Mathematics is an integral part of our daily lives, and it is crucial to develop maths skills from a young age. In Singapore, where maths is a core subject in the education system, it is essential to make maths a daily way of life for kids. Fortunately, numerous simple daily activities can help kids develop their maths skills and make maths a fun and engaging subject. In this post, we will explore some simple activities that can make maths a daily way of life for kids in Singapore.
Cooking and baking are excellent ways to practise maths skills. Measuring ingredients, adjusting recipes, and calculating cooking times are all mathematical tasks that require precision and accuracy.
Encouraging kids to get involved in the kitchen and make cooking and baking a fun maths activity can help them develop their maths skills while learning valuable life skills.
Budgeting is an excellent way to teach kids about money management and maths skills. Whether you are creating a household budget or planning a vacation, budgeting requires you to add, subtract, multiply, and divide. Involving kids in the budgeting process and teaching them how to manage money can help them develop financial literacy and maths skills.
Playing games is a fun way to practise maths skills. Games like Sudoku, chess, and card games require critical thinking and problem-solving skills. Encouraging kids to play games that involve maths and logic can help them develop their maths skills while having fun.
Shopping is an excellent way to teach kids about money and maths skills. Taking kids grocery shopping and involving them in the process can help them learn how to compare prices, calculate discounts, and estimate the total cost of the items.
For example, " This bowl of sushi is $8. We need to get some oranges, spinach and potatoes first. Mummy has $30; let's see if we have enough to get some sushi afterwards! "
This can help them develop their maths skills while learning about money management.
Gardening is a great way to teach kids about maths and science. Measuring the distance between plants, calculating the amount of soil needed, and determining the amount of water required are all mathematical tasks that require precision and accuracy.
Gardening also teaches kids about the environment and the importance of sustainability.
Reading is an excellent way to improve maths skills. Many books, especially children's books, incorporate maths concepts into the story.
1. Ten on a Twig by Lo Cole (Pre-K–P1): Ten adorably colourful birds sit happily on a
branch—until they begin to fall off one by one! Subtraction is a hard concept to introduce to young kiddos, but this story makes it fun and concrete.
2. If You Were a Minute by Tricia Speed Shaskan (P1–P3): Kids can look at a clock and read the time, but this book helps them understand what can be done in different amounts of time to build deeper meaning. It is never too early to introduce time management skills.
3. One Grain of Rice: A Mathematical Folktale by Demi (P3-P5): In this Indian folktale, a clever girl named Rani helps her village by making a deal with a greedy raja. She receives one grain of rice, doubled, for 30 days. Over time, more than 1 billion rice grains became available for all the villagers to share. The story teaches problem-solving, multiplication, fairness, and sharing.
Encouraging kids to read books that involve maths and asking them questions about the story can help them develop their maths skills while improving their reading comprehension.
In conclusion, maths is an essential subject in the education system in Singapore, and numerous simple activities can make math a daily way of life for kids. The activities shared in this post are all fun and engaging ways to practise maths skills. Encouraging kids to get involved in these activities and make maths a part of their daily routine can help them hone their maths skills and make maths a fun and exciting subject to learn.
Written by: Ms Harsheeni Hanna Rajoo, Educational Therapist
Vetted by: Dr Lian Wee Bin, Developmental Paediatrician & Neonatologist


Our new interactive whiteboard software is now available! Designed to enhance the multi-sensory Numicon programme, our software offers teachers a rich library of images and models to use in whole class teaching. Interactive workspaces and resources can be used to create dynamic sessions to introduce key mathematical ideas to the whole class. Workspaces and resources include: Number lines, objects for counting, coins, number generators, hoops to use in sorting, division, fractions and more. The pictures of various everyday objects can be used to help children use and apply their arithmetic. New and Improved Features for Version 2.0
-Fresh, easy to use design offering group selection -New pen/eraser tool -New edit palettes for rotating and grouping shapes and objects -New functionality with workspaces linked to resources -New Scrolling Numicon number line up to 21 -New HTU frames and multiplication grid -Larger screen resolution to allow more objects on the workspace -Extended range of resources with blank spinners and more fractions This is designed as a tool for whole class demonstration and we strongly recommend that the multi-sensory approach is maintained by giving each pupil a set of 1-10 Numicon Shapes, which they can hold up in response to questions. System Requirements PC System Requirements Windows 98 or higher with 450Mhz Intel Pentium II processor (or equivalent) Hard disc space: 4Mb Memory: 128Mb RAM Graphics: Standard VGA Resolution: 800x600 plus Mac System Requirements OS 9.1 or higher with G3 processor or higher Hard disc space: 4Mb Memory: 64 MB RAM Resolution: 1024x768 plus Please note that this product is Flash based and therefore does not work on iPads or Android tablets.
Publisher: Oxford University Press


European roulette is a game of chance in which players choose numbers on which to bet. There are two main variations of the game of roulette, known as American roulette and European roulette. The two games are quite similar in the way bets are made and the way the basic game is played.
In both American roulette and European roulette, players put chips on a board of numbers. They may wager on single numbers or groups of numbers (to a maximum of 18 numbers). Once bets are placed on the table, a ball is dropped down onto a spinning wheel.
When the ball lands on a numbered pocket on the wheel, a winning number is determined and players who chose that number when they wagered are paid their winnings.
So, what is the difference between American roulette and European roulette? In American roulette, the wheel has each number from 1-36 as well as a zero and a double zero. When the ball moves around the wheel, it has an equal chance of landing in any of the slots. The European roulette wheel has one less pocket and only includes the numbers from 1-36 and zero. European roulette does not have the double zero.
Since there is one less number on the wheel, each player who wagers on the numbers has a slightly higher chance of winning than if he or she had made an identical bet on an American roulette wheel. For example, if a player bets on a single number, there is a one in 38 chance of winning on an American roulette table and the payment is made at 35 to 1. However, a player on a European roulette table has a one in 37 chance of winning, but the same bet is still paid at 35 to 1.


