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Joined on 4/24/12
What's Pi day?
Pi π is "one of the most popular mathematic constants which means a ratio of a circle perimeter to its diameter."
Pie is "a baked dish of fruit, or meat and vegetables, typically with a top and base of pastry."
On Pi Day, 3.14, or March 14th, we celebrate pi/pie! :3
BRING GHANDI BACK


In today’s lab we derived the formula for the period of a simple pendulum (assuming the small-angle approximation), , then measured both circular and simple pendulums. For the circular pendulum we measured the radius of the cone on the first orbit and the last orbit, the length of the string (the slant height of the cone), and approximated the period by timing 10 or 20 periods and dividing. For the simple pendulum, we used the photogate setup described in More on pendulums, to get very precise and repeatable measurements of the period. The hardest part for us was measuring the length of the pendulums, since the center of mass for the bob was not obvious and the exact position of the pivot was not obvious—these uncertainties probably resulted in length measurements being ±5mm, making a large contribution to inaccuracy.
Here is a table of the measurements (and calculated g) we made for the circular pendulum:
|Length cm||radius cm||num orbits||period sec||g cm/sec^2|
The range of estimates for g is larger than I would like. I think that the decay of the oscillation of the pendulum makes quite a difference. The average of all the estimates of g is 967 gm/sec^2, which is rather low.
And for the simple pendulum:
|Length cm||num ticks||mean period sec||standard deviation||g cm/sec^2|
The pendulum ticked reliably for quite a while, and the periods were remarkably consistent. The estimates of g from the simple pendulum are good to about 0.5%, which is the limitation of accuracy on our pendulum length measurements and close to the limit of the accuracy of the small-angle approximation. The average of the 5 measurements looks good to about 0.2%, which seems pretty good to me, since we certainly weren’t measuring the lengths that accurately.
I looked up the gravitational field in Santa Cruz on Wolfram Alpha’s gravitational fields widget:
total field | 9.7995 m/s^2 (meters per second squared) angular deviation from local vertical | 0.00322° (degrees) down component | 9.79945 m/s^2 (meters per second squared) west component | 3.4×10^-4 m/s^2 (meters per second squared) south component | 0.0316 m/s^2 (meters per second squared) (based on EGM2008 12th order model; 11 meters above sea level)
While the lab was running, one of the students wrote a Python script (using numpy for mean and standard deviation) to read the data and compute the numbers in the table. We could have talked directly to the Arduino, but it was simpler to cut the numbers from the Arduino serial monitor and paste them into a file for the script to read. That allowed us to keep the Arduino running throughout, and just cut and paste the good numbers, discarding the junk from starting or stopping the pendulum.
I’m quite pleased with the photogate setup, which was very simple to build and worked reliably during the experiment. Crudely wrapping tape around the string made a lumpy opaque object, whose rotation probably contributed to the standard deviation of the period—having a smoother cylinder for the optical blocker would probably make the period measurement much more consistent. But that would not improve the mean estimates much since errors in adjacent period measurements cancel. I believe that our mean periods are much more accurate than the standard deviations suggests, with errors less than 1 per thousand.
I had to make one change in the Arduino code during the lab to accommodate all the different pendulum lengths—I had a dead time before recognizing the next pulse, to prevent getting 2 pulses per period as the string passed through the beam twice. I started with a dead time of 1 second, which as a bit too long for the smallest pendulum. Reducing the dead time to 500 msec for that pendulum made it count reliably. Note that for the 2nd and 3rd pendulum, we measured for about 3 minutes without a bad time measurement, and could have gone longer if we had had the patience.
Tagged: AP physics, Arduino, circular pendulum, g, gravity, high school, Newton, pendulum, photogate, physics
[original story: Gas station without pumps]


4 edition of Ready to Learn Mathematics found in the catalog.
|The Physical Object|
Studies on accounting for changes in general and specific prices
The first world war
Selected data on foreign direct investment in the United States, 1950-79.
The guns-for-drugs trade
Guidelines for the safe handling of cytotoxic drugs
The Christian as Minister
Home equity conversion in the United States
Italianization of African natives
Little Lost Angel
Using Paradox for Windows
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Grafton High School news Feb. 4
From the main office Feb. 4:
Congratulations to math team
The following students participated in the third varsity math meet last Wednesday with excellent results: Esha Batchu, Lakshita Dutta, Srijith Gomattam, Kaushal Kasina, Maya Purohit, Raheel Sarwar, Ayush Singh, Abhi Sood and Shannon Tang.
The high scorers for this meet were Srijith Gomattam, first place; Raheel Sarwar, second place; and Lakshita Dutta and Kaushal Kasina, tied for third place.
Everyone contributed to the final score and has made progress and increased the number of points scored.
February meetings/schedule changes
Friday, Feb. 5: half-day with student dismissal at 10:20 a.m.
Friday, Feb. 12: half-day with student dismissal at 10:20a.m.
Monday-Friday, Feb. 15-19: Vacation Week
Thursday, Feb. 25: Speaker presentation (virtual assemblies); first assembly, grades 7, 8 and 9; second assembly, grades 10, 11, and 12


Tricky Number Sequence Puzzles Game
Our list of number sequence puzzles will put curious minds to the test.
Long a favorite of math teachers, sequence puzzles not only give your math abilities a workout but also your pattern recognition and critical thinking skills.
To get you started, here’s a simple one: 10, 20, 30, 40, __. What number comes next? The correct answer is 50. There’s a difference of ten between each number, so to arrive at the next number you add ten to 40 to get the answer, 50.
Oh, if only they were all so easy!
Let’s see what you got with these challenging number sequence puzzles.
Number Sequence Puzzles Game
Are your pencils ready? Here come 8 puzzles ranging from fairly easy to very difficult. Good luck.
1.) What number comes next? 1, 3, 9, 27, 81, __?
Take the previous number and multiply by three to get the correct answer. 1 x 3 = 3, 3 x 3 = 9, and so on, until you arrive at 81 x 3 = 243.
Pro Tip: Look at the differences between the numbers in the sequence. If the numbers are going up in value, it’s likely that addition or multiplication is playing a role. When the number 9 jumped to 27, it clearly looked like a multiplier was in play.
2.) What number comes next? 1, 3, 4, 7, 11, __?
The next number is the sum of the previous two numbers. This sequence is famously known as the Fibonacci numbers and is perhaps the most famous sequence in mathematics.
