Sudoku evil has four a lot tougher-to- resolve puzzle levels compared to normal Sudoku puzzles when it comes to difficulty. This extremely complicated type of 9×9 Sudoku puzzle is played by finishing every single of its four tricky levels. All levels of the puzzle are deemed to be extremely tricky to total, with an rising difficulty just after every single level. Some individuals who attempt to resolve this type of Sudoku puzzle leave the game with no finishing a single level due to its really really hard-to- resolve nature.
In an evil Sudoku puzzle, there are, at most, four prearranged numbers in every single sub-square. Due to the fact it has fewer givens, most players come across it really hard to get started finishing even a single evil Sudoku sub-square. It is even usual that you see sub-squares that only have 1 or two prearranged numbers in an evil Sudoku sheet.
Having said that, evil Sudoku's complexity and difficulty is what tends to make it wanted by these Sudoku enthusiasts who like far more difficult puzzles. This extraordinary puzzle is frequently played by Sudoku masters who use their logical capabilities in an unordinary manner. Effectively finishing all 4 levels of evil Sudoku genuinely tends to make you extraordinary.
The query right here is: What do you have to have to do in order to effectively total all 4 levels of evil Sudoku?
Begin WITH SUB-SQUARES
As described above, every single sub-square may perhaps only include 4 prearranged numbers at most. Given that this is the case, it would be ideal if you get started filling these boxes inside sub-squares with the most quantity of givens and answer final these sub-squares with only 1 or two givens. You really should notice right here that it is just like in a normal 9×9 Sudoku puzzle exactly where answering the sub-square with the most quantity of givens really should be best priority.
GIVE Further Work
I hope by now you recognize that evil Sudoku has a a lot far more tricky nature compared to normal Sudoku puzzles. Due to the fact of this, you really should give further work in solving this type of puzzle. You have to have to exert double work if you genuinely want to total all its four levels. You have to have to be really thorough and meticulous when checking each and every corner of the puzzle for duplicates and make confident to use your ideal analytical and logical capabilities.
PENCIL, PENCIL, PENCIL
Given that evil Sudoku has really couple of givens, it is to your benefit if you attempt to create numbers inside particular boxes that could be the suitable match on these boxes. And you can only efficiently do this by employing a pencil – make confident you also have an eraser. The significance of employing a pencil – and not a pen or any permanent marker – in solving any Sudoku puzzle can be observed right here for the reason that this requires a lot quantity-elimination.
YOU WILL Will need Additional THAN PATIENCE
In finishing the four levels of Sudoku Evil, getting patience is not sufficient. You ought to have the determination to total it. Maintain in thoughts that you are not just dealing with a normal, ordinary Sudoku puzzle you are attempting to total a single of the hardest-to- resolve quantity puzzles that you can come across. If you assume you have what it requires and are challenging sufficient to beat and finish this certain puzzle, then you are prepared to roll.


Welcome to Day #2 of Camp Prodigies, Math & Science!
Our own week of Camp Prodigies here at the house (office/studio) is more like Prodigies Boot Camp! We’ve been filming and editing like crazy to get ready for the start of Playtime Prodigies next week!
I hope you had a great #MusicMonday, that you all found a song (or two or three!) to work on, and that you got the feel for some PsP Melodies! Tuesday is all about Math and Science, so we’ll do a bit of work with fractions and rhythms in Sweet Beets, and we’ll also check out a little Leave No Trace video and activity! For Day 2 details of your DIY Camp Activities, use the outline to find 2 inside of the Camp Prodigies Lesson plans. Let us know if you have any questions or requests and have a great Tuesday!


If you are frustated with your marks,
If your marks are not reflecting your hard work,
If you are freezing up during tests and exams,
It is time to seek help from a tutor.
Can-AIM offers individual or group tutoring sessions in all major subjects. Students benefit from one on one teaching by our certified teachers. Our teachers can help with everyday homework or teach the topics prior to learning in regular school. Students can register in hour based program or monthly program. In our monthly tutoring program student pick two days in a week based on the availability of the teacher for a particular subject.
You are welcome to try out a few lessons with us and just pay on an hourly basis. We recommend, however, that you get a monthly package for a discount rate and for convenience. For trial lessons, the hourly rate is $20 for grades JK-8 and $25 for grades 9-12.
Primary/Elementary School Math(Kindergarten to Grade 5)
In the elementary program we teach the basics of math and help students develop problem-solving skills. Key topics of the program are:


W celu instalacji tej aplikacji należy posłużyć się programem APK Combo
Dominoes or dominos is a game played with rectangular "domino" tiles. The domino gaming pieces make up a domino set, sometimes called a deck or pack. The traditional Sino-European domino set consists of 28 dominoes.
Muggins, also known as All Fives or Five Up, is a variant of the Draw game in which, in addition to the scoring at the end of the game, players can score in each move if the total pip count of the endpoints of the line of play is divisible by 5. In some variants of this game the first double, or all doubles, can be used as spinners, in which the line of play branches.
In the variant All Threes, players score if the total pipcount of the endpoints is divisible by 3, in Fives and Threes they score if it is divisible by 3 or 5.


Our school and dedicated teachers in grades Preschool-8th grade offer a Christ-centered curriculum. Students engage in small interactive groups, use technology and work on projects and presentations in Religion, Math, Language Arts, Science, Social Studies, Spanish and Technology. Specials classes consist of Physical Education and Music, Art and Drama.
We strive for students to know and value our school-wide learning expectations:
What we offer at St. Jerome Catholic School:
Call the school office at 602-942-5644 or email firstname.lastname@example.org.


报告题目：Kinematic algebra for BCJ numerators beyond the MHV sector
报告人：陈刚 （Uppsala University）
报告摘要：The property of color-kinematics duality in scattering amplitudes of Yang-Mills theory strongly suggest the existence of a hidden kinematic Lie algebra that controls the gauge theory. While associated BCJ numerators are known on closed form to any multiplicity at tree level, the kinematic algebra has only been partially explored for the simplest of four-dimensional amplitudes: up to the MHV sector. In this paper we introduce a systematic method that allows us to characterize the algebra beyond the MHV sector. This includes both the determination of uniqueness properties of the kinematic algebra, and controlling the generalized gauge freedom that is associated with the BCJ numerators. Specifically, in this paper, we determine a next-to-MHV kinematic algebra that is unique given certain assumptions. This is achieved by the introduction of tensor currents that generalize standard Yang-Mills vector currents. These tensor currents controls the generalized gauge freedom, allowing us to generate multiple different versions of BCJ numerators from the same kinematic algebra.


This article is about defining a suitable logic for expressing classical game theoretical notions. We define an extension of alternating-time temporal logic (ATL) that enables us to express various rationality assumptions of intelligent agents. Our proposal, the logic ATLP (ATL with plausibility) allows us to specify sets of rational strategy profiles in the object language, and reason about agents' play if only these strategy profiles were allowed. For example, we may assume the agents to play only Nash equilibria, Pareto-optimal profiles or undominated strategies, and ask about the resulting behaviour (and outcomes) under such an assumption. The logic also gives rise to generalized versions of classical solution concepts through characterizing patterns of payoffs by suitably parameterized formulae of ATLP. We investigate the complexity of model checking ATLP for several classes of formulae: It ranges from Delta3 to PSPACE in the general case and from Delta3 to Delta4 for the most interesting subclasses, and roughly corresponds to solving extensive games with imperfect information.
Keywords: game theory, modal and temporal logic, reasoning about agents, rationality.
|Individual and Collective Reasoning Group @ University of Luxembourg|
|Computational Intelligence Group @ Clausthal University of Technology||Last modified 2010-01-08|


Research Paper #550
|On Shape-Preserving Boundary Conditions for Diffusion Smoothing
|Submitted to IEEE Int. Conf. on Robotics and Automation, Nice, May, 1992
|A common problem in the literature of range data analysis is to segment a smoothed discrete surface by estimating the sign of the mean and gaussian curvatures at each point. Smoothing, however, introduces a distortion which can corrupt the curvature signs near the boundaries. In this paper we model gaussian smoothing by a diffusion equation, a general mathematical framework particularly useful for a scale-space analysis, and introduce an adaptive shape-preserving boundary condition for diffusion smoothing of range images. We show how this condition is more general than similar techniques found in the literature.
|NO ONLINE COPY


