardigan, but as I was doing the math, I didn't get quite the fit I had hoped for. I used the Random Stripe Generator to create the striping, basing my numbers sequence on the Fibonacci sequence. I think it's a bit of a mixed result, but we'll see how much I wear it over the summer before I jump to conclusions that it doesn't fit me well.
Pattern: none, simple top down raglan using my own math
Yarn: Summer Sampler Packs from Elann (the greens and the neutrals).
Problems with the pattern: uh, I suck at math. The other problem is that I wanted a slim fitting summer cardigan. I simply can't do that with a stripe pattern. I couldn't short row bust darts, so I feel like I don't have a flattering fit. The neck ended up being bigger than I wanted (but I sort of gathered it in when I did the neckband).
Overall impressions: Right now I feel it looks frumpy on me (again, to compensate for my "I" cups, I had to make it bigger than I wanted, and even adding the waist shaping didn't help much. The scoop neck isn't as flattering on me as I had hoped (that might change with the right tee shirt under it). I love the colors and the striping. I loved working with the yarns and quite frankly, it was delightful to knit (if you forget about all those ends to weave in). We'll see how I feel as I wear it over the summer. Might just be my mood this morning (that's happened before).
So I'm holding off my final opinion. I love these sampler packs from Elann, and I do think this was a great project for the yarns. I would easily do this project again, with some tweaking. I would limit Random Stripe generator to only up to 8 rows (the 13 seem dominate to me in the sweater) and I would seperate the yarns into just lights/darks of each color. I have A LOT of yarn left over, but I didn't get to balance my usage as much as I would've liked.
So it was fun to knit and plan... we'll just have to see if it's fun to wear!


The Preschool program (K-3, K-4 and K-5) is designed to meet the needs of the whole child through an environment that promotes age-appropriate and active learning experiences encouraging independence and self-confidence. The average class size is 15.
Early Pre-K and Pre-K classes focus on academic, social, and motor skills through a variety of creative and engaging learning activities and creative play experiences in the areas of language arts, music, movement, math, science, communication, and art. Students attend school from 8:00 a.m. - 11:30 a.m. Students may be picked up at 11:30 or may remain for lunch and daycare.
Kindergarten students attend school for a full day. Each day's learning experiences include language arts, math, science, social, and motor skills activities. The kindergarten language arts instruction utilizes the Saxon phonics curriculum and the Wright Group literature collections. The math and science programs engage students in active learning through the exploration of a wide variety of concepts and manipulatives. Students are exposed to music and art activities in the classroom and through specialized enrichment classes.


The prime numbers are considered to be the positive integers which will be having only two factors which will be the number one and the number itself. For example in the cases of number six the factors are one, two, three and six which very well justifies that this will never be categorised in the cases of prime number very easily. But on the other hand, in the case of number seven, the integers will be only factors number one and number seven which very well justifies that this will be a prime number in the whole process. Hence, in the above-mentioned example, six will be a composite number and seven will be the prime number.
In very general times people can also go with the option of saying that prime numbers are only divisible by number one or number itself and another very important way of defining the positive number or integer will be the definition that it will never be a product of any two positive integers in the whole process. There will be no defined formula to find out a prime number and further people need to be very much clear about the prime numbers 1 to 100 so that they never face any kind of hassle at the time of solving the questions and are very much capable of having a good command over the entire thing. This particular concept has a good amount of historical relevance whenever people are interested to study them. It was based upon saving out the filtering of prime numbers from the list of natural numbers and training out the composite numbers so that people can have a good command over the entire thing.
Following are some of the logical statements associated with the prime numbers in the whole process:
- Prime numbers can be categorised into even prime numbers and these will be the ones that will be only divisible by two for example two is the only number that is even and just of the prime numbers are odd.
- The prime numbers can also be categorised in the category of twin primes which will justify that they will be differing by two only. For example, three and five are the perfect example of twin primes.
- People can go with the option of indulging in the implementation of prime numbers chat because in this particular system People can have a good idea about the whole thing which will make sure that they will be able to learn things very professionally and easily.
Following are the basic properties associated with the prime numbers with the people must know about them:
- Every number which is greater than one can be perfectly divided by at least one prime number.
- Every even positive integer which is greater than two can be perfectly expressed as the sum of two prime numbers very easily.
- Except to all the prime numbers are odd and in other words, people can also claim that too is the only even prime number.
- Two prime numbers are always considered to be co-prime to each other
- Every composite number can be perfectly factored into prime factors and individually all of these will be unique in terms of nature in the whole process.
Hence, people also need to be very much clear about the basic definition of the prime and composite numbers so that there is no problem at any point in time and overall goals are very easily achieved. The smallest possible prime number defined by the mathematics will be the two and further registering the kids on platforms like Cuemath is a very good idea so that they have a good command over the real numbers very easily. This is considered to be the best way of scoring well in the exam without any kind of problem.


The main purpose of the STEM Ambassadors Programme is to support pupils, teachers and schools by enriching and enhancing the curriculum, thereby encouraging an interest in Science, Technology, Engineering and Mathematical (STEM) subjects. STEM Ambassadors are a FREE resource to teachers and schools.
STEM Ambassadors are aspiring role models from STEM backgrounds who volunteer their time to help young people. This can include helping in the classroom, extra curricular events and career talks.
More specifically, the scheme is intended to assist in:
There are many ways that STEM Ambassadors can assist, such as,
STEM Ambassadors are asked to commit to assisting at one event/project per year as a minimum. Ambassadors with time to commit are linked up with specific schools and liaise with teachers to arrange what they could best do to support that school.
STEM Ambassadors are a free resource, with the key aim of flexibility. It is important to acknowledge that STEM Ambassadors are volunteers, giving of their time and experience.
If you have decided that acting as a role model for young people through the STEM Ambassadors (formerly SEAs) scheme appeals to you then this is the place to start!
For further information please see:


Welcome to my profile. I am a mathematics tutor at Malabar.
What I expect of my students
When I teach mathematics, there are several abilities I would like to develop in my students. I intend to pass on measurable intuition, techniques, and also considerations for handling situations. These ideas lead me to develop a teaching approach in which children must be active participants in studying.
I want my students to become able to communicate their confidences quantitatively and be capable to verify whether or not those beliefs align with the actuality. I need my scholars to be revolutionists. When we work cases, I have students propose solutions for various integration problems. It is an occasion to emphasise that exploration is necessary and you usually can not know in advance how a situation will end up. I really want my students to don't hesitate to try things and explore. From time to time they find methods I had not looked at.
In each session, beyond the selected content, I demonstrate that maths can be breathtaking and that we have the ability to rate the people endeavour. I commonly set ends, like the building of calculus, in historic context. I show how mathematics has artistic merit.
My aspects of teaching
One of my favourite aspects of teaching mathematics is assisting children to comprehend the concepts underlying the matter handy. I feel this attitude derives from my own valuation of opportunities to view the big picture of maths as well as the manner in which various portions of mathsematical material suited together. When I started teaching as a graduate student, I understood that I actually took pleasure in socialising with trainees and sharing my devotion for mathematics with them. Even though the subject matter varied, I admired speaking about mathematics.
I attempt to illustrate concepts as clearly as you can and deliver numbers of scenarios. In addition, I make it a greatest importance to remain enthusiastic concerning the data. I always come with a set task when it comes to the end of the lesson to ensure that the students have a chance to work issues before they go out. From time to time this task contains practice concerns, but other times it is an analysis of the material on a deeper level.


The Withholding Calculator helps you identify your tax withholding to make sure you have the right amount of tax withheld from your paycheck.
If you are an employee, the Withholding Calculator helps you determine whether you need to give your employer a new Form A-4, Arizona Withholding Percentage Election. You can use your results from the calculator to help fill out the form and adjust your income tax withholding.
Keep in mind that the calculator’s results will only be as accurate as the information you provide. If your circumstances change during the year, recalculate with the new information to make sure that your withholding is still correct.
Use the worksheet below to determine how to keep your Arizona withholding the same. Enter your annual gross taxable wages, the number of paychecks you receive each year, your annual withholding goal, the amount already withheld for this year, the number of paychecks remaining in this year, and select the largest percentage on line 10 that is less than line 9.
| || ||YOur Calculation|| ||Example|
|1||Annual gross taxable wages|| || ||$52,000|
|2||Number of paychecks per year|| || ||26|
|3||Divide line 1 by line 2. This is wages per paycheck.|| || ||52,000/26 = $2,000|
|4||Annual withholding goal|| || ||$1,800|
|5||Amount already withheld|| || ||$900|
|6||Balance of withholding for the calendar year. Subtract line 5 from line 4.|| || ||1,800 - 900 = $900|
|7||Number of paychecks remaining in the calendar year|| || ||13|
|8||Divide line 6 by line 7. This is your Arizona withholding goal per paycheck|| || ||900 / 13 = $69.23|
|9||Percentage: Divide line 8 by line 3|| || ||69.23 / 2,000 = 3.4615%|
|10||Withholding percentage that is less than line 9.|
Check this box on line 1 of Form A-4
| || ||2.7%|
|11||Multiply line 10 by line 3|| || ||2.7% x 2,000 = $54.00|
|12||Subtract line 11 from line 8. |
Enter this amount in the additional amount space on line 1 of Form A-4.
| || ||69.23 - 54.00 = $15.23|
Select a higher percentage for line 10 than line 9 if you want an overpayment (refund) and a lower percentage if you want an underpayment (owe).