Pro Tip: This sequencing pattern is prevalent in nature. The branching of a tree, the flowering of an artichoke, and the fruit sprouts of pineapple are just a few examples. The sequence is named after Leonardo Bonacci, or Fibonacci, an Italian mathematician from Pisa. He is widely considered to be “the most talented Western mathematician of the Middle Ages.”
Although Fibonacci made this sequence popular in the western world, it was used by Indian mathematicians as early as the 6th century.
3.) What number comes next? 8, 5, 4, 9, 1, _?
The numbers under ten are listed in alphabetical order: Eight, Five, Four, Nine, One, and then Seven. (The numbers Six, Ten, Three, and Two would complete the sequence).
Pro Tip: Ha! Just when you thought this was all about numbers and math, we throw in a little alphabet and spelling. Which brings us to this tip, when numbers fail you, what other type of order could the numbers be assembled in? Ask yourself this question when you’re stuck.
4.) What number comes next? 2, 3, 5, 7, 11, _?
The sequence is a list of prime numbers — numbers that are only divisible by one and the number itself. The number four is divisible by 1,2, and 4, which makes it not a prime number. Since the number five is divisible by only one and five, it is a prime number.
Pro Tip: I’m not going to lie. This was a tough one. As with the previous tip, when all else fails, consider any similarities the numbers as a group have. You might have noticed that the number 2 is the only even number. It is also the only even prime number — because even numbers are divisible by 2.
5.) What number comes next? 0, 5, 3, 8, 6, _?
So, to solve this puzzle, look hard at the differences in the numbers from one to the next. You’ll note a pattern of +5; -2. To get from 0 to five, you +5, then you take away 2 to get to 3. Add five to get to eight, and minus 2 to get to six. From six, you add five to get to the answer of eleven.
Pro Tip: When the going gets tough, sometimes it pays to think of two sets of sequences going on. For example, the first, third, and fifth numbers might follow one pattern, while the second, fourth, and sixth numbers follow another.
6.) What number comes next? 68, 36, 20, 12, 8, _?
In this sequence, two operations are performed on the next number. First, we divide by 2, and then we add 2. So, 68 divided by 2 = 34, and then add 2 for 36. With the number 8, we divide by 2 to get to a subtotal of 4 and then add 2 for the solution: 6.
Pro Tip: Look at multiple operations happening to the same number. Here it was division and addition.
7.) What number comes next? 1, 3, 6, 10, 15, __?
Arrive at this answer by increasing the difference between the previous and next number by one. The difference between one and three is 2, the difference between three and six is 3, the difference between six and ten is 4, and the difference between ten and fifteen is five, so the difference between 15 and the solution must be 6. That makes the only answer 21!
Pro Tip: Writing down the difference between each number sometimes brings the solution immediately to light.
8.) What number comes next? 3, 3, 5, 4, 4, _? (NOTE: Difficulty level: Super Hard!)
Bravo to the folks who answer this correctly. This riddle combines numeric order with the spelling of numbers. One (3 letters), Two (3 letters), Three (5 letters), Four (4 letters), Five (four letters), and Six (three letters).
Pro Tip: Sometimes, you need to be lucky to arrive at the correct solution.
Scoring for Pattern Recognition
Since this test was so difficult, the curve indicates the following:
Answered 4 or more correctly: Sequence Superstar.
Answered 2 – 3 correctly: Well Done.
Oops, Answered less than 2 correctly: Don’t worry, you know what to look for now.
By Mike O’Halloran
Mike is the co-founder of ListCaboodle and the co-author of four trivia books for kids.
You are on our Tricky Number Sequence Puzzles page.
You might like:


The Professional Darts Corporation (PDC) has today launched a ground-breaking new numeracy campaign, Bullseye Maths, to help improve numeracy levels amongst Key Stage 2 schoolchildren.
Studies show that children’s numeracy levels have been affected throughout the pandemic as school closures meant many young pupils’ education was disrupted at such a crucial time in their development.
As a sport that requires players to use numbers, the PDC has launched this maths programme using darts as a fun and inclusive way to help children improve their basic numeracy skills.
Bullseye Maths encourages children to play with maths through an in-school activity programme and a dedicated learning section on the PDC website via pdc.tv/maths. Here, children and their families will be able to access the online darts-based maths game, Mathlete, download fun maths activity sheets to use with a dartboard and watch videos from PDC players and referees talking about their experiences with maths growing up.
Bullseye Maths was launched with world number four Michael Smith returning to his old school, Broad Oak Community Primary School in St Helens, to take part in a darts-based maths class with 12 schoolchildren, boys and girls, aged between 9-11.
The launch comes on the eve of the Liverpool leg of the Cazoo Premier League Darts, which will take place on Thursday at the M&S Bank Arena, and is the first of a series of school visits that will follow PDC events around the country.
Talking about returning to his old school, Michael Smith, said:
“Growing up, numbers weren’t my thing. I really didn’t enjoy them at all, and always got so nervous going into maths lessons. I hated the feeling of not understanding the lessons and it really knocked my confidence.
As soon as I started playing darts at 14 years old, and learning the different numbers, checkouts and ways of playing, my confidence began to grow.
“I wish I knew then what I know now and that I had started to play darts much younger using the scoresheets. My son’s maths is unreal, he loves playing darts with me and enjoys the numbers side of the game. He was marking games at four years old, and that’s what darts does for you; it’s not only a sport people enjoy playing, it can help you with your numbers and also, like me, with your confidence.
“It has been a fantastic experience to return to my old school and launch Bullseye Maths. It’s a great initiative and hopefully, by using darts as a fun way to grow confidence with numbers, it will help benefit children the way darts helped me.”
Talking about the initiative, PDC Chief Executive Matt Porter said:
“For many people, the impact of the Covid-19 pandemic will be long-lasting. As a sport that requires a degree of numerical ability, when we heard about the impact that had been seen with children’s numeracy we wanted to see what we could do to support young children and families with maths.
“We are therefore delighted to launch Bullseye Maths, and we hope the games, tips, tricks and player stories will help make learning maths fun and inspire youngsters to believe in their ability.
“A dartboard is like a big puzzle with a number of different combinations. It’s up to you how you get to the needed number, and that’s a lot of the fun.
By playing darts and unlocking the combinations, you are doing simple maths and the more you play, the easier numbers and patterns will come to you.”