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You have two pairs of cards of the same number or rank, such as 5-5-4-4. If you have a pair of sevens and a pair of nines, you've got two pair. This is pretty far down the list of great hands. It's not exciting, but it could turn out to be a winner if Lady Luck is with you and not with anyone else.
Two pair will win, in Texas Holdem' hands ranking two pair is higher than three of a kind. The reverse is for all other types of poker. This is not even close to correct, whoever typed this is not.The answer is of cause that three of a kind ALWAYS beats two pairs. No matter the cards. It’s in the math Yes, this might sound boring for non mathematicians but it’s a simple question of math.Two Pairs: Two different pairs. Three of a Kind: Three cards of the same value. Straight: All cards are consecutive values. Flush: All cards kinx the same suit. Full House: Three of a kind and a pair. List of poker hands - Wikipedia. Four yie a Kind: Four cards of the same value. If the top pairs are equal, the second pair breaks the tie.
However, I assume villains hand is not that weak, as we need a flush to beat him. So for example, two pairs, or three of a kind (let's say three kings), he might have. Nevertheless, in such cases, runner runner could also help us. For example, turn and river show both Aces. We would have a higher three of a kind. Or one Ace and one T show up.
For example, the best three of a kind a player could have is: ace, ace, ace, with two unrelated cards. In the event of a tie, the player with the highest three of a kind wins. 8. Two pair - Two cards of the same rank and another two cards with the same rank.
A hand composed of three cards of one rank and two cards of another rank (so Three of a Kind plus One Pair). In this example, our Full House is formed by three Queens and a pair of Sevens, referred to as “Queens full of Sevens”.
Some poker variants use alternate hands, but the rank of hands shown below (and at right) is standard. Hands that are tied in terms of rank are decided based on the highest card in the hand. In other words, a Pair of Kings beats a Pair of Tens, and a Straight 7-8-9-10-J beats a Straight 3-4-5-6-7.
Probabilities in poker. In the case of Texas Hold'em, there's the 2 pocket cards and 5 on the board. This way of working out the probabilities would be the more accurate way - however, just to note, the probabilities worked out on 5 of 52 are practically the same, and far easier to calculate.. Pair: Three-of-a-kind: 4.3: 22.26:1: Two.
A standard poker hand consists of five cards. Each poker hand is ranked in a set order. The higher the rank, the less chance statistically you have of getting it. The higher the rank of your hand the better, because two pairs always beats one pair, and a flush always beats a straight.
Two pair, you will complete at least a Full House by the river: 5 to 1 (17.7%) Three of a kind, you will complete at least a Full House by the river: 2 to 1 (33.4%) One pair, you will complete at least three of a kind by the river: 10.9 to 1 (8.4%) An open-ended straight flush draw, you will complete at least a straight by the river: 0.9 to 1.
Standard Poker Hand Ranking. There are 52 cards in the pack, and the ranking of the individual cards, from high to low, is ace, king, queen, jack, 10, 9, 8, 7, 6, 5, 4, 3, 2.In standard poker - that is to say in the formal casino and tournament game played internationally and the home game as normally played in North America - there is no ranking between the suits for the purpose of comparing.
It is notable that the probability of a no-pair hand is less than the probability of a one-pair or two-pair hand. The Ace-high straight flush or royal flush is slightly more frequent (4324) than the lower straight flushes (4140 each) because the remaining two cards can have any value; a King-high straight flush, for example, cannot have the Ace of its suit in the hand (as that would make it.
A flush beats a straight. It also beats three of a kind, two pair, a pair, and high card. What is the worst hand in poker? The worst hand against multiple players is 72 offsuit.
Little dog: Seven high, two low (for example, 7-6-4-3-2). It ranks just above a straight, and below a Straight Flush House or any other cat or dog. In standard poker seven high is the lowest hand possible. Big dog: Ace high, nine low (for example, A-K-J-10-9). Ranks above a straight or little dog, and below a Straight Flush House or cat.
Three of a kind can come in two different ways in poker. If you have a pocket pair and the third card comes on the flop, you have a “set”. The other way is when the board cards pair and you have the third card in your hand. That example is known as having “trips”.
When multiple players have three of a kind, the winner is determined using the three of a kind with the highest card value.
In a community card game such as Texas Hold’em, two players may hold the same three of a kind. In this case, the highest fourth card in the hand will decide the winner. If both of these cards are the same (such as A-A-A-9-5 against A-A-A-9-4), the higher fifth card will determine the winner.


Teaching preschool children recognition of numbers and counting is important as it lays the foundations of mathematics. It develops the concepts of numbers such as counting, number values, quantity, and comparison. Through this post lets discuss some fun ways to involve children in recognizing numbers and teaching them number values.
Let us begin every number class by doing a quick recap by showing the numbers to the children. This can be done either through flashcards or by pegging the number cards on a ribbon and asking children to choose the number given. Numbers can be written on the floor and children are asked to stand on a number told to them. Any of the above ways can be used to recap number recognition, or the teacher can use a method that she believes is best suited for her class.
Keep a large tub of water in the center of the class. Make the children sit around the tub. Put some magnetic fish in the water with numbers written on them in waterproof ink. The fish should have different numbers written on them. Give fishing rods to the children. Give a different number token to each child and ask them to remove only the fish with that number.
The fishing activity is good for hand-eye coordination and concentration. Children need to match the number token they are given to the number on the fish. This enhances their concept of number recognition.
Give a pot with soft mud to each child. Give the children cut-outs of paper flowers stuck on sticks. Give a set of number cards to each child in the classroom. Tell the children that they need to pull a number card from the set of cards and plant the exact number of flowers in the pot. Children pull out a number and poke the sticks into the pot. The teacher checks each child’s pot to see if the right number of flowers have been planted. This activity can be repeated 3-4 times with the children.
How Many Candles?
Children like to eat sweets and cakes. An activity associated with cakes is bound to excite them. The teacher can have a big cake made from chart paper put up in class. Small pieces of velcro are put on the top edge of the cake. Cutouts of candles with a piece of velcro on one side are kept ready. Give a number card to each child. The child has to come to the front of the class, hold the number card up and say the number on the card out loud. The child then sticks the same number of candles on the cake as the number on the number card.
Sticking and removing the candles requires hand-eye coordination. It enhances the tripod grip of the children. It improves children’s counting skills.
Lets Pick Oranges
In this activity, the teacher puts up a tree made from hard card paper cut-outs in class. The teacher can take help from the children to prepare the tree by using different art/craft techniques. The teacher gives plain white paper cut-outs of oranges for children to color.
On the day the teacher wants to do the number activity, the teacher puts up all the oranges on the tree using velcro. Children are shown a number card and are asked to pick the oranges from the tree as per the number on the card.
This activity is good for children’s small motor skills. It enhances their wrist muscles and helps in hand-eye coordination.
This is a very common game played by children. This game has blocks with numbers. Children aim a coin into a block and hop in the correct number sequence to pick up the coin. To make preschool children play the game, teachers can ask children to try and aim and throw the coin in the number block told to them. Children are then asked to hop or walk in the correct number sequence to pick up the coin. For example, if the teacher asks the children to aim the coin to block number 6. Children go hopping in a sequence from 0-5 to reach number 6 and pick up the coin.
This activity is good for children’s large motor skills. It improves their balance. It also teaches them counting numbers in the correct sequence.
More or Less
This activity is to teach children about quantity. It also teaches them about comparisons. This activity is a great way to teach children to share and give. This activity can be taught through a puppet show/story about 3 friends. All 3 friends had a box each. When they opened their box the first friend was happy seeing so many chocolates. She counted her chocolates. (the teacher can make the children count with her. Count 4 chocolates). The second friend opened his box and found chocolates too. (the class counts again. Count 2 chocolates). The third friend opened the box and found that it was empty.
The teacher can show the boxes to the children and ask them who they think has more chocolates. Which child would be sad and why? Which child should share and why? The teacher can ask the children to try and distribute the chocolates equally among all 3 friends.
This activity is great for the cognitive development of children. It enhances their critical thinking and requires reasoning skills. It teaches them the concept of more and less. Greater than, less than, and also how to distribute things to make them equal.
Math skills are very important at every stage in the life of a human being. Be it as toddlers when they are just trying to fit things in their appropriate places, or matching two similar objects. It is important that preschoolers learn to recognize numbers, number values, number sequencing and number concepts that are age-appropriate or as per the school curriculum. As children grow older the concepts of math become more complex. Math helps in problem-solving skills, enhances reasoning skills and increases critical thinking about the world around us.


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18.100B Real Analysis
This course provides an introduction to analysis, and the goal is two folds.
1. To learn how to read mathematical arguments and how to reproduce them. In other words, learning how to write proofs.
2. To learn important theorems in calculus (and more) in the modern mathematical standard.
The course will start with real numbers, sequences and series. We will then proceed to single variable functions, with emphasis on continuity, derivative and integral. Abstract point set topology will be introduced with continuous functions serving as the primary example and the Picard–Lindelof theorem will be the main application.


normally, the only pratical reason for such requirements (to get the same
results on all platforms) is that you are doing financial math with floating
point. Otherwise, if you do scientific math, it is more important that the
results are as exact as possible, but not the same on all platforms.
So, assumed that you are doing financial math, the error in the computations
using floating point are in the 10e-15 range (in relation to the result), so for
computing dollars and cents, this doesn't really matter. I always assume that
you are using double (8 bytes), not float (4 bytes).
The real problem is rounding.
Maybe your computation yields a result of 12.345 dollar, which should be rounded
But due to floating point number representation and small errors in the float
arithmetic, your result is (in decimal) 12.3449999996. So it get's rounded to
12.34, and you're in a real mess.
This problem needs to be fixed. So after some computations (and: before doing
output or converting into decimal representation or such things), you have to
add to the FP numbers some little epsilon, which corrects the error and allows
the subsequent rounding to take the correct value.
Our experience is: if you choose the epsilon carefully, you will get the same
results even on different platforms in MOST cases. But there is still no
guarantee that it will work in ALL cases. Some ten years ago I explained our
rounding function to a math scientist, and he said: "it's not bad, what you're
doing, but you can do anything you want: I'll always find an example where it
will not work".
Am 23.03.2011 13:08, schrieb M.S.:
> Thank you.
> Our problem is: which option and where to change to get the same result.
> Till now we have ignored this differences (in AFP documents, position
> difference sometimes in 1 pel),
> but some of our customers are saying, they would like to get the same
> result, in all platforms.