I don’t think this is a particularly controversial point. On the one hand, students who enter college with a solid grasp of Algebra II are ready for credit-bearing college courses in mathematics appropriate for a wide variety of degrees. On the other hand, it is and always has been true that STEM-intending students should take mathematics beyond Algebra II in high school in order to prepare for the more advanced STEM coursework they will take in college.
The Common Core State Standards reflect this reality. On the one hand, they go up through Algebra II, with a fair amount of statistics in addition. On the other hand, they say on page 57:
The high school standards specify the mathematics that all students should study in order to be college and career ready. Additional mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics is indicated by (+)
All standards without a (+) symbol should be in the common mathematics curriculum for all college and career ready students. Standards with a (+) symbol may also appear in courses intended for all students.
I wouldn’t have thought it was necessary to explain all this until I saw some quotes from Sandra Stotsky, Ze’ev Wurman, and Jim Milgram at Breitbart.com in response to our previous post. It turns out that they think college readiness is the same thing as STEM readiness.
The recent Wall Street Journal piece by retired UC Berkeley mathematician Marina Ratner is incorrect on so many points that it’s not so much a matter of fact checking as checking to see if there are any facts. For example, of the three quotations she gives from the standards, two are not to be found anywhere in the document. (Read it.) In my mathematics classes, 33% is not a passing grade.
But here I want to focus on two of the false assertions she makes: that the standards are lower than those of high achieving countries, and that they will prevent your kids from getting into the colleges you want them to get into. Continue reading
In an article about the Common Core State Standards that was published on Huffington Post, Diane Ravitch claimed that “…the largest contingent of the drafting committee were representatives of the testing industry.” This is false, as you can see for yourself.
The committee that produced the Common Core State Standards for Mathematics numbered over fifty people, of whom two were affiliated with ACT or the College Board.
For those of us who believe in the potential of the Common Core State Standards, it can be frustrating to see the Standards constantly battered in the mainstream media – often with factually incorrect information and agenda-furthering biases. It’s not all bad news though! Every day, there are wonderful, fact-based, reality-based (it’s a shame we have to clarify that point) articles that illustrate the powerful impact the Common Core is already having across the country.
Every two weeks I’ll share a round-up of these positive pieces covering everything from the success stories from the classroom, to new reports and studies, to support from experts.
Bottom line: people are doing exciting work to help make the Standards a successful lever to raise student achievement – we all need to hear more about their efforts! Continue reading
I admit it—I love twitter. I love the hijinks and the lolz and the general free-form vox populi nature of that social media platform.
And this past week, twitter has done it again, by spawning #ThanksCommonCore and @ThnksCommonCore.
On June 7, Washington Post reporter Lyndsey Layton published an article about the Common Core which misconstrued facts, ignored evidence and attempted to paint Bill Gates as the mastermind behind the Common Core. Those of us closely involved with the Common Core know how inaccurate her portrayal was. One teacher in Kentucky, Jana Bryant, chose to write to the Washington Post to remind them that one of the many voices Layton excluded from the article was that of teachers who were a part of the Standards development and are living the experience of implementation right now. Though the Post chose not to publish her op-ed, we’d like to post it in its entirety here:
The Real Force Behind the Common Core
Lyndsey Layton’s portrayal of the debate around the Common Core State Standards completely excluded what is actually important – what is best for American students and teachers.
As a math teacher in Kentucky, I recognized the need to improve standards for students and was supportive of the increased focus and rigor found in the Common Core State Standards for Mathematics, long before I knew how they were funded. I invested my time in them, increasing my knowledge of the Standards and sharing that knowledge through professional development trainings for my peers. Like so many of my colleagues, we recognized that this was work that needed to be done to help our students succeed. Continue reading
Just in case any of you is receiving panicky emails from your friends in response to the recent factually-challenged article about the standards in the Washington Post, or Diane Ravitch’s followup screed, here are some facts you can supply them with.
The WaPo reporter apparently doesn’t know the meaning of the word “press release,” since she couldn’t be bothered finding the NGA press releases during the year the standards were written (which she could have found by googling “NGA press releases common core”). Included among them is a press release which links to the list of members of the 50-person work team, which included classroom teachers, mathematicians, math education researchers, and policy makers, and two representatives of the testing industry (google “common core work team” if you want to see the list). The WaPo article lists Jason Zimba as “the lead writer” for the math standards. But in fact he was one of three lead writers, the other two being me and Phil Daro. And I chaired the whole process, as indicated in the list.
The process for the math standards started with progressions documents solicited from people in the work team. The three lead writers fashioned these into standards, and then went through many cycles of revision in response to feedback. I made sure that we listened carefully to participating states (they were our bosses after all), members of the distinguished feedback group (also listed in the document above), national organizations, numerous individuals, and the 10,000 pieces of public feedback received after the public draft was released in March 2010.
Just for the record, I have never met Bill Gates, nor talked to him. I’m glad he decided to spend his money on improving mathematics education, but he had nothing to do with the process. He also spends his money on ridding the world of malaria, but nobody seems to complain about that.
There was a lovely video on the Daily Caller, which apparently hates it when kids show their understanding of the base ten system and the connection between multiplication and addition in doing a multiplication problem. It’s obvious that the fourth grader in this video knows how to use the standard algorithm to solve problems—she performs addition using the algorithm as part of her strategy to solve the problem—but she says she likes the box method better because “you use all the skills together and it makes you think more.” Well, we can’t have that, can we? This kid should just become an adult right away and use “old-school long multiplication.” Which, if we stick with the Common Core, she will be fluent with in Grade 5.
Every year, I attend the annual conferences for the National Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics. And this year was wonderful, not only because of the fantastic sessions, discussions, and meet-ups, but also because we saw a number of Common Core supporters sporting their “I Support Common Core” buttons! And a number of folks saw my button and told me that they’d put the bumper sticker on their car!
It was so encouraging to see so many math teachers, math supervisors, and math educators sharing their support–so many folks I’d never met before, but had this in common with–we support the Common Core! Of course I had to snap a few pictures to share with everyone who couldn’t be there. (Please look past the blurry phone pics taken in low lighting in windowless rooms in the New Orleans convention center! I’ve never claimed to be a photographer.)
There is a great interview with teacher blogger Fawn Nguyen about the Common Core over at Cathy O’Neil’s blog. She likens standards to a list of ingredients you have to use, as on those cooking shows, and curriculum is the dish you make with them. Not a perfect analogy, as she admits, but useful in helping people see the difference between standards and curriculum. And I love the bit at the end where she likens the mathematical practices to cooking techniques:


