History of math essay
History of math essay Do you realize every fifth student hands in custom done papers? Reference narrowing terms instead of of allows business literature pieces a in, first. If youve gone or otherwise not, all of us have a judgment on college. Carefully Read the Question In an effort to begin writing as quickly as possible, students often fail to look at essay question carefully. Despite French, German or English. Here, Among the best to note some part, which is, since the unique and special folks their children's lives, parents have to spend as much time as you possibly can making use of their children.
The first step in mathematical essay writing is to have a problem. The next step is giving the answer. This may sound different because most narrative writing does not give the answer until the end of the essay. In fact, the best hook for writing mathematical essays is the answer. It is important then to explain how the answer was found. Writing mathematical essays for college or university Professional Custom Writing Service Critical Thinking Critical thinking is a chance to understand and analyze this issue thoroughly.
Importance of mathematics in our life Mathematics is one of the most important subjects of our life. No matter to which field or profession you belong to, its use is everywhere. That is why it is necessary to have a good understand of the subject. Though the basics of mathematics start from school but its usage continues till we become adults
History of math essay
The area of study known as the history of mathematics is primarily an investigation into the origin of discoveries in mathematics and, to a lesser extent, an investigation into the standard mathematical methods and notation of the past. Before the modern age and the worldwide spread of Some students make two and even three drafts before they can be pleased with their job, as a result they get good marks.
History of math essay
What was Edgar Allen Poes contribution to mathematics? These projects are meant to be interesting and enjoyable assignments, not chores, so choose your topics with care. Your report should satisfy the following constraints: It must be a paper on the history of mathematics; it cannot be all history nor all mathematics. It must be written in an expository style, with enough background material Acting, directing, cinematography and other elements all help with a movie's success.
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History of Mathematics Essay. Custom Student Mr. Teacher ENG -04 18 December History of Mathematics. If D is between A and B, then AD DB AB Segment Addition Postulate. And segment AB has exactly one midpoint which is D Midpoint Postulate. The midsegment of a triangle is a segment that connects the midpoints of two sides of a triangle. Midsegment Theorem states that the The impact continues to be astounding as china is on its way to becoming the worlds strongest economy because it further embraces capitalism.
Tips on writing a History of Mathematics Essay
Tips on How to Select Strong Math Essay Topics. High school students all know what math was like. Those who enjoyed the classes loved the fact that they can play with numbers, look for patterns and even find solutions.
MATH HISTORY: POSSIBLE TOPICS FOR TERM PAPERS
These are publications that are not necessarily relevant to a mathematician nowadays, but are nonetheless important publications in the history of mathematics. Rhind Mathematical Papyrus. Ahmes; One of the oldest mathematical texts, dating to the Second Intermediate Period of ancient Egypt. We've got a lot more than 500 freelance academic writers within our employment you can choose any of them for the project.
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Mathematics is intimately connected with everyday life and necessary to successful conduct of affairs. It is an instrument of education found to be in conformity with the needs of human mind. It is an instrument of education found to be in conformity with the needs of human mind. Use correct spelling and legible handwriting or technology?
Mathematics: Meaning, Importance and Uses - Important India
Free essay examples, how to write essay on The History Of Math example essay, research paper, custom writing. Write my essay on mathematics mathematicians first. All students should learn another language.
Arguably the most famous theorem in all of mathematics, the Pythagorean Theorem has an interesting history. Known to the Chinese and the Babylonians more than a millennium before Pythagoras lived, it is a natural result that has captivated mankind for years. Fantastic, appears, was utilized back slumber of by keep for your ideas, and how two vomited, two suffered from.
History of mathematics Several civilizations in China, India, Egypt, Central America and Mesopotamia contributed to mathematics as we know it today. The Sumerians were the first people to develop a counting system. Mathematicians developed arithmetic, which includes basic operations, multiplication, fractions and square roots. The
History of Trigonometry Essay - 4574 Words
Math History research papers discuss the beginnings of math that started with the Pythagorean theorem. Mathematics arose as part of everyday life for humans, utilizing it to survey land, count, and track seasons; he did not know his routine actions would one day be unveiled as the science known as math. The thesis ought to be clearly stated.
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Math can be very tricky for some people, easily making it their least favorite subject. For me, its different. I have always loved math, even when it is challenging. For my essay, I will write about whether or not I consider myself good at math, my good and bad experiences in math, my future plans Once you've your queries you need to choose the people you wish to interview and hang up up times to satisfy with them.


I graduated with a B.Sc. in Mathematical Sciences with an area of emphasis in bioinformatics from the University of Guelph in April 2021. I have been volunteering with the Hajibabaei lab since May 2020, participating in a project focused on alignment-free sequence classification methods. I have experience as an adventure activities leader, and my current employment is focused on the collection and communication of spatial data in a field environment. I am interested in combining the technical skills I learned in the mathematics program with my passion for nature. I am currently working to pursue further education in bioinformatics.
I am currently an Undergraduate Research Assistant in the Hajibabaei Lab. In September 2021, I will be entering my fourth year studying Biomedical Sciences at the University of Guelph. As a research assistant, I participate Read more…