Math can be a tough challenge for many students. It ranks highest in the list of difficult subjects to learn. Why is it so? What makes it difficult? Is there a way to make it easier? In this article, we will explore these questions.
Math takes some serious time and effort
We call something as difficult when it demands considerable time and effort from us. We have to think, ponder, plan, and go through trial and error and so on until we reach a solution. Math seems hard because we have to go through this problem solving cycle every time we solve a mathematical problem. This requires serious mental work and time commitment, which can seem quite overwhelming to many people.
Brain type affects your math learning
Many learning experts believe that people with left-brain orientation are more logical thinkers and can understand mathematical concepts more easily than the right-brain people who are more creative, artistic and more intuitive.
Math skills develop with time
Math skill is cumulative and its tutoring is available here. It builds over time. This requires students to have a strong foundation and then a long-term commitment and patience to slowly improve. This can be a tough task for many students who lack patience needed for this.
How to make math learning easier
- One of the best ways to make math less daunting is to build a good overall foundation of the subject. You can backtrack a little and go to build the basics to make learning advanced concepts easier to grasp.
- Making math as regular a part of the day as reading a book builds more interest and helps retention.
- Turn math into a game. Use fun quizzes that stretch your ability to count and perform mathematical calculations.
- Connect math with day-to-day real world interactions. Learn how math is useful in money transactions or planning a task. This increases motivation and interest in learning math.


|Nominal duration||4 years|
|Tuition fee||$12,000.00 per programme|
Postgraduate diploma (or higher)
Masters degree in mathematics or related field with thesis
The entry qualification documents are accepted in the following languages: English / Turkish.
Often you can get a suitable transcript from your school. If this is not the case, you will need official translations along with verified copies of the original.
You must take verified copies of the entry qualification documents along with you when you finally go to the university.
TÖMER Grade C1 or higher
At least 2 reference(s) must be provided.
A motivation letter must be added to your application.
At least 1 reference(s) must be provided.
“Mathematics is the universal language of all sciences. The department of mathematics has created its 4-year undergraduate program in order to help our students grasp and apply this truly unequivocal language.”
In the department of mathematics, we offer classes such as “Set Theory”, “Abstract Algebra” and “Mathematical Analysis”, in which we teach our students the correct forms of questioning, reasoning and proof. Since mathematics is differentiated from other areas of science with its particular emphasis on proof, we concentrate on the teaching of proving methods in the first two years of our curriculum. Our students also take classes in Computer Science and Statistics to increase their knowledge in the fields of computer programming, banking and insurance. Our department consists of recently-hired, highly-talented mathematicians who will guide our students through their education at Yaşar University. Our graduates will have the necessary skills that will help them find employment with ease in the fields of computer technology, management, banking and insurance, or may choose to pursue a higher academic degree in mathematics.
The first year of the PhD programme consists of coursework, followed by one year of preparation for the Doctorate Proficiency Examination. After passing the examination successfully, students will begin to write their dissertations, for a total research period of two years.
With a PhD degree in mathematics, the students will be well qualified for many jobs in private or public organizations (industry, financial institutions, schools, universities, administration) or they may choose to pursue a academic career.


Vision algorithm development: Deep learning and machine vision
Path Partner Technology Pvt Ltd is looking for candidates with expertise in deep learning and machine learning algorithm development for data intensive computer vision problems.
If you are keen to work on challenging computer vision problems and develop advanced practical algorithms, we invite you to join us. We expect you to have the required mathematical, analytical and programming skills.
Experience : 2-10 Years
Location : Bangalore
- Master/PhD in a relevant fields.
- Expertise in deep learning and machine learning techniques.
- Expertise in image/video processing.
- Good understanding on: Linear algebra, Optimization techniques, Statistics and pattern recognition.
- Good programming skills in C/C++.
- Self-motivated to learn and explore new areas.
Able to work independently and contribute.


Recursion is a programming method, in which a function calls itself one or more times in its body. Usually, it is returning the return value of this function call. If a function definition follows recursion, we call this function a recursive function.
A recursive function has to terminate to be used in a program. It terminates, if with every recursive call the solution of the problem is becomes smaller and moves towards a base case, where the problem can be solved without further recursion. A recursion can lead to an infinite loop, if the base case is not met in the calls.
The following code returns the sum of first n natural numbers using a recursive python function.
def sum_n(n): if n== 0: return 0 else: return n + sum_n(n-1)
This prints the sum of first 100 natural numbers and first 500 natural numbers
C:/Users/codegyan/~.py 5050 125250


May 21, 2015 in Tech Toybox
Make Real Life Math Easier With Converter Plus
We’ve all been there: trying to figure out the tip between a dinner party of 10 guests, pondering the number of seconds left in a tedious meeting or lecture, wanting to sound smart when people are talking about the weather in Celsius. Most of the time, you get fed up trying and pass the buck to someone else. Well, Converter Plus is out to solve that problem.
Free in the app store, Converter Plus seeks to provide quick solutions to real life math problems . From currency to percentages, this app has got every equational conundrum covered. So save yourself the frustration and just download Converter Plus already!


- This page is about the non-spell effects of being poisoned. For the spell "poison", see Poison Spell.
Poison in Other Life is a condition where the player loses a constantly decreasing amount of health. A remedy for this condition is the potion Poison Antidote. Poison has a formula based on the time remaining. The mathematics are discussed later in this guide. Some qualitative observations we can make in this section:
- Each poison lasts 3 minutes, and they are cumulative, meaning each additional poison adds another 3 minutes
- Due to the nature of the cumulative formula, having only one dose of poison at a given time will yield the least damage
- Three indications that poisoning has occurred, besides loss of health, are:
- A green icon in the lower left of the screen, just above the mana display
- A green particle eye-candy visualization around the avatar
- A message in the console in red print
The poison icon and particle visualization will continue until a green 0 is displayed for health loss. When the poison message is displayed, there is a 10 second delay before the first damage, and each additional damage is separated from the last by 10 second intervals. The 10 second delay means that the total time from the poison message display to green 0 display is 190 seconds, or 3 minutes and 10 seconds.
Sources of poison
- Using a Toadstool has a 1/21, or approximately 4.8%, chance of yielding a poison
- Being attacked by a Baby Bear, Fedido, Panda Bear, Red Snake, Skunk, Tiamet the Angry or RPF has a chance of yielding a poison. This chance is lessened by wearing armour during combat
- Using an Invisibility Potion has a 30% chance of yielding a poison
- Casting the Poison Spell yields a poison on the victim of the spell. However, damage depends on the magic level of the caster; the standard formulas below do not apply
The formula Entropy posted for poison damage was...
P = 1 + (D-30)/30
... where P is the damage from poison, taken every 10 seconds, and D is the remaining duration in seconds. See the General information section above for the initial duration values.
However, this produced results that were slightly inaccurate, so we have to take rounding (in this case, truncating) into account. The derived formula that will produce accurate results is:
P = 1 + Truncate[(D-30)/30]
Truncate means that if the result inside the square brackets is a fraction, always round down. By expanding the fraction, the 1's will cancel out, and we can simplify this with a few exceptions. For example, ...
P = Truncate(D/30)
... works, except for when D is between 0 and 30. Therefore, we must create a piecewise (multi-part conditional) function to account for all scenarios. The final formula for the amount of poison damage every 10 seconds is:
P = Truncate(D/30), when D = 0 or D >= 30 1, when 0 < D < 30
From that formula, the remaining duration can be estimated by multiplying the interval damage (P) by 30. Even though this estimate will be distorted by the truncation of decimals and when P = 1, this formula is short and allows you to find the remaining duration (D) of the poison simply from watching how much health you are losing (P) every 10 seconds:
D (estimated) = 30P
Another formula can be used to calculate the total damage yielded from a given amount of simultaneous poisons. This expression returns the total damage from k poisons:
This can also be written as follows:
The graphs of damage from single and cumulative poisons look like this:
The main observation we can make from this is that it is beneficial to have as few overlapping poisons as possible at any given time.
This table helps to estimate the remaining damage you will receive during a poison interval. For example, if a 5 was the last damage value received, look across from the 5 on the table to find the total remaining damage you will receive. Since the formula is based on truncating a fraction with 30 as a denominator, each damage value will repeat for 3 hits except for the initial amount and the final amount of 1. In the table, each damage value is assumed to be the first of the 3 hits for that value. Also, the total remaining damage in the table includes the current hit. So, subtract 1, 2, or 3 intervals, depending on if it is the first, second, or third hit of that value, respectively.
|Last Damage Value Received||Approximate Total Remaining Damage|


