B.tech Math Tuition In Gurgaon
Best Maths Teacher for B.tech In guraon
Best B.tech Maths Teacher
ER. Anand Singh provides the Best maths tuition for engineering in Gurgaon he is a specialist for B.tech maths classes if you are living in Gurgaon and searching the best B.tech maths classes near you in Gurugram then Er. Anand Singh is a highly experienced more than 6 years in this field he taught more than 200+ students personally online as well as offline with 99% results.
B.tech Students Living in Gurgaon or any other cities always have in search of a math tutor who can teach and provide the best value to the B. Tech students but, students come in B.tech field in current time most of the engineering student specifically first-year student-facing problems of poor quality teaching being provided in collages and getting mass blockages in semester examination. B. tech Tuition in Gurugram is in peak demand and we guarantee to clear the backlog in one attempt, so what are you waiting for? Hurry Up! Contact us.
Are You Looking For Mathematics Coaching in Gurugram (Gurgaon) ?
We Provide Online & Offline Mathematics Coaching in Gurugram to IIT-JEE, UGC-NET, B.Tech (MDU, KUK, GJU, AKTU, PTU, IP, GTU & Other Technical Universities & College’s), M.tech, BCA, B.Sc. and +1 & +2 (All Streams). Please fill the below form to book a Free Online/Offline Demo Class.
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FAQ FOR B.TECH MATHS TUITION IN GURGAON
IT IS POSSIBLE TO PREPARE FOR COMPETITIVE EXAM FROM AN ONLINE PLATFORM,CONSIDERING THAT HESE EXAM ARE ONE OF THE TOUGHEST ENTRANCE EXAM?
Yes, it is possible to Prepare for competitive Exam From an Online Platform .but, why do you believe in me, Er. Anand Singh provides the best online math B.tech coaching in Gurgaon or all over the world.he teaches 200+more students online with 90% results. From Our website, you can contact the best online math tuition classes in Gurgaon.
Even if we Talk about whether it a tutor or a non-Human Resource, nothing beats Quality, either you get this quality from Traditionally classes or Online Classes if you are in Gurgaon or you are an engineer and in search of math tuition or classes in Gurgaon then er. anand Singh is the best Math teacher for b.tech students and provides valuable classes to themor proving the best math classes in gurgaon.
What matters is the Quality no matter that delivery perspective of that medium.there is many students of b.tech who always in search of math tuition classes in Gurgaon. and give thousand fo rupees to the math teacher in Gurgaon.
Er. anand Singh is an expert in B.tech Mathematics most of the students crack the exam who teach by Anand so if you are a B.tech Student living in gurgaon then What Are you Waiting For Hurry Up! and Contact from Er. anand Singh the best b. Tech tutor classes in gurgaon
How to Clear In M1,M2,M3 in B.tech ?
Mathematics is one of the hardest subjects and toughest subject in B.Tech for most of the student backlog in m1 the first in their entire career for those students can think the best B.Tech tuition classes in Gurgaon is here don’t worry about that.
Key studies more than 200 students that are doing BTech in Gurgaon so what reason behind it by that thing happens? Many people studies in XI IN XII Class must be intelligent in their class and get a good number in math but when he saw there the first backlog in B.Tech in their entire career they get shocked.
Here are some. Given below by er. Anand Singh
Everyone has a group of matrix since 9th standard maybe it gets losses after we lose our high School currency is providing the best tuition for B.Tech in Gurgaon or giving the best class related to matrices. By getting knowledge classes by them you definitely clear your backlog in B.Tech because he is one of the best engineering mathematics classes in Gurgaon and providing the B.Tech tuitions in Gurgaon.
Most of the people started with the long question but Anand Singh says that started for short question don’t waste too much time in Long question short question solve easily and for BTech student that number is more value this is because it is more than 200+ B.Tech students in Gurgaon and running the best institute for mathematics in Gurgaon.
So if you complete your paper fastly that will helpful for you don’t do mistakes if you want to join b.Tech maths tuition in gurgaon then this is the best place for you that provides the best BTech maths classes in Gurgaon.
Anomaly examiner get paid by per paper 12 to 15 rupees per paper so he or she in a hurry so if you are writing and presenting answer is too much good and neat and clean that is more profitable for you they will be somewhat least both read about the content so first thing that examination notice is your presentation present the paper in the best way .
you can that is because sir given classes too many B.Tech students in students in Gurgaon if you want to give the paper best and clear the backlog in m1 and if you are in search of the best B.Tech math classes in Gurgaon best place for you hurry up! and contact now.
In b.tech practice sound like clipse but it is a good practice in m1 no matter what you are doing but every question provide value to your career or in your real life so train your mind in the methods by practice is a priceless way to beat down with backlog.
Give the best classes and tips and tricks all around B.Tech coaching in Gurgaon but success is always you find by hard work by teaching announcing you will definitely get crack your m1 and by all of that we can say that best engineering mathematics classes in Gurgaon and the best B.Tech classes in Gurgaon you are searching tuition in Gurgaon so hurry up and contact to ER. Anand Singh.
Tips & Tricks to learn math easily for weak student from the best B.tech Maths tuition in gurgaon
In maths Subject almost every other should in the fear of mathematic due to compromising calculation and some difficulties in theorems, delete old tips and tricks given by Anand Sir the best math tuition for engineering in Gurgaon.
If you are not in good in mathematics and don’t know how to solve trigonometry question set questions and minds with math fear to give in night fair feel in that subject student prepare well and self-confidence that thing doesn’t happen. Already changing in B.Tech maths then best B.Tech maths tuition in Gurgaon is here.
murabba if a student is already getting bad grades in math and their fear of falling this object come to speak.
The student got blank and confused on Seeing b.tech mathematics question paper
They make a minor mistake while solving the questions, Anand sir, provide you the best b.tech maths tuition in Gurgaon.
Don’t Fear About anything all the tips & tricks provided to you from then you can easily get topper and solve all the maths problems easily aster giving B.tech Math Classes in Gurgaon What Will you get is the nest B.tech tuition in Gurgaon or best b.tech classes in Gurgaon.
Engineer and students who study B.tech mostly searches B.tech classes or engineering mathematics classes near us, only ! brand that provide the best online classes to b.tech students and he is also an institute that provides the best b.tech maths classes in Gurgaon.
How you Can Easily solve B.tech Math Questions ?
In mathematics Traditionally curricula are written to be written out mention the importance of connections between mathematical ideas however seldom exemplify them. so Our aim is the following discussions with consultants within the community, was that the framework would capture not solely the content itself, and providing the best b.tech maths tuition in Gurgaon however a way of the connections and also the progressions additionally and they teach you
A piece of graph information permits America to capture these connections and generate subsets of the content supported many various criteria, addicted to the intention of the user by this addicted student get attracts and suddenly for searching the best coaching for b.tech in gurgaon but after joining that they does’t get any result so ER. anad singh is here to provide you the best value and give practice or theoretical b.tech tuition in Gurgaon.
A computer database would even have allowed America to capture connections, however, would are to a fault restrictive. As our approach is repetitive, a piece of graph information suits our desires far better, permitting America to form important changes to the information structure whenever necessary and for that and from that they are proving the best maths classes in gurgaon for enginnering and b.tech tuition for maths.
How Can a math tutor of B.tech mathematics in gurgaon teach the student or a boy ?
- The Maths training map for the scholar, which may be accessed by clicking the ‘Start new activity’ button on the present Learning Cycle. If a student is presently engaged in a module, and getting the best class for b.tech maths tuition in Gurgaon and that they will have to be compelled to quit or end that module 1st. the training map can provide the tutor with a decent plan of what the scholar is prepared for and for that engineering mathematics classes provide the best value for your sums and get b.tech maths tuition in Gurgaon.
- After the previous Learning Cycle, that shows the modules that weren’t down on the last check. this will facilitate the tutor to focus on specific drawback areas for the scholar.
- So, They assigned work that the scholar has Any work the scholar has already completed within the current Learning Cycle can show up as a inexperienced circle. after getting taking the best math tuition for b.tech in NCR they, Clicking on its inexperienced circle brings up the worksheet for that module. this will conjointly facilitate the tutor to focus on learning for the scholar that is the right way to get successful and solve all the sums in just a few seconds.
How the mental health games from learning abacus help the school work?
Most of the children adding some numbers or Bing plus-minus through their fingers counting on their even if we talk about Allah number that is more than lakh that is difficult from them to count on their fingers and in B.Tech they get difficulties and for that they have to take best B.Tech maths tuition in Gurgaon and learn from that how much work and you can easily count or solve the problem easily.