Bryker Woods offers a myriad of extracurricular opportunities. A small group of parents organize math pentathlon. This is a nationally recognized STEM program of interactive problem-solving games for grades K-7. This program strengthens basic math concepts and skills, aligns with National and State Mathematics Standards, and stimulates creative thinking while developing problem-solving skills. All provided through fun and engaging board games. There is an opportunity to enter a district-wide competition at the end of the year. Many Bryker Woods children have come home with ribbons through the years. More information at mathpentath.org.


The regular payout rate in online slot games will determine how well the game is received by the players. This is also called with other terms such as ‘long-term average return’ and ‘expected payback’. The average rate of payout is represented by a percentage – like 90%. Therefore, this represents that if the individual bets $100, eventually he can anticipate a return of $90. Hence, it means it would be beneficial for players to choose online casino slot games amid increased payout rates.
The trouble with such game is not everyone is familiar with the average rate of the slot online games and it can’t be computed in the same way it is calculated in the casino game such as roulette. In condition it is identified how many different kinds of symbols are present on the reel, then utilizing complex math solutions, the average rate percentage ought to be computed. But this particular detail is not readily available for public viewing. The informed group about the average percentage of payout in casino slot games is the website software developer of the game and the organizations that audits the fairness and randomness of the games, but the agencies are very strict in confidentiality when it comes to this kind of information.
Two casino online software providers offer this particular information which is quite impressive. One of these software providers is the popular Rival Gaming. To gain access to this particular detail, the customer must switch on the related slot game along with hit the “help” button. A help page will disclose the information. The term used by Rival Gaming is ‘expected playback’ and the report is in integral percentage. An example of this is – the expected playback for Candy Cottage is 95%, the expected playback for this particular game called, A Switch in time is 98%, and so on and so forth. The second casino online software provider is WagerWorks and they use the expression ‘long standing average anticipated return to player’ when they give the details about the average rate percentage of payouts and it also indicate it as a rate to 2 decimal places.
The agency eCOGRA reveals the average rate of payouts for the casino slot games that it examines. However, the rate for player slot games might not be disclosed, they only disclose the general average payout of all slot games allowed by the online casino. The info is futile in the choice of the player online slot game based on the average rate percentage of payouts.
Furthermore, it is imperative to raise the issue of the practical usage of the payout average rate to the players. According to the details that are available, majority of the online casino with slot games have an average percentage of payout from 94% to 96%. Presuming that the player bets at around $100/day for approximately 200 days, the entire amount betted becomes $20000 and if it is betted next to an average payout rate targetting 94%, the player is expected to lose around $1,200 in 200 days.


Title(s)/ Position(s): Doctor of Mathematics / HOD, Mathematics
Ali Maianguwa Shuaibu started his teaching career at Kaduna Polytechnic on December 14, 1998 as an Assistant lecturer and rose to the rank of Principal lecturer on January 1, 2015. He joined the service of Federal University Dutse on Secondment from Kaduna Polytechnic in 2014 and finally transferred his service to Federal University Dutse in 2016 as a Senior lecturer.
Dr. Ali Maianguwa Shuaibu is Member of several professional associations, which include the Mathematical Association of Nigeria (MAN), Mathematical Society of Nigeria (MSN) and Association of Computing Machinery (ACM) based in USA.
The Department of Mathematics is one of the earliest Degree programmes mounted since the inception of Federal University Dutse in 2011. The Department offers a four-year programme leading to a Bachelor of Science (B.Sc.) Degree in Mathematics with a view to produce graduates with sound knowledge in both theory and practical applications of Mathematics.
The Department also offers a Postgraduate Diploma in Industrial Mathematics (PGDIM). The programmes in the Department places emphasis on specialization in the areas of pure and applied Mathematics to enhance global relevance and competitiveness.
Motto: The motto of the Department is “Think logically and creatively”. The Department has graduated three sets of undergraduate students and one set of Postgraduate students as of 2016/2017 session.Headship of the Department:
The pioneer Head of Department was Prof. Shafiu Jibrin who headed the Department from 7th June to December, 2013 and then 9th July, 2015 to January 3, 2016. He is a Professor of Numerical Analysis. Dr. Saminu Iliyasu Bala was the second Head of Department. He headed the Department from December, 2013 to 29th April, 2014. Dr. Saminu Iliyasu Bala was a Senior lecturer on sabbatical from Bayero University, Kano.
The next Head of Department was Dr. Abubakar Muhammad Kwami whose tenure spanned the period 15th May, 2014 to 31st March, 2015. He was a Senior lecturer on sabbatical from Abubakar Tafawa Balewa University, Bauchi.
The current Head of Department is Dr. Ali Maianguwa Shuaibu.


National Institute of Technology (NIT)
NIMCET (NIT) Syllabus
Exam Month : May, Time : 2 Hrs., Question : 120, Total NITs – 11 Seats : 867
Eligibility: Indian Nationals securing at least 60% marks in aggregate or 6.5 CGPA on a 10 point scale (55% marks or 6.0 CGPA on a 10 point scale in case of SC, ST) in
(i) BSc / BSc (Hons) / BCA / BIT of minimum three years full-time*;
(ii) B E / B Tech or equivalent ;
from a recognized University are eligible to appear for NIMCET
Candidates who are appearing for final year/semester are also eligible to apply for NIMCET.
- Students who have completed/completing degree BSc / BSc (Hons) /BCA/ BIT of 3 years from Open Universities are also eligible to apply provided their programme is approved by UGC / AICTE and Distance Education Council (DEC) of Govt. of India.
- The percentages of marks in qualifying degree are to be calculated on the basis of marks obtained in all the subjects studied in all the years including languages, optional and additional subjects studied, if any. The aggregate of all the subjects in all the years computed using this method of calculation alone be considered by NIMCET for deciding eligibility.
Exam Pattern: NIMCET test will be conducted with only one question paper containing 120 multiple choice questions covering the following subjects.
|1. Mathematics||50 questions|
|2. Analytical Ability & Logical Reasoning||40 questions|
|3. Computer Awareness||10 questions|
|4. General English||20 questions|
- Each correctly answered question will carry FOUR marks and each wrongly answered question will lead to NEGATIVE ONE mark.
QUALIFYING CRITERIA FOR ALLOTMENT OF RANK in NIMCET
A Candidate securing zero or negative marks either in Mathematics or Total Marks will be disqualified.
Based on the marks obtained by a qualified candidate in NIMCET-2013 test, a rank will be allotted by adopting the following criteria.
- The marks obtained in Mathematics, Logical Reasoning, Computer Awareness, English, will be multiplied by a factor of 3, 1½ , 2 and 1 respectively. Thus maximum weighted marks will be 1000.
- Ranking will be based on total weighted marks obtained by a candidate. In case of a tie, it will be resolved based on weighted marks in Mathematics, then on weighted marks in Logical reasoning and then on weighted marks in Computer Awareness.
- In case the tie is not resolved by the above criteria stated in the above paragraph, then it will be resolved by age i.e., in favour of elder candidate.
NIMCET Syllabus :
MATHEMATICS : (50 questions)
Coordinate Geometry: Rectangular Cartesian coordinates, distance formulae, equation of a line, and intersection of lines, pair of straight lines, equations of a circle, parabola, ellipse, and hyperbola.
Calculus: Limit of functions, continuous function, differentiation of function, tangents and normals, simple examples of maxima and minima. Integration of function by parts, by substitution and by partial fraction; definite integrals, applications of definite integrals to areas.
Probability and Statistics: Basic concepts of probability theory, Averages, Dependent and independent events, frequency distributions, measures of central tendencies and dispersions.
Algebra: Fundamental operations in algebra, expansions, factorization, simultaneous linear / quadratic equations, indices, logarithms, arithmetic, geometric and harmonic progressions, determinants and matrices.
Set Theory: Concepts of sets Union, Intersection, Cardinality, Elementary counting; permutations and combinations.
Vectors: Position vector, addition and subtraction of vectors, scalar and vector products and their applications to simple geometrical problems and mechanics.
Trigonometry: Simple identities, trigonometric equations properties of triangles, solution of triangles, heights and distances, general solutions of trigonometric equations.
ANALYTICAL ABILITY AND LOGICAL REASONING : (40 questions)
The questions in this section will cover logical situation and questions based on the facts given in the passage.
COMPUTER AWARENESS : (10 questions)
Computer Basics: Organization of a computer, Central Processing Unit (CPU), structure of instructions in CPU, input/output devices, computer memory, and back-up devices.
Data Representation: Representation of characters, integers and fractions, binary and hexadecimal representations, binary arithmetic: addition, subtraction, multiplication, division, simple arithmetic and two’s complement arithmetic, floating point representation of numbers, Boolean algebra, truth tables, Venn diagrams.
GENERAL ENGLISH: (20 questions) :
Comprehension, vocabulary, basic English Grammar (like usage of correct forms of verbs, prepositions and articles), word power, synonyms and antonyms, meaning of words and phrases, technical writing.


