Lesson Plans for the Weeks of April 7, 2014 through April 25, 2014
Grade 6 STEM
Monday, April 7, 2014 A Day
Monday Morning Meeting Protocol
Tuesday, April 8, 2014 B Day
NYS Math Prep- Students will review for the upcoming NYS Math TEST
Coordinate Plains- Review X and Y axis and plotting coordinates
Wednesday , April 9, 2014 C Day
NYS Math Prep- Students will review for the upcoming NYS Math TEST - Formulas for Area of Rectangle, Triangle, Parallelogram, Squares,
Independent Study- Science Pages 66-69 Key Terms and Concepts
Thursday, April 10, 2014 D- Day
NYS Math Prep- Students will review for the upcoming NYS Math TEST - Review Area formulas focus on triangles area.
Independent Study- Science Pages 66 - 69 Key Terms and Concepts Due Assessment
Friday April 11, 2014 April 20, 2014 - Spring Break
Monday , April 21, 2014 E Day
Monday Morning meeting Protocol
NYS Math- Review- Surface Area
Pages 66-69 Erosion
Tuesday, April 22, 2014 F- Day
NYS review PEMDAS order of operations.
Science Independent Study - Pages 72- 90 Water Erosion Key Terms Concepts
Wednesday April 23, 2014 A Day
NYS Math Review - Volume ( Length x width x height)
Science Indpendant Study Pages 72-90 Water Erosion Due Thursday
Thursday, April 24, 2014 B Day
NYS - REVIEW - Multiplying fractions . Dividing Fractions using the multiplicative inverse.
Science Independent study Due 72-90
Friday, April 25, 2014 C Day
Trash Bot Assignment introduced by Mrs. Kuhn
Students will create a trash bot out of recycled materials design must represent an ancient culture from ancient history. Must construct a Robot, Visual and Presentation
Assessment Pages 72 - 90 S/w Demonstrate knowledge of Water Erosion on Assessment.


How much is 1 million Dollars in Rupees right now? Convert 1 Million USD to INR at real market exchange rate. Free Currency Converter in 2021
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How much 1 million in rupees and 1 billion in rupees.
Ten million rupees is about 197,451 US dollars. ... 300 crore is equal to how much in American dollars?


The “4th Strathmore International Mathematics Conference” was held in Strathmore University, Nairobi, Kenya, during the week of June 19 – 23, 2017. It was preceded by pre-conference schools, which took place on 19th and 20th June 2017. These were flagged off by a welcome address from the Acting Dean of the Institute of Mathematical Sciences (IMS), Ferdinand Othieno.
The Conference was officially opened by the Vice Chancellor, Strathmore University, Prof. John Odhiambo on June 21st, 2017. The theme of the conference was: “Enhancing Collaborative Research in Mathematical Sciences”. The conference was later closed by the Vice Chancellor on June 23rd, 2017.


3 edition of Algebra and trigonometry, with analytic geometry found in the catalog.
Algebra and trigonometry, with analytic geometry
Karl J. Smith
|Statement||Karl J. Smith.|
|LC Classifications||QA154.2 .S553 1987|
|The Physical Object|
|Pagination||viii, 568 p. :|
|Number of Pages||568|
|LC Control Number||86006088|
What is a good book on basic high school math (algebra, geometry, trig etc.)? I want a book that presents mathematics in a rigorous manner and with emphasis on creativity rather than memorization. If it comes with a lot problems to work on, so much the better (since I want to study it on my own). Algebra and trigonometry with analytic geometry. Item Preview remove-circle Algebra., Trigonometry., Geometry, Analytic. Publisher PWS-Kent Pub. Co. Borrow this book to access EPUB and PDF files. IN COLLECTIONS. Books to Borrow. Books for People with Print :
Algebra and Trigonometry with Analytic Geometry by Earl Swokowski, , available at Book Depository with free delivery worldwide/5(51). Algebra and trigonometry with analytic geometry by Earl William Swokowski; 11 editions; First published in ; Subjects: Algebra, Textbooks, Geometry, Analytic.
Expertly curated help for Algebra and Trigonometry With Analytic Geometry. Plus, get access to millions of step-by-step textbook solutions for thousands of other titles, a vast, searchable Q&A library, and subject matter experts on standby 24/7 for homework Edition: 13th Introduction to Algebra and Trigonometry provides a complete and self-contained presentation of the fundamentals of algebra and trigonometry. This book describes an axiomatic development of the foundations of algebra, defining complex numbers that are .
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View step-by-step homework solutions for your homework. Ask our subject experts for help answering any of your homework questions!In this book, the first eight chapters include the subjects usually treated in rectangular coordinates.
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Welcome to our class web page. Read and find out about the things we do in Room A120.
Our NWEA Schedule for this week is as follows:
Scott's Math - January 14th from 12:50 to 1:50
Harpring's Math - Jaunary 16ht from 12:05 to 1:50
Cowden's Math - January 18th from 12:05 to 1:50
Language Arts - Tuesday January 15th from 9:55 to 11:05
Reading - Tuesday January 22nd from 9:55 to 11:05


A few decades ago, the entire student body and all of Gaynor’s staff would fit on just a few school buses for the annual apple-picking trip to Demarest Farms. This year, nearly 400 students and over 130 teachers, staff, and specialists piled on 11 (eleven!) school buses for the trip to Hillsdale, New Jersey.
Stephen Gaynor School’s math curriculum is based on the three-pronged Singapore Math approach which includes concrete (hands-on), pictorial (visuals), and abstract (symbolism). No area of elementary mathematics is as mathematically rich, cognitively complicated, and difficult to teach as fractions, ratios, and proportionality.
Learning to write is challenging for all students but is particularly difficult for students with language-based learning difference. Head teacher Jane Moskowitz illustrates Gaynor’s approach to not only teaching writing but getting students to learn to love it.
A pioneer in special education, Stephen Gaynor School is an independent Pre-K, Lower, and Middle School for bright students with learning differences. Founded in 1962, Stephen Gaynor School provides a highly individualized educational program in a rich, rigorous, and nurturing environment in which students gain the skills and confidence necessary to learn, grow, and reach their full potential.


These tables give the best known upper bounds on T´(w1,n1,w2,n2,d) for all parameters such that n1+n2 is no greater than 28 and all even d up to 14, except in trivial cases where the exact values of T´(w1,n1,w2,n2,d) are known; see [1, Theorems 22-23]. Note in particular that the tables do not include bounds for n1 > n2, because T´(w1,n1,w2,n2,d) = T´(n2-w2,n2,n1-w1,n1,d).
The tables are organized according to the minimum distance: d=4, d=6, d=8, d=10, d=12, and d=14. Superscripts denote the theorem number in  by which the upper bounds were obtained. Please report updates or corrections.


With the school days winding down, the kids are getting antsy. So when that happens, I pull out the Box Cars activities. Today's fun is called "Word Shapes". This game has the students rolling letters and trying to build words. But they need to be strategic! The slots are shaped for tall, small, and fall letters and the student must think about words they know and if certain consonants can be found at the beginning or the end. Middle slots should be saved for vowels . . . but not always.
First the students are divided into pairs and given a 30-sided dice with vowels, consonants and four wilds. We got ours from BoxCars and One-Eyed Jacks but you could also have the kids pull letters from a bag.
The students take turns rolling (or pulling) and write a letter in the appropriate box, depending on the shape. Once a letter is placed, it cannot be moved. The first student to make 3 words, WINS!
Here's the FREEBIE!
Click on the image below for your very own set of this game. Just in case you can't get your hands on the 30-sided dice, I also included a set of letter and word cards. You may want to make the consonants blue, the vowels red, and the wilds green. I copied the Word Shapes sheet out on colorful paper and laminated. The students use a dry-erase marker to complete the activity.
And last week, I finally decided how I wanted to use the Sandwich Coasters I found at Dollar Tree (thanks to Krista at The Creative Chalkboard). I used Avery labels to give each ingredient a money value. I kept the amounts easy to calculate, for now.
Bread: 25 cents
Ham: 75 cents
Bacon: 75 cents
Swiss Cheese: 50 cents
Cheddar Cheese: 50 cents
Lettuce: 50 cents
Onion: 25 cents
Tomato: 50 cents
I partnered the class up and gave them a dry-erase board and a set of ingredients and told them they would be working in a sandwich shop today. To take the sandwich shop idea even further, you may want to provide aprons and food-prep gloves for the class as they make the sandwich!
The rest is simple. Give the class an "order". They need to make the sandwich and calculate how much it will be. Here are a few shots of what my kids were doing to figure out how much each sandwich would cost.
I just LOVED how this group combined prices to make a $1.00 to make adding everything else up easier.
After the kids get comfortable, you could tell them that the customer only has a certain amount of money to spend. Their job is to come up with sandwich combinations that total that amount.
That's all for now!