Through the B.Tech math classes in Gurgaon from Anand Singh and they also provide best maths teacher for B.Tech in NCR online as well as offline they are also teeth how how to learn abacus and how abacus can increase your mind ability increased the power of thinking and solving all the sums in math easily from sir opinion you should definitely have to learn abacus.that will help you for present as well as in future also.
Mental picture training wait memory power and improve the concentration of child the speech training enable the child to respond to question fastly and grow their mind fastly then normal people were solving math problems in B.Tech math classes in Gurgaon if you Albert in search of B.Tech maths tuition in Gurgaon then she is the best place for you, in addition, the speed of hearing and executing is also increased the value of your child through the best b.Tech maths tuition in Gurgaon.
Ultimately the abacus training will make the learner for child boy or girl more confident and interested in maths work order school work . his or her creativity and ability to analyse problems and how they can improve considerably throughout that that will definitely help alright so the training of B.Tech maths tuition in Gurgaon will also teach you all the problems of your b.tech maths class in Gurgaon online as well as offline. He is one of the best math tutors for engineering in Gurgaon.
In Maths Arithmetic skill can be trained in many different ways many people tried to reach solving a mathematical problem quickly and that is not accurate by every child. For that best B.Tech maths tuition in Gurgaon is here for Abacus mathematics program and its complements or supplements have to adopt this supplement and complements in their school life this helps students overcame the fear of mathematics and increase the level of confidence in them without pen-paper they can solve a sum only from the mind ability these are some advantages that you should have after learning abacus:
- Stronger mental formation skills
- Better endurance of stress and pressure
- Better and faster calculation skills
- Clearer logic reasoning
- Better reflexes
- Improve confidence and self-esteem
- Sharper memory
- Better your problem-solving skills
- Improved comprehension in math
That outcomes of abacus will definitely help you to grow in your real life and to get extra marks and help improving writing oral or body development skills as well as in your real or tactical life or theoretical problem in any subjects learn, apply and share that in your circle or get the best maths tuition for b.tech in NCR while other is sleeping you start studying so, do it now sometimes later becomes never this is the best Math tutor in Gurgaon for engineering and mathematics.
learning abacus matter is very important because it is instrumental for developing optimal intelligence and developing skills to solve every problem easily in b.tech maths classes in Gurgaon or that is also help you in mental health to calculate without any an instrument a child be calculated with speed and accuracy using his or her own mind power on anywhere on any time that is the best part of abacus without using any tool pen-paper this show how the best you can easily solve any mathematical question or sum or that is more profitable for you in your future after taking classes from Anand sir the best math tutor for b.tech in NCR and from them you learn to apply and share.
How Does Abacus Help in B.tech Maths
Everyone in this world wants a change in their lifetime to time everything change or the growth of you is also dependent upon your circle open the prime time pass opportunities arise folding certain time of Neural pathway of learning and acquiring knowledge from different places Anand Singh is providing the best B.Tech maths classes in Gurgaon with 99% result.
According to a mathematically legends “intelligence refer to the human ability to solve problems or to make something that is value in one or more cultures” even if we talk about mathematical please all the numbering question which would do on a board that contain beads that helps to increase your mind ability e and solving old problem easily on hand you can do calculation within a few seconds.
Using abacus requires the main nerve in the human body and I and figure and my only thing focus on one thing constant practice on abacus provides me the social responsive and intellectually helpful for the growth of your brain cells and the from. the outcome of the abacus math program is the brightest kids. Excel view to learn anything profitable not in your personal but after in future if you and B.Tech line for a B.Tech student and in a search of B.Tech math classes in Gurgaon then this helps you to get ex number in B.Tech maths subject.
Many get backlog because of overconfidence in and may not be beneficial for their future to improve you have to take B.Tech maths classes in Gurgaon the best engineering mathematic classes in Gurgaon hurry up contact now.
B.Tech Maths Tuition in Gurgaon
Are You learn just number theory in mathematics?
That is not completely fair if you are learning only numbers in mathematics that will affect your future and also affect in solving another math difficulty so, if you take classes from us that will be introduced you to new experience you will be exposed to a new to a wide range of mathematical knowledge if you take B.Tech tuition in Gurgaon from ER. Anand Singh. They will provide lectures Research and also provide tips and tricks on how to solve maths problems easily and get the best results and providing you the informal discussion on a range of math-related topics and areas.
Are you learning without a test or practice?
Learning without test or practice in math like foolish math is all about practicality if doesn’t do all the sums formulas and problem by self or practically you will don’t get any numbers but this is the best b.tech tuition in Gurgaon here you will get all the practical classes or test time by time or that will help you to increase your knowledge and speed. So, hurry up and join now the best math classes in Gurgaon.
Most of the parents have question : can my child be discipline for the daily work at young or small age?
Yes, there are some children who have crave for their homework at a young age they do because they enjoy thinking and there are many children who don’t, however, most of the children are able to adapt their program quickly and what we teach him is definitely gonna helpful for them.
If parents are equally involved in encouraging and in calculating the homework habit of the children self-learning of a child is more helpful then others doing their work. Ichcha shares learning behavior and give a positive behavior for the future so the hair in the best B.Tech maths tuition in Gurgaon helps you and I teach you how you can teach your children for your children has been disciplined enough to do their daily homework at a young age.
Why I choose the B.Tech math classes in Gurgaon from Mathsmasterclasses ?
Because of the ER. Anand Singh is a professional mathematician having experience of 7 years it is more than 200 + student online as offline is teaching not only B.Tech maths tuition in Gurgaon but another student like b.sc., + 1 + 2 every class you want Anand Singh to provide you the best valuable and practical classes through which you will definitely crack your exam and getting rid back from backlog because he has a record with 99% result that will definitely show how good teacher er. Anand Singh is so hurried up and joins now the best b.tech maths tuition in Gurgaon.
Providing the Best B.tech Maths Classes In Gurgaon
Why Choose US the best B.tech maths Tuition in gurgaon ?
It’s been a challenging task for parents to search for the best tutor in Gurgaon. Every parent wants quality teaching methods that are only possible if someone has years of experience in teaching. Math subject remains the prime concern due to the vast subject matter. Er. Anand Singh years of experience brings the best solution for parents as he is well versed in mathematics home tuition classes in Gurgaon. Er. Anand Singh Sir delivered more than 31,000 Classes across Gurgaon And providing the best online math tuition classes Sir provides all the study material that makes things easier for the student to understand the concept of mathematics. He is providing classes in Gurgaon mainly.
Or If you Living in Gurgaon and in search of online math tutor then ER. Anand Singh is also one of the best online math tutors in Gurgaon or India. They provide online maths Classes for IIT-JEE, UGC-NET, B.Tech (MDU, KUK, GJU, AKTU, PTU, IP, GTU & Other Technical Universities & College’s), M.tech, BCA, B.Sc. and +1 & +2 (All Streams) if you want to crack the exam and want to be a pro-student in Maths subject urry Up ! what are you waiting for Call Now and book your Online or Offline maths classes.
Looking for Maths tutors in Gurugram? We have a large number of instructors and trainers who can help you taking classes and lessons for Maths. Both one to one and group class options are available near your place or online.Er.Anand Singh provides both online or offline classes, which means any student can take maths classes from ER. Anand Singh from any corner of this world.
What if your children has difficulty in doing the homework?
Our teacher is here to provide the best value to you are children according to his or her ability this is math and every child have different mental level and display wearing levels of aptitude ability with different topics. every child has to face some difficulty when they are doing their homework that maybe now or in future, so we are providing the best B.Tech maths tuition in Gurgaon for your child and that may be helpful for them.
In such that situation we provide the best teachers and best time to train your children and that time is the best to reveal this difficulty and qualified trainer date and class do the work for them when their homework difficulties are highlighted we revise that topic to your child if it necessary repeat that topic in a question same as like we repeated that circle that may be helpful for your children also.
In any case if you children don’t get the light knowledge then we are here to give their best right consulting advice on knowledge to your children for providing the best is also and letters and giving you all reports week by week so what are you waiting for hurry up enroll now in the best b.tech math classes in Gurgaon.