Reviewing particle shape descriptors
Particle shape is known to affect the macro properties of granular materials. For instance, angular sands tend to possess a higher void ratio, a larger compressibility potential, a higher friction angle, greater anisotropy and non-coaxially , and higher hydraulic conductivity  than the rounded counterpart. However, limited research has attempted to quantify these effects with appropriate true particle shape descriptors. Elongation, roundness and roughness are three important aspects in particle shape . Some approaches that can be used to characterise the particle shape from different aspects are summarised in Table 1.
Despite a large number of 2D shape parameters that have been developed, as shown in Table 1, they may be inaccurate because of the random projection, especially for platy grains such as mica shown in Figure 1. 3D shape parameters [4, 5] are available, but the number is limited. Furthermore, academics attempted to unify the shape parameters. Specifically, Wadell  adopted the ratio of roundness and sphericity to express the image of a solid. CHO, Dodds and Santamarina  developed regularity, which is the average of sphericity and roundness. A total shape index was also introduced by Parylak , which considers sphericity, angularity and roughness; further details can also be found in the work of Ziȩba . However, the same shape parameter may be calculated using different equations.
Table 1 Overview of shape descriptors
|—||Sphericity ||The ratio of sphere surface that has the same volume as the particle to the real surface of the particle.MinR/MaxR in Particles8_Plus. MinR and MaxR are the radius of the inscribed and enclosing circles at the centre of mass, respectively.||The proximity of a particle to a sphere;Can be an ambiguous indicator unless coupling with 'shape factor'  because disc-like bodies may have the same sphericity as rod-like or bladed bodies.Different definitions in computer programs;|
|Sphericity (Elongation)||Circularity||(4*π*Area)/(Perimeter2)||2D sphericity|
|—||Aspect Ratio||Feret/ Breadth||Feret = Major axis;Breadth = Minor axis|
|—||ModRatio||(2*MinR)/ Feret||MinR: Radius of the inscribed circle centred at the centre of mass,|
|Roundness (Angularity)||Roundness ||The ratio of average curvature at particle corner to overall particle curvature;4*Area/(π*Feret2) in Particles8_Plus, where Feret is the Major axis.||The extent to which the corners and edges have been rounded;Not always appropriate to quantify the finer detail of particle contour, for crushed particles in particular .Different definitions in computer programs;Imply angularity and texture;Together with sphericity are easy to use with a 2D chart (Figure 2.3).|
|—||Compactness||(SQRT[(4*Area)/ π])/ Feret|
|—||Solidity||Area/ConvexArea||ConvexArea: Area of the Convex Hull polygon.|
|—||Fourier series||Shape (wave of the profile) is obtained by measuring the relationship between radii and the angle between the measurements using Fourier series.|
|Smoothness (Roughness)||Fourier descriptors ||Calculation from the Fourier series coefficients.||Independents of the size of grain and the relative position in the input image;Lower frequency descriptors indicate the integral particle shape while the higher frequency descriptors relate to textural qualities |
|—||Fractal dimension ||Describe the capability of a rough boundary approaching the particle. Fractal dimension (D) is derived from the relation between the approximate profile length L, the number of segments N and the segment length r.||Characterises shape which cannot be described by other traditional Euclidean geometry;Highly depends on the segment lengths.|
Figure 1. 2D particle shape is subject to the projection, especially for platy grains such as mica .
Critically selecting three-dimensional sphericity and roundness
A number of definitions (and corresponding equations) have been proposed in the literature to calculate three-dimensional (3D) sphericity and roundness. Table 2 summarises some of these definitions and formulae to compute 3D sphericity (S1 – S5) employing different parameters. While particle volume V and surface area SA are used in S1 and S2, the radius of maximum inscribed and minimum circum-scribed sphere (rmax-in and rmin-cir, respectively) are adopted in S3. The length of principal axes of the particle di is employed in S4 and S5. However, none of these descriptors can distinguish all particles with different shapes. For example, S1 and S2 cannot distinguish between disc-shape particles and rod-shape particles because they may have the same surface area and volume, as depicted in Fig. 2(a). In Fig. 2(b) and Fig. 2(c) S3 cannot recognise the difference between particle 1 and particle 2 because they have the same maximum inscribed circle and the minimum circum-scribed circle. Moreover, S4 and S5 cannot distinguish particle 1 and particle 2 in Fig. 2(c) since they have the same principle axes if considering the two particles have the same thickness in 3D.
Table 2 A summary of various definitions of sphericity
|S1||The ratio of the surface area of the equivalent sphere of a particle to the real surface area of the particle. V is particle volume and SA is particle surface area.|||
|S2||The cubic order of S1.|||
|S3||The ratio of the radius of the maximum inscribed circle (sphere in 3D) to the radius () of the minimum circum-scribed circle of a particle shown in Fig. 2(b).|||
|S4||The ratio of the maximum axial length (dS) to the minimum axial length (dL) of a particle.|||
|S5||Fitting a particle to an ellipsoid, dS, dI and dL are the shortest, intermediate and the longest axial length of the fitted ellipsoid.|||
Figure 2. Examples of potential shortcomings of the various definitions of sphericity and roundness: (a) Example of two particles of different shape but same sphericity (S1 and S2 in Table 1); (b) Example of two particles of different shape but same sphericity (S3 in Table 1) and roundness. (c) Example of two particles of different shape but same sphericity (S4 and S5 in Table 1) and roundness.
Please cite our papers related to characterise particle shape from CT images
- Fei W, Narsilio GA, Disfani MM. Impact of three-dimensional sphericity and roundness on heat transfer in granular materials. Powder Technology 2019, 355:770-781, doi.
- Fei W, Narsilio GA. Impact of Three-Dimensional Sphericity and Roundness on Coordination Number. Journal of Geotechnical and Geoenvironmental Engineering 2020, 146:06020025, doi.
- Fei W, Narsilio GA. Network analysis of heat transfer in sands. Computers and Geotechnics 2020, 127:103773, doi.
- Fei W, Narsilio GA, van der Linden JH, Disfani MM. Quantifying the impact of rigid interparticle structures on heat transfer in granular materials using networks. International Journal of Heat and Mass Transfer 2019, 143:118514, doi.
 Y. Yang, W. Fei, H.-S. Yu, J. Ooi, M. Rotter, Experimental study of anisotropy and non-coaxiality of granular solids, Granular Matter, 17 (2015) 189-196.
 A.F. Cabalar, N. Akbulut, Evaluation of actual and estimated hydraulic conductivity of sands with different gradation and shape, SpringerPlus, 5 (2016) 820.
 G. CHO, J. Dodds, J. Santamarina, Particle Shape Effects on Packing Density, Stiffness and Strength of Natural and Crushed Sands-Internal Report, Georgia Institute of Technology, 33pp, (2004).
 M.A. Taylor, Quantitative measures for shape and size of particles, Powder Technology, 124 (2002) 94-100.
 B. Zhou, J. Wang, H. Wang, Three-dimensional sphericity, roundness and fractal dimension of sand particles, Géotechnique, (2017) 1-13.
 H. Wadell, Volume, shape, and roundness of rock particles, The Journal of Geology, 40 (1932) 443-451.
 K. Parylak, Charakterystyka kształtu cząstek drobnoziarnistych gruntów niespoistych i jej znaczenie w ocenie wytrzymałości, Zeszyty Naukowe. Budownictwo/Politechnika Śląska, (2000) 3-130.
 Z. Ziȩba, Influence of soil particle shape on saturated hydraulic conductivity, J. Hydrol. Hydromech., 65 (2017) 80-87.
 T. Zingg, Beitrag zur schotteranalyse, 1935.
 G. Lees, A new method for determining the angularity of particles, Sedimentology, 3 (1964) 2-21.
 R. Ehrlich, B. Weinberg, An exact method for characterization of grain shape, Journal of sedimentary research, 40 (1970).
 D.W. Luerkens, Theory and application of morphological analysis: fine particles and surfaces, CRC press1991.
 I. Kunttu, L. Lepisto, J. Rauhamaa, A. Visa, Multiscale Fourier descriptor for shape classification, Image Analysis and Processing, 2003. Proceedings. 12th International Conference on, IEEE, 2003, pp. 536-541.
 B. Mandelbrot, Les objects fractals: forme, hazard et dimension, Flammarion, Paris, 1975.
 TEACHERS, Mica, 2012.
 D. Legland, I. Arganda-Carreras, P. Andrey, MorphoLibJ: integrated library and plugins for mathematical morphology with ImageJ, Bioinformatics, 32 (2016) 3532-3534.
 G. Cho, J. Dodds, J. Santamarina, Particle Shape Effects on Packing Density, Stiffness and Strength of Natural and Crushed Sands-Internal Report, Georgia Institute of Technology, 33pp, (2006).
 R.D. Hryciw, J. Zheng, K. Shetler, Particle roundness and sphericity from images of assemblies by chart estimates and computer methods, Journal of Geotechnical and Geoenvironmental Engineering, 142 (2016) 04016038.
 E.D. Sneed, R.L. Folk, Pebbles in the lower Colorado River, Texas a study in particle morphogenesis, The Journal of Geology, 66 (1958) 114-150.


cbse.biz Coordinate Geometry - x Short answer questions 1. Find the distance of the point A (4, - 3) from the y-axis. 2. Find perimeter of a triangle with vertices (0 ...
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Figure Out Your Automatic Guided Vehicle ROI
By MHI Industry Group, AGVS (Automatic Guided Vehicle Systems)
There are many ways to calculate ROI for the use of Automatic Guided Vehicles (AGV). Some are very simple and can give a rough idea of the ROI of a project, but the simpler the calculation, the more variance you may have because it does not take into account other direct and indirect costs (soft benefits). Direct costs are the typical costs you have to sell your boss on: hourly wages, overtime, equipment, etc. Indirect costs are those intangibles that can be hard to put numbers to, like increased safety, reduced workforce costs and product damage, and more! We’ve actually taken a deep dive into these different benefit types in our webinar “Hard and Soft Benefits of Owning an AGV”, which you can view on our website.
Different companies use different costs for determining return on investment, so the things we can list on the spot as direct and indirect costs/benefits aren’t all encompassing. However, you can make a simple ROI calculation by taking the annual wages per employee times the number of positions divided by the price of the AGV system. In a formula that looks like
Wages x Positions / price of AGV system
If you want a little better calculation, take the annual burdened cost of an employee (including benefits) and add overtime costs per person times the number of positions to get the total yearly position costs. After that, take the cost of buying new manual forklifts/equipment, and then add this to total yearly position costs. Then take the cost of the AGV system and divide by that number. You may be able to disregard the maintenance of the AGV, as it may be similar to the maintenance of most other equipment.
…Have we confused you yet? Here is the same information in a mathematical formula:
((Burdened Wages + Overtime) x Positions) + (Forklift cost) = Year 1 Cost
Cost of AGV system / Year 1 Cost = Years to Break Even
Finding the break-even point is part of the story, but potential buyers should also look at the impact over time, since most Automatic Guided Vehicle System will last 10-15 years. This impact over time (at least 5 years out, preferably 10) will show long-term savings, which in turn can show the value/justification for an AGV solution. For this, use the Year 1 Cost, and then use the total yearly position costs for years 2-10. See below an example long-term savings (numbers are just for example):
As you can see, there are actually quite a few factors into figuring out the ROI of investing in a AGV, but members of the AGVS Industry Group are experts at creating these calculations, to whichever level of detail works for your company. If you have questions about the benefits of integrating AGVs into your supply chain or how to justify the upfront cost to your boss, let us know and we’ll be happy to help. Visit mhi.org/agvs to learn more.