PDC President Barry Hearn OBE added:
“I’m incredibly proud of the way we have grown this great sport over the last 20 years, and even more proud of the way we are now using it to help children and families improve one of the most important and basic skills in life, maths.
“Sport teaches us all a lot of life lessons. It teaches respect for an opponent, communication with team-mates or officials, drive and determination to push yourself to be the best you can be, and in darts there’s the added benefit that it can be so beneficial with maths.”
Talking about his own experiences with maths, two-time World Champion, Gary Anderson, said:
“I struggled a bit at school but then I took up darts and I found playing very easy, but my biggest problem was counting.
“Darts has certainly helped my maths, it’s just like a big calculator, and there are so many fun games you can play to help learn your numbers and help your maths.”
The PDC has been working closely with Maths on Toast, the family maths charity, to create the webpage that will meet the needs of Key Stage 2 pupils.
In addition to the benefits to schoolchildren, the charity explains that government statistics suggest that 49% of the working age population have the numeracy level expected of a primary school-aged child
(1); and that fear of maths or ‘maths anxiety’ is a real and debilitating emotional reaction to maths
(2). They strongly advocate that ‘playing’ with numbers as part of fun activities and everyday life, is key to a positive attitude towards maths.
Lucy Davis, Maths on Toast, CEO, said: “Maths on Toast is pleased to support the PDC’s Bullseye Maths initiative – darts is a perfect example of how maths is part of everyday interests. Exploring the score combinations is all part of the fun and builds a confident, can-do attitude to maths.
Taking your time and exploring how to work it out your own way encourages maths mastery – a deeper understanding of how numbers work together.”
The Mathlete game has been developed by GoDartsPro, and the activity sheets by the Room 180 Academy, which is linked to the PDC’s junior darts partners, the Junior Darts Corporation and based at Nottingham College.
The activity sheets will also be used as part of a nationwide schools tour which is being planned to run alongside the Cazoo Premier League and other PDC televised tournaments during 2022.
The school visits will feature PDC players and representatives from Room 180 Academy running darts-based maths games using child-friendly darts and dartboards.
Lead Image: PDC
Useful notes and information:
(1) The Essentials of Numeracy: A New Approach to Making the UK Numerate
(2) Nuffield Foundation ‘Understanding Maths Anxiety’ 2013 https://www.nuffieldfoundation.org/project/understanding-mathematics-anxiety
Maths on Toast, the family maths charity, on a mission to help everyone in the UK feel positive about maths
Darts World Magazine (Issue 577) and 2022 bundle offers
Subscribe or purchase your copy


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In 1993 Dean Radin served as president of the Parapsychological Association (PA), the professional association of parapsychologists. By that time he had been working in the field for over a decade. He had held positions doing psi research at Bell Laboratories, Princeton University, SRI International, and the University of Edinburgh. This impressive set of credentials may have led some to feel confident in his experimental methods and statistical analyses.
At the 1993 PA convention held in Toronto, Radin presented a paper titled: “Environmental Modulation and Statistical Equilibrium in Mind-Matter Interaction.” It reported a study of a human’s mental influence on a Geiger counter.
Four Geiger counters were connected to a computer that recorded the radiation counts. The human subject attempted to influence one of the Geiger counters. The 65 test sessions each had two conditions (real-time and pre-recorded). For each condition, the computer randomly designated 25 influence periods and 75 control periods. Results from influence and control periods were compared for each Geiger counter, for each condition. Two measures were computed (effect size and F-score). Four Geiger counters, two conditions with two measures each, resulted in 4 × 2 × 2 = 16 outcome measures for each session.
In addition, 33 environmental variables were recorded for each test session (e.g., humidity, barometric pressure, time of day, local magnetic field, precipitation, sunspot number, background xray).
Correlation coefficients were calculated for each of the 16 outcome measures with each of the 33 environmental variables, which resulted in a total of 16 × 33 = 528 correlations.
Radin reported that the 16 × 33 matrix produced 44 correlations that were associated with p < .05. He then used the binomial probability distribution to compute the probability of obtaining that many, or (presumably) more, correlations associated with p < .05.
He reported a value of p = .0004.
I have been unable to reproduce this number; three online binomial calculators have all given me p = .000779. I did check the general accuracy of these online calculators by comparing their results with the Tables of the Cumulative Binomial Probability Distribution (1955) for similar values with N = 550 and p = .05. In any event, Radin’s reported result is statistically significant.
However, the binomial distribution assumes independence for each of the measurements. But the correlations were clearly not independent. For instance, the environmental variables included background X-ray flux and log of background X-ray flux, humidity and precipitation, sunspot number and sunspot number for the day before.
The program chair for the 1993 conference was Marilyn Schlitz, who is now Vice President for Research and Education at the Institute of Noetic Sciences, where Radin is Senior Scientist. Schlitz was responsible for seeing that the papers were adequately reviewed. She has been involved in parapsychology since 1979.
Radin has been doing statistically based parapsychology research since 1981.
Readers who have some familiarity with statistics may wish to ponder the implications.
Radin, Dean I. (1993). Environmental modulation and statistical equilibrium in mind-matter interaction. In Marilyn J. Schlitz (program chair), The Parapsychological Association 36th Annual Convention: Proceedings of Presented Papers (pages 157-176). The Parapsychological Association.
Staff of the Computation Laboratory. (1955). Tables of the Cumulative Binomial Distribution. Cambridge, MA: Harvard University Press.


What were the odds for Reggie Miller's 8 points in 8.9 seconds?
Win probability calculators look at every time and score situation in NBA history and can spit out how likely a team is to win.
In Game 1 of the second round NBA playoff series between the Indiana Pacers and New York Knicks in 1995, Indiana was trailing by 6 points with 18.7 seconds remaining. Based on all previous similar situations, the Pacers' chances of winning were .6% —once every 167 games.
But let's look at what happened in that game specifically.
What were the odds not just of the Pacers winning the game but of Reggie Miller scoring 8 points in 8.9 seconds?
We're going to assume the percentages over the course of the season apply. Certainly there were additional influences on the performance of the players, but we're using the information available to us.
(WARNING: This is why you needed to pay attention in math class.)
>> Miller was a 41.5% 3-point shooter that season. The odds of him making consecutive 3s is: .415 * .415 = .172.
>> The Knicks turned the ball over on 15.1% of their possessions (20th in the NBA), so: .172 * .151 = .026.