We assume you are converting between centimetre and foot. One foot is equal to How many meters are there in centimeters? Download the Word version of this chart. See below a procedure, which can also be made using a calculator, to convert the decimal inches to the nearest usable fraction:.
Bottom Line: Garcinia Cambogia is a plant often used in Asian recipes. The skin of the fruit contains a substance called Hydroxycitric Acid (HCA), which is the active ingredient. Does Garcinia Cambogia Actually Work. Woman Smiling and Holding a Supplement I managed to find several research studies on Garcinia Cambogia, in both animals and humans.
›› More information from the unit converter. How many cm in 1 feet? The answer is We assume you are converting between centimetre and foot. You can view more details on each measurement unit: cm or feet The SI base unit for length is the metre. 1 metre is equal to cm, or feet. How tall is cm in feet and inches? How high is cm? Use this easy calculator to convert centimeters to feet and inches. cm in feet and inches = feet and inches cm in feet and inches height ~ 5 feet and 3 inches The first result of cm in feet (′) and inches (″) has been rounded to two decimal places, whereas the second value for cm to feet and inches has been rounded to the nearest inch.


To write down a hql (hibernate query language) which gives the difference between two timestamps.
Today, i had to write down a hql which should return me the difference between two timestamps. It took me quite a long time to write down the hql query which gives me the correct result. So, i am writing down hql in this blog in order to help any developer who might face this problem.To explain the problem, suppose we have to find out the number of hours before which a user was last updated. The problem seemed quite easy when I first thought about the solution. The most obvious solution i thought was to use hour() function of hql. So, I wrote down the hql
select hour(current_timestamp – user.lastUpdatedTimeStamp) from com.test.User as user where user.id=1;
It worked but only when both the timestamps are of the same date i.e. if the current_timestamp and lastUpdateTimeStamp are of same date (18th April 2010). This solution does not work if the timestamp are on different date as hour function gives number of hours based on time only, it does not consider dates. So, if current_timestamp is 19-04-2010 11:00:00 and lastUpdatedTimeStamp is 18-04-2010 5:00:00 , it will give answer as 6 which is wrong as number of hour between these timestamps is 30.
HQL which works is
(days(current_timestamp) *24 + hour(current_timestamp)) -( days(user.lastUpdatedTimeStamp)*24 + hour( user.lastUpdatedTimeStamp))
from com.test.User as user where user.id=1;
This hql will give the correct answer as it will add the number of hours corresponding to the date to the number of hours on that particular date.
Mathematically, this will be like this
((19*24 + 11) -(18*24 +5)) == 467 – 437 = 30
So, we will get the correct answer 30.
6 thoughts on “HQL which gives number of hours between two timestamps”
I think you’ll have the same problem you did with hours if the two dates are years apart. Jan 1, 2011 – Jan 1, 2010 = ((1*24+11)-(1*24+5))= 35-29=6.
What about last and 1st days of the month?
((1*24 + 11) – (30*24 +5)) == 35 – 725 = -690 ???
I guess you should consider general case when timestamps have several years inbetween.
Is this still correct when you are in a different month/year?
I just tried your method and it’s perfect but I found a huge problem. My two timestamps are using different timezones….
one is NY time and one is UTC…how do I fix this?
I thin this is work on same month, but if the months are differnet, this approch is fail.


Join the numbers and get to the 987 tile!New Game
How to play: Use your arrow keys or swipe to move the tiles. When two neigbouring numbers from the Fibonacci sequence touch, they merge into the next one!
Based on 2048, created by Gabriele Cirulli, which was in turn based on 1024 by Veewo Studio and conceptually similar to Threes by Asher Vollmer. The adaptation to '987' and the Fibonacci sequence is by Jonathan Ross.


Re: Ford Releases 3.0L PowerStroke Diesel Specs
So, what the payback on this thing? $4k buys about 1800gal of gas round these parts. I'd guess real world average on a 2.7L is probably 18mpg avg, or less. If I'm generous and give the 3.0 24 mpg average, that is 6 mpg. x/18 - x/24 = 1800; 432(x/18 - x/24) = 432(1800); 24x - 18x = 777,600; 6x = 777,600; x = 129,600. About 130,000 miles if my math is right. Have to keep her a long time or the price of gas has to go up. So, I guess it could be expressed as x/avgmil1 - x/avgmil2 = y/z, where y = cost of option, z = price of gas.


Optimization in Chemical Engineering Suman Dutta
Publisher: Cambridge University Press
320069 - SOCPQ - Simulation, Optimization and Control of Chemical As well as having completed the course "Chemical Reaction Engineering" and. In this book, optimization of chemical processes is performed using both classical and advanced algorithms. CHEMICAL REACTION ENGINEERING Optimization, Control, and Stability. Instructor: Professor Miguel J. Global Optimization of Chemical Engineering. A Hybrid Method for Stochastic Performance Modeling and Optimization ofChemical Engineering Processes. Techniques of optimization, including formulation of optimization problems, one- Prerequisites: Chemical Engineering 348 (or 448) or 353. School ofChemical, Biological and Materials Engineering. Plants by means of Evolutionary Algorithms. This third book in a suite of four practical guides is an engineer's companion to using numerical methods for the solution of complex mathematical problems. NOVEL OPTIMIZATION METHODS IN ENGINEERING. Dynamic optimization has attracted much attention for its wide applications inengineering problems.


Expected value, or EV for short, is a fundamental concept in poker that every player should understand. Simply put, it is a way to calculate the average outcome of a particular action or decision. By understanding expected value, players can make more informed decisions at the table, and ultimately improve their overall win rate.
To calculate expected value, you need to take into account the probability of each potential outcome and the corresponding payoff. For example, let's say you are in a cash game and are considering calling a $10 bet with a flush draw on the flop. You have 9 outs (cards that will complete your flush) and there are 47 unseen cards remaining in the deck. The probability of hitting your flush on the turn is 9/47, or about 19%. If you hit your flush, you will win $30 from your opponent. So, the expected value of calling the $10 bet is (0.19)($30) - ($10) = $1.40. In other words, on average, you will make $1.40 for every time you make this call.
It's important to note that expected value is not the same as the actual outcome of a particular hand. For example, just because the EV of calling that $10 bet is $1.40, it doesn't mean that you will always win $1.40 or even win at all, you may lose the hand and the $10 you put in the pot. However, in the long run, if you make the same decision repeatedly, the expected value will be the average outcome.
Expected value can also be applied to other situations in poker, such as raising or folding. For example, if you are considering raising with pocket aces preflop, the EV would be calculated by taking into account the probability of winning the pot without a showdown and the amount of money you will win, compared to the probability of losing and the amount of money you will lose.
EV also plays a critical role in game theory optimal (GTO) strategy. GTO is a way of playing poker that takes into account the actions and reactions of all players at the table, and aims to exploit any inefficiencies in their play. By understanding EV, players can adjust their strategy to maximize their expected value in any given situation.
However, it's important to note that EV is not always the only or even the most important factor to consider when making a decision at the poker table. There are many other factors that come into play, such as the skill level of your opponents, your table image, and your overall comfort level with a particular play.
In addition, while calculating EV can be helpful, it's not always easy or straightforward, especially in live games where the information is not always available. It is important to be aware of the limitations of EV and use it as a guide rather than a strict rule.
In conclusion, expected value is a powerful concept in poker that can help players make more informed decisions and ultimately improve their win rate. By understanding EV and taking it into account when making plays, players can adjust their strategy to maximize their expected value in any given situation. However, it's important to remember that EV is not the only factor to consider and to be aware of its limitations.