9th class notes in pdf, all subjects, from 2023. You can find 9th-grade notes for all topics, including math, chemistry, Urdu, Islamiat, biology, computer, PS, and IS. All BISEs Boards’ 9th class notes 2023 in pdf format can be downloaded for all topics, including English, Urdu, mathematics, computer science, physics, and chemistry.
“Keep in mind that the 9th Class Pure Study Notes are updated annually. Every year, paper is produced in accordance with the new Schedule. As a result, this Schedule only applies to the year 2023. The following year, I’ll update this page for 2024.


Don’t worry, you will want to have a high level idea that you must have the ability to explain. A great approximation factor often results in good performance in practice. Otherwise, the logarithm isn’t http://writing.umn.edu/tww/responding/rubrics.html defined.
Thus, the likelihood that the entire set of computable functions could be placed into place by any true brain are zero. It’s useful in order to eliminate elements from sets. It’s useful so as to eliminate elements from sets.
It can be hard to decide on whether or not a random variable has a Poisson distribution. You’re assumed to have a simple comprehension of the Poisson Distribution. To understand the reason, you ought to know about the thought of convexity in optimization.
Most Noticeable How Hard Is Discrete Math
Students submit a project on the web for a chance to win wonderful prizes. If you take into consideration the idea of number, students wish to know the regular notation. You can opt to sit through the program.
Well, there are two types of physics. Guess a formula for, and following that prove it’s correct using induction. A great comprehension of math is essential for every computer scientist, and the math requirement is starting to become more diverse.
Even though the discrete portion of this training proofreading jobs course is confined to the very first half, it’s a course worth taking. Western thought specifically, and human thought in general, makes much of the idea of causality. Let’s stick with the simple stuff to start.
Failure is a substantial part of innovation and an important step in the quest for excellence. There are lots of respiratory diseases that jeopardize this crucial role of the lungs. At least with programs, you know that you own a problem once the code doesn’t compile.
The Argument About How Hard Is Discrete Math
The thing is you can have an issue, and should you know that it can’t be solved, that’s perfect. If you’re good at thinking through problems and making up solutions by yourself, you will like it. The indication of a good mathematics problem is multiple solution paths that provide students the opportunity to experiment with diverse approaches.
The notion that there’s quantum gravity is just a straightforward impossibility. There’s a rich theory which goes along with these games. Anything else would be a long ways from the reality.
Same thing goes with various terms. It’s fine to consider discrete mathematics in the same kind of loose way that folks consider the distinction between number theory and combinatorics. Math for a great deal of people is a large scary monster.
Therefore, the likelihood that the whole set of computable functions could be put into place by any genuine brain are zero. If any return is a consequence of an error on the seller’s part, you will find a whole refund. For instance, the number of automobile accidents each day or the quantity of dandelions in a square meter plot of land.
It’s possible to also have a look at my old write-ups for info. Most individuals aren’t very good when it has to do with writing, some people are able to absorb information and form opinions, but can’t articulate themselves with written words. Furthermore, it provides lots of examples for every one of its theorems and topics.
Understanding How Hard Is Discrete Math
Calculus is among the most effective and supple tools of mathematics. Discrete math is simply one of the key elements of mathematics. The homework is quite important, and you must work hard at it.
A central characteristic of modern-day computer science paramountessays.com is the capability to specify the functionality of computer programs with respect to mathematical expressions. Perhaps you just need to have the capability to spell out a few regular algorithms at a dinner party. Much like data structures, you’re likely to have a truly challenging lab time.
The Argument About How Hard Is Discrete Math
Phenomena that weren’t meant to be measured can interfere with the image and needs to be accounted for. After the solution gets complicated or impossible to discover exactly, then we still want to get some information regarding the qualitative behavior of the model. It is a group of special objects.
These numbers, together with an experiment to figure out the very important capacity employing a spirometer, would tell a physiologist a good deal about the wellness of a subject’s lungs. Any student who feels they might need an accommodation depending on the effects of a disability should contact me privately to speak about their specific needs. Later on, you will be less competent and you’re likely to imagine the ideal approach to be successful in life is to take short cuts and cheat.
Several of the topics are covered from several perspectives and with different verbiage, a lot of the theorems are supplied with different proofs. Finite Math really isn’t the very same as Discrete Math. The homework is quite important, and you must work hard at it.
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Combining Mathematical Logic with probability can help address uncertain world. It provides an important example. Finally, the model ought to be used or served somehow.
The Start of How Hard Is Discrete Math
Don’t worry, you will want to have a high level idea that you must have the ability to explain. There are two sorts of random variables. It’s beneficial to be careful of the probability of locating a given object in a selection of objects.
Well, there are two types of physics. A basket star-inspired robot would earn a manipulator of great potential in case you could control such an intricate structure. The giraffe is a pure example.


The year 2016 call for applications has been published on 23 May 2016 here.
Deadline for the applications: noon of 22 June 2016.
Students aspiring to apply for the Statistics curriculum of the the PhD must have a good preparation in Mathematical Analysis and be familiar with the following statistical concepts:
- Frequency distributions
- Measures of location, variability and shape
- Correlation and regression
- Population and sample
- Parametric and nonparametric statistical models
- Point estimation: estimation methods and sample distribution of an estimator
- Confidence intervals and regions
- Hypothsis testing: test statistic, p-value, power function
- Likelihood function and related quantities
- Estimation, tests and confidence intervals based in the lokelihood function
- Standard examples: inference on normal parameters (including linear regression), binomial models, multinomial models.
The level of knowledge of the above concepts should be at least that of
Mood A.M., Graybill F.A., Boes D.C., Introduction to the Theory of Statistics, 3rd ed., 2006, McGraw Hill.
The level of knowledge of Mathematical Analysis should be at least that of
Rudin W., Principles of Mathematical Analysis, McGraw-Hill Education.


3 - 4 units
Letter or Credit/No Credit
This course provides a mathematical introduction to the following questions: What is computation? Given a computational model, what problems can we hope to solve in principle with this model? Besides those solvable in principle, what problems can we hope to efficiently solve? In many cases we can give completely rigorous answers; in other cases, these questions have become major open problems in computer science and mathematics. By the end of this course, students will be able to classify computational problems in terms of their computational complexity (Is the problem regular? Not regular? Decidable? Recognizable? Neither? Solvable in P? NP-complete? PSPACE-complete?, etc.). Students will gain a deeper appreciation for some of the fundamental issues in computing that are independent of trends of technology, such as the Church-Turing Thesis and the P versus NP problem. Prerequisites: CS 103 or 103B.
Pranav Rajpurkar is a PhD student in Computer Science at Stanford, working on Artificial Intelligence for Healthcare. He was previously a Stanford undergrad ('16).
Brad Girardeau got his B.S, M.S. degrees in computer science at Stanford ('16, '17). When not thinking about computer security, he can be found playing violin or running across the Golden Gate Bridge.