This tutorial will demonstrate how to calculate the Exponential Rolling Average in Excel and Google Sheets.
The Exponential Moving Average calculates the moving average of a subset of data points where each data point has weights assigned to them in such a way that the weights decrease exponentially as the data points go farther from the current value. In this article, we will look at how to calculate the exponential moving average.
Exponential Moving Average Formula
The k-data points exponential moving average (EMAk ) is calculated using the formula:
where xcurrent is the current data value;
EMAcurrent and EMAprevious are the current and the previous exponential moving averages, respectively; and
k is the desired number of periods.
Calculate Exponential Moving Average in Excel
Background: The closing prices of Apple Inc. stock on NASDAQ for the sixteen trading days from 2nd to 23rd May 2022 are shown in the table below. Calculate the 3-days and the 5-days exponential moving averages (EMA) for the stock prices.
Calculate the 3-days EMA. Initialize the EMA by setting the first value of the dataset as the initial value of the EMA. So, enter the first closing price as the first EMA. That is, the first value of the 3-days EMA is the closing price of May-02 which is 157.96.
Next, calculate the 3-days EMAs using the formula stated above and the number of periods of 3-days, as shown in the picture below.
Autofill the rest of the column and you have the complete 3-days EMA column as shown below.
Next, calculate the 5-days EMA in a similar way as the 3-days EMA except that this time the number of periods is 5 days.
Autofill the rest of the column and you have the complete 5-days EMA column as shown below.
Exponential Moving Average in Google Sheets
Exponential Moving Average can be calculated in Google Sheets in a similar way as it is calculated in Excel as shown in the pictures below.


Kothari International School organised a ‘STEAM Fest’ for the students of G1 on December 28th,2022. STEAM is integration of Science, Technology, English, Arts and Mathematics to make learning fun. STEAM Fest provided an opportunity for the students to showcase hands-on activities in front of their parents.
Students welcomed their parents by singing a song, ‘It’s a beautiful day’. All the parents were mesmerized to see our talented students.
On the Science station, students demonstrated the concept of day and night with the help of a globe and torch. They also explained the concept of illusion through an activity. On the technology station, students confidently spoke about our Wifi campus, Cubetto class, ICT class, use of Google classroom and how to be a Safe Digital Citizen.
On the English station, students did an advertisement for ORGANIC products. On the Math station, our Matrix exponent did some shopping and showcased money combination to buy their favourite products. Students also gave a thrilling dance performance on the song, ‘Macarena’. Everyone participated in the event with full enthusiasm and zeal. It was a successful event and was appreciated by all.


Percentage Calculator Download is Ready
v1.1.1 (Updated Aug 05, 2017)
Percentage Calculator Description
App: Percentage Calculator
Dev: Handy Apps
APK Size: 6.68MB
APK SHA1: 072c434edeae45b5ee6ac724fbde9ee1b5fe049b
Updated on: Aug 05
Supports: Android 3.0.x and up
Percentage Calculator apk has been downloaded 0 times so far and 853 votes are casted to date. More details about Percentage Calculator can be found at https://play.google.com/store/apps/details?id=com.handyapps.percentcalc&hl=en&gl=us
This is the ultimate percentage calculator app!
Use Percentage Calculator to quickly calculate:
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Percentage Calculator can also be used as a tip calculator.
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ROCK YOUR CLASS MATH MINUTES - Interactive Comprehensive Reader
GRADES 1 to 10. Add engagement, subtract boredom, simplify learning, and multiply connections with the Rock Your Class Math Minutes. Each Rock Your Class Math Minute is a purposely designed springboard to get students reading, writing, listening, speaking and engaged in over 217 different math concepts. Swipe the QR codes to access the over 217 RYCMM videos! The RYCMMs come complete with a variety of student activity tools to engage students in personal discovery, meaningful explorations, and discussions about how each concept connects to their real worlds. Each book comes with one full year access to the Rock Your Class Math Minutes online drag, drop, and teach platform!
Click HERE for a full 72 hour preview of all the IC Readers for French, English, SEL, NBE, Math, Spanish, ESL, and more!


Yard Of Concrete Elegant
In certain communities batch concrete delivered goes for around 80 per cubic yard.
Yard of concrete. Calculate and the answer is 0 08 cubic yards for one concrete tube. Ready mixed concrete by the yard is good for. According to the table above one cubic yard of concrete placed at a thickness of 5 inches covers 65 square feet.
One cubic yard of concrete is equal to 2 03 short tons which costs an average of 50 to 75 per ton. Bags of concrete to pour the same slab. Then add 10 percent to allow for spillage and slab depth variations to help determine the concrete cost per yard.
The formula for cubic yards is this. Note that this calculation is the volume of your tubes only and does not account for any overflow or loss at the bottom of your tubes. The area of the driveway is 1 080 square feet 60 feet x 18 feet.
Multiply the length 10 ft by the width 10 ft by the depth 35 ft or 4 in and divide it by 27 the number of cubic feet in a cubic yard. In higher demand areas it can run as 150 or more per cubic yard. In a perfect universe our 1 080 square foot driveway will need exactly 16 62 cubic yards of concrete 1 080 square feet 65 square feet equals 16 62 cubic yards.
Multiply 0 08 x 50 4 total cubic yards of concrete for 50 tubes. All concrete is estimated in cubic yards one cubic yard 27 cubic feet. Foundation slabs for a house.
For reference a cubic yard of concrete which is 27 cubic feet will pour a 9 by 9 foot slab at a thickness of 4 inches. Concrete which is a mix of water aggregate and cement is most commonly sold by the cubic yard but is also available in pre mixed bags. Calculate the volume of your area after determining its shape see the examples below by multiplying it with the thickness of the concrete.
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Discrete Mathematics: An Open Introduction is now available to download for free or purchase for cheap. More information about this open source textbook can be found by clicking the link above.
This Spring (2016) I am teaching Supplemental Calculus (Math 130), Discrete Mathematics (Math 228) and Abstrac Algebra II (Math 322). Course materials will be available through Blackboard.
I have begun recording videos in which I work out some example problems. These can be seen on my YouTube channel: Mathematics Exemplified.
Since arriving at UNC, I taught Discrete Mathematics, Modern Geometry I, Abstract Algebra I and II, Calculus I and II and Topics in Calculus, as well as graduate courses in Logic, Graph Theory, Analysis, and Probability and Statistics. I have taught a wide variety of courses at Coastal Carolina University and the University of Connecticut as well. Course websites for most of those classes are available here.
My primary interests lie in effective algebra and combinatorics, computability theory, reverse mathematics, and mathematical logic. Effective algebra endeavors to understand results of algebra and combinatorics from a viewpoint of computability theory. My Ph.D. dissertation concerns the effective content of ordered fields. My thesis, along with some other papers I've worked on, are available on my research page
I enjoy using mathematical puzzles in teaching. I have started a collection of the best of these puzzles on what I'm calling the Math Puzzle Wiki. If you are a math teacher looking for a good extra credit problem, or simply a puzzle enthusiast, please check it out. You can even contribute your own puzzles or add to ones already there.