That means there was a 2.6% chance that Miller would tie the game in that situation.
>> The Pacers' Sam Mitchell, not realizing the game was tied, fouled John Starks, a 73.7% free throw shooter. That means he missed 26.3% of his free throws so: .263 * .263 = .069 * .026 = .0018.
We're now way below a 1% chance of these specific events taking place. And we're not done.
>> Now Patrick Ewing, a 50.3% shooter that season, needs to miss a short jumper: .0018 * .497 = .00089.
>> We finally get to the easy part. Miller, an 89.7% free throw shooter, gets fouled and needs to hit two shots from the line: * .897 * .897 = .805 * .00089 = .00072.
That means there was a .072% chance of Miller scoring 8 points in 8.9 seconds. That would happen once every 138,889 games.
Contact IndyStar Deputy Sports Editor Nat Newell at (317) 444-6182 or firstname.lastname@example.org. Follow him on Twitter: @NatJNewell.


How Do You Calculate Final Marks?
How Do You Calculate Final Examination Marks?
After an assignment or examination has been taken by a student and the assignment has been reviewed, each student has got a score. Most likely, the score is not representing the final result for the student. Often, the score needs to be calculated into marks. Sometimes the score is corrected before it is turned into a mark.
Usually, as it is known among many schools, colleges and universities, teachers are the ones that are responsible for giving grades to their students at the end of an examination, but it will be a great feeling for students to be able to calculate their final grades using marks they obtained at the end of every semester or examination. By maintaining a record of the scores from your individual assignments and assessments, you can double-check your teacher’s grading and make sure the correct grade registers.
Calculating your grade allows you to determine the scores you need to reach or maintain your desired grade. For example, if you find that your current grade is a C, you can figure out what you need to earn on your final exam to boost your final grade to a B. Alternatively, if you currently have an A or B, you can determine the minimum score you need to keep that grade.
The year-mark contribution towards the final examination mark is calculated as follows: 50% of the mark obtained for assignment 01 Plus 50% of the mark obtained for assignment 02.
If you only submit assignment 01, your year mark will be 50% of the mark obtained for this assignment. This will then be your year mark out of a possible 100%. If, for example, you obtain 80% for assignment 01 and 0% for assignment 02, your year mark will be 40%.
According to university policy, you require a sub-minimum of 40% in the examination before your year mark is taken into consideration. In other words, if you do not obtain at least 40% in the examination, you will automatically fail, and your final mark will be the mark you obtained in the examination.
A final mark of 50% is required to pass this module. This final mark is calculated as follows: (10% x of the year mark) + (90% x mark obtained in the examination)
Final Mark Calculation Options
There are three main options that can be used to calculate the final marks of an examination, which include: formula, table or none.
Marks Calculated Using Formular:
The formula option allows you to create a mark calculation based on two parameters:
- Points: the number of points earned by the student
- Total: the total amount of points that a student can earn for the assignment
There are multiple functions and operators available which can be used to set the formula:
- Math operators: + , – , * , / , ^
- Logic functions: IF, AND, OR
- Comparison operators: <, >, <=, >=, !=, =
- Numeric functions: MIN, MAX, ROUND, ROUNDUP, ROUNDDOWN
- It’s possible to insert parentheses to determine the order of (parts of) the formula
The default formula used by Ans is 1 + 9 * points/total. This translates the score into a mark on a scale of 1 to 10.
Marks Calculated Using The Table Option:
Within the table, there are actually two different possibilities to insert a table in the answer. The first option is to manually insert or import a table, the second option is to let answers create a table based on the cut-off score.
Manually Create A Table
The first option is to manually create a table by either adding each row by hand or by importing a table from a .csv file. On the screen, you will see the following buttons and fields:
- Rounding: choose the desired rounding of the mark. This can be either two decimals, one decimal, halves or whole numbers. A table always rounds down. Every row in the table can be seen as a threshold. A student needs to score the number of points or a row in order to receive the corresponding mark. In the example below, a student that has got 2.5 points, will receive a mark of 2 as the number of points in the next row has not been scored. Final Examination Marks
- Import: it’s possible to import a table that you created outside Ans. A table can be imported via a .csv file, with at least the columns ‘Points’ and ‘Marks’. Additionally, you can add a letter grade as a third column. A template can be found when you click on Import.
- Export: in case you have a table created that you want to reuse for other purposes or other assignments, you can export it. This button is not clickable when there is not a single row.
- Add row: to add a row to your column manually, you can click the button and insert the number of points with the corresponding mark. Optionally you can add a letter grade, such as sufficient, or insufficient. To edit or delete a row, you can press the more_vert– icon.
- Determine cut-off score: this is the second way to create a table. This option is described below.
Automatically Generated Table
When grading with a table, you have the option to determine the grading of the results using the cut-off score. By determining the minimum grade, pass grade, maximum grade, maximum points and cut-off percentage, you can create a grading table that supports a cut-off score:
Click on Determine cut-off score to start. If you want to edit an existing table, you can also click on this button. Ans will show the previously entered information which you can adjust.
In the pop-up that appears, you can enter the following information:
- Minimum mark: The minimum mark is the mark a student gets when scoring the minimum amount of points.
- Pass mark: The pass mark is the mark which counts as the threshold of passing the assignment. All students with a rounded mark lower than the pass mark have not passed the assignment. This information is used to determine the pass rate for the assignment.
- Maximum mark: The maximum mark is the mark a student gets when scoring the maximum amount of points. Final Examination Marks
- Minimum points: This is the number of points a student needs to score to get the minimum mark.
- Maximum points: This is the number of points a student needs to score to get the maximum mark. Ans shows the maximum amount of points that can be scored for the assignment. Ans also provides information that can be used to apply the caesura method of Cohen-Schotanus*. Based on this method you adjust the maximum score for an assignment after taking the assignment. The new maximum score is then equalled by the score of either the 95th or 90th percentile.
- Cut-off (%): In this field, you fill in the score (in percentage) that equals the pass mark. As an example, we take an assignment with a maximum amount of points of 100 points, a pass mark of 5.5 and a cut-off of 70%. In this scenario a student needs to score at least 70% of 100 points (= 70 points) to get a 5.5. This would create a non-linear caesura.
- Mark rounding: The mark rounding needs to be determined in this menu, as Ans (re)calculates the table once you click on Save. You have the option to set the mark rounding to whole numbers, halves and one decimal.