Unfortunately, many learners struggle to solve “hard maths problems”.
They tend to always give up and look at the solution.
So the question is, how do we fix this?
Unfortunately, our traditional math curriculum unintentionally teaches students that math problems should take a few minutes at most.
“If you can’t get it by then you are clearly stupid.”
Of course, “real” mathematicians spend months, or years, or lifetimes, on a particular problem. A (one) problem!
(But we are obviously not delving into “real” mathematics in this particular blog post.)
The important thing to realize is that maths is a skill. A skill that needs to be developed!
Learners need to develop more productive habits when it comes to maths.
If you do not get a problem right away, that’s okay!
Learners must let it [the particular problem] sit for a while and come back to it later.
This requires learners to force themselves to persist a little bit longer each time.
Work a little past your frustration point, but not too far past it.
Think of this like exercise: you want to push yourself, but not so far that you get injured or over-exhausted.
If a learner needs a little chocolate (or caffeine for older learners) when tehy’re done, they’ve probably done it right.
Invest in yourself and your future by spending time on your maths problems.
And the most important thing to remember is: NEVER GIVE UP!


The inaugural meeting of the Maths Fellowship Club will take place on Saturday 10 June 2017. The schedule for the day will be as follows:
11:00 Arrival at College for tea in the Langford Room
11:30 A talk by Professor Dominic Vella (Tutorial Fellow in Applied Mathematics) in the Oakeshott Room
12:30 Pre-lunch drinks in the Langford Room
13:00 Lunch in the Beckington Room
After lunch Tour of the Mathematical Institute (The Andrew Wiles Building)
The price of the event is £30 and places can be booked here. Please note that spaces are limited.
The Maths Fellowship Club has been established to recognise the interest that many of our alumni retain in the subject, and to encourage a meeting of minds between Fellows, students, and alumni. Our Fellowship Club events will provide an opportunity for alumni to convene in College for annual meetings, as well as to hear about our Fellows’ research, and to talk about shared interests. We are also seeking funds to support one of our Fellowship positions in Maths, a subject which is not currently endowed at Lincoln and, as such, is vulnerable should any of our current Fellows retire.


By Dan Lafontaine, RDECOM
ABERDEEN PROVING GROUND, MD -- The U.S. Army is bolstering its commitment to science and math education in northeast Maryland to increase the number of students seeking high-tech careers.
Eight major Aberdeen Proving Ground, or APG, tenant organizations agreed to a partnership Dec. 14 with Harford County Public Schools, or HCPS, to expand educational outreach efforts in science, technology, engineering and math, commonly known as STEM.
The agreement will help increase participation and improve HCPS students' performance in STEM and programs that expand academic opportunities, officials said.
Click More Information below to read the complete article.


Tap green soft button to enter solution. You need to be fast while entering the solution, as the time spent on that is also counted as solving time. 5 second penalty is applied for failure to enter the solution.
Tap blue soft button to give up and see the solution found by the computer. If the solution exists, solving time for a player who gave up is extended to 5 seconds, if necessery, therefore giving up immediately makes sense only if the puzzle is obviously non-solvable.
A puzzle having no solution is counted as solved if the player gave up before the time was expired, otherwise it is considered as not solved.
In play mode the cards are drawn from a deck.
When a puzzle is solved (or counted as solved), the cards are removed from play, otherwise they are sent to refill pile. Once the deck is short of cards it is refilled from the pile and a 5 second penalty is added to each player. A game may have up to two refills (i.e. up to three rounds). The number of refills is shown in the upper right corner.
The score is calculated as the following:
SCORE = SOLVED × 86400 / TIME
where SOLVED is the amount of solved or counted as solved puzzles, TIME is the amount of seconds spent on solving puzzles with addition of penalty time. In effect the score represents the amount of puzzles you can solve for 24 hours while keeping current pace.
In training mode cards are drawn randomly, the number of sets is unlimited. There is also an option to play without solving time limit.
The score is not kept, however the amounts of solved and unsolved puzzles are still counted. If solving time limit applies, total solving time, including possible penalties, is also shown.
Feature Puzzle choice allow to get only puzzles that have a solution, or enter own puzzle to check if you solved it correctly, or to look for additional solutions.
When a solution is presented as an expression (with Show solution as Expression in Settings), the following order of operations applies:
Merge sign is omitted between two numbers.
|7×6-6×3||7×6=42 6×3=18 42-18=24|
|6×2^3/2||2^3=8 6×8=48 48/2=24|
|65-41||6#5=65 4#1=41 65-41=24|
The Game Menu, invoked by Menu soft button (☰), offers additional features like Terminate game or Quit training, Play next/previous music file, Change settings, Browse information pages. In game mode the game menu is unavailable at solving stage.
The Information button(?) allows to get information relevant to the current game mode.
Invoking Game Menu or Information Page results in suspending the game and background music, so the features can be also used for pausing.
To terminate a game or quit training, press Back (left arrow) button or Esc key.
In game mode Back button is disabled at solving stage.
Game can be paused by minimising application window or choosing a different window. This pauses background music and hides current puzzle at solving stage.
Settings can be changed at any time by seleting Pages - Settings from the application (top) menu. The application menu also allows to select next/previous music track or browse information pages.
The Information button brings up information relevant to the current game mode.
The following table lists useful hot keys (standard US keyboard):
|Esc||Close current page|
|⇧ Shift + →||Next music track|
|⇧ Shift + ←||Previous music track|
|⇧ Shift + ↑||Pause music|
|⇧ Shift + ↓||Resume music|
|⌘ + ,||Bring up Settings page|
|⌘ + /||Bring up Information page|
|⌘ + Q||Quit application
imediately (without prompt)
|Space||I know! or Proceed|


Software Engineer-Python & ML
Brief description :
· Candidate must have a strong background in probability, statistics, linear algebra and optimization skills.
· Experience leading or working with data scientist in developing and delivering machine learning models.
· Experience with numpy, scilearn-kit and python.
· Should have implemented the basic stuff (boosting, kvm, neural networks, bagging, regressions).
· Should have knowledge on basic graph theory.
· Some experience with bigdata (hadoop, spark, hbase, no-sql in general).
· Tensorflow experience will be an added advantage.


Third Grade at Lincoln Charter School works hard to prepare our students for 4th grade. We utilize the My Math program by McGraw Hill to meet state standard requirements in Numbers and Operations, Algebraic Concepts, Measurement, Data and Probability, and Geometry. We use Wonders by McGraw Hill to meet state standards in English/Language Arts concepts in analyzing character, main idea and supporting details, summarizing, inferencing, theme, and story elements to name a few. Students also participate in a wide variety of science lessons to teach them about soil science, the water cycle and electrical circuits. Students also work on learning about geography, including hemispheres, different landforms, and bodies of water.
|Ms. Crystal Norfolkemail@example.com|
|Ms. Katherine Mintonfirstname.lastname@example.org|
|Ms. Rose Sayloremail@example.com|
|Ms. Sabryna Richardsonfirstname.lastname@example.org|


TK Curriculum - Subjects
The subjects in the TK curriculum consist of units, routines, and centers.
- Move your cursor over "Subjects."
- Select which subject you wish to view.
- There are seven subjects to choose from, as listed on the Pacing Guide.
- Math and ELA have multiple sub-pages, including units and routines, as well as pictures of corresponding Focus Walls. Access these pages by placing your cursor over "Math" or "ELA," then clicking on the sub-page you wish to view.
- There are no formal units at this time for the following subjects: Religion, Art/Music/PE/Drama.