A Note On Perfect Totient Numbers
Department of Applied Mathematics
College of Information Science and Technology
P. R. China
In this note we prove that there are no perfect totient numbers of the
k ≥ 4, where s
= 2a 3b + 1,
r = 2c 3d s + 1,
q = 2e 3f r + 1,
and p = 2g 3h q + 1
are primes with a,c,e,g ≥ 1, and b,d,f,h ≥ 0.
Full version: pdf,
(Concerned with sequence
Received April 14 2009;
revised version received July 18 2009.
Published in Journal of Integer Sequences, August 30 2009.
Journal of Integer Sequences home page


Maths Teaching Assistant | Merton
Are you a high-achieving Maths Graduate with the necessary subject knowledge and personality to accelerate student attainment within Maths?
Would you like to work as a Maths Teaching Assistant where you can support eager-to-learn students across Key Stage 3, 4 and 5?
A high-performing, highly inclusive and very successful Secondary School in Merton are looking to appoint a Maths Teaching Assistant for a one-year placement starting with immediate effect!
- Maths Teaching Assistant | Merton
- Outstanding Secondary School
- Supporting students across Years 7-13
- Delivering 1:1 and small group Maths intervention sessions
- September 2021-July 2022 | Option of Teacher Training from September 2022
- £70 per day | £350 per week - Paid PAYE
This Maths Teaching Assistant role is an excellent opportunity for a Maths Graduate to work alongside a dedicated Maths department and to support students who have been identified as needing additional support. You will use your excellent subject knowledge as a Maths Graduate to support these students in 1:1 and small group Maths Intervention sessions.
The school would like to receive applications from First-Class or 2:1 Maths Graduates to take Maths Tuition sessions throughout the school day. You will be working across the complete ability range within this Maths Teaching Assistant role, some students will be working at the lower end of GCSE and A-Level attainment whilst some students will be aiming for A* grades.
This Maths Teaching Assistant opportunity will commence immediately following a successful interview and will run until the end of the academic year (July 2022), in the first instance. From September 2022, you could be offered a place on the school's School Direct ITT programme making this Maths Tutor role ideal for aspiring Maths Teachers.
Ribbons & Reeves look forward to supporting you in your application to this Maths Teaching Assistant role.Maths Teaching Assistant | Merton


Saxon Math 2018 Grade 1 Teacher Manual Set
For over 30 years, Saxon Math has been delivering proven results for students in Grades K–12. The Saxon Math curriculum has an incremental structure that distributes content throughout the year. This integrated and connected approach provides deep, long-term mastery of the content and skills called for in the Common Core State Standards. The program is easy to implement and features comprehensive materials that are convenient and well-organized.
The Teachers Manual set consists of two three ring binders: Volume One and Two, containing scripted lessons. Volume one and two are not sold separately.
|9781328863355 / 1695439||SXM TCHR MAN BNDR V1 GR1 2018||1|
|9781328863362 / 1695440||SXM TCHR MAN BNDR V2 GR1 2018||1|


Statement of a problem № m1165
The random variable X has a binomial distribution with n = 10 and p = 0.5. Sketch the probability mass function of X. (a) What value of X is most likely? (b) What value(s) of X is (are) least likely?
Download free solution (doc)
New search. (Also 1294 free access solutions)
Use search in keywords.
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These printable worksheets help kids learn concepts related to more less greatest least and the ordering of numbers. Its really simple and easy as it only involves reciting numbers in sequence.
Pin On Ola
2 More or Less Worksheets Preschool.
Preschool worksheets more or less. Draw more or less objects than shown. Free reading and math worksheets from K5 Learning. Compare two objects and find which object can holds more or less.
Get thousands of teacher-crafted activities that sync up with the school year. Number count worksheet for preschool. Preschool Activity Sheets on More or Less.
Measurement worksheet 17. More or Less Worksheets allows you to use pictures instead of words for learning purposes. Both of my children were expected to master this concept by the end.
More or Less Worksheets – Comparing Numbers 1-5 1-10 – Greater Than Less Than. Compare two objects and find which object can holds more or less. Comparing worksheets for preschool help children to master basic concepts as More or Less Are ther enough and compare quantities in a mixed group.
Rote counting is the most basic number concept that preschoolers learn. More or less worksheets preschool The kids can enjoy more or less worksheets preschool Math Worksheets Alphabet Worksheets Coloring Worksheets and Drawing Worksheets. At kids academy we believe that kids need to learn in a variety of ways for concepts to stick.
Students select the group with more or fewer objects in it. We also introduce the use of more than less than equal to symbols. Get thousands of teacher-crafted activities that sync up with the school year.
Pre-K Free comparison worksheets will develop number recognition and counting activities. Most Popular Preschool and Kindergarten Worksheets Pre Writing Worksheets Shapes Line Tracing Worksheets Picture Tracing Worksheets More or Less Worksheets Preschool Matching Worksheets. Less printable Math worksheets for Preschool students.
May 15 2015 – Many early elementary curriculums require a child to be able to identify and create sets of objects with more less and equal. Animal Parents and Babies. Which bowl has more.
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More Less Worksheet Teaching Resources Teachers Pay Teachers 238002 Kindergarten Worksheets Planning Playtime Trending News Today 238003 Preschool Worksheets – Dot to Dot 8 -Worksheets terapia. No numbers are used. More or Less Worksheets is the key to effective learning and teaching Kindergarten and First grade.
If you are teaching Kindergarten or First grade you need more or less worksheets. More or less worksheet more or less activity more or less exercise and more or less problemsmore or less worksheet pdf is a good resource for children in preschool kindergartenmore or less worksheet is the free printable. You could include advance preschool worksheets which can be more on mathematics reading writing perception and more general knowledge.
Ad The most comprehensive library of free printable worksheets digital games for kids. Find preschool worksheets that introduce alphabets sounds numbers counting shapes colors dot to dot drawing coloring in and eliminating activities. Compare two objects and find which object can holds more or less.
Click on the image to view or download the PDF version. Comparison Worksheets More or Less 2 Worksheets. Gradually children can be introduced to comparison signs like greater than less than and equals to.
Same or Different Worksheets Halloween Worksheets Pumpkin Worksheets Pre Writing Worksheets Preschool Coloring Preschool Dot to Dot. These free printable worksheets for comparing numbersquantities teach the concept of more or less greater than less than to your child. They could play games in the Nursery like Numbers Match Games and Alphabet Puzzles and more or less worksheets preschool.
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Top prize $50,000
Overall approximate odds to win a prize on a $3 - Mayan Fortunes are 1: 3.90
How to Play
1. Scratch the YOUR NUMBERS play area to reveal numbers.
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BONUS: Scratch the BONUS play area. Find any prize, win that prize.
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ADD THIS CONVERTER ON YOUR WEBSITE:
Add Quart (US) to Cups (US) converter to your website to use this unit converter directly. Feel hassle-free to account this widget as it is 100% free.
Are you going to try a recipe and you don’t have an idea about how many cups in a quart? no doubt, kitchen conversion measurements are crucial as it leads to the good taste of recipe that you are decided to make. The calculator-online provided a smart quart to cups converter through which one can readily perform conversions from quarts to cups. The amazing thing is that there’s no conversion factor required, just you ought to plug-in the value for cups to obtain cups per quart.
As a matter of convenience, our team demonstrates formula for quarts to cups that helps you in step-by-step (manual conversions). But, first, let’s answer the term of how many cups are in a quart!
The formula for quart to cup is:
US cup = US qt x 4
Problem: Convert 6 cups US to quart US?
Step 1 (Formula):
Step 2 (Put the Values):
Step 3 (Result):
Means, 6 US liquid quarts is equal to 24 US cups