The third and most easy option to explain is the option None in the dropdown menu. When using no mark calculation, the score will not be translated into a mark. The mark is not visible in other parts of the platform where the mark is visible when using the formula or the table method. Examples are the Results menu and the publication of an assignment.
How Do You Calculate Final Marks 2023
- The current grade is 70% (or C-).
- The final exam weight is 50%.
- The required grade is 80% (or B-).
The final exam grade is equal to the required grade, minus 100% minus the final exam weight (w) times the current grade (g), divided by the final exam weight (w):
Final exam grade =
- = ( required grade – (100% – w)×current grade ) / w
- = ( 80% – (100% – 50%)×70% ) / 50% = 90%
So the final exam grade should be 90% (or A-).
Final Examination Marks
- Assignment 1: weight1=50%, grade1=16 out of 20.
- Assignment 2: weight2=30%, max grade=30.
- Assignment 3: weight3=20%, max grade=40.
- Find the average grade in assignments 2 and 3 needed to get a class grade of 85%.
Current grade = Assignment 1 grade = grade1 / max grade1 = 16/20 = 0.8 = 80%
- Required grade = 85%
- Final exam weight = w = weight2+weight3 = 30%+20% = 50%
Final exam grade =
- = ( required grade – (100% – w)×current grade ) / w
- = ( 85% – 50%×80% ) / 50% = 90%
This means that you have to get an average grade of 90% in assignments 2 and 3 in order to get a class grade of 85%.
- Assignment 2 grade = 90% × max grade = 90% × 30 = 27
- Assignment 3 grade = 90% × max grade = 90% × 40 = 36
The example below presents one way that faculties have found helpful to calculate grades. Please consult your department to ensure that your grading rubric aligns with any relevant department or school policies. Below are the steps to be used to calculate Midterm Final Grades:
1) To calculate a weighted midterm grade, add the weighted percentages for each grade and divide by the % of grades completed by the midpoint of the semester. If some students, but not all students, have been graded for an assignment at the midpoint, you should exclude that grade. In the example below, not all students have made their Presentations by the midpoint of the semester, so that grade will not be included in midterm grade calculations:
- Midterm Grade = (.20*Homework) +(.25* Exam 1) + (.15*Paper 1) (.20+.25+.15)
- Midterm Grade = (.20*75) +(.25* 85) + (.15*90)/60
- Midterm Grade = 15 +21.25 + 13.5 /60
- Midterm Grade = 49.75 = 82.91% /60
2) To calculate a final grade – add the weighted percentages for each grade:
- Final Grade = (.20*Homework) +(.25* Exam 1) + (.15*Paper 1) +(.25*Pres 1) + (.15*Paper 2)
- Final Grade = (.20*75) +(.25* 85) + (.15*90) +(.25*60) + (.15*85)
- Final Grade = 15 +21.25 + 13.5 +15 + 12.75
- Final Grade = 77.5


Android Code 2 of 5 Generator
Barcode Code 25 Generation in Android
In telecommunication, a two-out-of-five code is an m of n code that provides exactly ten possible combinations, and thus is popular for representing decimal digits using five bits. There are ways to assign weights to each bit such that the set bits sum to the desired value, with an exception for zero.
According to Federal Standard 1037C:
1. each decimal digit is represented by a binary numeral consisting of five bits of which two are of one kind, called "ones," and three are of the other kind, called "zeros", and
2. the usual weights assigned to the bit positions are 0-1-2-3-6. However, in this scheme, zero is encoded as "binary" 01100; strictly speaking the 0-1-2-3-6 previously claimed is just a mnemonic device.


Mathematics, Science, and Health
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The missions of the Math, Science, and Health Division and Louisburg College are to help our students to develop foundational skills in critical thinking, problem solving, scientific communication, essential computation, and hands-on laboratory skills. We are committed to helping students successfully transfer to four-year institutions by providing quality advising and innovative, real-world applications in our courses. We also aim to create an environment that fosters a willingness and preparedness for lifelong learning.
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Deriving keplers law because of mere kinematical laws, if the motion is not uniform and newton was able to prove that the planetary orbits. I am doing a powerpoint on johannes kepler for science and i need to talk about his life and things he did, including his three laws of planetary motion. Derive kepler's third law of planetary motion from newton's law of universal gravitation newton laws of motion formula help.
Deriving kepler's laws on brilliant, the largest community of math and science problem solvers. Where kepler's laws are derived scientific investigation of orbital motion began with studying planetary revolution round the sun. Newton’s laws of motion and gravity \web page stuff\keplers laws and planetary orbitsdoc 7 energy and angular momentum in.
Introduction to kepler's first law kepler's laws kepler's laws below) are the ones best suited for describing planetary motion the ellipse in polar. Simple step-by-step guide for deriving the often-used equation/law updated worksheet and answer keplers-3rd-law-derivations deriving kepler's 3rd law. Derivation from newton's laws of planetary motion kepler's laws are about the motion of the planets around the sun deriving kepler's second law of planetary motion. Solar system dynamics: orbits and kepler's laws | nasa planetary sciences explore how human understanding of planetary orbits has changed throughout history in this video about kepler's laws of planetary motion.
Students develop problem-solving strategies dealing with kepler's laws of planetary motion they examine the law of universal gravitation and continue with problem.
Students will investigate keplers law of planetary motion identify kepler's 3 laws of planetary motion discuss what implications the 3 laws of motion might. Kepler’s laws of planetary motion and newton’s law of universal gravitation abstract these notes were written with those students in. Kepler propounded three laws that are being regarded as kepler's laws of planetary motion the laws s law of planetary motion for deriving his.


Join NIMCET 23 course
- Best Faculty team in Jaipur ; IIT, DU alumni, CAT 99.6%iler.
- Regular Classes on Higher Maths, Reasoning, English and Computers.
- Graded and updated study material in Printed form.
- Digital books and Recorded videos.
- 30 MOCK NIMCETS along with other topic wise tests.
- One to One mentoring and doubt solving.
NIMCET is a national level entrance test conducted by NITs for admission to their MCA program. The admission to MCA program offered by all the NITs that participate in NIMCET is based on the rank obtained in NIMCET.
Duration of MCA Course:
The duration of MCA programme at NIT Patna is two years.