- What is bigger infinity 1 or infinity?
- Is Google bigger than infinity?
- What is Aleph Omega?
- Why do numbers never end?
- Is Aleph Omega bigger than infinity?
- What is beyond infinity?
- How big is a Googolplexianth?
- What is the biggest number ever?
- WHAT IS A zillion?
- Why is Infinity 1 infinity?
- What is Omega infinity?
- Is Infinity 1 still infinity?
- Why is 11 not a prime number?
- Is 2 times infinity bigger than infinity?
- What is the number that comes before infinity?
- What is the smallest number in the world?
- Is there anything bigger than infinity?
- What is the number 1000000000000000000000000?
What is bigger infinity 1 or infinity?
Yes, infinity+1 is more than the same infinity, but without the +1, but as it is still considered infinity, it will have no significant difference unless the two are subtracted..
Is Google bigger than infinity?
A googolplexianth is the biggest amount of whatever at least, the one that has been given an official name, yet is bigger than Infinity. Googol = 1 followed by a hundred zeroes, or 10^100; this is more than the number of grains of sand that could fit in the known universe.
What is Aleph Omega?
Aleph-omega Aleph-omega is. where the smallest infinite ordinal is denoted ω. That is, the cardinal number is the least upper bound of. .
Why do numbers never end?
The sequence of natural numbers never ends, and is infinite. There’s no reason why the 3s should ever stop: they repeat infinitely. So, when we see a number like “0.999…” (i.e. a decimal number with an infinite series of 9s), there is no end to the number of 9s. … Even a short line segment has infinite points.
Is Aleph Omega bigger than infinity?
Aleph is the first letter of the Hebrew alphabet, and aleph-null is the first smallest infinity. It’s how many natural numbers there are. … Aleph-null is bigger.
What is beyond infinity?
Different infinite sets can have different cardinalities, and some are larger than others. Beyond the infinity known as ℵ0 (the cardinality of the natural numbers) there is ℵ1 (which is larger) … ℵ2 (which is larger still) … and, in fact, an infinite variety of different infinities.
How big is a Googolplexianth?
10A googolplex is the number 10googol, or equivalently, 10. Written out in ordinary decimal notation, it is 1 followed by 10100 zeroes; that is, a 1 followed by a googol zeroes.
What is the biggest number ever?
The number googol is a one with a hundred zeros. It got its name from a nine-year old boy. A googol is more than all the hairs in the world.
WHAT IS A zillion?
A zillion is a huge but nonspecific number. … Zillion sounds like an actual number because of its similarity to billion, million, and trillion, and it is modeled on these real numerical values. However, like its cousin jillion, zillion is an informal way to talk about a number that’s enormous but indefinite.
Why is Infinity 1 infinity?
Depends on context. If you are thinking of infinity as a size of something (we call these cardinal numbers) then no, it is the same as infinity. … So since we know n
What is Omega infinity?
From Wikipedia, the free encyclopedia. In mathematics, infinity plus one has meaning for the hyperreals, and also as the number ω+1 (omega plus one) in the ordinal numbers and surreal numbers.
Is Infinity 1 still infinity?
Yet even this relatively modest version of infinity has many bizarre properties, including being so vast that it remains the same, no matter how big a number is added to it (including another infinity). So infinity plus one is still infinity.
Why is 11 not a prime number?
A composite number is divisible by any of the above factors. A number less than number 121 is not divisible by 2, 3, 5, or 7 is prime. … A number less than 289, which is not divisible by 2, 3, 5, 7, 11, or 13, is also prime. If not, the number is composite.
Is 2 times infinity bigger than infinity?
It depends on the infinity. If you’re talking about carndinal numbers (the sizes of sets), then answer is no. But interestingly, 2 infinity is bigger. Most mathematicians are going to assume this is what you’re talking about if you don’t specify an infinity.
What is the number that comes before infinity?
There isn’t a number before infinity because there isn’t a number called infinity. If there were, then there would also be a number called infinity+1. Any time I see something like infinity+x or infinity-x, the answer to that is still infinity.
What is the smallest number in the world?
1 : The smallest natural number(i.e. positive integer) is 1. 2 : The smallest whole number is 0.
Is there anything bigger than infinity?
With this definition, there is nothing (meaning: no real numbers) larger than infinity. There is another way to look at this question. It come from an idea of Georg Cantor who lived from 1845 to 1918. … Cantor’s way of comparing the size of sets is the criteria used by most mathematicians.
What is the number 1000000000000000000000000?
Some Very Big, and Very Small NumbersNameThe NumberSymbolseptillion1,000,000,000,000,000,000,000,000Ysextillion1,000,000,000,000,000,000,000Zquintillion1,000,000,000,000,000,000Equadrillion1,000,000,000,000,000P6 more rows


16th Biennial Computational Techniques and Applications Conference
The 16th Biennial Computational Techniques and Applications Conference
Sunday, 23 September to Wednesday, 26 September 2012
The Mathematical Sciences School at the Queensland University of Technology invites you to participate in the 16th Biennial Computational Techniques and Applications Conference (CTAC) to be held from 23-26 September 2012 at Queensland University of Technology, Brisbane, Australia.
CTAC 2012 is a conference on computational mathematics; scientific, technical, and industrial applications; and high performance computing.
Plenary Speakers [Copy of their presentations in parentheses below]
- Professor Peter Bartlett, (presentation pdf 1.2Mb) Mathematical Sciences School, Queensland University of Technology
- Professor Markus Hegland, (presentation pdf 2.5Mb) Centre for Mathematics and its Applications, Mathematical Sciences Institute, Australian National University
- Professor Ralf Metzler, (presentation pdf 12.3Mb) Institute for Physics & Astronomy, University of Potsdam
- Professor Valeria Simoncini, (presentation pdf 1.4Mb)) Department of Mathematics, Universita di Bologna
- Associate Professor Richard Tsai, (presentation pdf 10.5Mb) Institute for Computational Engineering and Sciences, The University of Texas
- Professor Stephen Wright, (presentation pdf 0.75Mb) Computer Sciences Department, University of Wisconsin
Important dates to note
Early bird registration closing date: 31 August 2012
The deadline for abstract submission: 20 August 2012
Non-student: AUD $450 (early bird), AUD $550 (late)
Student: AUD $200 (early bird), AUD $250 (late)
Retiree: AUD $250 (early bird), AUD $300 (late)
Financial support for students is available through ANZIAM CSIRO student support scheme.
A refereed proceedings will be published after the conference in the Electronic Supplement of the ANZIAM Journal. This will be subject to the usual rigorous ANZIAM J. refereeing process.
About CTAC meetings
CTAC is organised by the special interest group in computational techniques and applications of ANZIAM, the Australian and New Zealand Industrial and Applied Mathematics Division of the Australian Mathematical Society. The meetings provide an interactive forum for researchers interested in the development and use of computational methods applied to engineering, scientific and other problems. The CTAC meetings have been taking place biennially since 1981, the most recent being held in 2010 at the School of Mathematics and Statistics, University of New South Wales.
For more information, please contact the conference convenor at:
Telephone: +61 7 3138 2857


Is that number actually disappearing? It should be showing negative numbers if it goes below 0.
There’s only one way I am aware of to place tiles on negative indexes, which is when you have set your map to infinite. An infinite map can be expanded in all directions, but its origin does not change. So if you expand the map to the left or above the origin, then you’ll be editing chunks in negative coordinate space.
But are you using an infinite map? Since the number seems to be actually disappearing, it could be that you found a bug.


STEM program focuses on math, science
By JOSH O’GORMAN
STAFF WRITER | January 21,2013
Secretary of Education Armando Vilaseca was visiting a Rutland High School classroom where students were taking a poll, asking them which subject offered the most difficult exam last semester. More than 80 percent of the students answered math or science, compared to English or social studies.
“Not a real surprise there,” Vilaseca said following the visit. “I think that’s pretty typical around the country.”
The Stafford Technical Center is meeting this challenge with the formation of its STEM Academy. The academy, which focuses on the STEM subjects of science, technology engineering and math, is still in its infancy and expected to roll out for the 2014-15 school year. But academy director and Rutland High School math teacher Fieh Chan offered a glimpse of the future: a 3-D printer.
The Stratasys-SE takes a computer rendering of a three-dimensional model and then “prints” the model, rendering it with hair-thin extruded plastic. The American-made device retails for $13,900 and was paid for through an equipment grant from the Department of Education. Chan envisions projects where students pitch their inventions to prospective investors.
“For them to be able to plan something and pitch it to adults they don’t know, and fail and have to go back to the design level, offers some real-world experience,” Chan said. “I think one of the most valuable things is when they fail. Kids don’t often know what it’s like to be rejected. We always tell them, ‘Good job!’”
Chan displayed a recent project by 14-year-old Jacob Clark-Trapana of Rutland, who designed a dam that is intended to prevent downtown flooding.
“I was making it so the water was flowing underneath it and the road goes over the top,” Jacob said of his design, which included a reference point for where graffiti would be.
After talking with three different engineers, Jacob hand-drew a few designs, rendered them by computer modeling using Google SketchUp Friday and held a 3-D model in his hand.
“Used to be, you’d have to send out the design and wait two months,” Chan said. “Now we have it immediately, and we can paint it, chrome it or send it out to a metal fabricator.”
This spring, students will employ the printer — and by extension math and science — when they design their own maple-sugaring taps.
“We’re going to give the students some basic specifications and then let them brainstorm what would make a tap flow better,” said Rutland High School science teacher Mike Stannard. Students will get a chance to try out their taps and measure how well they work, while at the same time employing calculus to find the volume of an irregularly shaped object to calculate unit cost.
“The ultimate goal of the STEM program is to work from the bottom up,” said Stafford Technical Center Director Lyle Jepson. “We want to embed math and science in all fields.”josh.ogorman