You will see some numbers in the triangle and they are connected with each other with some logic.
Find the logic behind the numbers and then find the missing number.
If you get the correct answer, share it with your friends on WhatsApp, Facebook and other social networking sites.
In the first triangle the surrounding numbers are 4, 5 & 6 and the number in the center is 15.
6 x 5 / (4/2) = 15
Let\’s see if this holds good in second traingle;
7 x 6 / (12/2) = 7
So to find the missing number;
8 x 8 / (8/2) = 64/4 = 16
Answer = 16


No. The slope of a horizontal line is zero. The slope of a vertical line is undefined.
A line on a graph with zero slope is a horizontalline.' Y ' is the same number at every point on the line.
For a horizontal line, the slope is zero. Using the formula y=mx+b, where m is the slope.
the formula for slope is y=mx+b, a horizontal line has the slope of zero and the slope of a vertical line can be answered as undefined
It means there is no velocity - it is at rest and nothing is moving. The slope of the line is velocity - a horizontal line is zero slope = zero velocity
zero is horizontal, undefined is vertical
A line with an undefined slope is a vertical line. A line with a slope of zero is a horizontal line. If you use the formula for slope m = (y2-y1) divided by (x2-x1)... For an undefined slope you will get zero in the denominator, which you cannot have because you cannot divide by zero. For a slope equal to zero, you will get a zero in the numerator. Zero divided by any non-zero denominator, will give you a slope of zero.
Undefined slope is when a line is exactly on the y-axis, for reasons unknown, the slope of a line on the y-axis cannot be determined, so therefore it it "undefined." A line with no slope is a line with a slope of zero. In order for a line to have a slope of zero, it must be directly on the x-axis, meaning it is horizontal. Horizontal lines are straight and have no slope
A line with zero slope is a straight horizontal line which neigher climbs nor descends along the X-Axis. A line with an undefined slope is a straight vertical line that does not move left or right along the Y- Axis.
If the equation of a line is [ Y = -2 ] the the line is horizontal. Its slope is zero.
A line with a slope of zero is a flat, vertical line.
Zero is when its a straight horizontal line It its going neither up or down Infinite is when its a straight vertical line You could say its positive or negative and it will forever going up or down You couldn't give it a slope number
Yes, it is true; slope zero is no slope.
The parallel line would also have a slope of zero (both are horizontal lines).
A horizontal line has a slope of zero. The equation of a horizontal line is y = a.
It is the difference in the abscissae of the points divided by the difference in their ordinates, provided the latter is not zero. Otherwise, the slope is infinite.


Ardent Academy Student Spotlight
We are proud of our students' many accomplishments, and make sure to celebrate them at Ardent Academy. Visit this page often for updates regarding the work of our outstanding students in various STEAM programs.
Congratulations to Ardent AMC winners! The MAA’s American Mathematics Competitions (MAA AMC) program is a series of examinations that build problem-solving skills and mathematical knowledge in middle and high school students.


This paper aims to provide tools for the complete Jacobian analysis of robotic manipulators of general topology, using a comprehensive velocity equation.
First, a modelling process is made in order to build the velocity equation using simple constraint equations: i.e. length restriction, relative motion and rigid body constraints. Then the motion space is solved, i.e. the space that spans all feasible motions of the manipulator.
The velocity equation is comprehensive, i.e. it relates all kinematic variables, not only input and output. The Jacobian related to the comprehensive velocity equation is a square dimensionless matrix. This characteristic has great importance when evaluating manipulability or closeness to singularities. Employing the motion space, any kinematic entity can be studied: i.e. velocities and accelerations of any active/passive joints, screw axis, axodes, and so on. Also a comprehensive singularity analysis can be made.
The approach presented is focused on the kinetostatic analysis of manipulators and, therefore, subjected to rigid body assumption.
The paper presents a proposal of effective codes for engineering analysis of manipulators.
This approach is based on a pure computational kinematic analysis that unifies all kinetostatic analysis for any manipulator topology (i.e. serial, parallel, hybrid manipulators, complex mechanisms, redundant‐or non‐redundant‐actuated). The characteristic Jacobian matrix is dimensionless and provides the means for a complete singularity analysis and an effective use of indicators.
Altuzarra, O., Salgado, O., Petuya, V. and Hernández, A. (2008), "Computational kinematics for robotic manipulators: Jacobian problems", Engineering Computations, Vol. 25 No. 1, pp. 4-27. https://doi.org/10.1108/02644400810841396Download as .RIS
Emerald Group Publishing Limited
Copyright © 2008, Emerald Group Publishing Limited


Abstract A numerical differentiation problem for a given function with noisy data is discussed in this paper. A mollification method based on spanned by Hermite functions is proposed and the mollification parameter is chosen by a discrepancy principle. The convergence estimates of the derivatives are obtained. To get a practical approach, we also derive corresponding results for pseudospectral (Hermite–Gauss interpolation) approximations. Numerical examples are given to show the efficiency of the method.