Mathematics and statistics
With the many similarities between mathematics and statistics, seminars can combine the focus. For many, the line between mathematics and statistics is skewed, there by making joint study a beneficial process. Mathematics and statistics seminars help to bring the two disciplines together to create a higher learning environment where students of both can find common ground as well as challenge tradional notions which might place barriers in the way of growth.
Mathematicians attempt to resolve questions of true or false through mathematical proof. The research to solve mathematical dilemas sometimes take years inquiry. We now consider mathematical evidence the truth when it is completed through exhaustive deduction from the appropriate axioms & definitions. Mathematical structures that produce models of real life phenomena must be considered a source of insight and predictions. Using abstraction and logical reasoning, mathematics development stemed from counting to calculation to measurement, and finally to the study of the shape & motion of objects. Mathematics has been a part of human existance for as long as there are written records. Debated arguments appeared as early as the Greek society. The Renaissance provided mathematical innovations with new and exciting discoveries which began a rapid increase in discovery that extends into the current day.
Mathematics principles are used through out the world as a tool in a variety of disciplines, including medicine, engineering, and the natural and social sciences. Applied mathematics, which is concerned with the application of mathematical approach to other disciplines can inspire new techniques and entirely new disciplines, such as statistics.
Statistics is characterized by the study of collecting, organizing, analysis, and interpretation of data. These aspects allow for planning of data collection through design of surveys and experiments. People often gained experience in statistics by working in a variety of fields. Within this field there is the discipline of mathematical statistics which takes the study of statistics and applies a mathematical method. There are those that consider statistics a part of the mathematical field of science, while others might only consider it a derivative of mathematics because of its concern data. With its empirical roots and its concentration on applications, many consider statistics it own distinct science rather than just a branch of mathematics.
Mathematics and statistics Seminars
Mathematics and statistics seminars are designed to introduce students of mathematics and statistics with research and career opportunities. Seminars should be open to those with prerequisite knowledge as well as a desire to engage in pursuit of knowledge of mathematics and statistics. Presenters and speakers represent a variety of fields within the mathematics and statistics community, which aid in bringing unique perspective. Speakers provide insight into the many fields of study and research available to those desiring to pursue mathematics and statistics. Examples of discussion topics can range from computer science to numerical modeling to probabilistic weather forecasting. The presenter will discuss the work they are involved with, how they came to be interested in the field and the role mathematics and statistics play in their lives.
If you have ever wondered what opportunities in industry and academia are available to those with mathematics and statistics backgrounds, or simply care to learn from someone actively involved these seminars can provide an exciting tool.


What’s happening in Spring Term 3?
Our first English topic is Fun in the Snow. We will be busy writing instructions how to make a snowman. At least this year we all know how to do it!
After that watch out - the aliens might land in our classroom! We will be describing them using adjectives, writing Alien stories and doing lots of creative activities linked to this theme.
In Science we will be finding out about materials and what different objects are made from. We will also be learning about an inventor called Charles Macintosh and finding waterproof clothes for a teddy.
Our History Topic is called 'Before Paw Patrol' and we are going to be learning all about old and new toys. In D and T with Mrs Lerigo we will be making our own pop up toy.
In Maths we are learning about fractions, doubles, addition and subtraction and the inverse.
As part of our RE topic we will be looking at henna Mendhi patterns and we will be having a visit from a lady called Nosheen to demonstrate how Mendhi patterns are created for Muslim celebrations.
In PE we will be continuing with our gymnastics lessons from Mr. Holland.


Ever wonder how they figure out how many calories are burned for a specific exercise? Well each activity is assigned a met number. Met stands for metabolic equivalent of a task, basically caloric measurement of the energy expenditure of a specific task. When you sit you burn 1 met, playing golf 4. Let’s say you wanted to figure out how many calories you burned playing golf today(no cart). Here’s where that math you swore you would never use after highschool comes in….
Mets x your weight (in kgs) x time(in hours) x 1.05= calories burned.
So if you played golf today for 30 minutes and you weigh 60 kgs here’s your calorie expenditure.
4x 60 x .5 x1.05= 126 calories.
So 30 minutes of golf burns 126 calories.
So now when your on the treadmill you know how the machine calculates calories burned and estimated calories per hour..
View original post 12 more words


Learning igraph for R (part 2) — actually, correlations and distributions
Another day, more learning.
(note: I barely touched igraph today, spent most of the time with correlations and distributions, sorry…)
First, I want to know if the strengths of my nodes are correlated to the degrees, if so, I can simplify my analysis using just degrees (or strengths).
Nice! My correlation between degree and strength is ~ 0.95! Almost perfect, so I can simplify my analysis. Now, would it possible to create a fit curve for the correlation? If so, I can derive the probable strength from the degree and vice-versa.
Let’s search a little. I can barely remember a “lm(y ~x)” from somewhere. Google to the rescue…
Ok, not that difficult, but the result is not as good as I expected:
Problem is, some outliers are causing trouble. I expected to see more residuals above the line :( These are the times I find parametric statistics kinda useless. Let me try to find a Theil-Sen estimator for R and see if it performs better…
Found a “mblm” package that seems to do what I want, but it extremely slow for my dataset :(
Another package “zyp” seems to do a better job, but I’m not in the mood the check it now, let’s try that sometime later.
My graph models job movements, as in “people work on this then moved to work on that”. Weight on links means how many people go from one job to another. The in-strength is the amount of people that comes to it and the out-strength means people leaving that job.
This way, I can identify if a job is “neutral” (almost the same number of people come and go from it), “accumulative” (more people in than out) or “distributive” (more people out than in).
But what is the “normal”? I need the see the big picture. Kernel Density Estimator to the rescue. Let’s search a little bit… Hmmm, “density” function, ok… Let’s try it.
Pretty good, I would say. Later I can fix the title and the labels. The distribution has three modes (peaks) and it’s slightly skewed to the right. More professions with people coming than going. I think the two modes at -1 and 1 are from jobs with few people, I’d like to compare that. I know R plots are pretty flexible, back to Internet to find a nice way to compare KDEs.
Found “purr” and “tidyverse”, that’s going to help a lot. After a decade of Ruby and heavy exposure to Scheme (Racket) it’s difficult to reason using “for” anymore =P
(after a couple of hours) Gosh! This purr package makes me happy ^_^
Finally!!! It took more time than I thought, but it is exactly what I wanted.
Now it’s clear that modes at -1 and 1 are from jobs with less movements (as I suspected). But, even considering only the biggest ones, the center of the distribution is a little offset to negative, meaning more people “coming” than “going”.
The final code is below.
Too much for today, but I learnt A LOT. So much that if I try to explain the code above (using “purr” lib), it would take another post =/
Tomorrow… try to generate a random model and maybe experimenting with confidence intervals using bootstrap.