I know that Pi Day was days behind but as my favorite subject is Math, I would like to share this Monday Thought on the two concepts that I had in mind: factors (which I learned back at school) and logistic function (which I learned from the Internet last week) and how would it apply on my mind right now.
First, the factors in division make up a composite number. For example, the factors of 20 (other than 1 and the number itself) are 2, 4, 5 and 10.
In the present application, I have a balance of test questions that needs to be encoded and to be printed for the final examinations in a college due in a week and a half. However, the schedule is overshadowed by the end of the school year commitments.
Secondly, the logistic function is where a function approaches the maximum value of the curve. It is used to determine probability of passing or failing or the peak population of a place.
Presently, I am tinkering randomly in different calculated situations: how many hours of broadcasting could be exerted for a resurgent TV network this year? What would be the maximum cumulative number of blog posts before I call it quits? What will be the peak population of my home town and which of them is on the overshoot?
What do they have in common in our lives with the two mathematical concepts I shared to you right now?
Everything that we will be doing has its own limits, despite our infinite possibilities.
On the first concept, we are trying to balance and exert certain things out with the limited amount of time (deadline).
On the second concept, as time passes by, we are pushing our last efforts on our own passions and interest before it flattens out (i.e. retire from it entirely).
That being said, we always keep on trying better whatever we can.


For the students of Azusa Unified School District (kindergarten through fifth grade) and St. Frances, Azusa City Library has teamed up with Azusa Pacific University to help kids with their reading, writing and math skills. Azusa Pacific University provides college students as tutors to help and encourage children to succeed in the classroom. New this year, APU will work with the district to do enrollment verification. Students from others schools will be put on a wait list.
Azusa Reads/Writes/Counts offers free tutoring at the Azusa City Library in reading, writing, and math for students in Kindergarten through 5th grade. Registration and tutoring for the 2022-2023 school year.
A schedule is posted in the library and sign-ups will be on a first-come, first-served basis for 1-on-1 tutoring. * 3 sessions per week maximum. TUTORING IN ENGLISH ONLY. *Program and Dates subject to change.
Sessions are every half hour on:
Monday - 3 pm - 7 pm
Tuesday - 3 pm - 6 pm
Wednesday - 3 pm - 6 pm
Thursday - 3 pm - 5 pm
For more information, contact the Azusa Reads Program Coordinator, Alexandra Oliva, at 626-815-6000 x 2842 or firstname.lastname@example.org
Azusa Calculates also begins Tuesday, September 4th. It's for grades 6-12 and tutors many math subjects--Algebra, Trig, Calculus and even Physics in some cases. Held every Tuesday and Wednesday 5-7pm.
Azusa Calculates is by appointment only. Parents need to call Alexandra Oliva at (626) 815-6000 ext. 2842 or email email@example.com to make an appointment.


Whitewater TAG Network Math Meet
Congratulations to the 7th and 8th graders that competed in the Whitewater TAG Network Math Meet that was held on March 19th at Whitewater Middle School. Whitewater students did very well competing against the five other school districts in attendance and easily earned the first place trophies. Final results were: Whitewater 549 pts., East Troy 502 pts., Clinton 416., Edgerton 403 pts., Beloit Turner 351 pts., and Palmyra Eagle 273 pts.
The 7th grade 1st place individual trophy went to Colin Cheoweth, Whitewater. The 8th grade 1st place individual trophy went to Nick Kuzoff, Whitewater.
The 7-8 Math team included: 7th graders - Shawn Chan, Colin Chenoweth, Sophie Mayer, and Sophie Olson. 8th graders - Zach Brantmeier, Nick Kuzoff, Jaden Pfinder, and Nicole Sedmak.
These students will now advance on to MEGA Math Meet that will be held at Madison College in Madison on May 22. We wish them good luck and further success! Congratulations to all of the participating students! You make Whitewater proud!


California students’ math scores have lagged for years and only gotten worse during the pandemic.
The California State Board of Education has the job of adopting K-12 curriculum frameworks in accordance with state education code, which calls for “broad minimum standards and guidelines for educational programs.” The last math curriculum framework was adopted in 2013. Now the latest effort to rewrite the framework, close the learning gap between student groups and prepare more underrepresented minority students for STEM careers could end up having the opposite effect by reducing access to rigorous courses needed to succeed in science and engineering fields.
Right now, the state’s Board of Education is considering adopting an advisory K-12 California Math Framework. Finding a way to improve math performance is critical. However, the framework’s authors are wrong to suggest that the achievements of computing and wider access to data have made some advanced math courses irrelevant.
This rationale is no more valid than saying that grammar- and spell-checking tools have eliminated the need for students to learn how to write. If anything, the pervasiveness of computers means that we should focus more on mathematical reasoning, not less. As science and engineering educators, we have seen firsthand how students lacking a strong foundation in math struggle to learn both data science and engineering at the college level.
The proposed framework prioritizes providing students with multiple pathways in their math education and the option to choose their courses. But the efficacy of this approach is not supported by data and reflects a poor understanding of how fundamental math skills build on one another. The proposed choose-your-own-adventure approach to math pathways for high school juniors and seniors is fundamentally flawed.
Students with significant learning gaps in a topic will have difficulty succeeding in more advanced courses that assume mastery of that topic. You can’t succeed in a college calculus or statistics course, for example, if you didn’t explore logarithms or exponential functions during high school.
This proposed framework also favors allowing students to choose data science, which might appear more inviting, in lieu of advanced algebra and precalculus courses that are designed to prepare them for college-level math courses. This sets up a false trade-off between content and vibrant teaching. The result would be students missing out on math courses necessary to succeed in STEM programs in college and beyond.
These flaws in the proposal have prompted more than 2,000 STEM professionals and academics — including many in the field of data science — across the country to sign open letters raising concerns about the California Math Framework. The signatories include seven Nobel Prize winners, five Fields medalists and three Turing Award winners, as well as more than 200 professors from the University of California system, USC and Stanford University. Their concerns should be addressed.
A better solution is for California to work with textbook publishers on improving content to engage and motivate students, and to increase accountability in our educational system to ensure that students have access to advanced math courses — and actually learn in them.
With more than 10% of the country’s population living in California, it is imperative to get math education right and not rush a decision that could jeopardize student success and the future STEM workforce. The proposed framework simply won’t prepare all students to develop the skills they’ll need — nor will it allow California to grow the talent needed to remain a global economic engine.
Jennifer Chayes is associate provost for UC Berkeley’s Division of Computing, Data Science, and Society. Tsu-Jae King Liu is dean of UC Berkeley’s College of Engineering. They are both professors in the department of electrical engineering and computer sciences. ©2022 Los Angeles Times. Distributed by Tribune Content Agency.