Mathematics Olympiad activity on a national level has been one of the NBHM's major initiatives since 1986.One of the main purpose of this activity is to spot .Mathematical talent among High School children.NBHM has also taken on the responsibility for selecting and training the India for participating in the International Olympiad every year . For the purpose of administering Olympiad contest, the country has been divided in to 16 regions .The Olympiad Programmes leading to India 's participation in the International Mathematical Olympiad (IMO) consists of the following stages .Stage 1 : Regional Mathematics Olympiad (RMO):
KRMO is normally held in the month of November on a Sunday .It is a 3- hour written test containing about 6 to 7 problems. On the basis of the performance in the KRMO, a certain number of students are selected to Appear for the INMO written test, normally held on the first Sunday of February in the following year. Regional coordinators charge a nominal fee to meet the expenses for organizing the contest. Students studying in I/II P.U.C with Mathematics as one of the subjects of study are eligible to take part in this contest .However ,Exceptionally talented students of XorIX Also can appear.Venue:
The KRMO will be conducted in different centers simultaneously. A candidate can choose anyone of these centers For appearing in the examination. However, if the number of candidates opting for a particular center is too small, the examination will not held at that particular Center & the candidates will be asked to change to a neighboring Center.Registration:
A student interested in participating in the KRMO should register his / her name by Paying a nominal registration fee. This fee is non-refundable and not transferable.All registration for the KRMOP have to be made through the Head of the institution in which the candidates are studying .Direct application by candidates are not accepted by the Regional Co-coordinator.Stage 2 : Indian National Mathematics Olympiad(INMO):
INMO is held on the first Sunday of February each year at various centers in different regions .Only students selected on the basis of RMO from different regions are eligible to appear for INMO .INMO is a 4 – hour written test ; the question paper is set centrally and is common throughout the country .The top 30-35 performers in INMO receives a certificate of merit . Stage 3 : International Mathematics Olympiad Training Camp(IMOTC): The UNMO certificate awards are invited to a month long Training Camp in May/June each year. In addition, INMO awards of the previous year who have satisfactorily gone through postal tuition throughout the year are invited again to a second round of training .On the basis of a number of selection tests through the Camp, a team of the best six students is selected from the combined pool of junior and senior batch participants to represent India in the international Mathematic Olympiad.Stage 4 : International Mathematics Olympiad (IMO):
The six-member team selected at the end of the Camp accompanied by a leader and deputy leader represent India at IMO<that is normally held in July in a different country .IMO consists of two 4-and –a –half hour written testes held on two days with a gap of at least one day .Travel to IMO venue and return takes about two weeks.
Student of the India team who receive gold, silver and bronze medals at IMO receive from NBHM a cash prize of Rs 5000 ,Rs 4000 and Rs3000 respectively during the following year at a formal ceremony at the end of the Tanning Camp .MHRD finances international travel of the 8-member Indian delegation while NBHM(DAE)finances the entire in-country program and takes care of other expenditure connected with international participation
There is no prescribed syllabus for mathematical olympiads. Broadly speaking, students appearing at RMO must be well versed with all the mathematics taught upto Class X level. The major areas from which problems are chosen are Number Theory, Geometry, Algebra and Combinatorics. This includes Arithmetic of Integers, Geometry, Quadratic equations and expressions, Trigonometry, Coordinate Geometry, Systems of linear equations, Permutations and Combinations, Factorization of polynomials, Inequalities, Elementary Combinatorics, Probability Theory and Number Theory, Finite series and Complex numbers, and Elementary Graph Theory. The syllabus does not include Calculus and Statistics.


Can a line graph be a curve?
What we can see from a line graph, but would not be so obvious from the table of results, is whether the line is straight or curved. So, we could talk of a 'straight line graph' for which 'as x increases, y steadily increases' (Figure 7.3a) or for which 'as x increases, y steadily decreases' (Figure 7.3b).
Linear means straight and a graph is a diagram which shows a connection or relation between two or more quantity. So, the linear graph is nothing but a straight line or straight graph which is drawn on a plane connecting the points on x and y coordinates.
A line can be straight or curved. In geometry, the word line means a straight line.
Line graphs are used to track changes over short and long periods of time. When smaller changes exist, line graphs are better to use than bar graphs. Line graphs can also be used to compare changes over the same period of time for more than one group.
All lines are curves, all curves are not lines. A line is a curve that can only be extended in two directions.
A curve is a shape or a line which is smoothly drawn in a plane having a bent or turns in it. For example, a circle is an example of curved-shape.
Curved lines have changing slope; they may start with a very small slope and begin curving sharply (either upwards or downwards) towards a large slope. In either case, the curved line of changing slope is a sign of accelerated motion (i.e., changing velocity).
When two points on a plane surface are joined, a straight line segment is obtained. But if two points in a curved surface is joined, a curved line segment is drawn. When a line segment is extended towards both sides unlimitedly it becomes a line.
A line graph—also known as a line plot or a line chart—is a graph that uses lines to connect individual data points. A line graph displays quantitative values over a specified time interval. In finance, line graphs are commonly used to depict the historical price action of an asset or security.
Line graphs can be used to show how something changes over time. Line graphs are good for plotting data that has peaks (ups) and valleys (downs), or that was collected in a short time period. The following pages describe the different parts of a line graph. The title offers a short explanation of what is in your graph.
What data can be used in a line graph?
What kind of data can be used on a line graph? A typical line graph will have continuous data along both the vertical (y-axis) and horizontal (x-axis) dimensions.
The line of best fit is used to express a relationship in a scatter plot of different data points.
A curve is not a straight line, at the same time as a straight line is not a curve. A curved line includes points that are not linear to two given points.
A circle is a curved line that runs around a center point. Every part of the curved line is the same distance from the center. A circle can be folded into two halves that are exactly the same, which means that it is symmetrical. The line of this fold is an important part of the circle, called the diameter.
, the curve is called a path, also known as topological arc (or just arc). A curve is simple if it is the image of an interval or a circle by an injective continuous function. In other words, if a curve is defined by a continuous function.
They can be straight or could zig-zag or curve. If you think about the horizon line (where the sky and ground meet) it will help you remember the word horizontal.
How do you describe a line graph? A line graph plots data in a single line over time. To describe the graph, follow it's progress along the horizontal access and describe whether it goes down, up, or stays the same.
And while there are few hard-and-fast rules when it comes to data visualization, one thing is for certain: line charts are not suitable for comparing multiple categories at one point in time for a single variable.
Use line charts only if you want to show how values develop over time. If you want to show how values differ in different categories, consider a (stacked) bar, column chart or split bars instead.
There are 3 main types of line graphs in statistics namely, a simple line graph, a multiple line graph, and a compound line graph.
What are limitations of line charts?
Line charts have some limitations. For example, they tend to lose clarity when there are too many data points. However, they are also easy to manipulate visually to achieve specific effects. For example, the degree of apparent change can be manipulated visually by adjusting the range of data points on the axes.
A line graph, also known as a line chart, is a type of chart used to visualize the value of something over time. For example, a finance department may plot the change in the amount of cash the company has on hand over time. The line graph consists of a horizontal x-axis and a vertical y-axis.
Answer and Explanation: A straight line on a graph means there is a directly proportional relationship between the independent and dependent variables. A curved line means that the relationship is either logarithmic or exponential.
A spline chart is a line chart that uses curves instead of straight lines. It is designed to emphasize trends in data over a time period—but in a more smooth, gradual way than a line chart does. Spline charts are a clear, easy way to provide a graphical representation of one or more time-dependent variables.
Right-click on the line in the graph and select "Format Data Series." This is where you will choose options to make the line in the graph curved.
Two-dimensional curved shapes include circles, ellipses, parabolas, and hyperbolas, as well as arcs, sectors and segments.
One of the differences between the slope of a straight line and the slope of a curve is that the slope of a straight line is constant, while the slope of a curve changes from point to point.
If a point moves in only one direction, we get a straight line. A line that is not straight is a curved line. If a point does not move in one direction, we get a curve.
20) The curve tool is used to draw a curved line.