Credit: Lance Hayashida/Caltech
Algorithmic Magic: Behind the Scenes of Modern Computer Science
Computer science permeates many aspects of our lives, from games on a smartphone to global online banking systems. It is crucial for scientists and programmers within the field to have a theoretical and robust understanding of its limits.
On Wednesday, January 20, at 8 p.m. in Beckman Auditorium, Professor of Computer Science Chris Umans will discuss how computer scientists identify and conceptualize computational problems, what sorts of ideas are used to solve them, and how they encapsulate deep questions about the nature of computation itself. Admission is free.
What do you do?
I am a theoretical computer scientist in the Division of Engineering and Applied Science, which means I am interested in understanding the possibilities and limitations of computation, in a provable, mathematical sense. Computational complexity attempts to answer the question, what is computationally feasible given limited computational resources? It studies general techniques for trading off resources such as running time, storage space, randomness, and parallelism; it devises methods for transforming whole classes of problems into simple "complete" problems that capture the difficulty of the whole class; and it establishes results about the limits of efficient computation, in a rigorous way. It encompasses some of the deepest and most fundamental open—or unsolved—problems in computer science and mathematics.
Computational complexity also excels at exposing computational problems that we regard as "fundamental" because they lie at the heart of many applications.
I also work on a variety of problems concerning the power of randomness in computation, algorithms for some fundamental algebraic problems, and some questions in quantum computation. Much of my work has an algebraic component to it.
Why is this important?
Theoretical computer science is the "science" behind computer science. It develops the ideas and the mathematics to be able to solve key problems in fast and clever ways and these problems in turn lie at the heart of the technologies that permeate our everyday lives.
Understanding what's possible algorithmically and what's computationally impossible is a fundamental scientific and mathematical question. One major implication is for computer security. We base cryptography and online security on the believed difficulty of problems which seem intractable—problems that can theoretically be solved but not in practice—but we don't know how to prove that these problems don't have an unexpected, fast solution. If we're wrong about their assumed intractability, most of the cryptography currently in use can be broken.
How did you get into this line of work?
As a kid, I enjoyed programming and mathematics. When I took my first course on algorithms I realized I enjoyed figuring out clever ways to solve problems more than coding the solutions themselves. When I learned about the P versus NP problem and the other deep unsolved problems of computational complexity, I was hooked. I feel very fortunate to have the freedom to think deeply about the difficult problems that fascinate me.


You often come across values that you need to round off in a data set. It could be rounding up a number to the nearest two decimal points. You might need to round down a number to the nearest whole number or integer. Google Sheets provides four functions for this. Let’s cover them today.
4 ways to round numbers in Google Sheets
The four main functions to round numbers are ROUND, ROUNDUP, ROUNDDOWN and MROUND.
Rounding up on Google Sheets follows the general rules as explained below:
- If the number to the right of the digit to be rounded is less than five, then the digit remains the same.
- If the number to the right of the digit to be rounded is more than or equal to five, then the function increments the number by 1.
Method 1: Using ROUND function
1.1 Rounding off to the nearest whole number
1.2 Rounding off number to set decimal points
1.3 Rounding off numbers beyond the decimal point
Method 2: Using ROUNDUP function
2.1 Rounding up numbers to the next whole number
2.2 Rounding up numbers while keeping set decimal points intact
2.3 Rounding up numbers beyond decimal places
Method 3: Using ROUNDDOWN function
3.1 Rounding down numbers to the next whole number
3.2 Rounding down numbers while keeping set decimal points intact
3.3 Rounding down numbers beyond decimal places
Method 4: Using MROUND function
Let’s go over the functions in detail.


Conceptualizing the two crystal ball problem
You have two identical crystal balls and have to determine the most efficient way to figure out the lowest floor in a given building where the crystal balls will break when dropped.
Setting up the problem
If all you had was one crystal ball, the only way to guarantee success in finding the answer would be with a linear search, or simply dropping the ball from each story, starting at the first, until you found the solution. Because we have 2 crystal balls though, we have more freedom to jump around. Suppose that the building in the problem has 120 floors. With a linear search, your worst case scenario would be 120 drops. If you moved in intervals of 2 floors though, your worst case scenario would be 61 steps. 60 steps forward, 1 step backward to see if the previous floor was the breaking point or if the floor at step 60 was the breaking point. If you moved in intervals of 3, your worst case scenario would be 42 steps. 40 steps forward, 1 step backward to the floor above the previous interval and 1 more step forward to complete scanning the entire interval.
To write this out mathematically, you could use use the following variables:
n = total number of floors
m = step interval
And the equation would look like this:
n / m + (m - 1) = total number of steps in the worst case
For the example using intervals of 3, the equation would be applied as:
120 / 3 + (3 - 1) => 40 + 2 => 42
So in order to figure out the optimal, or most efficient, interval size, we want to minimize the total number of drops and we can do this by finding the derivative of the function of n / m + (m - 1) which is the square root of n. Another way to find this solution without the use of calculus is to approximate m - 1 as m and set n / m = m. Solve for m, which is also the square root of n.
Given this minimization, the optimal way to find the lowest floor at which one of the crystal balls would break is by traversing the building in intervals of the square root of n.


Website that solves math word problems for you - confide your dissertation to professional writers engaged in the platform Get main tips as to how to get the greatest. Website that solves math word problems for you - Allow the specialists to do your essays for you. Use this service to receive your profound essay handled on time put. A website that solves math problems a website that solves math problems Professional Paper Writing Service #1. https://papercoach.net/?rt=KF6OtYeK. Mathway is an Open for all Math Problem Solutions Provider website. Here, You can find out the solution for your Math Problems Such as Basic Math, Pre-Algebra. I need a website that solves my math problems, but it has to show the steps. Thanks **I don't want to pay for anything..
Is there a website that solves math problems - Entrust your report to qualified scholars working in the company Use this company to order your profound thesis handled. Professional Math Problem Help at Fingertips. Complicated homework drives you crazy? No worries! Get-Essay.com is here to provide professional help solving math. We do math problems you have for. They don’t understand what set of information and strategies can solve the assigned problems Math problem help + benefits. Website solves math problems - Craft a timed custom term paper with our help and make your tutors startled Essays & researches written by high class writers. Let us.
Free math problem solver answers your algebra homework questions with step-by-step explanations. Mathway. Visit Mathway on the web. Download free on Google Play. Solve your math problems online. The free version gives you just answers. If you would like to see complete solutions you have to sign up for a free trial account. There are many, you mentioned Mathway which is a good math problem solver. What type of problem do you want to solve? Your needs will decide which website. WebMath is designed to help you solve your math problems. Composed of forms to fill-in and then returns analysis of a problem and, when possible, provides a step-by.
Website that solves math word problems for you - diversify the way you deal with your homework with our appreciated service Essays & dissertations written by top. QuickMath allows students to get instant solutions to all kinds of math problems, from algebra and equation solving right through to calculus and matrices. Adapting to a new haroun and the sea of stories thesis statements environment essay. Sep 15, 2016 This online algebra solver can tell you the answer for your math. Math calculators & answers: elementary math, algebra, calculus, geometry, number theory, discrete & applied math, logic, functions, plotting & graphics, advanced.
A website that solves math problems a website that solves math problems Professional Paper Writing Service #1. https://papercoach.net/?rt=KF6OtYeK. There are tons of mathematical based help sites, it’s all about finding one that specializes in the type of math you need solved. I don’t think there’s one u. Website that solves math problems for you - work with our writers to get the top-notch review meeting the requirements Find out basic recommendations how to receive a. A website that solves math problems - Let us take care of your Bachelor thesis. 100% non-plagiarism guarantee of unique essays & papers. professional writers. Get the free Online Problem Solver widget for your website, blog, Wordpress, Blogger, or iGoogle. Find more Mathematics widgets in Wolfram|Alpha.