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Hexadecimal integer literal : (or a to f) to represent digits with values 10 to 15, Parsing and Formatting a Number into Binary:
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There are a few ways to represent negative binary numbers. The representation of unsigned binary fractions proceeds in exactly the same way as decimal
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30.11.2017 · Just as each digit in a binary number represents a different ‘power of 2’, these can go negative as well Can you represent this problem using Math?
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04.12.2017 · In Java SE 7, the integral types (byte, short, int, and long) can also be expressed using the binary number system. To specify a binary literal, add the
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07.12.2017 · Character Representation: ASCII, EBCDIC, and Unicode we need some way to represent characters as binary numbers This means that Java must create
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There are two following ways to convert binary number to decimal number: 1) Using Integer.parseInt() method of Integer class. 2) Do conversion by writing y
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When comparing a high-speed, cruise-power descent against a cruise-speed, reduced-power descent, there are a surprisingly large number of variables in the equation, all pulling in different directions.
On the one hand, descending at cruise power will guarantee a higher airspeed, but on the other hand it comes at the cost of a higher fuel burn. However, a higher airspeed will reduce the amount of time in the air, and thus overall fuel cost, right? What about true airspeed? True airspeeds are highest at cruise altitudes, and decrease approximately two-percent per thousand feet during the descent, which throws in an another dimension. So which method is truly more efficient?
Not having an infinite amount of money to perform airborne testing, I developed a mathematical model to test out descent profiles over time, taking into consideration variables such as airspeed variation and fuel burn. While it’s not a completely perfect simulation, it should give a rough estimate of expected performance, at least enough for comparison.
Common sense wins when it comes to descent planning. Flying a cruise-power descent at a fairly shallow average rate of descent of around 300 FPM will give you the shortest flight time at the cost of a slightly higher fuel burn. A middling descent rate gives you some time savings at little fuel cost.
Running this with some other starting points, it turns out that if you start your descent below 8000 feet or fly an aircraft having a difference in airspeed between cruise-power descent and cruise-airspeed descents of 30 knots or less, any savings were basically negligible.


The Isaac Newton Institute for Mathematical Sciences is an international research institute running a series of visitor programmes across the spectrum of the mathematical sciences. Established in 1992, the 350th anniversary of Newton's birth, the Institute itself has no direct historical links with Newton, but was named after him because of his great achievements in the fields of mathematics, optics, physics and astronomy.
At the Institute we are often asked about Newton's life and work. We do have a collection of books about Newton and Newton artefacts but they are purely for the benefit of our researchers. The Institute for Mathematical Sciences is fortunate in owning, through generous donations, a number of artefacts which not only enhance the interior and exterior of the building, but are of mathematical, historical and artistic interest.
The Institute is a private educational institution. If you wish to see a particular painting, please contact the collection.


Eigenvectors from Eigenvalues
In “Eigenvectors from eigenvalues: A survey of a basic identity in linear algebra” by Denton et al., the eigenvalue-eigenvector identity was (re)discovered. It can be rewritten in the following manner:
This project reimplements the formula in both MATLAB and C++, throwing in some mischievous comparisons to MATLAB’s eig function, which also produces the eigenvectors of a given matrix. This was provoked by commentary from Cornell University’s Professor A. Townsend during a Linear Algebra lecture, which pondered the idea that this formula may indeed be useful in cases where only a few eigenvectors are needed from large matrices. While I cannot think of such a case in practice, it was an interesting idea to play with.


I hate math.
No, hate isn’t a strong enough word. I detest anything having to do with numbers. The only thing worse than numbers is some sort of equation that uses letters too. That’s just wrong. But you know what’s great about math? There’s only one answer.
There’s no right answer with writing. I’ve been devouring books lately and I’ll be honest- there are some out there that are not so good. But some I’ve recently tried to read and have barely muddled through are amazingly popular. A few are on the New York Times Bestseller List and others have won awards- one even garnered the Pulitzer. So what if Oprah loves a book? That doesn’t mean I will.
Sometimes I wish writing a novel was more like math. Then someone smarter than me would be able to say, “Nope, you’ve so got this wrong. How many times can you drop a negative?” (I hate negatives. When will you use those in real life? NEVER!)
But it’s not.
You know the great thing about that? Writing is a numbers game. I might not have the right answer for everyone, but for someone out there (or a few someones- an agent and editor at least) I’ve got the right answer.
It’s just a matter of finding those people. And that’s what I intend to do.
Okay, smartass time. Sometimes, there can be two answers to a problem (hello quadratic formula 🙂 and sometimes the answer is infinity (hello limits), which is kind of troublesome. And, technically, if you're using those letter, variable thingamambobs then there are infinite answers… etc… sorry, couldn't help myself.
PS – Despite my math geek reversion, I like your mentality.
PPS — if it's on Oprah's list, it's pretty much off mine.
(Is that the way that expression is supposed to be used?)
I'm with you on this. Not that hating math– I don't mind math much at all, and sometimes I even kind of love it, when I know what I'm doing. But the writing part! and the finding the person for whom your book is the right answer!
Bane- Leave it to you to be a smartass. 🙂 I haven't read anything from Oprah's book club since she recommended The Good Earth. Since that was written in like the 1930's I thought it was exempt from Oprah.
Amalia- You can use Darn Skippy however you want around these parts. I only like math when I know what I'm doing. I made it through pre-calc, but seriously- that stuff is use it or lose it.
Dear sweet Jebus monkeys, I hated The Good Earth. Most Boring Book Ever.
Yeah, math is fun when there's only one answer. I never got into the complex maths that Bane's talking about, thankfully. I probably would've gotten crazy confused if that happened.
bane is definitely the smartass on this one!
I hate math, too, as should all writers. 😛 And for that reason, I am glad writing is not formulaic. I am also glad because I love lots of different kinds of books!
Writing Prompt Wednesdays today on my blog!
I've always liked Math – please don't hate me 🙂
I'm glad I'm not the only one who doesn't understand why some books become popular and win prizes!
the only thing i like about math is that (except for Bane's examples) there is only one answer. other than that, i'd rather work with words, even though they can become quite pesky when you try to arrange them for a story and you're wondering what is the very best arrangement.
Oh, girl, we are twins! I recoiled inside when I read your title – no, seriously. Bane's comment nearly sent me running to my room to hide beneath my covers, refusing to come out! 🙂
I’m with you on the math, and LOL my eyes glazed over at Bane's smartass rebuttal!
This reminds me of my son's theory that writing is like math, formulatic as in: (and I quote) "A-B+x+y+z=E… A is the protagonist, and B the antagonist. E can represent the environment, and x, y, and z the other missing elements. Okay, this sounds really oversimplified…" Ha!
The great thing about subjectivity is that it does offer us options. Good luck finding your match – you'll do it with your "I intend to do" attitude!
What's with all the math hate, ladies? As a lover of Egypt, Steph, I'd figure you'd be more into the math love… at least geometry (no proofs, though — those suck).
Very nice blog. I love the design and layout. And the content struck my heart. Math has always been my nemisis, but at least you know when you're wrong. (which for me has been most of the time) Unfortunately, when it comes to writing, no amount of practice, or reading, or writing groups, can assure a successful outcome. Wouldn't it be great if there was some kind of a blue print against which we could measure our words?
I never made it past Algebra 2. Barely made it there. I'm just not a math-brain type of person.
But you have a good point. Despite Bane's smashing the one answer thing in his first comment, we are subject to what seems like infinite answers in writing, and the odds seem impossible at times. However, statistically, if we hang in there, we'll get it eventually, right?
That's it. I'm going to go buy some monkeys and typewriters. They could probably crank out a bestseller sooner than I can.
Math is the creation of the devil. Little numbers and symbols are supposed to be mixed together to come up with more little numbers and symbols? It was always mystifying to me. Now, words I get. I love that idea of finding those people out there to whom your writing is the "right" answer. They do exist somewhere!
Math was always my favorite subject. Mainly because it's so exact, therefore, easy to learn. For me, anyway. Writing has been more of a challenge, but strangely, that's what I like about it. Always something new to learn.
Good luck finding "right answers"! 🙂
you've got my number! 😉


John Gibson is an Assistant Professor in the UNH Department of Mathematics and Statistics. His research concerns coherent structures in turbulence, very-high-dimensional dynamical systems, and scientific computation. Dr. Gibson is the primary developer of the channelflow.org open-source software system for computational fluid dynamics. His educational efforts center on promoting open software and courseware systems in science and engineering. Dr. Gibson holds a B.A. in Liberal Arts from St. John's College and a Ph.D. in Theoretical Mechanics from Cornell University. He is recipient of a 2015 National Science Foundation CAREER Award.