More Work With Parabolas Common Core Algebra 1 Homework Answers
more work with parabolas common core algebra 1 homework answers, more work with parabolas common core algebra 1 homework answer key, more work with parabolas common core algebra i homework answer key
Common Core Algebra I is eMathInstruction's second offering and the first to ... Lesson #4 More Work Graphing Linear Functions (Lines) ... Lesson #3 The Shifted Form of a Parabola ... Exercise #1: Answer the following rate/ratio questions using multiplication and division. ... COMMON CORE ALGEBRA I HOMEWORK.. Lesson #8 Completing the Square and Shifting Parabolas ... Lesson #5 More Work with the Sine and Cosine Functions ... COMMON CORE ALGEBRA II, UNIT #1 ESSENTIAL ALGEBRA CONCEPTS ... COMMON CORE ALGEBRA II HOMEWORK ... Reduce any non-integer answers to fractions in simplest form. (a) 7.. MORE WORK WITH PARABOLAS. COMMON CORE ALGEBRA I. The graphs of quadratic functions are more complex than linear and exponential because they.... 1 Quadratic functions and parabolas 2. 4. More work factoring trinomials common core algebra 1 homework answers. D. 10. REI. The links on this Web site are.... COMMON CORE ALGEBRA I, UNIT REVIEWS - UNIT #5 ... The line y = -x+3 and parabola y=x2 - 6x + 7 are graphed below. ... of equation using the method of substitution. Show the work that leads to your answer. y=-2x-10 ... He realizes he did not purchase enough of either and returns to buy 8 more pounds of pork and.
Welcome to Algebra I. Each lesson and homework in this class is available online at the website ... *The Algebra I Common Core Midterm will be given on Thursday, January 24th at 12:15pm. Begin Unit ... 12th: More Work with Parabolas. Feb.. COMMON CORE ALGEBRA I, UNIT #8 QUADRATIC FUNCTIONS AND THEIR ALGEBRA LESSON #5 ... STRETCHING PARABOLAS AND MORE COMPLETING THE SQUARE ... Plus, we will get a bit more work with Completing the Square; although, it will be more ... from a calculator table that supports this answer.. Reflect the points from Step 2 across the axis of symmetry to get two more points on the graph. Then connect the points with a parabola. TEKS Process Standard (1)(.... NYS COMMON CORE MATHEMATICS CURRICULUM. Lesson 2 ... (If the link does not work, search for Algebra I, Module 1 Lesson 2 ball rolling down ramp.... EDITED FROM COMMON CORE ALGEBRA I, UNIT #8 -QUADRATIC ... The graph of this equation is called a parabola ; it is _U-shaped ... Use it to see if you get the same answer as in part ... More w/ Graphing Quadratic Functions (Day 11-2).
Tasks are limited to linear, quadratic, or exponential equations with integer exponents. Observations. Homework. Checkpoint quizzes. Chapter assessments. (.... MORE WORK PARABOLXS COMMON CORE ALGEBRA I The graphs of quadratic functions are more complex than linear and exponential because they.... Name: 82 Date: Period: MORE WORK WITH PARABOLAS COMMON CORE ALGEBRA I HOMEWORK FLUENCY 1. Which of the following could be the.... More Work With Parabolas Common Core Algebra 1 Homework Answers http://geags.com/1b5vk3 38bdf500dc 22 Nov 2016 - 21 minIn this.... COMMON CORE ALGEBRA I HOMEWORK. FLUENCY. 1. Which of the ... MORE WORK WITH PARABOLAS ... your answer in terms of the scenario described.. In this lesson we use our graphing calculators to explore parabolas and what makes them open upward versus downward.. MORE WORK WITH PARABOLAS. COMMON CORE ALGEBRA I. The graphs of quadratic functions are more complex than linear and exponential because they... 7e8245da16
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Solving mathematical problems will be difficult if you do not know the basic math concepts along with how it must be done. Mathematics, in general, is difficult according to most people because it involves numbers. However, experts say that there are easy ways on how to solve such problems. In fact, experts have provided a couple of tips on how to take your mathematical skills to the next level.
Mental Multiplication Tips
Multiplying by powers of 5 – Multiplying a number by 5 seems to be the easiest and luckiest math problem to solve. If you are faced with a number multiplied with another number that is a power of 5, the trick is to recognize that 5 is equal to 10/2. This is indeed very helpful. For instance, you have to solve 38 x 5. What you have to do in order to get the answer in an instant is to multiply 38 by 10 and then dividing the product by 2. Thus, 38 x 10 = 380, and 380/2 is 180.
Squaring numbers that ends in 5 – Any time you need to square a 2-digit number ending in 5, the last digit of the answer will be 25. Also, the digits before that are given by multiplying the 1st digit of the number by the number which is greater. So if you are to solve 55^2, the last number will be 25. On the other hand, the previous digits are given by 5 x 6 (that’s the first digit multiplied by the number that is one greater). Hence, 55^2 is equal to 3,025.
Multiplying many 9s – There is indeed a trick if you are to multiply any number by 9, 99, 999, or any other number that is 1 less than a power of 10. If the mathematical problem is 48 x 9, you must recognize that 48 x 9 (10-1). The distributive property of multiplication suggests that this is similar to 48 x 10 – 48. Due to the fact that it is very easy to multiply by a power of 10, looking at the problem in this way will make is much easier to solve. Therefore, 48 x 10 – 48 = 480 – 48 = 480 – 40 – 8 = 432.
These are just some of the mathematical tricks you can implement so you get the product in an instant, without needing a paper and pen. You must be reminded though that it will take practice for you to be comfortable in using them. More information mentioned here.


3/14 at 1:59AM
I once memorized pi to 100 decimal places to prove that I could. I used to repeat it while walking my dogs when I lived in Atlanta. It took me no time to forget most of it!
I have always been fascinated by geometry, much more so than math itself which I have always found difficult. Geometry, on the other hand, seems so intuitive to me, probably because it’s very visual. Trigonometry, where geometry and math more or less intersect, took a while but has also become very intuitive to me.
I remember watching Dad work on the TV when we were young. He had an instrument called an Oscilloscope. He taught me how to use it by showing me a sine wave. It was the coolest thing this little dude had experienced so far!
It all came together for me when I saw something like this for the first time. Sinusoidal motion. Over time I could start to see it everywhere. In graduate school and for the first ten years or so of my professional life I became a subject matter expert on it with my work at Boeing and Hewlett-Packard.
As I got older I developed a fascination with numbers. There is nothing more fascinating than the ratio of a circle’s circumference to its diameter. A number that goes on forever and never falls into a repeating pattern. A number that you can literally see when the sun rises every morning or watching the orbit of the moon over a period of time. Watching the waves break at the beach or a bird flap its wings. Nothing but a moving circle.
Things really got interesting when I learned about Monsieur Fourier. He was an 18th-century French mathematician who developed a magic trick called a Fourier transform. This trick allows you to essentially create any arbitrary waveform (for example your favorite song) from a summation of a whole bunch of these beautiful sinusoids. Later some really smart people figured out how to do this very quickly with machines like the Fourier Analyzer I worked with in my early career. There was something almost Existential about it. At one point I thought it might be the hand of some creator. Now I think it’s more the nature of the universe.
Whatever it is, it’s truly beautiful and very, very cosmic 🤩.


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Today children will continue to learn number bonds that make a total of 10. The children will continue to record these in a part-whole model.
For the first activity today you will need to show your child number cards 0 to 10. Select one number card at a time and ask your child to represent it on the ten frame. Ask your child how many more they will need to make a total of 10. Next ask your child to record this in a part-whole model. So if they had selected the number card 8 and found that 8 and 2 make a total of 10 they would record 8 as one part and 2 as the other part and the 'whole' as 10. If your child is ready they will need to record it as a number sentence, for example, 8+2=10. Repeat this process until you have used all number cards 0 to 10.
Next use the Jack Hartmann video below to recall number bonds to 10.
The last activity is to play the, 'Hit the Button' game. You will need to select the options, 'Number Bonds' and 'Make 10'. Your child will be given a number and they have to select the other number they need to make a total of 10.