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By Michael Buckley, Itd &. Pearl Production Frishco
(100 Reproducible actions) contains: Triangles I, Triangles II, Polygons and an advent to good judgment, Similarity, Perimeter and Circles, zone of Polygons, Solids and floor region, quantity, Geometry at the Coordinate Plane
MathSkills reinforces math in 3 key components: pre-algebra, geometry, and algebra. those titles complement any math textbook. Reproducible pages can be utilized within the lecture room as lesson previews or stories. The actions also are excellent for homework or end-of-unit quizzes.
MathSkills reinforces math in 3 key parts: pre-algebra, geometry, and algebra. those titles complement any math textbook. Reproducible pages can be utilized within the lecture room as lesson previews or stories. The actions also are ideal for homework or end-of-unit quizzes.
Read or Download Algebra (Curriculum Binders (Reproducibles)) PDF
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Publication via Kambayashi, T. , Miyanishi, M. , Takeuchi, M.
Many primary combinatorial difficulties, coming up in such assorted fields as synthetic intelligence, good judgment, graph conception, and linear algebra, could be formulated as Boolean constraint pride difficulties (CSP). This e-book is dedicated to the examine of the complexity of such difficulties. The authors' target is to strengthen a framework for classifying the complexity of Boolean CSP in a uniform approach.
Downloaded from http://www. math. tau. ac. il/~bernstei/Publication_list/publication_texts/bernsteinLieNotes_book. pdf ; model released in Krötz, "Representation thought, advanced research and quintessential geometry", 2012
- Set Theory and Logic (Dover Books on Mathematics)
- Handbook of algebra
- Algebra: Rings, Modules and Categories I (Grundlehren der mathematischen Wissenschaften)
- Jordan Canonical Form: Theory and Practice (Synthesis Lectures on Mathematics and Statistics)
Additional resources for Algebra (Curriculum Binders (Reproducibles))
Plot each solution on the coordinate plane. 4. Draw a line so it goes through each point. If the inequality is or the line is a dashed line, if the inequality is or , then the line is a solid line. 5. Select a point on either side of the line. Plug the values into the inequality. Shade the side of the line where the test point is true. Example Graph the following equation y < 3x + 4. Step 1 Create an input/output table. Step 2 List several values for x. Step 3 Substitute each value of x into the inequality.
X 2. 3x 24 4. −4x −36 6. _5x −10 3. 2x −16 5. _2x 14 7. com 43 Name Date Solving Two-Step Inequalities When solving an inequality, the goal is to get the variable by itself on one side of the inequality symbol. There are times when solving an inequality requires two steps. The first step is usually either addition or subtraction. The second step is usually multiplication or division. Rules for Solving Two–Step Equations 1. Isolate the term with the variable using addition or subtraction.
_6x − _23 = _16 5. com 39 Name Date Graphing Linear Inequalities When you find the solution of an inequality, you are finding two values—one for x and one for y—that makes the inequality true. Each set of values is known as an ordered pair. You can use the ordered pairs to plot points on a coordinate plane. Rules for Graphing a Linear Inequality 1. Create an input/output table. 2. Select several values for x. Substitute the values for x into the inequality. Solve for y. 3. Plot each solution on the coordinate plane.


Published November 23, 2004
by Houghton Mifflin Company .
Written in English
|The Physical Object|
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The grouping of intervals is synonymous with music notation and the manner in which these groups are read and interpreted is an integral part of music making. Notation grouping calls for an effective procedure for solving this particular mathematical problem in a finite number of steps. It may be that this procedure, identified as an algorithm, can also be an effective practice procedure for interpretation, rhythm and technical accuracy.
The concept of grouping seems a necessity given the continuous flow of sounds that make up a piece of music. Multiples of sounds become intervals from which the full gambit of music is in place. Combinations of groups in the form of intervals leads to shape within the flow of music as compared to a single sound.
Shape is a fundamental part of music and perhaps requires more attention than it receives in the preparation of music for performance. Algorithmic procedure places a high value on the mathematical content and also complements the vital aspect of rhythm. There may be an opportunity to research the benefits of algorithmic practice as an alternative to the traditional practice methods in use at this time.
Rhythmic variation and interpretation is dependent on the use of shapes in groups, beginning with two sounds onward. The more extended the group, the more need to manage the flow of intervals. These groups are represented numerically, beginning from a group of 2 notes. Groups with an even number of notes, such as 2, 4, 6, 8, and 10 represent multiples of 2s and do not present difficulty in management. However, the odd numbers pose a slightly different approach to accommodate the extra note. In the case of the 3 group, it may be read as a double and one (2+1) or one plus two, bearing in mind that there is no detachment of the extra note from the rhythmic flow of the group. By and large, groups can be read in combinations of twos and ones. The four group can be 2 + 2; the 5-group, 4 + 1; 6-group, 2 + 2+ 2; 7-group, 2 + 2 + 2 + 1; 8-group, 2 + 2 + 2 + 2; and the 9-group, 2 + 2 + 2 + 2 + 1. And so on for even larger groups.
The groupings need to be complete in their mathematical representation to create and master the shapes. Finally we still have a technical task presented by the intervals comprising the group. Now you have the challenge of intervals and shape fully exposed for you to use your algorithmic practice. Each group needs to be mentally embedded in a flowing manner so that the group becomes an integral part of the piece.
Grouping of intervals will reliably inform you as to which interval or intervals remain to be mastered, step by step, before the passages are safe for performance. Algorithmic practice has the effect of elimination of rote practice by working step by step through the intervals bearing in mind some intervals are more difficult than others, which is well demonstrated in contemporary compositions. However, groups are usually a combination of both varieties of harder and easier intervals which inexorably leads to technical roadblocks. Based on present practice methodology, if all the intervals in the groups are given the same amount of practice time, then the easier intervals will get easier which in turn makes the hard intervals more difficult. Knowing where the difficult intervals are is extremely facilitative to a sound technique.
In this approach, the close relationship between shape, rhythm and interpretation is brought to attention. The feature of shape introduces the potential for interpretation and nuance in performance. Groupings come in many shapes and sizes which need to fit their allocated space in the composition. Every note can be a ‘pearl’ leading to flowing and accurate groups. Subjective interpretations are then appropriate for extension to the fluency and accuracy of performance at your level of skill.
The methodology outlined in this paper describes the solving of particular problems through the use of algorithms. Groups of any number are practiced in a necessary set of logical and finite steps allowing for a conclusion of accurate and fluent technical freedom in performance. Should it prove to be a vexed question in the minds of some aspiring music makers, then it may be a teaching aid.
The acceptance of the notion that intervals are the basis of music making may well lead to the logical conclusion that the practice of grouping intervals as such, is axiomatic.


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It always amazes me to see what sorts of things students do or don’t transfer into learning or everyday experiences. We recently finished giving our 4th and final invention activity of the year to our first year students.
What is an Invention activity, you ask?
If you’re not familiar with invention activities, the idea is that you give students a problem to solve before they’ve learned about the concept. They have to creatively invent a solution, whereby an expert solving the problem would invent/use the correct, canonical formula. In Schwartz & Martin’s (2004) paper “Inventing to Prepare for Future Learning,” they give an example of four different pitching machines that aim baseballs at a target. They present positions where each of the four machines landed a number of balls relative to a target (contrasting cases) – one of them very close together away from the target, one more scattered but centred on the target, one with a different number of balls thrown, and so on. Students must invent a way to quantitatively determine which machine is more reliable. An expert solving this would use standard deviation to describe which set of hits are closer together (ie more often hitting the same spot). Inventing a solution, even though most often an incorrect one, before learning about the concept (in this case, standard deviation) has shown large learning gains over just being taught the concept without the invention activity, even when controlling for time on task. I also recommend the short Physics Teacher paper by Day, Nakahara, and Bonn, “Teaching Standard Deviation by Building from Student Invention” (2010).
Back to the point about transfer
We use a number of these types of tasks to teach data analysis skills in our course. The main four for this discussion are on the following formulas:
- Least squares fitting, especially the chi-squared formula:
- Uncertainty in the slope of a best fit line with the intercept fixed at the origin:
- Weighted Average:
- Weighted least squares fitting:
The idea is that the final activity (a screenshot of which is included below) combines what they’ve learned already about weighted averages and least squares fitting to get the weighted least squares fitting equation. In its simplest form, you take the unweighted chi-squared formula and add the weighting concept from the weighted average, this time using the uncertainties in the y-values as the weight. As someone who has developed all the activities and used the formulas many, many times, it seems an almost too simple transfer task to me.
But it isn’t.
I had a number of conversations with students while they were trying to invent the formulas. They were indeed transferring their knowledge, but there were some very inappropriate examples of it. The main problems came from trying to adapt the wrong equations. One group wanted to take a weighted average of all the points. When I asked what they meant by “the points” they were as confused as I was. I pointed out that there were x and y values, and so again asked which they were going to take an average of. Then I asked them what the goal of the task was and how this average was going to help achieve it. Eventually we broke down this idea and started from scratch. It seems they saw the uncertainties in the data points and wanted to apply the one equation that they knew involved weighting by uncertainties in the data.
Another group really wanted to use the uncertainty in the slope equation, but they weren’t sure how to incorporate the uncertainties in the data points. Instead of the denominator just being the average values, they turned that into a weighted average of the values. That is, they made the denominator in equation 2: . I had to work through a rigorous discussion about what the goal of the task was and why they wanted to include the uncertainties at all. Eventually we got to something a bit more meaningful.
By far the most interesting image of transfer, though, was a superficial notion of how students incorporated the uncertainties. A large number of students, even those who invented a close-to-correct solution, wrote the uncertainties in their equation as , even though the uncertainties were clearly in the y-values. They still used the uncertainties in the y-values in their calculations, but kept the notation of in their formula. They transferred a very surface-level notation from the weighted average activity into this new activity.
Why? I’m not really sure, but I think it’s really interesting.
What do you think?
Have you seen weird notions of transfer in your activities? What’s the most surprising example that comes to mind? Is there anything worth studying in these activities with respect to transfer, do you think? We get logs of all student actions during these activities, so there is lots of data to be mined!