Using Lexipedia you can visually map out words and concepts in a clean and friendly interface. No more thumbing through a dictionary, or fumbling through a single-word search; with Lexipedia you can see related words, synonyms, antonyms and fuzzynyms. And best of all, it's absolutely free!
(mathematics) a set of elements such that addition and multiplication are commutative and associative and multiplication is distributive over addition and there are two elements 0 and 1; "the set of all rational numbers is a field"
the commercial exchange (buying and selling on domestic or international markets) of goods and services; "Venice was an important center of trade with the East"; "they are accused of conspiring to constrain trade"


Are you familiar with numbers? Yes?! Not just numbers, but Funny Numbers? The goal of the game is to remove all the Funny numbers from the playing field.
The game has two modes: BALANCE and SPEED. In the game BALANCE You need to erase all numbers equal to the Range. And in the game SPEED You need to clear the Board for 1 minute from all the numbers. In the game you will find Funny Bonuses: CELL-BOMB, DARK CELL, MULTIPLICATION CELL. Downloading Funny numbers, you really know what it is. Nice graphics and simple gameplay will surprise you.
The game can serve as an excellent digital simulator for both adults and young children.
Feature of game :
2 game modes
3 ” fun ” bonus
7 scenic backgrounds
table of the best players
tons of numbers
System requirements: PII-500 / 64MB RAM / 8Mb Video , Windows98/Me/2000/XP, DirectX 7.0
Unregistered game limitations: term of use, number of launches, game time


I am personally always a little dubious when the government picks a country and says “let us do it like them” largely because what is actually meant is “let us do this little bit like they do it there, but not the rest.”
Michael Gove is doing it again by suggesting the first wave of specialist maths free schools will be based on the Kolmogorov Physics and Mathematics School in Moscow, Russia.
If you have never heard of it, then you are with me, for I haven’t either, but according to the TES it is a boarding school for bright mathematicians.
The government announced in its Autumn Statement last year that it would be opening 16 specialist maths schools for 16- to 18-year-olds across the country over the next three years.
OK, only 16 schools but they all have to be equipped, and there is every chance that other schools will start copying them once their approach is revealed.
The chancellor, George Osborne, said that the new schools would aim to “give our most talented young mathematicians the chance to flourish” and “produce more of the engineering and science graduates so important for our longer term success”.
According to Alex Gammerman, chair of the University of London’s Kolmogorov Lecture Committee, the Moscow school has been hugely successful in producing top mathematicians. “The school maintains an excellent level of mathematics and it selects the best young mathematicians in Russia,” Professor Gammerman said. “The children are doing maths almost 24 hours a day because there is the competitive edge of trying to outdo one another.
The government has rated maths as a “fundamental strategic priority” and the DfE has hosted a consultation meeting on the new free schools with interested parties from the mathematical community in order to outline its plans.
Professor Alexandre Borovik, of the University of Manchester, said recently…
“So far, it has been only independent schools that have been able to produce mathematicians on anything like a similar scale, but there has been nothing like it in the state sector. To see whether it can be done, you really have to be very selective and go down the route of what was successful in Eastern Europe and Russia.
According to the Kolmogorov school, 85 per cent of its students go on to study at Moscow State University, while the remaining 15 per cent study at some of the world’s leading institutions, such as the Massachusetts Institute of Technology, the University of Oxford and the University of Cambridge.
You can read more of our daily updates on www.blog.educationmarketing.org.uk To talk about marketing to schools please call 01536 399 000 or see www.educationmarketing.org.uk
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What is the value at the end of year 20 of $10,000 deposited today which yields 9% compound annually?
AGRICULTURAL ECONOMICS 640
Time Value of Money
(1) You want to accumulate $20,000 by the end of 18 years as a college education fund for your son. You plan to make a deposit at the end of each year in an account that yields 6% interest compound annually. How much will you need to deposit each year?
(2) What is the value at the end of year 20 of $10,000 deposited today which yields 9% compound annually?
(3) You invest $1,000 at 2% compound annually. How many years would it take to accumulate $2,208?
(4) You want to loan your son-in-law $6,000 for the purchase of a new car to be repaid monthly over 50 months. If the annual percentage rate is to be 6%, what will his monthly payments run?
(5) A rich uncle would like to help his nephew get started farming 10 years from now. Assume the uncle deposits $1,500 per year at the end of each of the next 10 years into an account that yields 7% interest compounded annually. How much would be in the account at the end of the 10th year?
JUST FOR FUN
Solve each of the following problems by setting up and solving an ALGEBRAIC EQUATION.
(6) James bought a polo shirt at a 12.5% discount sale for $58.00. What was the original store price of the shirt?
(7) Charlotte wants to make a 27% profit for each book that she writes. If the costs to write the book are $75.00, at what price should it be sold?
(8) If $750 is invested at 15.83%, how much additional money must be invested at 4.5% so that the total return for both investments averages 7%?
The Case of Donna Rowe
Donna Rowe graduated from Plymouth High School 8 years ago with a background in vocational agriculture. Donna has worked for the Ford Motor Company as a truck driver until a year ago, when she decided to start her own business. Her father was an established poultry farmer, and through him she had learned that the Kroger Company was looking for someone to haul eggs to their egg processing plant. Donna had saved $6000, but the refrigerated truck…


The resource histogram shows the daily consumption of resources (or weekly, monthly, etc. as long as it’s greater than the schedule’s time unit) for each activity.
In this simple example, we know Activity A requires 15 units each day of a combination of resources – specifically, about 10 of those are carpenters and about 5 of those are widgets. We know this by measuring the height at which each resource coincides with the histogram plot ruler. This is what the histogram does – it makes it quick and easy to see graphically which resources have been assigned to which activities and how much are required each day.
In this example, the activity’s duration has been changed from 10 days to 5 days. Note that it still requires 10 carpenters per day even after the duration has changed, which means that it must have been assigned 10 carpenters per day. The amount of widgets, however, has increased from 5 to 10, which means that Activity A must have been assigned 50 widgets per duration.
The resource curves show the total cumulative consumption of resources for every activity. For Activity A, the total consumption is derived by multiplying the histogram (i.e. daily consumption) by the total duration of Activity A. From example 1 to example 2, you can see that the total consumption drops from 150 to 100 as the duration decreases. Add the total consumption for every activity together and the result is the baseline curve, colored green. The early-dates curve, colored blue, shows what the total consumption would look like if every activity were on its early dates. The late-dates curve, colored red, shows what the total consumption would look like if every activity were on its late dates.


Scarsdale Math Tutoring: Private In-Person & Virtual Algebra Courses Updated
Following the announcement, the tutoring center offers private in-person and online math courses in Algebra, Geometry, Trigonometry, Pre-Calculus, and Calculus to high school and college students in Scarsdale, NY.
More details can be found at https://math123.com
The recently updated courses are designed to help students strengthen their math skills and improve their grades. MATH 1-2-3’s Express Math Courses are offered in private, group course, and group seminar formats, and can be taught either in-person or virtually. Students also have the option to complete the course over two weeks or full-day weekends.
Tutoring from MATH 1-2-3 provides students with a range of benefits. Alongside giving them the advantage of learning maths from the comfort and convenience of their home, the courses have proven to help students stay ahead of their coursework, improve grades, and reduce frustration and anxiety. They can also be used to prepare students for tests such as the SSAT, ISEE, and PSAT. By grounding students in math fundamentals and instilling a love of math, it also establishes a solid STEM foundation from which they can pursue related careers.
Students can choose to enroll in a MATH 1-2-3 private one-on-one course to help with their regular math classes. The sessions, which can be adapted to comply with the hours of a school day, are available year-round.
In addition, the tutoring center also offers a full-time 2-week Calculus Boot Camp meant to prepare high school students and college freshmen that are taking calculus in the fall. MATH 1-2-3 also provides international tutoring services, teaching students around the globe using their Distance Learning system via Internet Whiteboard or Skype.
All MATH 1-2-3 tutors are math specialists with a math degree and a minimum of 10 years of post-college tutoring experience. They undergo a thorough vetting process to make sure they meet these requirements. Tutors are encouraged to help students reduce calculator dependency, by teaching them how to be self-reliant using the Mental Math Shortcuts (MMS(TM)) method.
About MATH 1-2-3
MATH 1-2-3 was founded in 1995 and has been proudly tutoring students in New York, New Jersey, and Connecticut ever since. In addition to Scarsdale, they also serve the rest of Westchester County, as well as Rockland County, Long Island (including The Hamptons), all 5 Boroughs, Northern New Jersey, and Southern Connecticut.
Additional details can be found at https://math123.com
43 Westover Lane