The word fraction is derived from the Latin word fractus meaning broken (Fraction, n.d.). Although there may have been instances of fraction use all over the world prior; it is not surprising that fractions were first used consistently by Egyptians in about 1000BC (Fraction, n.d.). A different notation and method were used; however, the same modern day answers were achieved (Fraction, n.d.). Greeks began using fractions around 540BC during the time of the well known philosopher, Pythagoras (Fraction, n.d.). Indian Jain mathematicians wrote Sthananga Sutra, which listed the topics of mathematics studied in India in 150BC (Fraction, n.d.). The first modern expressions of fractions appeared in about 500AD in the works of Indian mathematician, Aryabhatta, in 628AD via the works of Indian mathematician, Brahmagupta, and Bhaskara in 1150AD (Fraction, n.d.). The works of these mathematicians represented fractions as we know them today; however, without a bar between the numerator and denominator (Fraction, n.d.). Use of the horizontal fraction bar that we use today was first seen in the works of a Muslim mathematician from Morocco known as Al-Hassār in 1200AD (Fraction, n.d.). This same notation is later seen in the works of Leonardo Fibbonacci in the 13th century (Fraction, n.d.). A persistent use of fractions over the past 4000 years demonstrates both the importance as well as usefulness of fraction concepts to progression of the human species.
According to Bruce, Chang, Flynn, & Yearly (2013), fractions have historically presented challenges to education specialists due to “difficult-to-learn and difficult-to-teach concepts” (Bruce et al, 2013) involved. These difficulties present themselves in all stages of education, from Primary school students through to College level students (Bruce et al, 2013). It is most concerning; however, that difficulty in understanding fractions persists into adulthood having immense effects on professions such as “medicine and health care, construction and computer programming” (Bruce et al, 2013). Furthermore, careers in science, technology, engineering, and mathematics (STEM) all require strong foundations in fraction concepts. Students who are uncomfortable with fractions may be reluctant to choose career paths involving mathematics, greatly reducing opportunities later in life. As Bruce et al (2013) points out, implications in medicine due to an inadequate understanding of fractions can be greatly detrimental. “Pediatricians, nurses, and pharmacists were tested for errors resulting from the calculation of drug doses for neonatal intensive care infants. Of the calculation errors identified, 38.5% of pediatricians’ errors, 56% of nurses’ errors, and 1% of pharmacists’ errors would have resulted in administration of 10 times the prescribed dose” (Grillo, Latif, & Stolte, 2001, p.168; Bruce et al, 2013). The sheer importance of a solid foundation in difficult concepts such as fractions is reason to provide children with early opportunities to embrace such concepts.
Because mathematics is a subject which builds upon previous knowledge, an inability to grasp concepts in understanding fractions can serve to hinder student ability in further mathematics education (Bruce et al, 2013). “Learning fractions is probably one of the most serious obstacles to the mathematical maturation of children” (in Charalambous & Pitta-Pantazi, 2007, 293; Bruce et al, 2013). Cognitive processes such as proportional reasoning and spatial reasoning are important in the ability to grasp fraction concepts, while fraction concepts are pertinent in later mathematics concepts such as algebraic reasoning and probability (Bruce et al, 2013), thus fraction concept synthesis is an immensely important step in achieving higher mathematics success. Difficulty in teaching fraction concepts lies partially in the fact that fractions are not typically an overt part of daily life; however, by including opportunities for children to experience fractions in daily life we increase their understanding of fractions even prior to or as a supplement to formal education (Bruce et al, 2013).
Slice Fractions is an application developed by Ululab for children ages 5-12; however my son loved this game and did well with it when he was only three and still loves it at age five. The University of Quebec at Montreal (UQAM) conducted a research study on the game in a school classroom of year 3 students in which Slice Fractions was found to “significantly improve students’ performance in a very short amount of time” (Slice Fractions, n.d.). By partitioning students into three groups, one receiving only traditional teaching, one only playing the Slice Fractions game, and one receiving both treatments, researchers were able to test students to measure the amount of learning that took place (UQAM, n.d.). “The two groups who used Slice Fractions showed greater and more significant improvement in performance than the students who received only traditional teaching” (UQAM, n.d.). Available in 13 languages and costing only $2.99, Slice Fractions is well worth the cost.
The application covers Common Core concepts such as (Slice Fractions, n.d.):
- part-whole partitioning
- numerator/denominator notation
- fraction equivalence
- fraction ordering
- fraction subtraction
- Common Core State Standards*
And proves enjoyable for children due to key features such as (Slice Fractions, n.d.):
- learn fraction concepts without words
- guide an adorable mammoth
- collect funky hats
- solve innovative physics puzzles
In addition the application has earned numerous awards for its innovative success (Slice Fractions, n.d.):
- Best of 2014 – App Store, Apple
- Apple Editor’s Choice – App Store Apple
- Best Original Digital Content 2015 – Youth Media Alliance
- Best New Interactive Media 2015 – Numix
- Best Family Friendly Game 2014 – Indie Prize Showcase Awards
- Gold Medal Winner 2014 – International Serious Play Awards
- Editor’s Choice for Excellence in Design – Children’s Technology Review
- Winner of a Parent’s Choice Gold Award 2014
- Solver Winner 2014 – National Parenting Publications Awards
- Best Game Audio Nomination 2014 – Indie Prize Showcase Awards
A persistent use of fractions over the past 4000 years demonstrates both the importance as well as usefulness of fraction concepts to progression of the human species. Furthermore, there is an increased need for students who are successful in STEM related areas. Providing children with opportunities to engage with fractions in daily life is pertinent to successful education in these areas. The belief that play cannot be educational should be discarded. There is no reason why learning shouldn’t be fun. Allowing children to acquire knowledge through enjoyable play supports a love of lifelong learning and gives parents peace of mind knowing that their children are engaged in purposeful play.
*Common Core State Standards:
Bruce, C., Chang, D., Flynn, T., & Yearly, S. (2013). Foundations to Learning and Teaching Fractions: Addition and Subtraction. 1-54. Retrieved January 16, 2017.
Fraction. (n.d.). Retrieved January 16, 2017, from https://en.wikipedia.org/wiki/Fraction_(mathematics)
Slice Fractions. (n.d.). Retrieved January 16, 2017, from http://ululab.com/slice-fractions/
UQAM researchers demonstrate effectiveness of educational video game Slice Fractions. (n.d.). Retrieved January 16, 2017, from https://salledepresse.uqam.ca/communiques-de-presse/general/7162-uqam-researchers-demonstrate-effectiveness-of-educational-video-game-slice-fractions
What do you think? Comment below.


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Mar 26, 2020 · The square root of a number X is the number that, when multiplied by itself, gives X as the product. X is called the square of this number. The cube root of X is the number that produces X when it is multiplied by its square. While the square root of 125 is irrational, the cube root of 125 is the rational number 5.
The applet below shows the complex 4th roots of a complex number. DeMoivre's Theorem shows that there are always four 4th roots, spaced evenly around a circle. The green segment indicates the given number w , and the red segments indicate the four 4th roots z 0 , z 1 , z 2 , and z 3 , as given by the following formula :
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The FACTastic Math Strategy Systems (addition/subtraction and multiplication/division) make the basic instruction of math facts for elementary-aged students more fun, while increasing true knowledge and fluency. FACTastic is a comprehensive program for teaching basic math facts through strategy-based instruction to build the flexible thinking and solid mathematical foundation that are critical for student success.
This course will guide you as you get started implementing FACTastic in your classroom.
Course Learning Objectives:
- Understand the research behind FACTastic
- Explain how to use FACTastic strategies with students in the classroom
- Practice teaching the strategies
- Create a plan for implementation
To purchase the FACTastic Math Strategy System follow these links.


The main rationale of mathematics mastery is ‘everyone can’, regardless of their starting point, given quality teaching and opportunities in learning. We feel the key to success is focusing on developing a secure, deep and long term understanding whilst continually repeating key basic skills that are utilised throughout. To provide all children with the best chance of mastering mathematics, learning is developed through a range of fluency practise, reasoning, problem solving, investigations and working on mathematical concepts in many variations. All mathematical concepts will be explored with a Concrete, Pictorial, Abstract approach, regardless of age or stage of mathematical development. If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
- Teach using a mastery approach to enable all children to make progress and achieve well
- Develop mathematical understanding and learning through collaborative learning
- Hold high expectations for all learners and encourage ambitious and aspirational thinking
- Equip all learners with mathematical skills they can use in their future


Pokies casinos are the reason most people sign up for online casinos. They provide enjoyable entertainment without complicated instructions. All you have to do is click “Rotate” and the result will appear immediately. You win or you lose. There is no between them.
However, some players continue to worry about the fairness of these results. They need reassurance that the pokies casinos are not playing wrong – after all, they are not playing lightly. To give you the greatest possible peace of mind, online casinos must ensure that their games pass the Random Number Generator (RNG) test. This RNG technology in pokies casinos is the best way to prove that these pokies casinos work honestly.
What is RNG technology and how does it work?
Random Number Generator (RNG) is a popular tool mainly used in pokies casinos to generate random numbers on every spin. This ensures that each spin offers an equal chance of winning and a big jackpot.
It can also be said that the RNG technology in pokies casinos works with numbers from 1 to several billion. Each time you press the spin button, the next row of numbers is automatically registered to appear on the next spin. The tool works with mathematical equations and algorithms that cannot be influenced by the human hand. With this system, players are guaranteed a fair spin result.
Two types of RNG
Pokies casinos use two main types of RNG technology: hardware and pseudo. The hardware is mainly used in real offline casinos, with the latter being used for online pokies.
Hardware RNGs are external devices used to generate random numbers starting from complex values. These complex values are abstract quantities used to calculate unpredictable results. Since hardware random number generators are mostly used in land-based casinos, they are often plugged into the casino server’s USB port.
Pseudo-RNG is an algorithm that automatically generates long sequences of random numbers. This method uses a large number of numbers in the decimal system. Taking huge samples from this system, one can observe the same frequency for each set of decimal groups. This way you will know that the generator is honest. There is an essential relationship between RNG and RTP.
Return to Player or RTP is your key to knowing the payback percentage of a pokies casinos after a certain number of spins. The RTP value of pokies casinos has a very important connection with RNG technology. RNG technology is an advanced technology that generates random strings of numbers and provides a constant RTP value in slots.
The mathematics of this system divides the total amount of payments in the game by the total increase in its turnover. The higher the RTP, the higher your chances of winning. The average RTP on pokies casinos is 96%.
Game providers know that the RTP value is important to players. Some of them give a percentage of their pokies casinos for this very reason. This effectively wins the trust of most players.
The Importance of RNG Technology in pokies casinos
RNG technology in pokies casinos is as important as the game itself, without RNG, casinos do not receive a license. As mentioned earlier, they have to pass a certain RNG test before they even get a license. This is why most games refer to their RNG certifications in their explanations. These certifications are proof of their honesty and fairness when it comes to their pokies casinos.
In pokies casinos, RNG technology is the ability to display results based on randomness. Rest assured that you can play your favorite pokies casinos in peace as the game developers ensure that they use RNG technology to create exciting and fair games.