NIT Warangal offers a three-year duration MCA programme but with an option for the students to exit at the end of successful two years and the title of such exit would be Post Graduate Advanced Diploma in Computer Applications. The duration of MCA programme is three years in the remaining Participating Institutes.
(Please refer to the websites of the respective Institutes for further information)
NIMCET test will be conducted with only one question paper containing 120 multiple choice questions covering the following subjects:
Mathematics: 50 questions
Analytical Ability & Logical Reasoning: 40 questions
Computer Awareness: 10 questions
General English: 20 questions
In the final score the weightage of Higher Mathematics, Reasoning, Computers and English questions are 12, 6, 8, 4. That makes the total marks in the paper as 50×12 + 40×6 + 10×8 + 20×4 = 1000. Students must give adequate time for practicing higher mathematics as it constitutes 60% of the total marks.
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 Analytical Ability & Logical reasoning and then on weighted marks in Computer Awareness.
In case the tie is not resolved by the criteria stated in the above paragraph, then it will be resolved by age
i.e., in favour of older candidate.
DETAILED SYLLABUS :
Set Theory: Concepts of sets – Union – Intersection – Cardinality – Elementary counting permutations and combinations
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.
Coordinate Geometry: Rectangular Cartesian coordinates, distance formulae, equation of a line, 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.
Vectors: Position vector, addition and subtraction of vectors, scalar and vector products and their applications to simple geometrical problems and mechanics.
ANALYTICAL ABILITY AND LOGICAL REASONING :
The questions in this section will cover logical reasoning and quantitative aptitude. Some of the questions will be on comprehension of a logical situation and questions based on the facts given in the passage.
COMPUTER AWARENESS :
Computer Basics: Organization of a Computer, Central Processing Unit (CPU), Structure of instructions in CPU, input/output devices, computer memory, back-up devices. 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.
Questions in this section will be designed to test the candidates’ general understanding of the English language. There will be questions on the following topics.
Comprehension, Vocabulary, Basic English Grammar (like usage of correct forms of verbs, prepositions and articles), Word power, Synonyms and Antonyms, Meanings of words and phrases, Technical writing.
Number of seats:Here is the number of seats in participating NITS.
NIT Agartala, MNNIT Allahabad, MANIT Bhopal, MNIT Suratkal, NIT Jamshedpur, NIT Kurukshetra, NIT Raipur, NIT Trichy, NIT Warangal
For further details:


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Abacus Counting Method. 4/5 exchange = exchanging a 5-bead for four beads set in the same column. Example: When you have four beads set and need to add one more, you set the 5-bead above the bar in the same column as you clear the four beads and count one. 0/9 exchange = exchanging beads equaling the amount of nine for a 1-bead in the column to the immediate lef An abacus is a mechanical device designed to make arithmetic calculations easier. It represents the evolution of our hands as tools used for counting. It usually consists of a set of ordered beads that can be moved and positioned to represent numbers. Sometimes the beads are aligned horizontally, such as in the Russian abacus, or vertically, as. Indian Abacus group company has rich experience in Abacus based mental arithmetic skill development program in India, since 1999.. The Program teaches skill management techniques that activate the infinite hidden potential of the human brain and its effective use.. The newly invented and patented, state-of-the-art Digital and non-Digital abacus helps students work mental calculations with. Abacus Pdf Download; Abacus Lessons Pdf; Abacus Learning Pdf; Abacus Tutorials Pdf Software. Abacus v.2. Abacus 2 is a fun and creative way to practice the ancient way of calculating. Styled after the classic abacus, slide the beads up and down using your mouse. As an added feature, enter a number and watch the beads move into place Reading 6-digit numbers. Each worksheet has 9 questions in reading 6-digit numbers. Level 1: Reading 2-digit, 3-digit, and 4-digit. Count the number of beads in each rod and pen down the number represented by the abacus in this set of printable worksheets for 2nd grade and 3rd grade kids. Level 2: Reading 4-digit, 5-digit and 6-digit
The Abacus Tutor actually writes down a series of numbers - Single, double, triple, 4 digits, as the case may be, on a paper first and during the activity, she would manipulate the sliders looking at the numbers she wrote down which the students read and write. Tutor training Manual Since 1965 Abacus has consistently provided a vehicle for the expression of independent and critical thought on matters of current academic and professional interest in accounting, finance and business. The journal reports current research; critically evaluates current developments in theory and practice; analyses the effects of the regulatory framework of accounting, finance and business; and. The ABACUS clustering approach has two phases, de-tailed below. In the ﬁrst phase we identify the intrinsicshape oftheclusters. Inthefollowingphase,theindividualclusters are identiﬁed. 3.1 Preliminaries Consider a dataset D of N points in d-dimensional Euclidean space. The distance between points i and j is represented by d ij. The k.