Since QuickQuote tries to automate as much of the drawing process as possible, every countertop starts as a very basic shape like a rectangle or an L. Then with your dimensions and selections, the software can do the math and the work of producing the final countertop drawing for you.
Every once in a while though you might come across an oddball shape that doesn’t seem like it can come from one of the others. In those cases, you might just need to think out of the box a little. For example, one of the more commonly used shapes that users are not quite sure how to create is this curved reception desk look:
You can make something similar with an arc on each side of a rectangle, but it usually won’t quite match up. Instead what you want to do is start with the regular L shape and add radiuses on the inside and outside corners. As long as the shape is supposed to be square and the sides parallel, then with the right measurements it will work out perfectly.
Essentially, for the arcs to encompass each side fully, the radius of the corner will be the length of the line between the edge and the corner getting the radius.
If you don’t have those particular dimensions handy, and instead have the length between the two inside points for example, don’t worry. These points form a right triangle with the part we need to know the length of for the radius, so with a quick little bit of math, you can calculate everything.
The only thing left to do after that is to clean up a few extra labels and rotate the shape to the proper orientation, and voila! Now we have our crescent-shaped reception desk.
So that’s our tip for this post, make sure to check back soon for another edition of Tips & Tricks for more ways you can get the most out of our QuickQuote countertop software.


Think Excellent is extremely glad in organising two days free Mathematics Workshop for young students from classes 6-8 during the quarterly holidays. This workshop is designed by our expert faculty Mr.Jacob Selvaraj, to teach young students the basic concepts using unique mathematical games.
We introduce students with simple concepts which lays a strong foundation for advanced mathematics at high and higher secondary classes. This two days workshop will provide every student a positive attitude towards mathematics and learning.
Fill the registration form given.
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To give personal attention to the students, this workshop will take place at our institute in Purasawalkam.
Medium of language will be English.
Duration of each class will be 2 hours.


The ancient Egyptians are credited for formulating the principles upon which sacred geometry is based. The implementation of these principles can clearly be seen in the wide variety of architectural structures from ancient Egypt.
The ancient temples and buildings display a magnificent example of harmonic proportions that were created using design principles that had been laid down in detailed canons.
The most fundamental aspect of sacred geometry was the relationship that it drew between natural progression of growth with proportion. This concept was realized by the natural proportion and progression upon which the existence of the universe rests.
Basically sacred geometry was consistent with the balance in nature that was found around us. A similar concept is popularized as the “Fibonnaci Series” in the West.
Ancient sacred geometry system
The ancient sacred geometry system consists of a progressive series which was initiated by the first two numbers of the ancient Egyptian numerical system. These numbers were two and three. The total of these numbers was added to the next number and the series continued in this manner. Hence to understand in a simple way you can assume each number to be the total sum of two numbers preceding it.
What made this series unique was the fact that similar patterns can be seen reflected in many different elements of nature around us. Examples include the manner in which pine cones are arranged, the petals of a flower, the way in which the nautilus shell grows and the number of seeds found in a sunflower.
Archaeologists have been able to find a considerable amount of evidence indicating that the Egyptians were well-versed with the summation series. This is evident in the architectural plans of many of the ancient Egyptian tombs that have been constructed throughout the course of history. The plans clearly show how the series has been incorporated on the longitudinal axis of these buildings. The dimensions have been noted down in cubits which are clearly following the principles of the summation series.
Hence it can be concluded that the summation series is not only in confirmation with ancient Egyptian mathematics but in fact it is the very extension of the same. Egyptian sacred geometry has been defined as having an additive procedure. Not only do we find historical records in the form of writings denoting that the Egyptians made use of this science rather it can be clearly seen in the practical aspect of Egyptian life. The manner in which the Egyptians reduced the multiplication as well as the division of spaces in order to break higher multiples and reduce them to sum of continuous duplications is also indicative of the use of these principles.
It is believed that the Egyptians possessed the knowledge about sacred geometry in the time of the construction of the temple of Khafra. This temple was built around 2500 BC in the region of Giza.


We welcome you and invite you to visit our great division with rich offerings in the areas of Mathematics, Science and affiliated programs. Our division includes mathematics courses from Basic Skills to Differential Equations. The Science Departments offer not only transfer courses such as Cell Biology, General Chemistry, and Calculus-Based Physics, but also many General Education courses for the non-science major including Astronomy, Oceanography, and Physical Science. Take a look at the links to our Departments listed below to see the full range of courses we offer.
EVC Museum of Natural Science Now Open to the Public
Programs & other information
Division Faculty and Staff
The Computer Science Program
The Mathematics Program
Provides a comprehensive program ranging from developmental mathematics to advanced math suitable for an Associate Degree or Certificate, and for transfer to four-year colleges and universities.
The Science Program
The division offers well-equipped laboratories that allow our students to obtain hands-on experience in their respective disciplines.
The Engineering Program
The engineering program provides a complete lower division curriculum in engineering and allows students to obtain an AA/AS degree and transfer to any university to obtain a bachelor's degree in any field of engineering. The surveying program offers vocational opportunities to graduates.
Evergreen Valley College's Engineering program is one of the oldest and most respected programs in the Bay Area.
The STEM Program
The STEM Program at Evergreen Valley College prepares students for careers in the fields of science, technology, engineering, and mathematics. Join the STEM Program to learn more about classes, internships and guest speakers, events and more. Learn about the wide variety of careers you can pursue and become familiar with the faculty at EVC who can give you insights regarding all the opportunities to which STEM careers can lead you.
STEM Program students can apply for Summer 2022 paid internships with employers:
Apply for the STEM Program
The Math & Science Resource Center
Mathematics and Science Resource Center is available to our students to obtain additional help in any science and math subject. It is located in SA-112. View the Fall 2019 Faculty Schedule for the MSRC.
Our division embraces diversity and provides numerous resources to help students. Please do not hesitate to call upon me with any question you may have. Your comments and suggestions are most appreciated.
The Math, Science & Engineering Division office is in the MS3 building, room SA-212, where Dean and Vera Nazarov, the senior division administrative assistant, are available to help you. We invite you to stop in or call us at (408) 270-6490.
Antoinette Herrera, Dean Division of Math, Science & Engineering
Evergreen Valley College
Dr. Antoinette Herrera,
EdD, MSN, RN
Dean, Math, Science and Engineering
Andrea MenaSTEM Program Counselor(408) 274-7900, x6295
Vera NazarovSr. Division Administrative Assistant
(408) 270-6490MS3 Building - SA 212