With the departure of Billy Hamilton, the Cincinnati Reds outfield defense has gone from one of the best in baseball to one of the worst — at least according to analytics data.
Baseball Savant, a website run by MLB.com. presents data based on some of the newer analytics, including a comparative measure of individual outfielders’ defensive acumen called Outs Above Average.
According to Baseball Savant:
Outs Above Average (OAA) is the cumulative effect of all individual Catch Probability plays a fielder has been credited or debited with, making it a range-based metric of fielding skill that accounts for the number of plays made and the difficulty of them. For example, a fielder who catches a 25% Catch Probability play gets +.75; one who fails to make the play gets -.25. Read more about how Outs Above Average works here.
Expected Catch Probability expresses, based on the difficulty of balls hit to the fielder, how many an average outfielder would have caught.
Actual Catch Percentage is the actual performance of the particular fielder on those plays.
Catch Percentage Added is the difference between the two, showing how much the fielder added (or didn’t) based on the opportunities he was presented with.
Here’s a visual from Baseball Savant of Billy Hamilton’s 2018 OAA performance that captures the essence of how Statcast comes up with the number:
The 385 number is his number of fielding chances. The 16 number represents the total of all of the numbers in the circular pie chart shape in the center. The small circle in the middle of the pie chart represents the player (Hamilton), and the slices represent Statcast’s measure of how the player performed, compared to average, on balls hit to spaces all around him.
In the Hamilton graphic above, the 6 represents his “Catch Percentage Added” (compared to an average player) on balls on which he had to move back and to the left (from the perspective of a fan sitting behind home plate; from Hamilton’s perspective, he would actually be moving to his right). Here are what all of the numbers in the pie chart represent:
- 6: moving back and left
- -1 moving straight back
- 5 moving back and right
- 2 moving in and left
- 1 moving straight in
- 3 moving in and right
Hamilton’s total of those numbers is 16 Outs Above Average. In essence what this means is that compared to the average center fielder, Hamilton converted 16 more chances into outs over the course of the year. Only three players in the majors had better 2018 Outs Above Average numbers: Milwaukee’s Lorenzo Cain (22), Atlanta’s Ender Inciarte (21), and St. Louis’ Harrison Bader (19). Adam Eaton of the White Sox matched Hamilton’s 16 number.
The Reds’ overall team Outs Above Average number for 2018 was 14. What that means is that the other players who had enough fielding chances to qualify had combined individual Outs Above Average numbers of -2.
Which leads us to 2019. There are no numbers yet for 2019 with the sample size being so small. But here are the 2018 Outs Above Average fielding figures for the players who have started the most games in the outfield so far in this young season:
So if you add those numbers together, you get a -15, or a substantial difference from the 2018 team’s +14. For some perspective, the Indians, at -16 in 2018, had the fifth-worst team number that year. The Orioles were the worst at -22.
The sudden change in outfield defensive proficiency probably comes as no surprise to fans who follow the Reds closely. If you believe the statistics, a total of 29 balls (from +14 in 2018 to -15 in 2019) that were caught and turned into outs by the 2018 outfield led by Hamilton will not be turned into outs by this year’s outfield corps. That’s one every 5.58 games.
You’ll note in Hamilton’s numbers above that his largest plus numbers were when he moved to either side. We will speculate that the reason for that is his speed (and the lack of same from his corner outfielders) allowed him to get to many more balls in play than does Schebler (the current center fielder).
The numbers presented above allow us to project what may happen in 2019, based on 2018 information. The presumption, at least this early in the season, is that none of the outfielders listed above (or any MLB outfielder, for that matter) has undergone a major improvement or decline in defensive efficiency from their 2018 performances.
At the very least, this Outs Above Average data is statistical confirmation that what many Reds observers anticipated for 2019 — a decline in the outfield defense — will manifest itself. Time will tell if the increased offensive production expected from the 2019 group will offset their defensive shortcomings.
(All screenshots above from Baseball Savant.)


System Identification in the real world
Vrije Universiteit Brussel
The engineering and scientific community makes use of mathematical models to understand, predict, and control the world around us. These mathematical models are often obtained from first principles, making use of detailed knowledge about the physical laws that describe systems. The major advantage of such an approach is that it provides detailed physical models that give much insight into the problems studied, however, at the cost of a long and difficult modeling process. At the other end of the possible modeling strategies we find the data-driven approach, where all information is retrieved from experimental data. These models are called black box models, and it is usually less expensive and less time-consuming to get them.
System identification theory was developed to address the need for good methods to estimate mathematical models from noisy data. Nowadays mature and inexpensive tools are available to derive good models for linear dynamic systems. However, many systems are nonlinear so that more advanced tools are needed. Building nonlinear models is much more involved, more expensive, and more time consuming than identifying a linear model. For that reason it is an important decision at the beginning of a design procedure, whether a linear or a nonlinear model should be identified.
In the first part of this lecture it will be shown that it is possible to detect, qualify, and quantify the presence of nonlinear distortions. On the basis of this information it can be decided if an inexpensive linear model will be good enough for a successful design, or that a more elaborated nonlinear modeling effort should be made. In the second part, the impact of nonlinear distortions on the linear identification framework will be discussed, so that the user gets a better understanding of the potential risks and problems when linear models are used in a nonlinear setting. Eventually, in the third part of the presentation a number of nonlinear modeling strategies will be discussed, considering unstructured and highly structured models.
Johan Schoukens received both the degree of master in electrical engineering in 1980 and the degree of doctor in engineering (PhD) in 1985 from the Vrije Universiteit Brussel (VUB), Brussels, Belgium. In 1991 he received the degree of Geaggregeerde voor het Hoger Onderwijs from the VUB, and in 2014 the degree of Doctor of Science from The University of Warwick.
From 1981 to 2000, Johan Schoukens was a researcher of the Belgian National Fund for Scientific Research (FWO-Vlaanderen) at the Electrical Engineering (ELEC) Department of the Vrije Universiteit Brussel (VUB) where he is currently a full-time professor in electrical engineering. Since 2009 he is visiting professor at the department of Computer Sciences of the Katholieke Universiteit Leuven. His main research interests include system identification, signal processing, and measurement techniques. Johan Schoukens has been a Fellow of IEEE since 1997. He was the recipient of the 2002 Andrew R. Chi Best Paper Award of the IEEE Transactions on Instrumentation and Measurement, the 2002 Society Distinguished Service Award from the IEEE Instrumentation and Measurement Society, and the 2007 Belgian Francqui Chair at the Université Libre de Bruxelles (Belgium). Since 2010, he is a member of Royal Flemish Academy of Belgium for Sciences and the Arts. In 2011 he received a Doctor Honoris Causa degree from the Budapest University of Technology and Economics (Hungary). Since 2013, he is a honorary professor of the university of Warwick.
He is (co-author) of the books
- System Identification: A Frequency Domain Approach, 2nd Edition. Rik Pintelon, Johan Schoukens, ISBN: 978-0-470-64037-1, 788 pages, 2012, Wiley-IEEE Press.
- Mastering System Identification in 100 Exercises. Johan Schoukens, Rik Pintelon, Yves Rolain, ISBN: 978-0-470-93698-6, 282 pages, 2012, Wiley-IEEE Press.


Join Marshall University math professors for an ACT cram session!
Marshall professors will offer math boot camp preparation course the weekend before the next ACT test. These are geared for high school students whose ACT scores are in the range of 19 and above. They can: identify strengths and weaknesses, build math skills, practice with challenging games, and practice pacing for one question per minute.
Sessions will be 1-4:30 p.m.
Saturday and Sunday, Oct 14 & 15, 2017 | Smith Hall, Room 514
Cost: $140 for both days. Half and full scholarships available
10% discount for dependents of Marshall employees
To register or for more information: WVScienceAdventures.org
Click here for the flyer