Figure 6: Average improvement in each subject's neurocognitive test scores bases on number of HBO2 sessions received. Note: Each point in the graph represents one subject. The line through the points is a best-fit, linear regression (y=0.5539x + 1.1863) of individual subjects who have undergone 35 and up to 82 hyperbaric oxygen treatments. The trend line slope is 0.55; r = 0.3685, P = 0.038. HBO2: Hyperbaric oxygen.


"The number 5 … equals "atonement." 10 is "completeness." 17 means "heaven." 5 x 10 x 17 = 850.
(850) x (850) = 722,500. This can be interpreted as: (Atonement x Completeness x Heaven), squared.
Camping believes that Christ was executed on 33-APR-01. The interval from that date to 2011-APR-01 is exactly 1,978 years.
1,978 multiplied by 365.2422 days (the average number of days in each solar year) = 722,449 days.
Adding 51 days brings the total days since Jesus’ execution to: 722,500. This will occur on 2011-MAY-21.
Anyone else see this as people trying to use convoluted math to, in effect, read God’s mind? To place a date on this specific Saturday is fairly presumptuous. I would be skeptical even if a quantum physicist did the math, let alone a radio tycoon.
We also have to consider the fact that the Bible was NOT written in English, but translated from Hebrew and Aramaic. There are hundreds of bible translations in circulation, each have their little differences and faulty interpretations. When it comes to numbers in the bible, there have been mistakes. One iconic mistake was the Number of the Beast 666, was mistranslated, and is actually 616. If even one of the numbers in the calculations done by Camping was incorrect, everyone, righteous or no, will be on Earth come Sunday.
Also, lets consider the origins of the equation. There is no “End Times Tutorial” in the Bible, and even if there was, it wasn’t written by God, it was written by men. It wasn’t translated by God; instead, it was men. And the equation wasn’t made by God, it was a man. Here’s my equation for the End-Times:
(Men x writing) + (men x translating) + (men x arithmetic) = a pleasant Sunday, May 22, 2011.
Have a good weekend. Jesus, save me from your followers.
Hey! I'm actually going to visit Naropa this summer in July. If you don't mind me asking, what are you studying there? Do you like it there?
I am studying Contemplative Psychology of Health and Healing.
Naropa is nice, if a bit wayward at the moment. Its an interesting place for me because I am a man of both science and spirit. I can find all the spirit I want at Naropa, but damn near none of the science. There are a few profs that will open your mind greatly, but while finding those, you will probably have a couple teachers that drive you crazy. Crazy Wise that is…
That said, I feel I understand people better than I ever could have without a place like Naropa.
Free Comic Book Day!!! Today you can go to your local comic shop and get a STACK of free comics! So excited! Also, if you’re in Boulder, CO, Time Warp Comics on north 28th Street has the Batmobile from the Tim Burton movies, AND a replica Ecto-1 car from Ghostbusters.


How to convert English numbers to Wolof:
(This only works for numbers 21 & higher and not for numbers evenly divided by 10.)
Take the number you want to convert to Wolof & divide by 10.
Take the whole number before the decimal, convert to Wolof & put ‘fukk ak’ after it.
Multiply the number that you dropped the decimal from by 10 & subtract from original number you wish to convert.
Convert this remaining number to Wolof and place after the ‘fukk ak’ for the complete Wolof number.


The program PNN implements the algorithm proposed by Specht . It is written in the R statistical language . It solves a common problem in automatic learning. Knowing a set of observations described by a vector of quantitative variables, we classify them in a given number of groups. Then, the algorithm is trained with this dataset and should guess afterwards the group of any new observation. This neural network has the main advantage to begin generalization instantaneously even with a small set of known observations. The program is delivered with four functions — learn, smooth, perf and guess — and a dataset. The functions are documented with examples and provided with unit tests.
The package is available at CRAN. Its current source code is available at Github. A manual of the functions -- learn, smooth, perf and guess -- is provided with examples. A lightning talk (abstract) have been presented at Rencontres R, 27-28/06/2013, Lyon, France. Several tutorials cover topics such as:
- How to install?
- How to use?
- How to optimize?
- How to evaluate the performance?
- Démonstration de la distribution des probabilités sur un jeu de données
This program is released under the GNU Affero General public license.
|||Specht, D. F. (1990). Probabilistic neural networks. Neural networks, 3(1):109–118.|
|||R Core Team (2012). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. ISBN 3-900051-07-0, http://www.R-project.org/.|


I am educated as a mathematician, and have been working with applied research for more than 25 years. I have mostly been working on problems involving porous media flow, flow in wells, and more recently renewable energy, seismic inversion, ultrasound and medicine.
My focus have been on solving problems involving data assimilation, large-scale parameter estimation and optimization. I have also extensive experience in managing research projects.
I finished my PhD (Dr. Ing.) degree in mathematics at NTNU in 1991. Since Oct. 1, 2018, I have been a research professor at NORCE. From 2004 to 2018 I was a chief scientist at Rogaland Research (2004-2005) and International Research Institute of Stavanger. I was a senior scientist at Rogaland Research from 1997 to 2004. In the period 1991-1997, I was an associate professor in mathematics at Stord/Haguesund College. I was an assistant director of research at The National IOR Centre of Norway 2013-2015 and an adjunct professor at the Department of Mathematics, University of Bergen 2009-2012.


Saturday, 2 January 2010
A Drunk Diary, Episode One
I've decided that I'd quite like to know what I'm drinking when so I'll be keeping a drunk diary this month in order to try and know what I average a month volume, abv and unit wise.
If you don't know how to calculate the units in your beverage here's how you do it...
Multiply the mls alcoholic liquid by the abv then divide by 1000.
For Example : 1 pint Motley Brew(568mls) x 7.5%abv, divide by 1000 and you get 4.26 Units.
Wish me luck, I may well need it.
By Drunk Diary I do of course mean a diary of what I have drunk, not me drunkenly typing down my deepest darkest watered down thoughts.
Here goes nothing...
Date : 01.01.10
Drinks : Goose Island IPA, 1 bottle.
ABV : 5.9%
Units of Alcohol : 2.09


The Department of Mathematics, Bahauddin Zakariya University, Multan came into being with the establishment of the University in September, 1975. In the beginning, it was housed in the Academic Block on Bosan Road, Gulgasht Colony, Multan. In January, 1981, the Department was shifted to New Campus in the Chemistry Block.
The Department Progressed very rapidly and in 1985, it was upgraded as the Centre for Advanced Studies in Pure and Applied Mathematics (CASPAM). The Centre moved to its present premises the "Mathematics and Statistics Block" in 1987. The Centre has now 10 teachers with Ph.D. degree and four with M.Sc. degree on its teaching faculty.
The Centre is imparting education at the levels of BS (4 years), M.Sc., M.Phil. and Ph.D. in Mathematics. The Centre has started offering short-term computer courses in evening from March, 2002. The Post Graduate Diploma of one year duration in Business & Industrial
Mathematics and Computer Programming in the evening has also been started from the session 2002-2003. The information regarding PGD/Ph.D. programmes can be had from the Director of the Centre or from our Web Site www.bzu.edu.pk/caspam.
The Centre has the honour of completing successfully a collaboration programme with the Department of Mathematics, Bradford University, U.K. Under this collaboration not only exchange of teachers took place but the computer laboratory of the Centre had also been equipped with the latest computer system (Sun System).
The graduates of the Centre are serving in different Federal and Provincial Government Departments, Armed Forces, Pakistan Atomic Energy Commission, Banks, Insurance Companies and other Financial and Educational Institutions.
F.Sc Pre- Engineering or Equivalent
Examination Mathematics as an elective
Determination of Merit
Aggregate marks in F.A/F.Sc or Equivalent plus marks in concerned subject plus 20 Marks for Hifz- e-Quran.
B.Sc with Mathematics A&B Courses.
Determination of Merit
Aggregate marks of B.Sc, plus marks in Mathematics A&B courses, plus 20 marks for Hifz-e-Quran.
i) M.Sc./BS (4-Year) Mathematics with at least 45% marks under annual system or 50% marks under semester system.
ii) GAT; cutoff scores 50th percentile.
MS/M.Phil in Mathematics with 3.0 CGPA or equivalent degree in Physics, Engineering, Economics or Computer Science (with M.Sc./ BS Mathematics) with 3.0 CGPA;GRE (Mathematics); cutoff scores 50th percentile.Download Course Outline