by Clemens Werkmeister
Idea of break-even-analyses
A break-even-point (or break-even-volume) is a point at which the positive effects of a decision (typically sales revenues) cover the negative effects (typically costs). This critical point is interesting if both the positive and the negative effects depend to a different extent on a common factor (e. g. production volume or activity) whose value is unknown. In this case it is not possible to calculate the profit of the decision. Instead, the break-even-point answers the question above which value of the common factor the decision will lead to higher positive than negative effects, or (to put it simple) above which value we will make profit.
The relations between costs, sales revenues, profits and the unknown or uncertain common factor are the objects of break-even-analyses or cost-volume-profit-(CVP)-analyses.
Given the broad variety of decisions with positive and negative effects in business and daily life, and the uncertainty we often face with respect to important factors, break-even-analyses have a long tradition in controlling and management. Apart from earlier anecdotic evidence, we find first formal approaches in the 19th century. Schweitzer/Troßmann (1986, 1998) provide an excellent overview and detailed descriptions of numerous specific variants and extensions of break-even-analyses for very different situations. In the following, we present the basic model and an extension to the multi-product case.
The standard model of break-even-analysis
Calculation of the break-even-point in the standard model
In standard break-even-analysis, sales revenues and costs both depend in linear, but different ways on production volume (or sales volume) as a single common factor. Sales revenues are assumed to be simply unit price (p) times production volume (x). Total costs are the sum of fixed costs (Kf, which do not depend on production volumes) and variable costs (Kv) which are calculated as variable cost per unit (kv) times the number of units (or production volume) x.
- E(x) = p • x
- K(x) = Kf + Kv(x) = Kf + kv • x
Both sales and costs depend on the production volume. The break-even-point is the volume which results in the same costs and sales revenues.
- E(x) = K(x) or p • x = Kf + kv • x
This simple condition results in the break-even-volume:
- x* = Kf/(p – kv).
Standard break-even-analysis using contribution margins
Sometimes, the break-even-volume is computed in a slightly different way using total and unit contribution. Unit contribution (d) (or contribution margin) is the difference between sales price and variable or direct costs per unit; total contribution (D) is unit contribution times the production volume:
- d = p - kv
- D(x) = d • x
The break-even point corresponds to the condition D(x) = Kf:
- x* = Kf/d.
An important appeal of break-even-analyses comes from its intuitive graphical presentation. The following graph shows the standard model of break-even-analysis.
Assumptions of standard break-even analysis
Both ways of the standard break-even-analysis are designed for quite simple problems (cp. Schweitzer/Troßmann 1998, pp. 38 ff.):
- The model assumes a simple production structure with one product. Convergent production is possible if the production coefficients are fixed. Divergent or multi-product cases require more challenging approaches.
- Assumptions concerning costs and sales revenues:
- Cost and sales revenues depend only on the same single factor, the volume, number of units or activity which can be measured by a continuous variable. Other factors are assumed to be constant, irrelevant of covered by the volume, too.
- Cost and sales revenues are linear but different. Non-linear or step-wise linear cost and sales revenue functions resulting, among others, from intensity effects, discrete capacity increases or volume discounts are more difficult to handle.
- It is possible to separate costs into a fixed and a variable part. Without this cost separation, the break-even-volume would be zero (if p ≥ k) or there wouldn’t be any break-even point at all (if p < k).
- Financial goals, especially costs recovery, are important for the company.
- All input data except the volume x are known.
- The problem is short-term. This means that there is no need for distinguishing different dates of payments and discounting future values.
Dealing with different assumptions in break-even-analysis
These assumptions limit the use of break-even-analyses to a very narrow range of cases. For other cases, Schweitzer/Troßmann (1998) describe variants and extensions of the standard break-even model.
- Variants of break-even-analysis include (see Schweitzer/Troßmann 1998, pp. 55 ff.):
- Separate break-even-points for different levels of financial goals. It is straightforward to calculate increasing break-even-points corresponding to a zero EBITDA, a zero EBIT, zero earnings or other target earnings.
- Cost-volume-profit-analyses (in the narrow sense of the term) look at the reaction of the break-even-point on variations of unit prices, unit variable costs, or the fixed costs. A typical application is the configuration of a product through value engineering.
- Differences between production and sales volumes can be modeled through the introduction of inventories.
- Instead of comparing sales and costs of one project or technique, costs for different projects or techniques to manufacture the same product can be analyzed. Typical applications include decisions about rationalization, the choice among alternative plants, or technological innovations. The result is a recommendation whether to shift from one technique to the next, and a break-even-point for this technology shift.
A common characteristic of these variants is that they calculate the break-even-points in the same ways as in the standard model. In general, finding the relevant information or simplifying it to fit to the assumptions of standard break-even analyses is more difficult than its use.
- Extensions of break-even-analyses
- Extensions of break-even-analyses override the limits or the simplifications of the standard model. They require different computational approaches to determine the break-even-points. The most important extensions deal with (see Schweitzer/Troßmann 1998, pp. 122 ff.):
- non-linear production structures, especially for divergent or regrouping multi-product cases
- non-linear cost and sales functions
- more than one factor, especially the multi-product cases or the combination of output units with process conditions (temperature, ...)
- dynamic production processes, especially multi-period processes and inventories
- multiple goals.
In order to deal with these kinds of situations, both simplifying and more sophisticated mathematical methods, mainly linear or mixed-integer vector or matrix programming methods, have been presented.
Dealing with risk in break-even-analyses
Break-even-analysis itself is a technique designed to deal with one form of uncertainty: the uncertain outcome of the production or sales volume. The other input data of the break-even model (unit prices, unit variable costs, fixed costs, …) are deterministic. However, if additional information is available, further insights are possible. The additional information can consist in:
- the expected value xe of sales volume: this information allows to calculate the following margin of safety S (cp. Tucker 1963):
- S = (xe – x*)/xe
The higher the margin of safety, the more the actual sales volume can fall short of the expected volume without causing a loss. This is a simple but rather chunky way to capture the uncertainty.
- a probability distribution of sales volume: based on this information it is possible to calculate measures as probabilities of erroneous decisions, risk-chance-relations, risk-levels, expected uncertainty costs which have been presented in the literature(for an detailed overview see Schweitzer/Troßmann (1998), pp. 97-123).
- probability distributions of other input data: this information can be used in stochastic approaches to break-even-analyses that provide probability distributions for the break-even-point (see Schweitzer/Troßmann (1998), pp. 307-333). Given the stochastic prices, variable or fixed costs, even in the case of known (deterministic) sales volume, it is uncertain whether the project results in a profit or a loss.
Benefits of break-even-analyses
Starting from the quite intuitive standard break-even-model, numerous variants and extensions have been suggested. Sometimes a more sophisticated approach might be seen as a “methodological overkill” and a simpler approach may be sufficient. This trade-off depends largely on the situation and, properly used, break-even-analyses are among of the most important tools of controlling and managerial accounting.
However, the broad acceptance of break-even-analyses in everyday business situations goes beyond the calculation of break-even-points. It is due to the fact that even simple approaches require an analysis of the critical factors that influence sales, cost and profits, and of the way they do it – exactly the information every manager would like to have.
see too: Multi-product break-even-analysis
Schweitzer, M.; E. Troßmann; G. E. Lawson: Break-even-Analyses. John Wiley & Sons 1992.
Schweitzer, M.; E. Troßmann: Break-even-Analysen. 2. Aufl., Berlin 1998 (1. Aufl. 1986).
Tucker, Spencer A.: The Break-Even System: A Tool for Profit Planning. Englewood Cliffs (N J.) 1963.


Game Theory: A field of mathematics that studies patterns in order to make predictions about the future.”-Origin by Dan Brown.
•Calculus: Latin for "a pebble used for counting."
•Commutative law of multiplication: a × b = b × a,
•variables, and they are what truly distinguishes algebra from arithmetic.
•i² = –1 really means. If we multiply a positive number by i², the corresponding arrow rotates 180 degrees, flipping from east to west, because the two 90-degree rotations (one for each factor of i) combine to make a 180-degree rotation.
•fractal—an intricate shape whose inner structure repeated at finer and finer scales.
•equal sign, =, is formed by two parallel lines because, as its originator, Welsh mathematician Robert Recorde, wrote in 1557, “no two things can be more equal.”
•Alternating harmonic series: 1 – 1/2 + 1/3 – 1/4 + 1/5 – 1/6 + …
Calculus: Latin for "a pebble used for counting."
vector calculus, the branch of math that describes the invisible fields all around us. Think of the magnetic field that twists a compass needle northward, or the gravitational field that pulls your chair to the floor, or the microwave field that nukes your dinner.-Joy of X by Strogatz.
vectors. They show two kinds of information: a direction (which way to move that foot) and a magnitude
the divergence of a vector field measures: how fast the area of a small circle of corks grows.
The other kind of derivative measures the curl of a vector field. Roughly speaking, it indicates how strongly the field is swirling about a given point.
one of the central lessons of statistics—things that seem hopelessly random and unpredictable when viewed in isolation often turn out to be lawful and predictable when viewed in aggregate.-Joy of X by Strogatz.