Journal of Prime Research in Mathematics
ISSN: 1817-3462E (Online) 1818-5495 (Print)
On the solutions of nonlinear Caputo–Fabrizio fractional partial differential equations arising in applied mathematics
Laboratory of Fundamental and Numerical Mathematics, Department of Mathematics, Faculty of Sciences , Ferhat Abbas S´etif University 1, 19000 S´etif, Algeria.
Correspondence should be addressed to: email@example.com


10 pages, 20 activities (pages are designed to be cut in half)
Students draw coins using a graphic organizer to show four different ways to make a designated amount of money. This activity provides practice for students just learning how to count coins that add to amounts under $1.00.
You could also have the students work in pairs. After drawing the coins, the students could count for each other the amounts that they drew and compare the different ways that each made the designated amounts.


In this video, we will learn how to
identify circles regardless of their orientation, size, or color. Circles can come in many different
colors and sizes. How can we tell if a shape is a
circle? We know that circles are 2D
shapes. What else do we know about
circles? They are round. How do we draw a circle? A circle is a continuous curve.
There are lots of examples of
circles in real life. A doughnut is a circle, and the
hole in the center of the donut is also a circle. This part of the frying pan is a
circle. This pizza is also a circle, and so
are the slices of pepperoni on top. Circles are all around us. See how many you can spot. Let’s try identifying some circles
with some practice questions.
Choose the circle.
We’re shown five different 2D
shapes, and we have to choose the circle. Let’s think about what we know
about circles. We know a circle is a 2D shape, but
all of these shapes are 2D shapes. What else do we know about
circles? We know that circles are round. Which of our 2D shapes is
round? It’s this one right at the
bottom. This is the only 2D shape we can
see which is round. This is the circle. All of the other shapes have
straight sides. We chose the circle.
How many circles are in this
We’re showed a picture of a
train. It’s being made from lots of 2D
shapes. We have to count the number of
circles in the picture. How many circles can you see? The wheels of the train are made
from circles. Here’s one, two, three, four. There are four circles in this
picture of a train.
What have we learned in this
video? We’ve learned how to identify
circles. We’ve learned that circles are
round, and they can come in different sizes or colors. They’re still circles.


Division Tables Chart Numbers 1 Printable Elementary Math Worksheets
Division Tables Chart Numbers 1 Printable Elementary Math Worksheets.
Free printable math worksheets. its normal for children to be a grade below or above the suggested level, depending on how much practice had at the skill in the past and how the curriculum in your country is organized. use your judgment. view by grade level preschool.
Free elementary math worksheets to print, complete, and customize. math fact cafe. home -made worksheets kindergarten (k) first grade (st) second grade () third grade (rd) fourth grade () fifth grade () custom worksheets basic facts. The enrichment math pages will easily complement your existing math program and can be used every week to build the math skills and problem-solving strategies.
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We will (eventually) do all of the lectures in the Singapore Math curriculum (which we like). You can follow along through the workbooks available at singaporemath.com.
I am new to Singapore math and this course does a great job of explaining the thinking behind Singapore math! I would like to see more Singapore math lessons!


Graduate programs lead to M.Sc. and Ph.D. degrees in Mathematics at Sabanci University. The current interests concentrate in mainly two areas;
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Another thing to look out for is what the pupil will need to solve the worksheets? Does the worksheet require the use of crayons? Does it require other things like a pair of scissors, glue and so on?Before you buy worksheets, make sure to check if they have been created to suit the geographical location that you reside in. The language and usage of words differs from country to country. It is no point buying a worksheet which is designed for children in the US for children residing in India. Also see if the worksheets involve just one way of teaching or multiple ways. Do the worksheets involve short assessments? Does it have some activity built in; does it involve elements from the child’s surroundings?
Shirley Slick, ”The Slick Tips Lady,” is a retired high school math teacher and tutor with degrees in Mathematics and Psychology and additional training in brain-based learning/teaching. Her goals: (1) to help parents help their children with math, (2) to help eliminate the horrendous Algebra failure rate, and (3) to inform the general public about problematic issues related to the field of education. For your free copy of ”10 Slick Tips for Improving Your Child’s Study Habits
Of course, when it comes to picking out the type and design of worksheet you would want for you and your family to use, always consider your needs. Just because availing of a free worksheet will be more practical for you now does not mean that your finance management plans will be better off. But also, budgeting worksheets are not enough if you want to succeed with budgeting, you must have the right mindset too.
5. Never allow boredom to set in. We know now that when learning is fun and exciting, the brain is actually growing many new dendrites that make connections with many other dendrites. The more connections the better. We also know now that boredom destroys dendrites. Small children quickly become bored with worksheets, especially skill and drill worksheets. Yet another reason to avoid skill and drill worksheets like the plague.
1. Education vs Time Filler
– Do I feel anxiety if I don’t have worksheets copied? (The answer should be no.)
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Written to match the contents of the Cambridge syllabus. Pure Mathematics 1 corresponds to unit P1. It covers quadratics, functions, coordinate geometry, circular measure, trigonometry, vectors, series, differentiation and integration.
Buy Pure Mathematics 1 (International) book by Hugh Neill from Australia's Online Independent Bookstore, Boomerang Books.
(246mm x 189mm x 17mm)
Cambridge University Press
Publisher: Cambridge University Press
Country of Publication:


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I am not embarrassed to admit that, in several undergraduate courses, I relied heavily on Schaum’s Outlines. The additional examples and numerous practice problems helped me master techniques that I struggled with when using only the course textbook and notes. In my years as a college professor, I have recommended similar guides for students who need that additional assistance.
Unfortunately, Linear Algebra Demystified is not one that I could recommend to students struggling in their first course in linear algebra. The book does contain the topics from a typical first course in linear algebra, but supports the text with few examples and no proofs. The book provides end-of-chapter quizzes and a final exam, but the quizzes have ten or fewer problems and the answer keys give only hints or the final answer with no explanation.
Linear Algebra Demystified lacks the variety of examples, practice problems and proofs that would be needed for most people to truly master linear algebra on their own. I also doubt that a student who is currently in their first course in linear algebra would find it useful as a supplementary text for the same reason. That being said, Linear Algebra Demystified could be a useful for anyone who has taken a first course in linear algebra and now needs just a “nuts and bolts” refresher.
Susan Slattery teaches at Villa Julie College in Stevenson, MD.