“Good Numeracy is the best protection against unemployment, low wages and poor health”
Andreas Schleicher – Education Director, Organisation for Economic Co-operation and Development (OECD), 2013
Numeracy is the use of mathematical skills and processes in ‘Real Life’ situations. Much more than just using numbers and calculations.
Numeracy is prevalent in all areas across the curriculum. At St Bonaventure’s we believe that developing the Numeracy skills of our learners (and ensuring they use those skills!) will encourage a deeper understanding of learning in all subjects.
Numeracy is incorporated into lessons in the following ways:
- Encouraging pupils to plan and prioritise, using diagrams or software.
- Dealing with time; we gain an understanding of time through experience. Building in these experiences for pupils where possible will help to raise levels of Numeracy.
- Money: activities to help pupils understand the value of money rather than just stating values.
- Working with ratio, percentages, graphs. Using resources/games available to give pupils subject specific examples.
Numeracy merits are given out by all teachers and can be logged in the usual way.
Numeracy Events at St Bonaventure’s:
5 a Day
Each pupil in year 7, 8 and 9 spends one registration per week working from the Corbett Maths resources to improve their Numeracy skills. The boys work in mixed ability form groups to solve 5 problems with their form tutor.
Each year group takes part in a day focused on improving Literacy and Numeracy skills. These mainly take the form of a day-long challenge with cross-curricular links to other subject areas. Other skills developed during these days are public speaking, group/team work, ICT, creativity and innovation. Prizes are awarded for groups that show outstanding work and creativity.
Year 7 Skills Day Winners 2015-16
A week dedicated to highlighting the importance of good numeracy skills across the school. Department reps are asked to submit plans for numeracy activities taking place in their subject that week. Activities and competitions run throughout the week, with prizes given out for effort.
Keep an eye on this page in the Summer Term for updates for Numeracy Week 2016!
Given out over the Christmas and Easter holidays these are fun activities to keep pupils in the habit of practising their numeracy skills. These are usually logic based puzzles but have included encouraging pupils, parents and the wider community to upload examples of good/bad numeracy in real life to our Facebook page.
Numeracy at Home
Parents are given advice at Curriculum evenings about how best to develop their son’s numeracy skills. Resources and ideas are provided, guidance on how to remove the fear and boredom some pupils feel when working with numbers, data or problems involving logic. Parents are encouraged to make numeracy part of everyday discussions and activities.
Ultimately we are aiming to ensure that our pupils leave us numerate and able to cope with the demands of everyday life. From understanding statistics in the media, being able to work confidently and competently with money, handle data and use different ways to present their findings through to being able to use logic, reasoning, prioritising and ordering to manage their everyday lives.


New member of staff: Maia Muresan
11.08.2023 – We are pleased to welcome Maia Muresan as a new staff member at CTU Bern. Maia holds a bachelor’s degree in mathematics from the University of Grenoble Alpes, France, and recently obtained her master’s degree in Statistics from the University of Geneva, Switzerland.
Her master's thesis focused on the development of a new method to assess the impact of dosing modifications on the dose-tumor size relationship in early oncology clinical trials, using Tumor Growth Inhibition (TGI) models. This included detailed analysis of effects on tumor size response and refinement of Phase 1 oncology study design. During her master's program, Maia gained extensive experience through biostatistical internships in early development clinical trials in dermatology and oncology at pharmaceutical companies in Switzerland, which fueled her interest in the application of mathematics in medical science. She is excited to be a new member of Statistics & Methodology of CTU Bern. Welcome Maia!


GNU Octave is an open source programming language quite similar to Matlab. Octave helps you do scientific computations by enabling you to express things like matrix computations in a clear and concise manner.
GNU Octave is well suited for the sub discipline of artificial intelligence called machine learning. In this discipline a lot of computations can be expressed using matrices and vectors, which makes GNU Octave a great tool choice. Machine learning is also a lot about optimizing (minimizing) error functions, which also makes GNU Octave a great choice since it makes good optimization libraries available.
Some example application areas of GNU Octave are:
- Neural networks
- Linear regression
- Logistic regression
- Anomaly detection
- Principal component analysis (PCA)
- Collaborative filtering (recommender systems)
- Digit recognition
- Support vector machines (SVM)
- Data visualization
Visit the GNU Octave web site here.


Do you think you have a superior intellect? Tests with hidden shapes are the best tests you can take to check your intellectual capacity, because they’re much harder than they look. If you’re willing to put your mind to the test, then we invite you to solve the following puzzle!
How many different triangles can you count in the following cat image? Look carefully.
We hope you haven’t scrolled down to see the answer before trying your best. As we can see in the diagram, there are 20 hidden triangles in the cat.
Did you get the same result?


. . .is the ability to learn easily. She is an academically gifted child. She is very humble about this and knows that it is truly a gift from God.
I need to give the back story here. Back in December, we received a letter from Tara's school stating that she had been invited into an accelerated math program. In this program, she would leave her school campus to be instructed in math by Professors from Michigan State University. We went to an informational meeting, and found out more about it. It's called CHAMP (The Cooperative Highly Accelerated Mathematics Program). It's designed to allow mathematically gifted students to master the standard high school mathematics curriculum within a two year period--consisting of 2 years of algebra, a year of geometry and a 4th course including trigonometry and college algebra as major components (all while in middle school). CHAMP covers the equivalent of one year of high school mathematics in one semester: the 2 algebra courses are covered during the first year and the geometry and trigonometry/college algebra are covered in the second year of the program. Students who successfully complete the two years of CHAMP are ready to begin calculus. This program will replace her schools math curriculum and she will be taught by MSU professors. Only a few children in her school were invited into this program. What an honor!!!
In order to qualify for the program, the students needed to take the ACT and she needed to score at least a 21 in the mathematics section and have a composite score of at least 23. There were approximately 40 children vying for one of 21 openings into this amazing program and life opportunity.
I immediately hired a tutor who could help her prepare for the test which was given February 9th, as I knew there was no way that I could effectively prepare her! Tara met with her tutor 2 times per week. She did very well on her practice tests, but in math, lack of speed was catching her up. Tara is very thorough with her work and at the tender age of 11, she just wasn't fast enough. When testing day came, I tried to calm her nerves as we drove there. Along with praying together, one of the things I told her, was to do all of the easy math problems first, and then go back and do the difficult ones. When she came out of the test, she said "I did terrible! I forgot to do the easy problems first and I ran out of time. I had to randomly guess on like 20 of them!!". I asked her how she felt she did on the math problems which she completed, and she said she felt like she did well on those. I asked her how she did on the rest of the test (English, Reading, and Science) and all she said was "It was hard". I told Tara that I was so proud of her for even getting invited into the program, and for working so hard with her tutor. I said "If it is God's will, you will be in it. If not, then He has another plan for you at the moment." Hearing that gave her a sense of peace. I told her that just having the opportunity to take the test was a great experience and not many little girls get to experience that. Knowing that ultimately it was in God's hands made the waiting period for the test results very easy for Tara. On Friday, we got the results. She was at school and was not coming home that night. She and Madeline were having a sleep over at a friends house. Alone in the house, I opened the envelop and started reading her results, and I began shaking. I could not believe what I was seeing. Here are her results. Notice where she ranked against all of the other testers in the entire U.S., and remember, eleven years old!!
I contacted the coordinator of the CHAMP program, because I wanted to explain to her that Tara's math score did not effectively rate her ability. I wanted to explain that her score (which is VERY, VERY good!!!) would have been better if she had more time. I wanted her to know that I felt strongly that Tara would be a great candidate for the program and that her school was rallying behind her and the teachers were going to support and help her with the math. When I told her what her scores were, she was floored. She said that they will be making the decision in May, and that she sits on the panel who decides. She told me that she is almost positive that Tara is in. YAY!!!!!! God is truly blessing this child and I love her so very much!


Do you know the topic you need help with? Try DIY maths.
If you're studying a programme that requires competency in maths, and you know what topic you need help with then the modules in DIY Maths can help you to refresh your skills or study new content. Within a module, you’ll find video lessons, content links, games, downloadable worksheets, practice quizzes, and links to 24/7 maths tutors. Every module also provides search tips, so you can find your own information to supplement your learning.
Not sure what topic you need help with? Try our course-related boxes (see above).
If you are not sure what topic you need help with then try browsing the topics from the boxes above. These modules have selected topics from DIY maths and other resources. Also you will find printable handouts to learn and practice your maths skills.
Can't find what you want? Or need further help?
Try in-person assistance


Methods of Theoretical Physics
To order Methods of Theoretical Physics by Morse and Feshbach or to see the topics covered please follow the link below.
One set of Methods of Theoretical Physics $189
This is a first rate hardcover reprinting, which was printed in England for Feshbach Publishing by Cambridge University Press, using their highest standards. These books are truly a pleasure to use.
Each volume is about 1000 pages long.
From a 2011 Scientific Programming review:
"... should still be atop the ... bookshelves of every mathematical physicist .... magnificent treatise...enough mathematical material to enable the reader to grasp the connections between the disparate theoretical methods of physics. No other book can claim that..."
These books provide a much deeper introduction to theoretical physics than the standard textbooks in use today. If you are a serious student or researcher in physics you will find these books to be invaluable resources. Many famous physicists learned much of their mathematics from "Morse and Feshbach" and have referred to it throughout their careers.