The testing is used to provide achievement scores for students, teachers, and parents to better understand how well students perform in Language Arts, Reading, Math, Science and Social Sciences.
Much of the content is in the form of PDF files which are available directly from the sidebar. Some more tips for quick navigation: Completely new to the SAT? Completely new to the ACT? Ready to dive right in with math questions?
The Practice page has what you need. Find out more about me Erik Jacobsen on the About page. Whether you are teaching yourself or teaching others, you will find plenty of help here, all of it free to download, copy, print, and distribute under a Creative Commons license.
These facts and formulas mostly facts, really seem to be "required knowledge" on just about every SAT Math test. I've also sprinkled a few examples in among the forest of facts to help get you started.
This guide is a little more comprehensive than the Must-Know guide: Don't worry if this seems like a lot to remember: If you're just getting started with the SAT or you have a hard time memorizing formulas, first try the Must-Know facts and formulas.
In principle, you don't have to memorize or even know them, but in practice they are so commonly needed to solve typical test problems that it really makes sense to be very familiar with them ahead of time.
Two of these strategies plugging in numbers and working with the answers are so useful that they get their own quiz and mini-quiz. This guide contains a short list of math vocabulary words that show up time and again on the SAT.
These words will appear without explanation in the math questions on the test, so you better know them cold! If it is the night before the test and you are pressed for time, the one-page tl;dr version can be found here.
Complete answers are included, and many questions involve vegetables of some kind. Because it is important to have enough vegetables every day. Math Strategies Quiz pdf, 18 pages -- When you are stumped on an SAT or ACT math question, there are two very useful strategies that may help you to get the correct answer.
This review quiz will help you become familiar with these strategies so that they will be second nature when you take the SAT or ACT for real. Complete answers are included. For many more practice questions, see the Math Practice section of this web site.
To help, I've taken the regular SAT math facts and formulas which you have to know anyway to take this test and added the extra concepts that you'll need on the Level 1 test.
For example, I've added a few things about trigonometry, complex numbers, compound functions, and as many examples as I could stuff into fewer than 10 pages! SAT Subject Math Level 2 Facts and Formulas pdf, 11 pages -- If you aren't afraid of infinite geometric sequences, trigonometry, or natural logarithms, then the Math Level 2 test is for you!
You also won't mind that this facts and formulas guide comes in at 11 pages. I've taken the facts and formulas from Level 1 which you have to know anyway to take this test and added the extra concepts that you'll need on the Level 2 test. For example, I've added more trigonometric formulas, stuff about logs, and some facts about conic sections among other things.
These five formulas are not heavily used they all have to do with volumes and areas of solids so, unlike the given formulas for the regular SAT math test, it really doesn't make sense to memorize these. You have a long list of other formulas to know as it is!
Note that you are not given any formulas on the test. This guide lists about 50 of the most important physics formulas for the physics subject test. Use as a reference, or for quick review, or as something to e-mail to friends to help them out.
There are no given formulas on the ACT, so this guide is designed to fill that gap. Along with most of the SAT Must-Know material, I've added a few things about trigonometry, radians, logarithms, and complex numbers.
SAT Online Practice Test 1. This booklet is intended to help students prepare for the SAT, a test administered by the Coll ege Board. It contains an overview of the SAT, a few basic test-taking tips, a fulllength-practice test, and an answer key with scoring directions. UPDATED EDITION! No Bull This is a concise and to the point way to help you review for AP U.S. History and the SAT Subject Test. Your review book shouldn't need a review . The writing test seems much more difficult and the questions are not worded well. In a full writing section (college board) I miss no more than 7 questions, but on these I was missing around 4 per passage. The reading seems to easy and the math is ok. Princeton and kalli's are both better.
I'm a private math and physics tutor in the Basking Ridge, NJ area. I specialize in ACT math, pre-calculus and calculus, and physics. If you need extra help, or you would like to improve your test scores, or you have comments or suggestions, you can find me ErikTheRedTutor on Twitter.
Or, you can contact me here:About the SAT. The SAT is an entrance exam used by most colleges and universities to make admissions decisions. It is a multiple-choice, pencil-and-paper test administered by the College Board. SAT, PSAT and ACT Test Prep.
The SAT, PSAT, and ACT, are designed to measure the aptitude, knowledge, and intelligence of college applicants. Excellent test prep organizations like ADVANCE Test Review have slanted the results in favor of hard-working students who thoroughly study for the test.
Introduce： Answers and Explanations to Practice SAT Physics Subject Test 1 Pdf Download. This SAT Physics test pdf is from 《Cracking the SAT Physics Subject Test, Edition - The Princeton Review》. The Princeton Review offers test preparation for standardized tests including SAT, ACT and graduate school entrance exams.
The Princeton Review also provides private . Scoring.
ACT. SAT. Score. You will receive a composite score on a 1–36 scale. This score is an average of your scores on the 4 multiple-choice test sections (each section is scored on 1–36 scale). Find helpful customer reviews and review ratings for 9 Practice Tests for the SAT, Edition: Extra Preparation to Help Achieve an Excellent Score (College Test Preparation) at r-bridal.com Read honest and unbiased product reviews from our users.


The slope of your drain pipe is an important part of any new plumbing installation. If the slope is too gradual then your drain will be prone to clogging, if it is too steep then the water drains away from the solids and again becomes prone to clogging. Typically, this range is from 1.5° to 18° which equates to 20mm to 250mm drop in a meter or ¼” to 3” drop in a foot.
Measure the Drain Length
The first thing to do is measure the drain length. This is the distance from where the drain connects to the basin/sink/tub/shower etc to the point where it connects to the main drain or existing plumbing. Make sure you measure the total length if it needs to go around walls, corners or pillars. If you have difficult areas to measure then try run a pieces of string along the line you wish to run the drain and then measure the length of the string. Take the measurements horizontally along the same height.
It sometimes helps to map out your drain route on a pieces of paper. Mark each small distance on the paper and then add them all up to get the total drain length. This drawing will also assist you when you go through to the hardware or home store to buy plumbing fittings and piping.
Calculate The Drain Slope
There are two methods to calculate the drop that you need to get to the correct slope, one involves trigonometry and one straight multiplication.
You know that you want your drain to be in the range of 1.5° to 18° so choose a value around the middle, say 10°. Multiply the length by tan of the angle and that will give you the required drop.
For example, if your length is 5m (5000mm) or 200″ and you want an angle of 10°:
5000 x tan (10) = 882mm
200 x tan (10) = 35″
So the drop you need is 0.88m (882mm) or 35″.
The multiplication method also uses the length of the drain along with the ranges we gave you in the beginning.
Say your drain length is 5m (5000mm) or 16′. In the introduction, we said that the drop of the drain needs to be 20mm to 250mm drop in a meter or ¼” to 3” drop in a foot.
5 x 20 = 100mm and 5 x 250 = 1250mm
16 x 1/4 = 4″ and 16 x 3 = 48″
So your drain needs to drop between 100mm and 1250mm or 4″ to 48″. Choosing a value in the middle of these gives you 675mm or 26″.
When installing your drain pipe, you can either use a digital level in order to measure that each section of pipe you fit is at the same angle (10° or so in these examples) or you can measure the drop out and make sure that between the beginning and end of your drain, you reach the required drop.
Cover image: Sink Drain by Mark Lea used under CC BY 2.0.


Math Ed Podcast
Conversations with math ed researchers.
Episode 1505: Patricia Campbell
March 07, 2015 05:39 AM PST
Pat Campbell from the University of Maryland discusses the article, "The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement," published in the Journal for Research in Mathematics Education, Volume 45. (Co-authors: Nishio, Smith, Clark, Conant, Rust, DePiper, Frank, Griffin, Choi)
See the comments for references mentioned during the interview.Episode 1504: Corey Webel
February 27, 2015 08:12 AM PST
Corey Webel from the University of Missouri discusses the article, "The role of professional obligations in working to change one's teaching practices," published in Teaching and Teacher Education, Volume 47 (Co-author: Douglas Platt).
See the comments for references mentioned during the interview.Episode 1503: Nicholas Wasserman
February 18, 2015 07:12 AM PST
Nick Wasserman from Teachers College discusses his article, "Mathematics and science teachers' use of and confidence in empirical reasoning: Implications for STEM teacher preparation," published in School Science and Mathematics, Volume 115 (Co-author: Dara Rossi).
See the comments for references mentioned during the interview.Episode 1502: Sybilla Beckmann & Andrew Izsák
January 21, 2015 07:39 AM PST
Sybilla Beckmann and Andrew Izsák from the University of Georgia discuss their article, "Two perspectives on proportional relationships: Extending complementary origins of multiplication in terms of quantities," published in the Journal for Research in Mathematics Education, Volume 46.
See the comments for references mentioned during the interview.Episode 1501: William Zahner
January 10, 2015 05:49 PM PST
Bill Zahner from San Diego State University discusses his article, "The rise and run of a computational understanding of slope in a conceptually focused bilingual algebra class," published in Educational Studies in Mathematics, Volume 88.
See the comments for references mentioned during the interview.Episode 1422: Charles Munter
December 16, 2014 08:59 AM PST
Chuck Munter from the University of Pittsburgh discusses his article, "Developing Visions of High-Quality Mathematics Instruction," published in the Journal for Research in Mathematics Education, Volume 45.
See the comments for references mentioned during the interview.Episode 1421: Susan Peters
December 04, 2014 08:34 PM PST
Sue Peters from the University of Louisville discusses her article, "Developing understanding of statistical variation: Secondary statistics teachers' perceptions and recollections of learning factors," published in the Journal of Mathematics Teacher Education, Vol. 17.
See the comments for references mentioned during the interview.Episode 1420: Anne Wilhelm
November 03, 2014 06:51 AM PST
Annie Wilhelm from Southern Methodist University discusses her article, "Mathematics teachers' enactment of cognitively demanding tasks: Investigating links to teachers' knowledge and conceptions," from the Journal for Research in Mathematics Education, Volume 45.
See the comments for references mentioned during the interview.
Response to NBC News on Common Core
October 31, 2014 04:07 AM PDT
The podcast usually focuses on current research findings but I would like to deviate for a moment to share a video response to the troubling NBC News story about the Common Core State Standards for Mathematics.
The NBC video clip talks about convoluted Common Core approaches to "simple" math problems and describes parents and children struggling with these problems for hours. I made a YouTube video to try to correct at least some of the misinformation (and I did draw generally on past research in mathematics education).
Next week will feature a return to form with Episode 1420.Episode 1419: Sean Yee & Jonathan Bostic
October 11, 2014 09:27 PM PDT
Sean Yee from the University of South Carolina and Jonathan Bostic from Bowling Green State University discuss their article, "Developing a contextualization of students' mathematical problem solving," published in the Journal of Mathematical Behavior.
See comments for references mentioned during the interview.
Interviews with mathematics education researchers about recent studies. Hosted by Samuel Otten, University of Missouri.
Sam is an assistant professor of mathematics education at the University of Missouri. https://sites.google.com/site/samuelottenonline/
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Hello, thank you for visiting my website!
I graduated from the University of Texas at Arlington with a B.A. in Marketing. Although I have a degree in marketing I have an extensive background in both math and science.
I currently teach PAP Algebra 2 and Pre-Calculus at Weatherford High School. I hope this will provide you with valuable information to partner in your student's education.
I have attached the syllabus for PAP Algebra 2 and Pre-Calculus. If you have any questions or concerns please email me and I will get back to you as soon as possible.
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Happy Ada Lovelace Day to you all! Founded in 2009, the purpose of the day is to celebrate inspirational women in science, technology, maths and engineering STEM) in order to inspire more girls and women into these areas.
Though she is just as famous for being Lord Byron’s daughter, Ada Lovelace became a prodigy in maths and science, which was notable for a woman born in 1815. It was Ada who realised the potential for Charles Babbage’s Analytical Engine and the papers she wrote on its possible uses mean she is widely recognised as the first computer programmer.
So how do we encourage young women into STEM subjects today? We need to be their mentors and advocates if they are to be seen as anything other than novelties in many STEM areas. There’s an excellent piece in the Guardian today on Ada Lovelace Day outlining some things we can all do to grow her legacy.
What can you do on Ada Lovelace Day?