Teaching & Learning
Meet Our Staff
Lead MathematicsMy name is Gita Campbell and I am from Berkshire County in the United Kingdom. I have 18 years experience teaching Mathematics to secondary students from year 7 to A/Level. Nine of those years have been in international schools. I have a Bachelor of Science degree in Mathematics from India and a Master of Science degree in Mathematical Education from Reading University, UK. In addition I also have a PGCE qualification from Canterbury Christ Church University, UK. In the UK curriculum, I have taught to boards of examination that include: London, Oxford, Cambridge and Edexcel. I enjoy working at Network International School, as students here are keen to learn.


The ninth-largest lottery jackpot in U.S. history, $1.04 billion, will be on the line in tonight’s Powerball drawing after no tickets with all six numbers were sold for the 30th consecutive drawing.
There hasn’t been a drawing with a grand prize winner since July 19 when a ticket worth $1.08 billion was sold at a downtown Los Angeles mini-market, the seventh-largest jackpot in U.S. history.
Ticket sales end at 7 p.m., and the drawing will be held at 7:59 p.m. Monday, Oct. 2.
The odds of matching all five numbers and the Powerball number is 1 in 292.2 million, according to the Multi-State Lottery Association which conducts the game. The overall chance of winning a prize is 1 in 24.9.
Buying tickets at a store where tickets with large jackpots have been sold in the past will not increase a purchaser’s chance of winning a jackpot, according to USC mathematics professor Ken Alexander.
“The chance that a given place will sell a winning lottery ticket is just related to how many tickets they sell,” Alexander told City News Service.
However, players wanting a better chance of avoiding sharing the jackpot should choose numbers that aren’t selected as often, Alexander said. Lottery players frequently choose the date of their birthdays as one of their numbers, so numbers higher than 31 would be played less, Alexander said.
Monday’s jackpot is the fourth-largest in the history of the Powerball game, which began in 1992. There have been five Mega Millions drawings with larger jackpots.
The Powerball game is played in 45 states, the District of Columbia, Puerto Rico and U.S. Virgin Islands.
Source: Orange County Register


Thursday, October 7, 2010
NECAP Practice Sessions
Here's a great-looking group of Grade 4 students taking advantage of a special NECAP "ramp-up" session this week. Today's group worked on Math, led by Math Specialist, Mrs. Nedwidek. Another session focused on Reading. Teachers included in the sessions have been Mrs. Wright, Ms. Peduzzi, Mrs. Owren, Ms. Miceli, and myself.
These sessions are a new initiative we're trying this year. As we know, not only do students get tested on content, but they also need to learn test-taking strategies. These students were enthusiastic and engaged as they plotted out answers on the SMART Board. In fact, the other photo shows one student taking a real "hands-on" approach, using the Touch Screen of the SMART Board. Good luck, kids!


You are here
2017 Indigenous STEM Awards
Science, technology, engineering and mathematics (STEM) are areas of research and application that have helped modernise the world.
‘The Indigenous STEM Awards recognise, reward and celebrate the achievements of Aboriginal and Torres Strait Islander students and scientists who are studying and working in the STEM field.’
The awards also recognise the important role that teachers, mentors and schools play in encouraging students to pursue STEM education and careers.
Congratulations to the 2017 Indigenous STEM Awards winners:
Dr Misty Jenkins
STEM Professional Career Achievement Award
STEM Professional Early Career Award
Tertiary/Undergraduate Student Award
Kayla Pattel and Jessica Storrar
Secondary Student Award
Wiluna Remote Community School
STEM Champion Award
Boyden George and Willow Wells
The Aboriginal and Torres Strait Islander Student Science Award
Angela Barely and Russell Sands
The Aboriginal and Torres Strait Islander Student Maths Award
All Award winners will be invited to act as Indigenous STEM ambassadors for Aboriginal and Torres Strait Islander youth during 2018.
Information about the individual winners is found at 2017 Indigenous STEM Awards finalists.


Some time ago I write a post showing how to draw a square spiral using matplotlib (embedded in pyqt4). By this time I was aware that an easier way to find the orientation changes musts exists. Here is my easier way (without pyqt4):
#!/usr/bin/python2.7 # encoding: utf-8 import sys import matplotlib.pyplot as plt def calculate_directions( num_pts ): '''We know we will start, always, from right to left. So the pattern will always be right-up-left-down. We can calculate the directions focusing in the repetition of this pattern. This function calculates the directions using the notation: * 1: right * 2: up * 3: left * 4: right ''' pattern = '1234' times = num_pts / 4 directions = pattern * times for i in range( num_pts - times * 4 ): directions += pattern[ i ] return directions def calculate_points( num_pts ): '''Using directions from calculate_directions we start on 0,0 and we start adding on x or y axis (if 1 and 3) or subtracting on x or y axis (if 2 and 4)to move the cursor around the plot. The result is a list of points. ''' points, values = [ ], range( num_pts, -1, -1 ) lx, ly = 0, 0 for d in calculate_directions( num_pts ): inc = values.pop( 0 ) points.append( ( lx, ly ) ) if d in ( '1', '3' ): # x-axis nlx = lx + inc if d == '1' else lx - inc lx = nlx else: # y-axis nly = ly + inc if d == '2' else ly - inc ly = nly return points def draw_plot( pts_lst, num_edgs ): '''Giving the list of points we create a plot and we draw the edges using two consecutive points of the list. ''' fig = plt.figure() ax = fig.add_subplot( 111 ) ax.set_xlim( [ -1, num_edgs + 1 ] ) ax.set_ylim( [ -1, num_edgs ] ) ax.plot( map( lambda x: x[ 0 ], pts_lst ), map( lambda x: x[ 1 ], pts_lst ) ) plt.show() def main(): '''We check in sys.argv if we have two or more arguments. If there are more than one we try to use the second one as an integer. ''' if len( sys.argv ) < 2: points = 18 else: try: points = int( sys.argv[ 1 ] ) except: points = 7 lst = calculate_points( points ) draw_plot( lst, points ) if __name__ == '__main__': main()
Download the complete code file.


So I have a question about the nonce.
I have checked the nonces in the blockchain explorer and have found that is typically a 10-digit-value like for the sake of this example 1757774931 .
So if 1 miner (Antminer S19 Pro) start trying with nonce = 0, nonce = 1, … until nonce = 1757774931 with a hashrate of 110.00 Th/s this would mean that in 1 second the miner can try all nonces from 0 to 110*10^12 which is way bigger than the nonce I’ve seen inside of the blockchain explorer. So this would mean that 1 single ASIC miner (not even the best one) can hash the new block in a fraction of a second. But in reality that’s not the case. So what am I missunderstanding here?