This post is following of above post.
Let's do time-series regression.
Firstly, let's make a static time series model
In time-series regression, we have to care about serial correlation of the error term.
Firstly, I load dynlm package and lmtest package.
Before testing serial correlation, let's plot error term.
Since I don't have good experiences, I cannot tell if there is serial correlation or not by just seeing the plot.
Let's test AR(1) Serial Correlation.
p-value is less than 2e-16, it is alomost 0. So mod_static has serial correlation.
We need orcutt package to do Cochrane-Orcutt estimation and I will use cochrane.orcutt() function.
Let's compare mod_static and mod_orcutt.
I use stargazer package.
sd_bci coefficient is negative and statistically significant. It means that when there are large variance of bci, bci level is lower than when varicance is small.
That's it. Thank you!
Next post is
To see the 1st post,


Question from Jordan, a student:
In Chemistry we are doing a lot of problems that are much more math related than anything. One of my questions reads: A certain medallion has a mass of 55.64 g. When placed in 75.2 mL of water in a graduated cylinder,
the water level rises and then reads 77.8 mL.
Is the medallion made of platinum (D=21.4 g/mL) or silver (D= 10.5 g/mL)?
This is due tomorrow, and I've already given up on actually getting this worksheet done, so all i really want to know is how to work out a problem like this. I don't even know where to begin, my teacher is about worthless to put it nicely. I have a test over this on Monday and I just really want to know how to work problems like these. Like how can i tell the density by how much water is displaced...oh idk. I just need help please. thank you


From X-Plane SDK
Revision as of 19:55, 20 April 2009 by Admin
XPLM_API void XPLMWorldToLocal( double inLatitude, double inLongitude, double inAltitude, double * outX, double * outY, double * outZ);This routine translates coordinates from latitude, longitude, and altitude to local scene coordinates. Latitude and longitude are in decimal degrees, and altitude is in meters MSL (mean sea level). The XYZ coordinates are in meters in the local OpenGL coordinate system.
The altitude for XPLMWorldToLocal is meters MSL (mean sea level). The XYZ coordinates are all in meters in "OpenGL" coordinates - see MovingThePlane for more info.


My name is Vitezslav Kala, but people just call me Vita. I’m an associate professor at Charles University (Department of Algebra), currently leading our number theory group.
Previously I was a postdoc at the University of Göttingen, working with Valentin Blomer (between 2015 and 2017). During the fall 2014 I was a postdoc at the Max Planck Institute in Bonn.
I got PhD in Mathematics after 5 years at Purdue University in Indiana; it was my pleasure to work under the guidance of Freydoon Shahidi. I’m a Fulbrighter, a recipient of the International Fulbright Science and Technology Award, which has covered my PhD studies for 3 years.
I did my undergraduate and Master’s studies in math in Prague at Charles University, Faculty of Mathematics and Physics, Department of Algebra. Originally I’m also from the Czech Republic (from a small village with a long name Doubravice nad Svitavou).


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Middle school is a critical time for students as they explore more advanced concepts like number sense and operations, geometry and spatial sense, data analysis, measurement, probability, and others. Students are also transitioning into adolescence. South's teachers don't just help students learn the various skills and knowledge required for success later in their educational lives, they help students understand the physical and cognitive changes the students are undergoing.
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Unformatted text preview: combined with 4 liters of water which contains y grams ( y is less than 2) of salt per liter to yield a solution with 2 grams of salt per liter. 4. Find the linear approximation of f ( x ) = x 2 e 3 x at x = 2. 5. A steel bar is initially at a temperature of 550 ◦ C and cools down according to Newton’s law of cooling. The temperature of the surrounding is 50 ◦ C. Initially the steel bar is cooling at a rate of 20 ◦ C per minute. What was the temperature after 20 minutes?...
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This note was uploaded on 12/27/2011 for the course MATH 5B taught by Professor Rickrugangye during the Fall '07 term at UCSB.
- Fall '07


Scientific Notation III
In this scientific notation worksheet, students solve 10 problems where they multiply and divide numbers using scientific notation and they express their answers with the proper number of significant figures.
9th - 12th Math 14 Views 49 Downloads
Scientific Notation and Significant Figures with Math Make-Up Test
In this scientific notation and significant figures learning exercise, students perform mathematical calculations such as addition, subtraction, multiplication and division and express their answers with the proper number of significant...
10th - 12th Science
Student Workbook: Number Sense
What a great resource. More than just a worksheet, this packet also includes examples and notes at the beginning of each section. The material covers all of the main standards in pre-algebra and can also be used for parts of an Algebra I...
8th - 11th Math CCSS: Adaptable
AP Physics 1 and 2 Inquiry-Based Lab Investigations
Have you ever wondered what type of AP Physics investigations The College Board wants? This is the guide for you! Sixteen labs covering both Physics I and II will get you started and inspire you to meet the requirement of 25 percent of...
11th - 12th Science CCSS: Adaptable
Regents High School Examinations: Integrated Algebra
In this integrated algebra worksheet, students solve problems dealing with, but not limited to, probability, scientific notation, distance, time, functions, geometry, number sense and statistics. This thirty-seven page worksheet...
9th - 11th Math