Division of Mathematical Oncology and Computational Systems Biology
City of Hope’s Division of Mathematical Oncology and Computational Systems Biology, headed by Dr. Russell Rockne, Ph.D., and Dr. Andrei Rodin, Ph.D. is dedicated to outsmarting cancer by combining the multidisciplinary expertise of physicians, scientists and mathematicians.
The division, a part of the Irell & Manella Graduate School of Biological Sciences and the Beckman Research Institute of City of Hope, uniquely combines clinical care, scientific research and mathematical expertise to enhance the overall understanding of cancer development, growth, evolution and reaction to treatment. This work ultimately helps the care team to predict, control and thwart malignancy on both a global scale by improving evidence-based standards of care and an individual level by personalizing treatment using quantifiable patient and disease factors.
Due to its inherently interdisciplinary nature, the division collaborates with numerous researchers and clinicians across multiple disciplines at City of Hope.
Collaborating areas include:
- Cancer Biology
- Developmental and Stem Cell Biology
- Diagnostic and Interventional Radiology
- Medical Oncology
- Radiation Oncology
For more information about the Division of Mathematical Oncology and Computational Systems Biology, or if you are interested in partnering with the division for a study, please contact:


Suppose there is a big garden of mangoes and both the intellectuals and devotees arrive there at the same time. The devotees climb up the trees and begin eating mangoes to their hearts’ content. But the intellectuals only watch from a distance and start analyzing how many branches the tree has, how many sub-branches and so on. They engage themselves in counting, and later they find that there are no mangoes left – all have been eaten by the devotees!
March 12th, 2010


Published September 1999
by Steck Vaughn .
Written in English
|The Physical Object|
Soaring Scores Cmt Math Assessment E by Steck-Vaughn Company (Other Contributor) ISBN ISBN Why is ISBN important? ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book. The digit and digit formats both work. Based on state and local curriculum guides, and math education tools used in schools, the CMAT is a major advance in the accurate assessment of math taught in today's schools. Contains six core subtests (addition, subtraction, multiplication, division, problem solving, and charts, tables, and graphs) and six supplemental subtests. Soaring Scores on the Cmt in Language Arts Answer Key, Level D: Third Generation by Steck-vaughn Company. our price , Save Rs. 0. Buy Soaring Scores on the Cmt in Language Arts Answer Key, Level D: Third Generation online, free home delivery. ISBN: , Steck-Vaughn Berrent Publications is the author of Soaring Scores ( avg rating, 0 ratings, 0 reviews, published ), Soaring Scores ISAT Reading and.
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This versatile assessment uses real-world problems to assess the math skills taught in schools today.. Academic Therapy Publications publishes materials for learning disabilities and special education, tests, assessments, parent and teacher resources, hi lo readers, and visual perceptual aids. Mar 1, ; 6 pages; ISBN; Soaring Scores CTB-TerraNova Reading and Language Arts Answer Key, Level H; Harcourt Achieve download Ohio Achievement Test Preparation, Grade 6 pdf file Give students the targeted, skill-building practice they need with these standards-based books! Each workbook includes more than - 21 Resources. Assessment and Accountability in Sensible Assessment Practices Webinar Series - This webinar series, consisting of short, topic-specific focal areas, was developed to support district administrators and teachers in preparation for this school year Sessions complement the Sensible Assessment Practices document and embed key information contained in . The CMT tests math skills for students in grades three through eight. According to the SBE, the math test assesses grade-appropriate skills and concepts expected to be mastered by the time of testing, along with a student ' s ability to solve realistic problems (SBE, Connecticut Mastery Test: Understanding Test Scores on the Individual Student Report, ).


I recently ran across an article [.pdf] by Moon Duchin that touches on the same subject, only with respect to the idea of mathematical genius. Moon's language is, of course, much more measured than Gilbert and Gubar's, but it's a fascinating read even sans provocative introductions.
A more substantial difference is the way that Moon addresses mathematical genius in particular. Mathematical genius and any other kind of genius were once pretty much the same (masculine) idea, but mathematical genius has since branched off and become a special creature on its own, due in part, I suspect, to the redistribution of cultural capital that attended industrialization. The article gestures toward some reasons why mathematics as a field has become the location of genius par excellence, which is in itself an interesting question.
One of Moon's examples of the mythologizing of mathematical genius is the biography of Srinivasa Ramanujan (the Wikipedia entry, as of this writing, reproduces many of the features Moon identifies--and his "genius" is brought up in the very first sentence). I didn't know much about Ramanujan before reading Moon's article; I'd always thought of him as "guy whose name is attached to theorems I don't understand."
This week the New York Times has a review of David Leavitt's novel The Indian Clerk, a fictionalized account of the relationship between G.H. Hardy and Srinivasa Ramanujan. I'm almost tempted to read it to see what it does to the genius paradigm. Predictably, the review contains some howlers, to wit:
Class, like mathematics, consists of complex equations that may shift with the substitution of different values for X and Y, but the equations themselves remain rigid and fixed.I'd be interested to see what, exactly, Leavitt does with class (surely he doesn't evaluate some equations).
I've long been contemplating a "poetry for physicists" syllabus, but I'd never considered using a novel (it would ruin the poetry gimmick, don't you know). I guess The Indian Clerk goes somewhere at the bottom of my reading list.


I use a base of nine different stations which students rotate through twice before I typically change them. Even though there are nine stations available, at any given time, only six are being used. Each drawer is assigned a number and the numbers 1-9 move down through the six groups of students I have. I like this drawer system because it's neat and there aren't many activities that can't be stored easily in them. Plus my students can manage retrieving and putting them back independently. BONUS! The other HUGE addition to my stations I started this year, is to identify a 'materials handler' in each group. These are the students who hand out and put away all the objects from an activity. No one else is allowed to grab or handle the materials unless the material manager gives them directions. This has been a MAJOR help in eliminating fighting and bickering over who gets to do what.
There are no more than four students at a station and depending on the activity, they either work in pairs, individually or as a group. Because my room is so small, this has been the best system and number for me. Groups are color coded to help with tiering but are very flexible. I switch up groups and a students name may be on a different colored tag (that's why I laminate them) depending on the skills we are working on during a given rotation.
If you look at my math station planning page for math stations it looks something like this . . .
So for station number 7 above, when a students arrive at that station they will find in their drawer three envelopes that look like this:
If the student's name is written on a blue card, they would grab the blue envelope, green card green envelope and so on. In each envelope is a recording sheet for a common subtraction write the room activity. The difference is that they will be looking for different cards that correspond with their particular recording sheet and tier.
When they find the write the room cards, they will look like this:
Two other things I need to point out. Number one, you'll notice that I don't tier EVERY station. No one has that much time. In fact, if you're just starting out tiering your stations, I would say just start with one or two stations being tiered. See how it works for you and if everything is moving along, if your students are getting the gist of it, add more. And number two: you may notice that station number 8 above is not a kindergarten common core standard. You're right. It's not. But in order to make counting by 5s meaningful to my kinders each year, I explain that they need the skill of counting to 5s in order to eventually tell time. It's a great motivator, but it also means that if they do it, I have to follow through with telling time activities. So that's why I introduce it (and money) to those kindergarten classes that are ready for it at the end of the year.
I hope you like it and if you do, follow my blog, tell your friends to follow me and I promise, I'll keep making you great activities for differentiating in your own classroom.