Every year on the 14th day of March a lot of people celebrate π day (written Pi day). Now Pi is by far one of the most interesting numbers in all of mathematics. The reason is because it belongs to a very large class of interesting numbers and it is conjectured to belong to another very interesting class. The first class is that of transcendental numbers; the second is that of normal numbers. Whatever those two words mean, I want to state now the message of this piece: trying to find meaning in the digits of Pi makes no sense.
First things first: one of the reason there’s such a craze about Pi is because of the digits after the decimal point. Let’s recall that Pi starts like this: 3.1415926536… The ellipsis serve a very specific yet very vague purpose: they indicate that the expansion continues, but it is not possible to predict what digit will appear after the last computed digit; in other words: the sequence of digits after the decimal point is “random”. This is the key word. The sort of reasoning that makes Pi interesting for a lot of people with what I call “mystical inclinations” is the fact that randomness seem to entail the possibility of finding any possible sequence of numbers in the digits of Pi; another leap of reason leads to the following “conclusion”: if we codify Joyce’s Ulysses, or Milton’s Paradise Lost, or the Book of Psalms in King James’ Bible as a string of numbers (and there are many ways of doing this) then the digits of Pi will contain them all. Yet another leap of faith leads to the “conlusion” that any possible story, work of art, biography or musical composition will be found within the digits of Pi. This is what I propose to show that is nonsense.
Now to our first digression: transendental numbers.
Different kinds of numbers
Very early in our mathematical education we get acquainted with these old chaps: 1,2,3,4,5,… (the positive integers). The ellipsis here is very precise: we know what number comes next, just add 1 to the last one appearing in the sequence. Among the many things one can do with these numbers is dividing them:
These three examples will suffice to make my point; I want to discuss what happens after the decimal point in each of these numbers. In the first one things are as simple as can be: some digits (in this case, four) and that’s it, no more. The second case is just an “infinite” string of sixes; this means we know exactly what digit to expect after the last one: the same one. The last one repeats after 6 digits, so we also know exactly what digit will appear next: we just have to count in the repeating string. By the way: this last number is one of the first of the approximations of Pi and it dates back to Archimedes in the third century before Christ.
For the three numbers above there are knowable, exact patterns to compute the decimal expansion (that is, the string of digits after the decimal point): it is either finite or it becomes repetitive after a certain number of digits (which can be VEEEERY large; try dividing 355 by 113). It so happens that this is always possible for numbers that result from the division of two integers; they are called rational numbers. These numbers, then, are the ones for which the decimal expansion is completely determined and knowable (though it may take a long time to compute it in practice). Another way of saying this is that the decimal expansion is not random.
A number that is not rational, meaning it is not the result of dividing two integers, is called irrational. Pi is irrational. So from what we said above it follows that the decimal expansion of Pi is not determined exactly, we have to settle for some approximation. Restating this: if we are given a long string of digits of Pi it is not possible to know which digit comes next just by looking at all the digits we are given, other methods are necessary (but I won’t talk about them here). A number is irrational if its decimal expansion is infinite and non-repeating.
Another irrational number is which is approximately 1.414213. The difference between this number and Pi is that can be computed as the solution to the equation (which also returns its negative); Pi on the other hand is not the solution of such an equation; of course, Pi is the solution of , but that is like saying something like “the blue sky is blue”; what I meant earlier is that Pi cannot be expressed as the solution of a polynomial equation with integer coefficients, such as
Meaning: equations in which powers of an unkown quantity appear multiplied by only integer numbers (the sort of thing one does in an algebra class). Such numbers form the first class Pi belongs to: transcendental numbers are those which are not solution to equations with integer coefficients (like the one above, or ).
The second class I referred to above, that of normal numbers, is a little more tricky, so here goes a second digression: probability.
Probability of things
If I put three yellow marbles and four blue ones on a bag, shake it and without peeking into it take a marble out, will it be yellow or blue? There is no way of knowing for certain the colour of the marble but one thing is certain: it is more “probable” that a blue one comes out, because there are more blue marbles than yellow ones. More precisely: there are seven marbles in total of which three are yellow and four are blue. In this case the probability of getting a yellow marble is
or about 42.8%; similarly the probability of extracting a blue one is or about 57.2% (I cheated here; both numbers’ decimal expansion repeat the sequence before the ellipsis; I rounded them up in percentage so they add 100%). The conclusion is that the probabilites are not equal.
If you toss a coin there are only two possible outcomes: heads or tails, each with the same probability (50-50); if you toss the coin a few times (three, five, seven) you may not notice anything particular about how many heads and how many tails appeared; but if you toss it a very large number of times (usually around twenty or thirty will suffice) the number of tails and the number of heads are more or less the same; that is, if we toss the coin seven times and register the events: heads, tails, tails, heads, heads, tails, tails, then evidently the number of times heads appears is not equal to the number of tails; however, doing it many times both events tend to even out. Another way of saying this is that we have two events with the same probability and if we repeat the experiment (tossing) long enough, the appearance of these two events will be approximately equal, that is they will appear with the same probability. This is crucial for what follows.
An irrational number is said to be normal if each digit appears with the same probability as any other digit, namely because there are ten digits: 0,1,2,3,4,5,6,7,8 and 9; I’ll explain what that means below. In the numbers above (all rational) there is no chance of normality: the digit 9 never appears in them (even in the ones that have an infinite decimal expansion); so 9 occurs with probability 0 (a mathematically pedantic way of saying it doesn’t occur… with some caveats, that is not what probability zero actually means in math). Now take the following number:
This is called Champernowne’s number and its just writing the sequence of positive whole numbers in order. Now, is the sequence of digits “random”? Not in the sense that we cannot predict what number follows, although for doing so we need to check all the digits preceding the one that we are interested in, which in practice is virtually impossible. However this number is normal, since all the digits will appear “equally often”. What this means is that if we take a very big chunk of the sequence of digits, every digit will appear with almost the same probability (recall the experiment of tossing the coins a large number of times); the bigger the chunk the more equal the probability of every digit will be. Of course the sequence doesn’t repeat itself so this number is irrational. This is a normal number.
Digressions over, back to Pi.
“O time thy pyramids”
So, “the randomness of the digits of Pi means that we can find anything in them”, right? Well, it depends what you mean by that. First of all, it is not known whether Pi is normal or not. Assuming it is normal, then it would follow that the digits of Pi are a random sequence of numbers; but remember, randomness only means in this sense that any digit will appear with the same probability as any other digit. Now, does this means it is possible to find “any given string of numbers” (and “therefore” any possible text, painting, symphony or Grateful Dead song) in the decimal expansion of Pi? Well, not really. In Champernowne’s number you will find it, but only because every single integer will appear there. Consider the number
which is not normal as we defined normality, but is normal in base 2; this means that all possible binary digits (namely: 0 and 1; the pattern is: one 1, one 0, two 1s, two 0s, three 1s, three 0s…) will appear equally often in the above number; what we actually defined above was normality in base 10. Nonetheless it is not possible to find the following string in the above number:
So normal numbers don’t necessarily enjoy this property of “having the meaning of life” within their digital expansion.
Even granting that a normal number will contain any sequence of numbers whatsoever, the question remains: how do we read those numbers? Encoding a text, a piece of music or a painting depends on the choice of code (it can be binary, hexadecimal, scrambling letters around or you can use a set of symbols of your own); so even if you can find whatever sequence you want inside the digits of Pi (as consecutive digits, of course) that leaves you with the daunting and virtually impossible task of encoding all of world literature ever written so you can “find” it in the digits of Pi (or any other normal number). The digits of Pi, by themselves, mean nothing; they’re just numbers that appear in the decimal expansion of one of the most important and useful numbers in math and science. There is no mysticism, no cosmic meaning, no interpretation of your dreams (dry or otherwise) in that string of numbers; if there is, it is you who puts it there, not Pi. I don’t believe in that sort of thing; I don’t have a problem with people that do, but I think they should not forget that those interpretations are not a property of the numbers themselves. In the film Pi the mentor of the main character (a mathematical genius obsessed with finding patterns in the digits of Pi) at one point warns him peremptorily: “once you discard scientific rigor you are no longer a mathematician, you’re a numerologist!”. Caveat credentes.
A lot of people draw the analogy of having whatever meaning encoded in Pi’s digits from Borges’ story The Library of Babel. In it, a library is described that contains any possible text; Borges mentions a volume that is “a mere labrynth of letters” but contains the sentence “O time thy pyramids” near the end; but this was Borges, he could do that sort of thing and besides, he (nor the narrator) doesn’t draw the conlusion that the library holds meaning; actually quite the contrary… but I wouldn’t deprive you of the pleasure of reading it by yourself. The idea that by randomly concatenating every individual on a set of symbols (be those decimal or binary digits, letters of the latin alphabet or the set of nonce words in a Monty Python sketch) you can obtain any possible meaning is not a new one: Jewish mysticism invented the Kabbalah (and incidentally, the theory of permutations) many centuries ago. Trying to attach meaning to things that intrinsically have none is a sort of mysticism, whether that meaning is of a mystic/religious/occult nature or not. Mysticism by itself is harmless but it breeds fanatism and reality-denial more often than not. Again, belivers beware!
Numbers are not the guardians of perennial wisdom, nor they hold the key to past, present or future; they are devices, tools we use to understand things around us. The Librarians of Babel, if there are such beings, are not numbers.