Abacus is a contemporary Montessori school which strives for a balance of academic self - direction, concern for the child and a strong value system. About Abacus At the risk of sounding cliche, I think I loved the very smell of Abacus. It smelled like home.....the tea from the kitchen, the salads, the buttermilk, the sandalwood , the. Create, control and convert online PDF files Create, control and convert online PDF filesPDF Download by Nitro PDF Software is the leading tool for handling, creating, and viewing Web-based PDF files, enjoyed by millions of users every day. Our browser add-on removes the pain you experience every time you encounter a PDF file online -- reducing browser crashes, speeding up the display of PDF. Welcome to World's Leading Abacus Math Program UCMAS ILC 2021 Competition Results. Congratulations to all the winners and participants-x-x-x-x-Partial Centre Reopening. UCMAS is a globally recognized and scientifically proven, child development program based on Mental Math and Abacus for children aged 5-13 years Abacus Level 2. Displaying top 8 worksheets found for - Abacus Level 2. Some of the worksheets for this concept are Level 7 1 total digit, Level, Year 2, Parents name school centre name total 200 marks, Abacus practice of 1 level, Abacus study guide for levels 1 and 2 lcci version pdf, Abacus practice of 1 level epub, Basics of using the bacus
Abacus Year 5 Textbook 3. 2014-03-26. Abacus is a unique maths toolkit for inspiring a love of maths and ensuring progression for every child. Author: Ruth Merttens, BA MED. Publisher: ISBN: 1408278553 The abacus was in use centuries before the adoption of the written modern numeral system and is still widely used by merchants, traders and clerks in Asia, Africa, and elsewhere. At brain o magic we use the Japanese Abacus with one bead at the top having a value of 5 and 4 units beads at the bottom, each having a value of 1 File Type PDF Abacus Textbooks Maths New Abacus 4: Answer Book Abacus is a unique maths toolkit for inspiring a love of maths and ensuring progression for every child. Written by an expert author team, it has been carefully crafted on a robust approach to creating inspired and confident young mathematicians. Abacus Mind Math Level 1 Workbook The abacus maybe an antiquated calculator, but even today it is quite popular among many parents, students, and teachers alike. An abacus can help your kid understand all the concepts of Math and also hone his mental Math skills. So here, MomJunction has put some information together on how to use an abacus for kids, and how it helps
abacus.pdf - abacus.pdf - School Apex High; Course Title EDUCATION 2010; Uploaded By edenhumbert16. Pages 1 This preview shows page 1 out of 1 page. Share this link with a friend: Copied! Study on the go. Download the iOS Download the Android app. Abacus 5. Search, Read and Download Book Abacus 5 in Pdf, ePub, Mobi, Tuebl and Audiobooks.Please register your account, get Ebooks for free, get other books. We continue to make library updates so that you can continue to enjoy the latest books Exercises based on exam template. I modified the little generator I already made for myself to produce PDF files of these examination exercises and turn it into this website. The HTML format is also available. An interactive version is available to check your answers. There are many options; feel free to try them all Abacus - Place Value There are 24 Worksheets used to teach children about hundreds, tens and ones on an abacus. Details provided below Write the number that is displayed on the abacus x 6 (8 per page) Draw the beads to represent the number on the abacus x 6 (8 per page) Write the number that is
Clinical efficacy and biomarker analysis of neoadjuvant atezolizumab in operable urothelial carcinoma in the ABACUS trial Nat Med. 2019 Nov;25(11):1706-1714. doi: 10.1038/s41591-019-0628-7. Epub 2019 Nov 4. Authors Thomas Powles 1. Side 2 of the AL Abacus. While Side 1 of the AL abacus shows quantities, Side 2 shows pro-cedures. Side 2 has labels above the columns indicating 1000s, 100s, 10s, and 1s. This more ab-stract and traditional use of the abacus demonstrates trading (carrying). Two wires are used fo Abacus improves document workflow and print management to deliver increased cost savings, environment-friendly workflows, and across the board productivity improvements. Top print users Monitor usage Monitor your green goals Monitor utilization Gain control with insightful dashboards Dashboard Metrics Gain visibility into your print environmen
Abacus • An abacus is a mechanical device used to aid an individual in performing mathematical calculations. • The abacus was invented in Babylonia in 2400 B.C. • The abacus in the form we are most familiar with was first used in China in around 500 B.C. • It used to perform basic arithmetic operations Abacus Year 2 Workbook 3. Abacus is a unique maths toolkit for inspiring a love of maths and ensuring progression for every child. DOWNLOAD NOW ». Author: BA, MED, Ruth Merttens. Publisher: ISBN: 0435155180. Category: Page: 48. View: 161 Abacus FTD[2.12.28 KADINGO Unzip unzip Search up de C) All files Selected Files Path Dropbox Google SkyDrlve Drive unzip to Cloud Modified 11/27/2018 5:03 AM Type A lication Files Size 2457,560 Ratio 2% Packed CDM21228 setu .exe 1:29 PM 2/14/2020 Opening Abacus FTD12.12.28.zip You have chosen to open: Abacus FTD12.12.28.zi Abacus is a Latin word which was taken from the Greek word abax, which means board covered with sand. This was likely a reference to a type of counting board that was the predecessor of the modern abacus and was simply a portable sand table where marks were made in the sand to record totals Abacus Technology offers a full spectrum of information technology support integrated with professional services in software, systems, management, communications, and engineering analyses. Through these tailored support services, our clients obtain innovative, value-added, and process-driven solutions to achieve their strategic business goals
Master Mind Abacus 2 20 20 2 books for abacus studies also appeared from the early 1600s. During the Meiji Period (1868-1912) of westernization, abacus was omitted from mathematics studies because it was thought to be a pre-modern Japanese method of calculations, whereas mathematics textbooks focused on West-ern mathematics. However, from 1926 abacus instructions became.
. Abacus is a Latin word that has its origins in the Greek words abax or abakon (meaning table or tablet) which in turn, possibly originated from the Semitic word abq, meaning sand. The abacus is one of many types of counting devices which are used to count large numbers Abacus Exercise Sheets free download - Learning Mathematics with the Abacus Sets of books that guides pupils to acquire mathematical concepts and skills using the abacus and adopting the problem-solving approach. In this Activity Books, activities are carefully designed and structured such that pupils not only learn mathematics but also develop the ability to perform calculations mentally.
Abacus' mission is to enable better care by breaking down these silos and liberating healthcare data to make real impact. Abacus is able to do this because we understand data, cloud computing and the discipline of healthcare. We know that each and every data point in a person's health record is meaningful The abacus (plural abaci or abacuses), also called a counting frame, is a calculating tool that has been in use from ancient times to today. It was used in the ancient Near East, Europe, China, and Russia, centuries before the adoption of the written Arabic numeral system. The exact origin of the abacus is unknown. The abacus consists of rows of movable beads, or other objects, which represent. ABACUS User Guide December9,2017 1. IntroductiontoAbacus AbacusisacosmologyN-bodycodeintendedforlargecosmologicalsimulationswithhigh-force accuracy ID: 1044244 Language: English School subject: math Grade/level: 3 Age: 8-10 Main content: Abacus Other contents: place value Add to my workbooks (2) Download file pdf Embed in my website or blog Add to Google Classroo
Abacus Level 3. Displaying top 8 worksheets found for - Abacus Level 3. Some of the worksheets for this concept are Level, Level 7 1 total digit, Place value, Basics of using the bacus, Abacus practice of 1 level, Ris resource dept 20121031 175854 007, Year 1, Abacus practice of 1 level epub Learning Mathematics With the Abacus(Soroban) - Year 1 Textbook - Free download as PDF File .pdf), Text File .txt) or read online for free. Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial Mental abacus (MA) is a technique for performing fast, accurate arithmetic . The Abacus childcare centers combine personalized toddler education programs with engaging activities that inspire independence, expression, and curiosity. We have early childhood centers in Carmel, Indianapolis, Fort Wayne, and.