3 edition of The Mathematical Miscellany found in the catalog.
by C. Gill
Written in English
Geometrical morsels A5: New observations on an old puzzle. cos1, cos2: Dissections showing the Law of Cosines c 2 = a 2 + b 2 - 2ab cos C for a triangle with an obtuse (PS, PDF) or acute (PS, PDF) angle at the former case, attach two copies of the triangle to a square on side c, then translate and remove them so the remaining area can be dissected into squares on sides a,b and two. Mathematical Number Talks, Rio Linda, California. 21, likes talking about this 34 were here. This page is dedicated to helping educators increase their proficiency with Number Talks and 5/5(9).
A Mathematicians Miscellany by J. E. Littlewood. Publisher: Methuen And Company Limited Number of pages: Description: Anyone open to the idea of looking through a popular book on mathematics should be able to get on with this one. His recent collections of playful miscellany, Professor Stewart's Cabinet of Mathematical Curiosities and Hoard of Mathematical Treasures, have been .
"Littlewood's Miscellany, which includes most of the earlier work as well as much of the material Professor Littlewood collected after the publication of A Mathematician's Miscellany, allows us to see academic life in Cambridge, especially in Trinity College, through the eyes of one of its greatest figures. The joy that Professor Littlewood found in life and mathematics is reflected in the. ) MATHEMATICAL MISCELLANY lll acriangles having increasing or decreasing acute angles. Consequently, since in problem constructiorl one usually starts the search with definite notions as to the shape of the required triangle, recourse to the above method may prove laborious2 and unsatisfactory.
Primary census abstract, scheduled tribes, series 1, India, part II-B (iii)
Borrowing patterns in public libraries
Frank Leslies Scenes and portraits of the Civil War
Great Western London suburban services
Performance of department stores: 1931
Strength and Structure of the Earth.
Terracotta representations of human heads used as architectural decoration in the Archaic period
Report upon the merits of the Great Western Railroad, Canada West
Woodys wonderful world.
Let us pray
Kovels guide to selling your antiques & collectibles
The discouerie and confutation of a tragical fiction
Toward more effective redistribution
A Mathematicians Miscellany by Littlewood,J.E. Publication date /00/00 Topics NATURAL SCIENCES, Mathematics, Fundamental and general consideration of mathematics Publisher Methuen And Company Limited. Collection universallibrary Contributor Osmania University Language English.
Addeddate A Mathematicians Miscellany Hardcover – August 8, by JE Littlewood (Author) out of 5 stars 4 ratings. See all 11 formats and editions Hide other formats and editions. Price New from Used from Hardcover "Please retry" $ $ $ Hardcover, August 8, 4/5(4).
The Math of Life and Death: 7 Mathematical Principles That Shape Our Lives Hardcover – January 7, #N#Kit Yates (Author) › Visit Amazon's Kit Yates Page. Find all the books, read about the author, and more.
See search results for this author. Are you an author. Learn about Author Central. Kit Yates (Author) out of 5 stars 7 ratings/5(4).
Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb. Skip to main content The Mathematical Miscellany. Publication date Publisher C. Gill Collection americana Digitizing sponsor The Mathematical Miscellany book Book from the collections of New York Public Library Language English.
Book Pages: A Miscellany Share this page MAA Press: An Imprint of the American Mathematical Society. This is a collection of gems from the literature of mathematics that shine as brightly today as when they first appeared in print.
The book is a collection of articles about mathematics, the people that pushed it forward and the context in which. Books shelved as miscellany: Schott's Original Miscellany by Ben Schott, Schott's Food and Drink Miscellany by Ben Schott, Mastermind: Over 2, The Mathematical Miscellany book.
A welcome addition to the math-for-people-who-hate-math genre. In his first book, Yates, the co-director of the Centre for Mathematical Biology at the University of Bath, cheerfully promises to arm readers “with simple mathematical rules and tools that can help you in your everyday life: from getting the best seat on the train, to keeping your head when you get an unexpected test result from Author: Kit Yates.
Littlewood defines a Miscellany as “a collection without a natural ordering relation” (p. 23). This book does not have a natural order, but it does have a distribution: roughly 1/3 biographical and autobiographical writings about Littlewood, 1/3 mathematical expository papers, and 1/3 anecdotes, jokes, and bons is nominally a popular math book, although while reading you are liable.
Interactive Mathematics Miscellany and Puzzles. 12, likes 10 talking about this. I chose "Cut the knot" as a slogan for my site for several reasons. The main one is to remind of the unexpected Followers: 13K.
The fourth book in the series, ‘A Miscellany of Mathematical Physics’, is by Prof. Balakrishnan. A distinguished theoretical physicist, Prof. Balakrishnan worked at TIFR (Mumbai) and RRC (Kalpakkam) before settling down at IIT Madras, from where he retired as an Emeritus Professor inafter a stint lasting 33 years.
Size: 1MB. His research into mathematical biology has been covered by the BBC, The Guardian, The Telegraph, the Daily Mail (London), RTE, Scientific American, and Reuters amongst others. Alongside his academic position, Kit is also an author and science communicator. The Math of Life and Death is his first ed on: Janu The purpose of this little volume is to show how and why mathematical methods grew up.
( views) A Mathematicians Miscellany by J. Littlewood - Methuen And Company Limited, Anyone open to the idea of looking through a popular book on mathematics should be able to get on with this one.
The garden-variety mathematical calculations associated with mortgages, bonds, and stock options usually come under the heading of “mathematics of finance.” But there are also less commonplace techniques that use logic and mathematics to solve subtler Author: Morton D.
Davis. Mathematics in Sanskrit poetry It is interesting to observe that in Sanskrit poetry, the concept of binomial coeficients, Fibonacci numbers and binary numeration has been in use right from the days of Pingala who was the first to write a treatise on Chandas-shastra relating to metres in Sanskrit poetry.
Charles Gill (–), who immigrated to the United States from England inbegan to edit The Mathematical Miscellany (–) while teaching on Long Island (New York, U.S.A.). Most of America's best mathematicians of the day were contributors, including Benjamin Peirce, Theodore Strong, and William by: 4.
An excerpt from Court’s book is one of 27 essays included in Is Mathematics Inevitable. A Miscellany, an enjoyable and often illuminating collection of texts assembled by Underwood Dudley.
Most selections are accompanied by introductions and concluding remarks and biographical notes written by Dudley, who does not necessarily agree with the. "Alex Bellos’ The Grapes of Math is a delicious grab bag of mathematical miscellany that includes Benford’s law, fractals, exponentials and imaginary numbers, the Game of Life, among many other goodies, all presented in a most entertaining style.
Both fun and instructive."Released on: J The Mathbook Store On The Web Books are ordered by the last name of the first author. Years ago, through the association with I was able to offer most of the books I used at this site for sale.
The current page is a rather elaborate attempt to provide you, the visitor, with as much information about the book as possible. Like the Fibonacci numbers, each Lucas number is defined to be the sum of its two immediate previous terms, i.e.
it is a Fibonacci integer uently, the ratio between two consecutive Lucas numbers converges to the golden r, the first two Lucas numbers are L 0 = 2 and L 1 = 1 instead of 0 and 1, and the properties of Lucas numbers are therefore somewhat different from.
Books shelved as mathematical-physics: Topology, Geometry and Gauge Fields: Foundations by Gregory L. Naber, Mathematical Methods in the Physical Science.
MATHEMATICAL MISCELLANY calculate log 9/8, we get log as, 2 as, log as Basing our interpolation on these values, we get values for.COVID Resources. Reliable information about the coronavirus (COVID) is available from the World Health Organization (current situation, international travel).Numerous and frequently-updated resource results are available from this ’s WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus.Additional Physical Format: Online version: Littlewood, John E.
(John Edensor), Mathematicians's miscellany. London, Methuen  (OCoLC)


BuDhaGirl has learned not to believe in coincidence, so when the Chicago Cubs won the 2016 World Series we were not surprised that it took 108 years. The number 108 is very important in our world and we want to share with you some of the reasons why...
The earth cycle is supposed to be of 2160 years = 20 x 108. The distance between the Earth and Sun is 108 times the diameter of the Sun. The diameter of the Sun is 108 times the diameter of the Earth. The distance between the Earth and Moon is 108 times the diameter of the Moon. The universe is made up of 108 elements according to ancient texts.
The number 108 is considered sacred in many Eastern religions and traditions, such as Hinduism, Buddhism, Jainism, Sikhism and connected yoga and dharma-based practices. Even the pre-historic monument Stonehenge is 108 feet in diameter. 108 is a number known to be referring to spiritual completion, and it is no surprise that the early Vedic sages were renowned mathematicians and in fact invented our number system. 108 is a Harshad Number, an integer divisible by the sum of its digits. Harshad in Sanskrit means “joy-giver.” 108 was the number of choice for this simple reason: 108 represent the whole of existence. There are said to be 108 types of meditation. Some say there are 108 paths to God. Indian traditions have 108 dance forms.
Coincidence? We don't think so!