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As countries across the world take steps to stop the spread of the COVID-19 virus, normal school routines are being disrupted. Knowre Math can be a critical resource in helping to ensure that math learning is still occurring at home when students are not able to attend school in-person.
Adaptive learning. Personalized learning. Differentiated instruction. Online learning. Hybrid learning. The "flipped" classroom. Blended learning.
With both education instruction and technology changing so frequently, sometimes it can feel difficult to keep up with the trends and terminology.
Let's take a deep dive into blended learning, including:
When I started teaching in 2010, the technology in my classroom and school building was extremely limited.
I remember visiting another school during a professional development session and being amazed by their handheld clickers and by a system in the corner where students could feed in a scantron and immediately receive a set of questions printed out just for them.
The Knowre Math iPad app is now available for download on the App Store.
Knowre Math for iPad transports students into a math learning environment that has been intentionally designed to support and engage them.
Curriculum on the Knowre Math app spans Grade 1 through Algebra 2. The lessons in each curriculum are comprised of instructional videos and intentionally sequenced practice and application questions which include interactive in-question supports.
School districts, now more than ever, are relying on technology in the classroom. Where in the past there may have only been a few options to choose from, today the number of options is vast. Last school year, U.S. school districts accessed an average of 703 different EdTech tools every month. This represents a 28% increase over the 2017-2018 school year. With so many tech tools available, how can teachers go about deciding the what, when, and how of tech tool integration? As with many things in the classroom, the answer actually begins with a question, or in this case, 5.
Here are 5 questions to consider when integrating technology into lesson plans in order to most effectively address student and classwide goals:
When you consider how to make digital math instruction equal and fair for all students, you are likely referring to the concept of digital mathematical equity. Initially, digital mathematical equity may appear to be simple and straightforward. However, as you scratch the surface, you can quickly begin to see how complicated reaching digital mathematical equity has become.
Defining Mathematical Equity
First, it is important to define the two components of digital mathematical equity: mathematical equity and digital equity. According to The National Council of Teachers of Mathematics, creating, supporting, and sustaining a culture of mathematical equity can be defined as:
Knowre is excited to introduce the new Knowre Math!
Knowre Math is an online core supplement for Grades 1-12 that identifies and addresses individual learning gaps, helping teachers personalize learning for all their students.
Here’s a preview of what you can expect when you log in. We are thrilled that we are finally able to share it with you.
KNOWRE ANNOUNCES THE LAUNCH OF KNOWRE MATH, A DIGITAL MATH PRODUCT FOR SCHOOLS AND DISTRICTS THAT NOW INCLUDES GRADES 1-12
New York, NY (August 12, 2019) – Knowre, an award-winning education technology company that builds personalized learning products and technology for students around the globe, today officially announced the launch of Knowre Math, a Grade 1–12 online core supplement for schools and districts. Knowre partners with schools and districts to bring Knowre Math to classrooms, with the goal of ensuring all students are successful.
“You’ll have a great time,” the visitor center greeter said as we headed towards the trail in upstate New York. The hike was described as fun, but challenging, and we figured, despite rarely ever hiking, that we’d all be fine. Countless hours later we descended the trail thankful to be alive. Simply put, the trail was much more difficult than we could have ever imagined. While there were optional ladders and ledges placed at certain parts, in others we couldn’t figure out why these supremely helpful elements were frustratingly missing.
It is important when tackling a challenge or learning something new that there are certain supports in place to maximize desired outcomes, decrease frustration, and maintain motivation (at one point on the trail I told my friends it was best they just leave me there). Without the availability of these critical elements it’s all too easy to give up.
As an education technology company, we work diligently to create innovative and supportive products to help students learn and teachers teach. From our “Walk Me Through” technology to our personalized recommendation algorithm, Knowre develops features to support student learning in order to promote self-efficacy and student agency. We believe that all students can be successful - that students don’t hate math, they hate being frustrated. If teachers had the luxury of working one-on-one with all students all the time, students would receive the support we know they need and deserve.


I try to do the following in Magma:
P< x, y > := PolynomialRing(ComplexField(), 2);
I := ideal < P |
x + y>;
I got the error: "Runtime error in ideal<...>: Base ring must be an exact field or an Euclidean ring." I don't really understand what this is about. Could someone please explain?


Unsteady Elastic-Diffusion Oscillations of a Simply Supported Kirchhoff Plate Under the Distributed Transverse Load Action
- 21 Downloads
We study unsteady vibrations of a isotropic Kirchhoff plate considering mass transfer. In the general case, the plate is subjected to tensile and shear forces as well as bending moments and torque. Densities of diffusion fluxes are also defined. For the problem formulation, we use the coupled elastic diffusion continuum model in a rectangular Cartesian coordinate system. Further, the unsteady model of an elastodiffusive Kirchhoff plate is obtained using the d’Alembert variational principle. The solution is sought in integral form. To find the Green’s functions, we use the Laplace integral transform and Fourier series expansion.
KeywordsElastic diffusion Coupled problem Unsteady problem Integral transformation Multicomponent continuum Kirchhoff plate Green’s function
- 1.Zemskov, A.V., Tarlakovskii, D.V.: Model nestatsionarnykh uprugodiffuzionnykh kolebaniy plastiny Kirchhoffa. XII Vserossiyskiy syezd po fundamentalnym problemam teoreticheskoy i prikladnoy mekhaniki: sbornik trudov v 4 tomakh. T. 3: Mekhanika deformiruyemogo tverdogo tela, pp. 906–909, Ufa, RITs BashGU (2019). In Russian). https://doi.org/10.22226/2410-3535-2019-congress-v3


1: Double a = new Double(Double.NaN); 2: Double b = new Double(Double.NaN); 3: 4: if( Double.NaN == Double.NaN ) 5: System.out.println("True"); 6: else 7: System.out.println("False"); 8: 9: if( a.equals(b) ) 10: System.out.println("True"); 11: else 12: System.out.println("False"); I have not read the stuff about NaN. The above code is printing False True. What gives? Is there anything else that I need to know about NaN?
NAN (not a number) is unordered. Comparing it to any other number, including itself (using the == comparison operator), always yields false. If you use the equals() method overridden by double from the object class it returns true because NAN is a constant. I'm not sure if my logic is accurate...but I was looking over the same subject this evening. Also, I was thinking that constants are stored on the heap. If that's the case...can someone confirm. Thanks.
NaN is unordered, so the numerical comparison operators <, <=, >, and >= return false if either or both operands are NaN (�15.20.1). The equality operator == returns false if either operand is NaN, and the inequality operator != returns true if either operand is NaN (�15.21.1). In particular, x!=x is true if and only if x is NaN, and (x<y) == !(x>=y) will be false if x or y is NaN.JLS Floating-point operators produce no exceptions (�11). An operation that overflows produces a signed infinity, an operation that underflows produces a denormalized value or a signed zero, and an operation that has no mathematically definite result produces NaN. All numeric operations with NaN as an operand produce NaN as a result. As has already been described, NaN is unordered, so a numeric comparison operation involving one or two NaNs returns false and any != comparison involving NaN returns true, including x!=x when x is NaN. JLS
Also the API for the Math class
JavaBeginnersFaq "Yesterday is history, tomorrow is a mystery, and today is a gift; that's why they call it the present." Eleanor Roosevelt
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Building a Better World in your Backyard by Paul Wheaton and Shawn Klassen-Koop


I'm pretty sure that I am misunderstanding something here, but I'm not sure what.
How can you make sense of "equinumerosity" in Hume's Principle in a logicist approach to math, without first having functions defined?
You want to be able to derive the natural numbers from principles of logic, and so you rely Hume's Principle as a type-lowering abstraction principle:
The "number" of things with property P is the same as the "number" of things with property Q if and only if the Ps and Qs are equinumerous.
I figure I just don't understand how "equinumerous" is being used here. Is it required that equinumerosity is witnessed by a bijection, and if so how can "function" be defined without ordered pairs?