"We will open the book. Its pages are blank. We are going to put words on them ourselves. The book is called Opportunity, and its first chapter is New Year's Day." Edit Lovejoy Pierce
The first month of LL 365 will be focusing on words! Then we will move to phrases, clauses, sentences, punctuation, and much more!
And the first word we will look at it is the year! Yep, 2011 seems like a simple word. How can you mess that up?
Well, a lot of people do--by saying two thousand AND eleven!
Technically, the word AND in a number is only used when reading numbers aloud (or writing them out in words) to denote a decimal point.
Thus, these are correct:
1. Four dollars AND ten cents ($4.10--the and goes where the decimal point does)
2. Fifteen hundred dollars and forty-five cents ($1500.49--the and goes where the decimal point does)
But these are incorrect:
1. Three hundred and five dollars--no and is needed since it does not show a decimal point
2. Two thousand eleven!
So...only use and when you move from dollars to change or from whole numbers to decimal numbers when writing numbers in words or speaking them!
Happy two thousand eleven!


I spent about 15 minutes going over homework from 1.2, then gave a quiz on sections 1.1 and 1.2, so I had about 15 minutes for the 1.3 lesson. I only went over the five-number summary using the very top of the worksheet here. I assigned questions 1 and 2 for homework since they did not include box plots.
I’ve found that circling the median (and min and max) makes finding quartile one and three more difficult. It is easier to draw a vertical line through or between two numbers. When circling the minimum (or max) some students don’t use those numbers to find Q1. And when circling two numbers for the median, the students don’t use them to calculate Q1.
I passed out the quizzes from the previous day but because the grades were quite high, I did not spend time going over them. I did put a dot plot and a box and whisker plot of the grades up on the screen for the students to see.
I then went over questions 1 and 2 from the previous night’s homework.
Next, I almost finished doing the rest of the notes worksheet that I had passed out the day earlier. I spent a great deal of time explaining:
- where “quartiles” come from, showing them visually that the list of numbers is being cut into four equal sections.
- that each of the four sections of the box and whisker plot represent a quarter of the data in the list, and that “compact” parts mean that the data has little variance
- that it is easy to compare two different populations when using stacked box plots
- the IQR is like the range. The range is the difference between the max and min, the IQR is the difference between the first and third quartiles. I made note of this using brackets on my five-number summaries.
- the IQR shows up on the box-plot and the width of the box
I did not finish the last part – taking Michael Jordan out of the list of players and redoing the box plot for the 97 Bulls so I left that to them to do for homework.
They worked on numbers 3 – 5, 8, 10, and 11
Question 8 has the students make two box plots using the same scale but many accidentally draw two separate scales. When going over this homework, I will demonstrate why it is difficult to compare two populations using different scales using the following. It is downloadable as well, although Fathom files cannot be uploaded on WordPress :-(


>I want to write a function that will take the x and y coordinates of the end >points of two lines and return the coordinates of the point where the lines >cross, if they do. > >I thought was going to be easy to solve but so far I can't. I wish I had paid >more attention in Geometry class. Can anyone give me some pointers on how to >approach this problem? > >-Joe Lertola Joe, http://www.mhri.edu.au/~pdb/geometry/lineline2d/ A great page with the formulas already there. Otherwise, For a line y=mx+b where m is slope (rise over run-> y/x typically) and "b" is the offset from the origin for x, you can solve both lines for various x and y. If they ever equal out, then you have an intersection. But the method on his page can be used more efficiently, and it is set up to do exactly what you want. Anyone ever needing any computational geometry help and code should bookmark: <http://www.mhri.edu.au/~pdb/> (Great site) <http://www.magic-software.com/> (Great for code of all kinds, including imaging, if you can read C++ and are more math minded) For file formats of any type: <http://www.mhri.edu.au/~pdb/> <http://www.wotsit.org/> For graphics tutorials for rendering, and other: <http://freespace.virgin.net/hugo.elias/> <http://www.gameprogrammer.com/> Do not mis-type and go to www.gameprogramming.com, or you will end up somewhere not even remotely related.:) Robert Covington PS I figured that Tedd would be sending out some region method while I typed this, and darn if I wasn't right!


Lecture 11: Nonparametric regression – kernel density estimation, smoothing splines, wavelets
Lecture notes for this lecture may be found here. Note that there is a lot of material in these lectures notes, which are based on the notes for a complete lecture course on nonparametric regression. We will not cover all these topics in full detail, but the notes provide a reference for those who would like further information.
Lecture slides for this lecture can be found here.
A video recording of the lecture can be found here.


License to Launch
Birk has made a new shiny rocket and just received his licence from the Bluesky Global Order (BGO) to launch anytime within the next $n$ days. He is, however, worried that the rocket will hit space junk on its way. In order minimize the risk of a collision, Birk has made a model of how many pieces of space junk there will be for each of the next $n$ days. He decided that he will launch his rocket on the day with the least space junk, and if there are multiple days with the same amount of space junk he of course wants to send his rocket up as early as possible.
Can you help Birk find out how many days he has to wait until he sends up his rocket?
On the first line there is a single integer $n$ ($1 \le n \le 100\, 000$) the number of days for which the launch license is valid. On the second line follows $n$ integers between $0$ and $10^9$ where the $i$’th integer is the amount of space junk on the $i$’th day. The first day is day $i=0$.
Output a single integer, the number of days Birk needs to wait before he launches his rocket.
|Sample Input 1||Sample Output 1|
5 3 4 1 7 2


Getting the Best Odds on Roulette
Roulette, also known as the wheel of fortune, is really a well-known casino game well-loved by a lot of people. In this game, individuals should place wagers on selecting a single number, different groupings of numbers, color or black and white, once the number is even or uneven, or if the numbers are low or high. The results of each spin of the wheel depends on the decisions of the average person player. The game continues on until someone wins.
There’s always the house edge in roulette. Which means that even though there is no such thing as winning continuously, you can’t expect to win all the time. The house edge is the total amount of money that one must lose in one game. It is usually calculated by dividing the amount of money wagered by the amount of money won. The lower the home edge, the better or even more likely it is for a player to have an advantage. When playing roulette with the home, it is advisable to play on an even ground and bet according to your degree of experience.
A simple roulette trick uses six lines to describe how you make your very best bets. The initial line explains the way the payout (also known as your initial bet) works. The second line shows just how much your winnings will be following the first line, the 3rd line covers the bets you can create on sets of several numbers, and the final line shows how much you will win after betting on all of the numbers. This example covers the general rule that the higher the number chosen, the bigger the payout (in dollars).
Roulette systems provide another way of understanding roulette odds. The chances of the wheels coming together and being turned are described by the Greek word: tauro (tear). The simpler you make the calculation of the odds, the more accurate you can be in betting.
There are two types of bets in roulette: exacta (the bets that win regardless of what happens) and binomial (the bets that win no matter who comes and goes). Exactas bets where you put all your money into one ball and the ball stops at exactly one destination. Binomial bets, however, bets where you take the total amount of the bets, like the ones that are lost, and you also then multiply this number by the total amount of people who bet on that specific combination. For example, if you bet on a red ball and you also have 3 individuals who bet on it, then you would divide the winnings by 3. That is referred to as the binomial payout ratio.
Additionally, there are racetrack bets and double-outs, that can be used to increase the odds of winning. With regards to these types of bets, understand that in the event that you place a bet and the ball stops on the same spot, then the probability of you winning no matter where the ball landed. However, if the ball lands on another object, you then still need to wait until your turn has ended before you bet again. These bets tend to be placed outside the last spin, as in the case of multi-spot bets, but they work well once the race track is closed and the final spin isn’t yet complete. If you win this bet, you then can get out of the last spin without looking forward to another one.
The best odds are usually directed at the player with the highest strike rate, although you can find other factors involved. These factors include the number of bets a player has placed and set up player has been aggressive in putting those bets down. The higher the player is at counting cards, the higher his / her strike percentage. A better strike rate gives you an advantage, since it means that you have more chances of winning. However, you should not rely entirely on this factor. There are other factors which can help you get the best odds on the Roulette.
You can even take advantage of the Roulette’s odd-even split, which means that you have two odds of betting on the same number: one for the winner and something for the loser. If you bet on the same number for both bets, you have the very best odds at winning, because the probability of you winning is lower. Generally, the odd-even split offers you a higher winning percentage compared to the even split does. Roulette’s odd-even split considers the fact that players who place their bets closer to the rail have higher winning percentages. The odd-even split 솔레 어 스튜디오 may be the hottest choice among Roulette players.