Are your Aptitudes and Personality suitable for becoming a good Mathematician?
To know this, take the MyTalentTM Assessment.Take MyTalentTM Assessment
Courses and Eligibility
At the undergraduate level, mathematics is offered as one of the combinations both for B.A. and B.Sc. courses. In some universities, it can be taken up as the principal or honors subject. While universities and colleges generally consider merit or marks in 10+2 or equivalent for admissions to courses, some institutes of repute hold entrance examination. Students with mathematics at 10+2 level are eligible to take maths as a subject for graduation. ISI and CMI admit students on the basis of a written test. Both ISI and CMI also admit students who have qualified in the Indian National Mathematical Olympiad (INMO), or are Kishore Vaigyanik Protsahan Yojana (KVPY) fellows.
Where To Study
- Indian Statistical Institute (ISI), Bangalore; Course: Bachelors degree in Maths
- Chennai Mathematical Institute (CMI), Chennai; Course: B.Sc degree in Math and Computer Science
- Madurai – Kamraj University; Course: Numerical Mathematics
- Devi Ahilya Vishwavidyalaya; Course: Mathematical Economics
- University of Pune and North Maharashtra University; Course: Industrial Mathematics
- Avinashilingam Institute for Home Science and Higher Education for Women; Course: Business Statistics and Biostatistics
- University of Madras; Course: Applied Statistics
- Delhi University (DU) has a range undergraduate programs. About 900 seats in total are being offered across colleges in the DU for UG programmes in mathematics.
At the Master’s degree level, Mathematics is offered by more than 135 universities in India. The courses are offered by the Departments or Schools of Mathematics. Often there is one department or school for both mathematics and computer science. The nomenclature of the award is both M.A. and M.Sc. Some universities make a distinction between Pure Mathematics and Applied Mathematics.
Student can also apply for an Integrated MSc-PhD degree offered at some places in India. Some of the institutes offering integrated MSc-PhD programmes are:
- Tata Institute of Fundamental Research (TIFR), Mumbai (through a written test and followed by an interview)
- The Institute of Mathematical Sciences (IMSc), Chennai (admits through NBHM exam followed by an interview)
- Harish Chandra Research Institute (HRI), Allahabad (through a test followed by an interview)
- An Integrated MSc degree offered by the Indian Institutes of Science Education and Research (IISER) at Pune, Mohali, Kolkata, Trivandrum and Bhopal, and also at the National Institute of Science Education and Research (NISER) at Bhubaneswar. The IISER admits students via IIT JEE, KVPY and through board exam performances. While the NISER admits students through the National Entrance Screening Test (NEST).
- A student can also opt for an Integrated MSc in math offered by University of Hyderabad, which admits students through a written test. Various central universities also have the Integrated programme.
- Pondicherry University and IITs offer five year integrated courses in the subject after school. Besides courses in general, pure, and applied mathematics, a small number of programmes are available in such topics as Computational Mathematics (of Mathematics with Computer Applications), Mathematical Statistics, and Mathematical Economics, Mathematics with Computer Application, Industrial Mathematics, and Functional Mathematics.


What do Gottfried Leibniz, George Boole and Claude Shannon have in common? Well they all contributed greatly to how computers work today. In this video we'll explore the binary number system with its two symbols, 1 and 0. You'll see how to represent quantities in the binary system, and you'll learn why it's a useful base for computing.
One-On-One Questions or Comments?
Something not making sense, want to share your thoughts or just say hello? I check this daily!


Last week I finished with road geometry in Houdini. This alone is pretty bland; I want to be able to map geometry along the road. Specifically, I want to take an arbitrary input quad (four points that form a box) with whatever geometry inside the bounds, and map it to a target quad, preserving the relative positions of the inner geometry.
This really smells like a change of basis to me. If I could express the initial corner positions, and the target positions as vector spaces, I would just need to find the single transformation matrix that would take any point from the intial space to the target space. Here’s where I found out how rusty my linear algebra is.
I sort of got somewhere by expressing a 2d space, with the basis vectors being along the diagonals of the quad. Then any point could be expressed as a linear combination of these orthogonal axes. Remapping is using the same linear combination with the new basis vectors. It worked for corners but lots of distortion around points off the basis vectors.
Bummer. This is really haunting me, because I’d really like to believe it’s possible and I’m setting it up wrong, but I also question if my example transformation - translating a single corner - is even a linear transformation.
At some point I threw out that idea and started to think that instead of diagonals I could take two parallel sides of the initial quad, and express each point as a percentage along each line, and then a percentage between those two points.
I got a hunch that maybe, like a bezier curve, I could identify a point’s relative position by computing the percentage along two of the parallel sides of the initial quad, getting two P0 and P1. Then I could compute the percentage between P0 and P1. Remapping would involve using the same percentages, but with those parallel sides transformed to the target. This stackexchange answer backed up my hunch, but generalized to more complex polygons.
Then I realized, textures do this everyday! UV mapping takes a 2d input texture (which is just a quad) and maps it to some target geometry. Here it’s a simpler problem, because my target isn’t some complex polygon; UV mapping should easily handle texturing a quad. Turns out, it’s the same technique, but much more formally described: Bilinear interpolation! Finally, the y/vertical axis just needs to be offset along the target quad normal, rather than the world up.


Join us on Facebook and keep up to date with all the news
HOW DO I LOOK AT BETS TO TIP
(Including "Implied probability")
Firstly, I determine in my own mind what I think the outcome will be BEFORE I look at odds, as subconsciously or otherwise that may influence me. The best way of doing this is just to view the fixture list only.
Next, I use a site like Flashscore to look at recent form and statistics to see if that changes or influences my point of view.
Thirdly, I look at “implied probabilities” as above and see if there is any perceived “value” in my selection.
So again, using the above example.
My immediate opinion is that Everton will win this game just by looking at the fixture list.
Research will show Everton 7th in League, Palace 4th from bottom.
Recent form Everton 3W 1D 1L (including 4-0) over Man City last week.
Palace 0W 1D 4L (including 3-0 loss to West Ham last week)
Everton scored over 1.5 goals in last 4 out 5 games
Crystal Palace have conceded over 1.5 goals in 3 out of last 4 league games
ALL of this supports my initial view that Everton should win this game!!
THE IMPLIED PROBABILITY OF EVERTON WINNING at 13/10 ODDS is 43.48% CHANCE.
MY BELIEF IS THAT THE ACTUAL PROBABILITY IS HIGHER THAN THIS AND THEREFORE A GOOD BET.
My actual bet is Everton over 1.5 team goals at odds 11/8 (“Implied Probability” of 42%)
As this includes Win Lose and Draw in my favour, as long as they score 2 goals, I think this is even better value than a straight win.
BUT THAT IS ANOTHER STORY FOR ANOTHER DAY…………….
FINDING VALUE IN BETTING
It is fair to say that many gamblers do not actually understand odds, probability and how bookmakers make a profit regardless of outcome.
It is a hugely complicated area to most people and certainly the non mathematically minded. However, even just understanding the basics might help you gamble more efficiently.
I will in the first instance try to keep the maths as simple as possible, but it will give you a better insight into how to find a so called value bet. A value bet is something many “Tipsters” and some “Punters refer to without actually understanding the process to determine value!
First of all you need to understand how to calculate “implied probability”. This means what the odds are saying is the probability of each event happening.
Eg To calculate the implied probability of a 5/2 bet winning
Add the 5 and 2 together = 7
Divide 2 by 7 = 2/7
Multiply by 100
This gives an implied probability of 28.57% that the bet will win
Eg2 To calculate the implied probability of a 4/5 bet winning
Add 4 and 5 together =9
Divide 5 by 9 = 5/9
Multiply by 100
This gives an implied probability of 55.55% that the bet will win.
So let’s look at a real example of a game being played this weekend:-
Crystal Palace – Everton
The quoted fractional odds are:-
Crystal Palace Win 11/5
Everton Win 13/10
So the first thing to do is calculate the “implied probabilities” of each possible outcome.
Crystal Palace Win 11/5 gives implied probability of 31.25% (5/16x100)
Draw 9/4 gives implied probability of 30.76% (4/13x100)
Everton Win 13/10 gives implied probability of 43.48% (10/23x100)
The interesting thing to note first of all is discovered by adding all three outcomes percentages together
31.25% + 30.76% + 43.48% = 105.49%
What you should immediately notice is that all three outcomes probabilities do NOT add up to 100%.
You may have heard of “Bookies Margins” or the phrase “Over round”. This is what it is!
So in simple terms the “Bookies Margin” regardless of outcome is 5.49%. So in the long term with thousands of samples the bookies underlying profit margin built in to the odds is in this case 5.49%.
Maybe think as this as the “House Advantage”as in Casinos, or their profit margin.
So how do you use this knowledge to your advantage?
(There is a calculation to take out the bookies margin and reset the total probabilities to 100% but for simplicity we will use the “implied probabilities” from these odds.)


No products in the basket.
Community Heroes Scrabble Math
Celebrate the heroes in our community through this innovative game! This is a great early introduction to the game of Scrabble, which is an awesome springboard for building vocabulary and spelling. Spell the occupations and tally up the numbers associated with each letter. Practise penmanship by writing along the dotted lines.
Scrabble math is a perfect way to have fun with math, spelling and writing. Great fun with these natural, textured, high quality learning elements!
Out of stock