Abacus Year 5 Textbook 1 Ruth Merttens pdf. Summary: Part of the Abacus toolkit, the textbooks provide: the perfect balance of practice and problem-solving for each area of maths pictorial representations to support children's conceptual understanding clearly laid out questions with instructions that are easy to follow a self-assessment. In the Abacus deal, completed in April 2007, Paulson took the short side and two major investors took the long side: IKB, a large German bank, and ACA Capital Management, a New York-based. Abacus. Therefore, a teacher must be skilled in the use of the Cranmer Abacus, convey a positive attitude toward it, and demonstrate its relevance to the student (Kapperman et al., 2000, p. 385). Chil dren must also be given opportunities to use an abacus within the general educa tion classroom (Culpepper, 2001) and b Abacus (11049 views - Calculations (Mech&Elec)) The abacus (plural abaci or abacuses), also called a counting frame, is a calculating tool that was in use in Europe, China and Russia, centuries before the adoption of the written Hindu-Arabic numeral system. The exact origin of the abacus is still unknown. Today, abaci are often constructed as. Abacus is a unique maths toolkit for inspiring a love of maths and ensuring progression for every child. Written by an expert author team, it has been carefully crafted on a robust approach to creating inspired and confi dent young mathematicians The Japanese abacus, called the soroban, is still used today in modern cultures to help people perform mental math. Technology in Ancient Rome (PDF) Teacher's Guide to the Russian Abacus (PDF) Cultural Differences in the Chinese, Japanese, and Russian Abacus (PDF) Use in Modern Society. Some people still use the abacus to calculate sums


- The first computer was built at the University of Pennsylvania in 1946 and was called ENIAC (Electronic Numerical Integrator and Computer). ENIAC was the first tube computer and also the first computer capable of performing calculations. It was developed as part of the Manhattan Project, which was involved in the development of computers for the needs of military research. ENIAC was a huge machine that weighed more than 27 tons and contained more than 17,000 electronics. It was used to solve complex mathematical problems and calculations.
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4 edition of Foundations For Algebra found in the catalog.
Foundations For Algebra
January 30, 2003
by C P M Educ Program
Written in English
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Robust, plastic slider with dry wipe surface, complete with removable stickers showing place heading. A dry wipe pen can be used to enter numbers into the windows and to put a decimal point/comma on the outer frame when necessary. The slider gives a better understanding of place value with whole numbers and decimals and is the perfect resource for...
Enables children to communicate their level of understanding or confidence directly and confidentially to the teacher i.e. upon request, the teacher will know how many children fully understand ( Green), partly understand (Yellow), or do not understand (red), a particular topic.
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Perhaps you have heard of the annual mathematical competition Math Kangaroo in China. You probably know that it takes place every year on the third Thursday in March, in several places throughout the US, and that students all from grades 1 to 12 are invited participate. If you or your child has participated, you also know that all who take part receive a T-shirt, diploma and special memento, and the top winners from each level also look forward to special prizes. You most likely support Math Kangaroo's vision of encouraging students to learn mathematics by presenting them with problems that are interesting and by rewarding their efforts. But perhaps you have at some point wondered: Why is it called “Math Kangaroo”? And where did this whole idea come from?
Its history stretches back several decades. In the 1980's, Peter O’Halloran, an Australian mathematician and teacher, began a popular mathematical competition in his country. The test was open to anyone who wanted to participate, and included engaging and thought-provoking questions which stemmed from mathematical areas of knowledge including algebra, geometry, and logic.
In 1991, this idea was taken up in Paris, France. The competition began to be called “Kangaroo” because of its Australian origin. Very quickly, it spread throughout Europe, and presently over 6 million students throughout the world take part. In September 2012 a nice article was published in EMS Newsletter by Prof. Gregor Dolinar, the President of Kangourou Sans Frontiéres, where one could read about history, present and future of the competition worldwide.
The vision of promoting greater commitment to the study of mathematics through the use of interesting problems and positive reinforcement also reached the United States. In 1998, Maria Omelanczuk, a trained mathematician and educator, began with a Math Kangaroo competition at the Sobieski School in Chicago. She continued to promote the competition in collaboration with the school until 2003. At that time, yearly participation in the contest increased to the point that Mrs. Omelanczuk, together with Izabela Szpiech and Joanna Lasek, formed a not-for-profit charity organization, Math Kangaroo in USA, NFP, specifically to deal with organizing and promoting the competition in the US. Since 2003, the competition in the US has been handled by this charity organization. The organization also helps students prepare for the competition by making available problems from the previous years. Participation continues to grow. For recent number please see our Results pages.
Math Kangaroo is an international competition. Not only has it spread from country to country, but the various countries in which the competition takes place work together each year on choosing the problems for the contest. It also takes place at the same time throughout the world. However, the results are not compared between various countries, and prizes are awarded by the national organizers of the competition.


Audio math teacher (pink/white)
Electronic cute pocket-sized children’s audio math learning aid during play, fun and excitement to learn math, which responds with sound in English to correct or incorrect math tasks. A toy in the form of a cute children’s desktop calculator. Children love to imitate adults and pick up children’s calculator for learning mathematics. With the children’s calculator, children practice learning basic mathematics (and indirectly also English) in a fun way. Say goodbye to boring learning methods and bring learning to children in a way that is interesting, fun, easy and enjoyable. The joy of learning new things and encouraging achievement from an early age.
Advantages of using an audio math teacher: mental calculation, training and developing the brain, strengthening the knowledge of numbers and mathematical knowledge, practicing logical abilities, training calculation, several teaching models of planned mathematics learning, the effect of learning mathematics is doubled, different ways of learning mathematics increase children’s learning interests, games with equations are easy to remember, digital games are interactive and interesting, indirect learning of English.
Features of using the audio math teacher: 2 million questions, setting the available time to answer the questions, listening to the calculation process, number games, real-time checking of calculations, comfortable buttons, silent operation, indirect English learning.
Number games: memorizing the sequence of numbers (15 seconds to memorize the sequence of numbers), finding the differences (listen to the question and spot the different numbers), finding the pattern (observe the pattern of numbers and find the next one).
Reading calculation aloud: addition, subtraction, multiplication, division (smartly asking and confirming questions, encouraging the child to answer questions, smartly correcting when the answer is wrong, flashing the correct answer).
Determination of available time for answering questions: free time setting (5 or 10 seconds or no time limit, difficulty gradually increases), silent training.
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