Mathematics is a subject that often evokes a range of emotions, from excitement and curiosity to anxiety and fear. Many students find themselves grappling with common fears that can hinder their progress and enjoyment of the subject.
According to The New York Times Magazine, around 30 percent of individuals experience moderate to high levels of math anxiety. It’s a condition that researchers have identified even in children as young as 6 years old. Brain imaging scans have shown that math-anxious children exhibit increased activity in the amygdala, a brain region involved in fear processing.
However, you need to remember that these fears are not insurmountable barriers. With the right mindset, strategies, and support, anyone can overcome their fears of the subject and develop a positive relationship with math.
In this article, we will explore eight smart approaches to conquering common mathematical fears.
1. Recognize and Address Math Phobia
To overcome a fear, it’s important to know what you’re afraid of. When it comes to math, recognizing any negative beliefs or fears you have is a good first step. For example, if you think you’re not good at math or it’s too difficult for you, challenging those thoughts can make you feel less anxious and do better in school or work.
Just realizing there’s a problem is a big step toward overcoming fear. Once we see that our thinking or behavior needs to change, we become more motivated to make positive changes.
2. Build a Strong Foundation
To overcome your fear of math, start by laying a solid groundwork. This involves understanding and mastering the basics, and then practicing them until they become effortless.
Here’s how you can build a strong foundation:
- Read books or materials that explain fundamental math concepts.
- Solve problems using different techniques until you feel confident in your abilities.
- Regularly test yourself with flashcards or online quizzes to reinforce what you’ve learned and prevent forgetting important concepts.
By focusing on the basics and consistently practicing, you’ll gradually strengthen your math skills and gain the confidence needed to tackle more advanced topics.
3. Seek Help and Support
Don’t hesitate to reach out to your teacher, classmates, or tutor for assistance. Collaborating with peers and participating in group study sessions allows you to tackle challenging problems together.
It’s essential to remember that you’re not alone in your struggles, and people are willing to support you. Seeking help will help you gain clarity, learn from others’ perspectives, and build confidence in your mathematical abilities.
4. Utilize Interactive Technology
Using interactive technology like educational websites, math apps, and computer software can make learning math more fun and interesting. Online resources like the Proprep learning platform offer a diverse array of interactive math resources, including video lessons, practice problems, and quizzes.
By using platforms, students can learn math more interactively. It helps them understand concepts better and feel more confident about their math skills. These tools allow students to actively participate in their learning, personalize their study experience, and develop a stronger grasp of math.
5. Master One Concept at a Time
To conquer mathematical fears, it’s important to take things one step at a time. Instead of learning many things at once, focus on mastering one idea before moving on to the next.
Breaking down complex concepts into smaller, easier parts, can help you understand them better and build a strong foundation. This approach boosts your confidence and makes it easier to tackle more difficult math topics. So, remember to take it slow, master one concept at a time, and soon you’ll feel more comfortable and capable in math.
6. Focus on Understanding, Not Just Memorizing
According to Fort Worth Star-Telegram, to improve math test scores, the Fort Worth Independent School District introduced a new math curriculum that aims to enhance students’ understanding of numbers and their practical applications.
At the beginning of the current school year, the district implemented two new math curricula: Eureka Math for elementary schools and Carnegie Learning for middle schools. District officials believe that these new curricula prioritize problem-solving skills and conceptual learning rather than relying heavily on formula memorization. The goal is to provide students with a deeper comprehension of mathematics.
Instead of just memorizing formulas and procedures in math, focus on understanding why those concepts work. When you understand the underlying principles and reasons behind mathematical operations, it becomes easier to solve problems and remember the information.
7. Embrace Mistakes as Learning Opportunities
In math, it’s important to remember that making mistakes is a normal and helpful part of learning. Instead of being afraid of making mistakes, see them as chances to grow and learn.
When you make a mistake, take the time to figure out what went wrong and why. Understanding your mistakes will help you to improve your problem-solving skills. Remember, everyone makes mistakes, and they help you become better at math. So, embrace your mistakes and use them as valuable opportunities to learn and improve.
8. Practice Maths Regularly
According to a report on The Conversation, the belief that certain children are naturally good at math while others are not is incorrect. It all depends on the early exposure and experiences that children have in their lives.
Some parents actively provide more opportunities for their children to engage with numbers at home and in various social and educational settings. These regular exposures make these children seem proficient in math, but it is not because they are inherently skilled. Rather, they have had more time to practice and work with mathematics.
Regular practice is essential for gaining confidence in mathematics. Dedicate consistent time to solving math problems and exercises. This practice reinforces concepts, hones problem-solving skills, and gradually reduces fears.
If you want to overcome your fear of math, it’s important to understand the root cause and address it with the right strategies. You can’t just ignore it or hope that it will go away on its own. You need a plan.
The first step is always recognizing when fear is getting in your way. From there, try some of these ideas for overcoming your mathematical fears so that you can finally start enjoying those dreaded equations.


Radian is a unit of angle called the arc degree method. Introduced in the second year of high school with the of trigonometric functions, it is used mainly in fields such as mathematics and physics.
This page explains the meaning of radians and how to convert them to degrees in degrees.
What is radian
Definition of radian
The radian is the unit of plane angle of the International System of Units (SI) and is defined as follows.
1 Radian is the magnitude of the central angle for an arc equal to the length of the radius of the circle
The symbol of the unit is rad, and the expression of the angle with this as the unit is called the radian method.
Even so, I think it’s hard to get an image just by listening to it once. Therefore, let’s understand the definition using figures.
In the figure below, an orange line shows an arc with a length equal to the radius of the circle. The magnitude of the central angle (orange corner) for this arc is 1 radian.
As explained in the next conversion section, converting one radian to “degrees (°)” results in a half-hearted number of about 57.2958°. In fact, this value is an infinite number of decimals.
This was a problem! You may think that it is a difficult way to express an angle, but don’t worry. Whereas the degree method sometimes uses 1 °, 2 °,…, it is unlikely that radians are separated by integer values such as 1 rad, 2 rad,…. For radians, the basic π is used to represent the angle.
Next, I will explain the conversion between radians and “degrees”.
By the way, radians are often not given the unit rad. The reason is that the radians are “the ratio of the length of the arc to the length of the radius”, that is, “the length divided by the length”, so the units cancel each other out.
How to use radians
In fact, there is no merit in using radians, considering only the ratio of r, x, y to the angle using trigonometric functions .
It is used for linear approximation of angles (simplification and speeding up of calculations), but the meaning of being radians is not so strong.
Radians come into their own when differentiation is involved.
When trigonometric functions are involved in differentiation, the story does not work at all in “degrees“, and “radians” are the main.
The true use of radians will be explained when explaining the differentiation of trigonometric functions.
The reason why we are talking about radians now is that the angle value input to trigonometric functions when dealing with trigonometric functions on a computer is in radians. Trigonometric functions are in radians not only in C language but also in Excel. Exceptionally, Unity of the game engine is in units of degrees, but since the program is written in C # and Math is used for calculation, it is handled in units of radians in the end. I think there are various reasons why it is radian when dealing with trigonometric functions on a computer, but one of the major reasons is that series expansion (polynomial approximation) is performed to obtain highly accurate calculation results.
So, of course, there is no need to learn differentiation and series expansion to handle trigonometric functions. In order to understand trigonometric functions deeply, it is necessary to understand differentiation, and in order to understand internal processing, it is necessary to understand series expansion, but when dealing with trigonometric functions for the first time, it is sufficient if the degrees can be converted to radians.
For the time being, when inputting an angle to a trigonometric function on a computer, it is necessary to use it in radians, so convert it to
angle [rad] = angle [deg] / 180 * PI
Also Read: How many Quarters make 100 Dollars? With Complete Table


I am a theoretical and computational ecologist. My research program is motivated by the pervasive existence of context-dependency—results are only true under particular circumstances—in ecological systems, which fundamentally hinders generalization and prediction under uncertainty. To address this problem, my research centers on developing a theoretically rigorous and computationally feasible ‘common currency’, and using the common currency to synthesize empirical findings across study systems and scales.
I am currently a postdoc with Jonathan Levine at Princeton University. I was a postdoc co-supervised by Andrew Gonzalez at McGill University and Marie-Josée Fortin at University of Toronto from 2020-2022. I received a PhD in Civil and Environmental Engineering from MIT under the supervision of Serguei Saavedra, and a BS in Mathematics from Zhejiang University under the supervision of Yang-Yu Liu.
You can reach me via email: clsong.ecology AT gmail DOT com.
PhD in Civil and Environmental Engineering, 2016 - 2020
Massachusetts Institute of Technology
BSc in Mathematics, 2013 - 2016


Just the word Mathematics is sometimes enough to make most children go crazy. Yes, it is critical in nurturing the education of your children, but at the same time confusing, and even nerve wrecking. Moreover, there is no escape to the subject, the Cambridge IGCSE education system, gives math an intentional and evident importance. It has won accolades from across the world, and many nations have started to follow the math curriculum taught in Cambridge IGCSE.
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