(a). Arrange the data of 20 student’s result
Data has arranged in ascending order for getting correct results.
- Compute Mean, Median and Mode
To calculate mean , following formula will implement:
Σ xi /9Total of marks) =1318; n (number of students)=20
131820= 65.9 is the mean value of student’s results.
Median = N2+1=202+1=11th Item of the above table will be median
Median is 67
- Compute 1st and 3rd Quartile
1st Quartile = 14 N+1 = 20+1/4 = 5th Item = 61
3rd Quartile =34N+1=3420+1=634=15th item=71
- Compute and Intercept 90th Percentile
Formula = 90% of total number of students(observation) = 0.90*20 = 18th Item = 78
(b) Inferential Statistics:
Inferential statistics include select sample from the available observation, in order to identify or solve the issue through applying appropriate tests. These tests are also helpful in hypothesis testing and prove the outcome with valid numbers.
(i) Prepare Joint Probability Table
|Applied for More than 1 University|
|23 and Under||207||207/808*100=25.62%||201||201/1210*100=16.61%|
|27-30||185||185/808*100 = 22.90%||268||268/1210*100=22.15%|
|36 and over||51||51/808*100=6.31%||169||169/1210*100= 13.97%|
|Total / Joint Probability(%)||808||100%||1210||100%|
(ii) Given that a student applied to more than 1 university, what is the probability that the student is 24-26 years old.
Probability of student is 24-26 years old = 299/808 =37.00%
- Is the number of universities applied to independent of student age? Explain
Student age is an independent variable against number of observation collected for application made for enrolment in more than one university at a time. Any student at any age can take enrolment of in more than one university or they can adopt only one university at a time.
X represent number of new clients for counselling cases in the year 2021.
Formula of calculating Expected value = 𝐸(𝑥) = 𝜇 = ∑𝑥 ∗ 𝑓(𝑥)
|x||f(x)||(𝑥 − 𝜇) 2||(𝑥 − 𝜇) 2*f(x)|
Expected Value= (10*0.05+20*0.1+30*0.1+40*0.2+50*0.35+60*0.2) =43
Formula of Variance of a discrete random variable 𝑉𝑎𝑟(𝑥) = ∑(𝑥 − 𝜇) 2 𝑓(𝑥)
Variance = 201 (calculation shows in table)
- Formulate Hypothesis :
Problem statement: Population annual expenditure on prescription drugs per person is lower in the Midwest than the Northeast.
Ho: µ ≤ $838 or
Ho: µ = $838
Ha: µ > $838
Problem statement can test on one tail test from left tail as it requires testing of lower limit.
- Suitable test Statistics
One (Left) tail test
- Calculate value of relevant test statistics and P- value
Sample Mean (x) = $745
Null Hypothesis Mean = $838
SD = 300
Sample size = 60
Applying Formula (745-838)/300/sqrt(n)
Z= -93/38.75 = -2.40
From the table given of Z score , at significance level of 0.05 ,
P value = 0.0071
- Based on the p value in part (III), at 99% confidence level, decide the decision criteria.
If the confidence level is 99% then there is 1% of significance level for this problem and at this level the critical value is 2.326 , for this Z-score is -2.4 which is less than critical value (2.326> -2.4). Null hypothesis shall be rejected.
- Make the conclusion Based on the analysis.
As per rejection of null hypothesis, it is concluded that the prescribed drugs expenditure is not lower in Midwest as comparison to Northwest.
- State the null and alternative hypothesis for single factor ANOVA to test for any significant difference in the mean price of gasoline for the three brands.
H0 = µ1= µ2= µ3
H1 = µ1≠µ2≠ µ3
(ii) State the decision rule at 5% significance level.
Reject the H0 id t stat > Z critical value, Otherwise accept the null hypothesis
(iii) Calculate the test statistics
ANOVA one- way test Formula
Formula F= MSTR / MSE
MSTR = 𝑆𝑆𝑇𝑅 / 𝑘 – 1
MSE = SSE /𝑛r – k
𝑥Ӗ= (3.81 + 3.84 + 3.85)/3 = 3.83
SSTR= 10(3.81- 3.83)2 + 10(3.84-3.83)2 + 10(3.85-3.83)2 = 0.009
MSTR = 0.009/ (3-1) = 0.0045
P-value and critical value approaches
Value of test statistic
SSE = 9(0.003) +9(0.005) + 9(0.004) =0.108
MSE = 0.108/(30-3) = 0.004
F= 0.0045/0.004 =1.125
|Source of variation||Sum of Squares||Degrees of Freedom||Mean Square||F||P- value|
P- value calculation
Here Numerator df = 2; Denominator Df = 27 then the value of F at 0.01 = 5.49
Decision on the basis of test
The p-value < .05, So null hypothesis shall be rejected
Decision as per critical value approach
Based on an F distribution with 2 numerator d.f. and 27 denominator d.f., F.05 = 3.35.
Reject H0 if F < 3.35
Here F = 1.125 <3.35 which is evidence for rejection of null hypothesis.
(d) Based on the calculated test statistics decide whether any significant difference in the mean price of gasoline for three bands.
The value of F is 1.125 which is lower than F critical value this means hypothesis has been rejected that means there is significant difference in the mean price of gasoline in all the three brands.
- Complete the missing entries from A to H in this output
A= R Square = SSR/SST = 35250755.68/ 42699148.82 = 0.82
B= Observation = 50 (provided in Answer)
C= residual = Total- Regression = 49-2 = 47
D= 42699148.82-7448393.14 = 35250755.68
E= SSRegression / dfreg. = 35250755.68/2 = 17625377.8
F= SSR /(50-3) = 7448393.148/47 = 158476.45
G= 17625377.8/158476.45 = 111.217647
H= Coefficient of income /Standard error of income = 8.36
- Estimate the annual credit card charges for a three-person household with an annual income of $40,000
To estimate charges of credit card , intercept, household value and size has been considered from the ANOVA table.
The annual credit card charges for three person family is $3700 where annual income is $40000.
- Did the estimated regression equation provide a good fit to the data? Explain
No, The reason behind the same is high variability between two variables X and Y which fails in establishing good fit to the data.
- Using linear trend equation forecast the sales of face masks for October 2020
Linear Trend Equation = Y= Mx+B
M= Y2-Y1X1-X2 = 23000-21000/6-5 = 2000/1 = 2000
Y = Mx+B
Y = 2000*1+23000
Y = 2000+23000= 25000
$25000 will be the forecasted sale in the month of October.
- Sales forecast will be
So, the expected sale for the next month will be $22200


… and half of dozen of the other.
A polydactyl human hand
You probably won’t want to know that the Pythagoreans acknowledged number 6 to be the first perfect number. But I’ll tell you anyway: in mathematics a perfect number is when all the number’s divisors (excluding the number itself) are added, the sum equals the number itself:
1+2+3 = 6.
In addition when including the number itself and dividing by two the result is the number itself.
(1+2+3+6)/2 = 6.
Do they teach that in kindergardens? Is that why here in Indonesia state schooling is obligatory from age six, and that there are six grades in primary (SD) school?
With those irrelevancies in mind, maybe it’s best to say that today is the sixth day of the sixth month of the year 2017, which just happens to be a prime number (only divisible by itself and 1). Therefore please download and listen to a nice round dozen (2×6 = 12) tracks from the IndoJazzia archives.
01. Michael Mantler – Number Six, Part One
02. Harry South Big Band – Six To One Bar
03. Eddie Palmieri – Sixes In Motion
04. Ben Webster – Jive At Six
05. Charlie Christian – Six Appeal
06. John Cali & Tony Guttuso – Hittin’ On All Six
07. Django Reinhardt – Chez Moi À Six Heures
08. Langston Hughes – Six-Bits Blues
09. Meade Lux Lewis – Six Wheel Chaser
10. Miroslav Vitous – Number Six
11. Jan Hammer – Sixth Day.The People
12. First Avenue – Band Six