The Fibo Lines Indicator is a very simple yet extremely powerful indicator for manual traders. The Italian math genius Fibonacci discovered a unique correlation between a certain number sequences. Today, we know those numbers as the Fibonacci numbers.
This indicator looks at a recurring pattern around a specific Fibonacci prime number – 11. In our personal trading experience, every time price came close to any of the numbers the sum of which equalled 11, the price bounced back. If price managed to break past any of those numbers, then the breakout continued for quite some time before a higher number stopped it dead in its tracks.
TimeFrames are the same as in the Multi-SR Indicator. Line shift is the same as in the SR Lines indicator. Line Type, Line Width and Line Color are just cosmetic settings so you can choose whatever you like for these.
Notice how price behaved around 47, 137, 29, 11 and 83 – Now add each of these digits together and you will see something interesting. Each of those numbers when added together comes to 11. 47 – 4+7=11, 137: 1 + 3 + 7 = 11 and so on…
You can see very easily that every time price came close to these numbers, something strong happened. It either broke through…like in 47, 137, 29 and 11 or held its ground bouncing right back up, as seen in 83.
Take this knowledge in one hand, use your understanding of trends in the other hand and you will have a super simple, yet extremely powerful directional trading method that will stand the test of time.
Just for fun… lets overlay the Fibonacci Mystery Lines indicator and the Multi-SR indicator and see if we can find some correlation…


Blackjack playing cards And card counting strategies
Blackjack online allnewเว็บหัวควย พ่อง
Is the most popular card game in the world Because it is played And various rules Lots of fun And most importantly, blackjack is not a that uses horoscopes Because it's the art of computation Who has more experience Can make money from blackjack more than 90%. Many times we see a movie about ting When they choose to make money for sure They chose the blackjack game. Using card counting Every calling, crouching, or stopping everything is calculated according to the math.
Blackjack, strategy, calling cards, submission and stopping according to statistical principles
Various decisions We do not do it in any way. But according to the mathematical principles, the opportunity to lose various opportunities Already set out Therefore, we should follow this.
Stop calling more cards: If there are 17, 18, 19, 20 points, stop calling
We got 16 points: UE 2, 3, 4, 5 and 6. We should stop calling / UE 7 and 8, we should call 1 additional card / UE 9, 10 and A to squat and lose half the .
We got 15 points: UE 2, 3, 4, 5 and 6. We should stop calling / UE 7, 8, 9 and A. We should call 1 more card / 10 to crouch and pay half the .
We have 13 and 14 points: UE 2, 3, 4, 5 and 6. We should stop calling / UE 7, 8, 9, 10 and A. We should call one more card.
We have 12 points: UE 4, 5 and 6. We should stop calling / UE 2, 3, 7, 8, 9, 10 and A. We should call one more card.
We got 11 points: or lower points. To add more cards
Blackjack card counting techniques
Many people think that this formula is very difficult. But it will be easier when you play online Because you can write It is important that you have a lot of patience. Don't a lot. And use the technique according to the formula above until the counting of cards is locked We will replace the number of cards allnewเว็บหัวควย พ่อง
with simple numbers. We have to count every card that comes out in every leg. Therefore need to count a lot In general, Blackjack will give you about 7 legs to play. Prepare the paper and write it down.
Numbers 2, 3, 4, 5 and 6 count +1
Numbers 7, 8 and 9, technicians don't have to count.
Numbers 10, J, Q, K and A count -1
How to count If the card comes out as 2, we count 1. If the next card is 10, then we delete it. Count like this, when you have + more than 16, that is our rhythm. Because small cards will go out a lot And there are a lot of big cards left Therefore the opening of this show Have a chance to get big cards How to play is that we do not need to call many cards. Because the dealer finally calls the card too allnewเว็บหัวควย พ่อง
And if we get a pair of cards Should separate the cards every time We can only have 13, 14 points. We can stop calling. Because the next card that we call may be 10, causing the score to exceed


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When I attempted unschooling for a time, I discovered the unbelievable…there is no way to get away from arithmetic. You need to understand math…add, subtract, multiply and divide, estimate, and understand decimals and percentages. Consumerism requires it.
You want to decide how much produce you can afford? Then you need to understand weights and measurements. You want to build something in the backyard or paint a room? You need to know geometry, area, and perimeter. Otherwise, you waste a lot of money, could get ripped off, and take forever putting something together. No matter how intense the aversion in my early years of traditional schooling, I discovered, math must be understood.
My simple grasp of rudimentary math skills did indeed prove that one can function in our culture when one is math illiterate. That you can even get a university degree and use math concepts in your paid work, but still not understand them; while I don’t recommend that, it is possible. I am proof.
Math-U-See has helped me render my math illiteracy. Homeschooling has helped me relearn math. And why didn’t they teach it this way in school anyway? Steve Demme does a bang up job teaching concepts that I thought undecipherable.
Through Mr. Demme I have learned that it isn’t necessary to ply those little minds with endless math questions. If they get it, they get it…and mama knows when they don’t. We can move on to the next concept when something is understood. There’s always a review later on and all the concepts introduced build on one another. This program doesn’t fit a standard curriculum. It might not fit my local jurisdiction’s education system, but I’m not feeling pressure to stay on task with the government, cause if I did I would just send them to school.
I am expecting that they understand what they’re being taught though. Which, not surprisingly, doesn’t mean I can create a predictable learning schedule. Sometimes they just don’t get it. So I continue to show them, by doing questions for them, getting them to watch me, until they ask to do it themselves. With a little practice, we move on to the next concept.


Full list of Nuggets
To estimate the quantity of concrete required for simple projects such as slabs and paths.
Measure the length, width and depth of the slab or path in metres.
The volume in cubic metres (m3) is calculated by multiplying the length by the width by the depth.
Add an extra 10% to account for uneven ground and wastage.
Drive way slab is 4.5 m in length , 1.8 m in width, and 125 mm (0.125 m) deep.
Volume = 4.5 x 1.8 x 0.125 = 1.01 m3
Extra 10% = 0.10 m3, therefore the total volume needed = 1.01 + 0.10 = 1.11 m3
Acknowledgement: The Concrete Society