how to use sumproduct in excel
The SUMPRODUCT function in Excel is a powerful tool that allows you to multiply corresponding elements in ranges or arrays and then sum the products. It’s often seen as a more advanced or complex function, but it can be incredibly useful for various calculations and data analysis tasks.
Here’s a breakdown of how it works:
SUMPRODUCT(array1, array2, [array3], ...)
- You can supply up to 30 arrays or ranges of cells.
- For each element in the first array, it’s multiplied by the corresponding element in the second array, and so on.
- The products are then all summed up and returned as a single result.
Key points to remember
- All arrays must have the same dimensions (same number of rows and columns).
- Non-numeric entries in arrays are treated as zeros.
- If you only provide one array, SUMPRODUCT will simply sum the values as the SUM function does.
Examples of SUMPRODUCT function in excel
Summing Values with Corresponding Conditions:
Let’s say you have a table with two columns: “Products” and “Sales.” You want to find the total sales for just “Apples.”
- This formula multiplies each value in “Sales” (B2:B10) by 1 if the corresponding product in “Products” (A2:A10) is “Apple” and by 0 otherwise. Then, it sums all the products to give you the total sales for apples.
Calculating Weighted Average:
You have a list of product Quantity and corresponding Price for each products. You want to calculate the weighted average price.
- This formula multiplies each score by its corresponding weight and then sums the products. It then divides this sum by the total sum of weights to get the weighted average.
Counting Occurrences with Multiple Criteria:
Suppose you have a table with customer data, including city and product purchased. You want to count the number of customers from “London” who bought “Shoes.”
SUMPRODUCT((H2:H24="Tell Tale"), (I2:I24="Mixed Nuts"))
- This formula multiplies each city entry by 1 if it’s “London” and by 0 otherwise. It then multiplies this result by 1 if the corresponding product is “Shoes” and by 0 otherwise. Finally, it sums all the products to give you the count of customers meeting both criteria.
Advantages of SUMPRODUCT:
- Versatility: SUMPRODUCT can perform a wide range of calculations beyond simple addition, making it a powerful tool for complex data analysis tasks.
- Conciseness: It can condense complex calculations with multiple conditions or criteria into a single formula, improving readability and reducing the risk of errors.
- Efficiency: For repetitive calculations involving corresponding elements in arrays, SUMPRODUCT can be more efficient than using nested loops or other formulas.
- Flexibility: It can handle arrays of different dimensions and allows for incorporating logical criteria for selective multiplication, adding another layer of control.
Disadvantages of SUMPRODUCT:
- Complexity: The syntax and logic of SUMPRODUCT can be challenging for beginners to grasp, requiring a steeper learning curve compared to simpler functions.
- Error-prone: Mistakes in entering array ranges or logical conditions can easily lead to inaccurate results, demanding careful attention to detail.
- Limited visibility: It can be difficult to understand the step-by-step calculations performed by SUMPRODUCT, making debugging errors or verifying its logic less transparent.
- Performance: For very large datasets, SUMPRODUCT may experience performance drawbacks compared to alternative approaches like pivot tables or VBA code.
Overall, SUMPRODUCT is a powerful function with numerous advantages for advanced data analysis. However, its complexity and potential for errors necessitate a cautious approach and a good understanding of its workings. Weighing the pros and cons against your specific needs and skill level will help you determine if SUMPRODUCT is the right tool for the job.
Remember, alternative solutions like pivot tables or VBA code might be better suited for simpler tasks or situations where transparency and performance are critical.
I hope this provides a more balanced perspective on how to use sumproduct in excel.
You can download the Excel file for how to use sumproduct in excel.
You can also read more on this from here.


The Academy for Science and Mathematics is a premier tutoring company in North America. They assist a wide variety of students, including those who want to maintain good grades and those who are experiencing problems with school work. By helping students excel in class work, the tutors are giving them the confidence and skills to succeed in the home environment and also in their future careers. To prepare students for everyday challenges, it is essential that problem areas receive prompt attention. Basic concepts are the core of education, if a student does not understand these concepts at an early stage, then a gap will be created in these subjects as the student progresses. When there is a gap, the student naturally loses interest in the subjects and will continuously fail. Academy for Mathematics and Science franchises help students to bridge this gap and to ensure that they understand and enjoy their learning experience.
Academy for Mathematics and Science has been in operation for 13 years and has developed a formula that is proven to be comprehensive for both the student and the tutor. The Academy also has a turnkey tutoring system that will lead a new franchisee to success. There are already more than 50 franchising units bearing the Academy’s brand name and their success is proof enough that the Academy of Science and Mathematics franchises are backed by a winning team.
Why choose Academy for Science and Mathematics?
A franchisee is first accorded a two week intensive training program that will be conducted at the franchisors training Academy. The training course will include:
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No, that is not all. In addition to the positive skills offered at the training school, a franchisee will also get the following:
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By choosing to be an Academy of Science and Mathematics franchisee, you will be helping enrich the lives of future generations while ensuring your own financial success.


2015 dse maths paper 1 ans
Past papers of Mathematics 0580 are available from 2002 up to the latest session.28/8/2017 : March and May June 2017 Maths Past Papers of CIE IGCSE are available.2015 Oct-November. 2016 Feb-March. CIE IGCSE Maths past and specimen exam papers and marking schemes.Cambridge IGCSE Mathematics 0580 Past Exam Papers June 2015 Paper 1 (Core) 0580/11 Download Paper Download Mark Scheme Paper 2 (Extended) 0580/21 Download Paper Download Mark Scheme Online Help for CXC CSEC Mathematics, Past Papers, Worksheets, Tutorials and Solutions.May 2015. January 2014. [ssc board papers] [hsc board papers] [CBSE] [buy notes] [get notes] [get board papers] english (ssc) english (hsc) accounts ocm economics SP science algebra geometry history geography political economics ICT hsc maths grammar Cambridge IGCSE Mathematics (0580). You can download one or more papers for a previous session. Please note that these papers may not reflect the content of the current syllabus.2015 Paper 1 Specimen Paper Markscheme (PDF, 167KB). SAMPLE BOOKLET. Published July 2015.Page 19 of 20. Sample key stage 2 mathematics paper 1: arithmetic Electronic PDF version product code: STA/15/7322/e ISBN: 978-1-78315-740-2. Mathematics Paper 1. SECTION I (50 Marks). Answer all the questions in this section in the spaces provided.The ends are triangular such that AB DE 437m, BC AC 34m. Advanced Level model answer paper for paper 01 paper 2015 answers al maths paper answer sheet marking scheme.Model answer sheet is prepared by Chandima Peris. Tags Maths Genie GCSE Revision - GCSE Exam Papers. Edexcel past exam papers, mark schemes, grade boundaries and model answers.
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I hope everyone had a fun and relaxing winter break. Students will go to P.E. this week, so please remind them to dress appropriately. We will also begin new units in every subject, so please read the Newsletter page to understand more about the new topics we will be learning about. Students will have the same Word Wall words this week as they did before the break. We will take a word wall sentence test this Friday. For math homework, students will work from Front Row Math. You can access the site from the Learning Links page. Your student has used Front Row Math in the classroom, so they should know how to log on and get started. This week's homework can be found here. Please let me know if you have any questions, comments, or concerns.
'Alone we can do so little, together we can do so much.' -Helen Keller


It is a binary adder made by Osinin Ivan.
This creation is made for the monthly competition in Russian community.
Yesterday I published the simplest binary adder (https://vk.com/wall-118507327_25789) and said that I will describe it in more detail today. I will also show its modification B (the one I showed yesterday was A).
C-transfer bit (input on the right, output on the left)
S – the total sum of bits A and B
A-bit of the number A
B-bit of the number B
All cells that react to colors or change color are marked with the corresponding colors.
Modification A in figure 1.
Modification B in figure 2.
Adders can be combined (adders of different modifications are also compatible), all possible combinations of them are shown in figures 3-6.
Figure 7 shows an example of adding 4 and 5.
All rights belong to Red Cell
PS entered #of Microbiologists because it's useless crap, cool, but useless
Post your creations here. It can be either a cool genome or an interesting ecosystem. Indicate if you designed it yourself or if it was created through evolution, or both :). File, picture, or video is required.
1 post • Page 1 of 1