MATE 630 - Geometric Thinking
Credit Hours: 3
Lecture Hours: 3
Lab Hours: 0
An in-depth view of geometric concepts that undergird students’ conceptual understanding of geometric thinking such as the Van Hiele Model. Research with an emphasis on the demonstration of best practices and creative strategies to support student learning regarding geometric thinking will be explored.
Please click here for Book Information


Please make a book on Aryabhatta.
There is a text called aryabhatia on Archive.org written by him.
You can find all his other books on this site for research.
He probably was the first Indian to discover that the earth was round. Though the Greeks knew it around 200BC
His contributions to Math and Trignometry are immense
అద్భుతమైన నవల.మణిమేఘన పాత్ర అద్భుతం.ఎక్కడా విసుగు లేకుండా ఆహ్లాదంగా చదివించిన నవల.
anybody can tell me how to download URL?
what is the meaning of రూకలేువ
Kindly let know we want book by cost
Unable to download


Graphical Solutions to Problems in Context
Students are required to use a variety of graphs to approximate solutions to contextual problems. Students should be familiar with a variety of functions such as distance–time graphs, exponential and reciprocal graphs. This resource package provides a number of suggestions and activities designed to provide students with the opportunity to develop and practise these skills.
Visit the secondary mathematics webpage to access all lists.


If you're on the lookout for a math tutor in Woodbridge, Ontario to help your son or daughter master a potentially tricky subject, you've come to the right place. From personal math tutoring and math homework help to Math Edge, Sylvan is pleased to offer three great math programs — all of which deliver big smiles and even bigger academic results — so you can choose the one that’s right for your child’s needs.
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Wyzant is the world's leading network of private tutors. If you want to learn SAT in Pinole, we can help you find your ideal tutor. Wyzant makes it easy to get SAT help from experts; choose your tutor by reading ratings and reviews written by students and parents just like you.
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This paper presents a numerical comparison between algorithms for unconstrained optimization that take account of sparsity in the second derivative matrix of the objective function. Some of the methods included in the comparison use difference approximation schemes to evaluate the second derivative matrix and other use an approximation to it which is updated regularly using the changes in the gradient. These results show what method to use in what circumstances and also suggest interesting future developments.
|Pages (de - à)||839-851|
|Nombre de pages||13|
|journal||Mathematics Of Computation|
|Numéro de publication||143|
|Etat de la publication||Publié - 1978|


The myoglobin unit converter calculator is used to convert myoglobin concentration between the units of:
- μg/L [ng/mL]
Medical laboratories issue results in different concentration units. The calculator is to facilitate the conversion of myoglobin concentration. It has been developed for patients, doctors, laboratory diagnosticians, midwives, nurses and anyone who wants to convert myoglobin concentration.
Myoglobin unit converter calculator – calculate it
To convert the myoglobin concentration, enter the appropriate value and then select the unit. The calculator will calculate the concentration of myoglobin, just click the button
Calculator of myoglobin units – formulas
If you do not want to use the calculator, but want to convert your myoglobin concentration – below are the formulas you need. Additionally, I present example calculations.
Convert myoglobin concentration from μg/L [ng/mL] to nmoL/L:
μg/L [ng/mL] x 0.0571 = nmol/L
To convert the myoglobin concentration from 456 ng/mL to nmol/L, the value 456 should be multiplied by 0.0571
456 ng/mL x 0.0571 = 26.04 nmol/L
Converting myoglobin concentration from nmoL/L to μg/L [ng/mL]:
nmol/L / 0.0571 = μg/L [ng/mL]
If we want to convert the concentration of myoglobin 23.4 nmol/L to ng/mL, the value of 23.4 should be divided by 0.0571
23.4 nmol/L / 0.0571 = 409.81 μg/L [ng/mL]
I cordially invite you to the remaining medical calculators. If you want a new calculator to appear on the site – leave a comment informing! I will be happy to develop something for you.
Disclaimer: This page is for informational purposes only. Conversion rates have been compiled based on publicly available information. All information should be confirmed and verified. The data on the site is not a substitute for professional medical advice. Any information, result, conversion should be consulted with a doctor.


How to adjust the accuracy in graphs ?
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Imene Yed on 26 Jun 2021
Commented: Imene Yed on 27 Jun 2021
Hi,I plot a graph ,I Wan to display on the graph on each (X,Y) couple, the real value of X ,I mean for exemple my data is like X=388.234565 ,
in the graph matlab just display the first number after the comma 388.2 which decrease the accuracy of my analysis .is it possible to dissplay the real values of X with several numbers after comma.
Chunru on 26 Jun 2021
h = plot(rand(10,1));
h.DataTipTemplate.DataTipRows(1).Format = '%.6f'; % first line of datatip
datatip (h,'DataIndex',3); % datatip at 3rd point
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Notre there are a series of numbers which designate a particular color: RGB, or Red Green Blue, and HEX, for hexadecimal. Both express the amount of the three colors needed to make a particular color, but do so in different ways. How well do you remember numbers in a different base…like 16 is the new 10 (as in what can a computer read?), but the 6 figures also represent RGB amounts. These are only 2 of the alphabet soup of color abbreviations.


posted by Joshua .
We're doing indefinite integrals using the substitution rule right now in class.
(integral of) (e^6x)csc(e^6x)cot(e^6x)dx
I am calling 'u' my substitution variable. I feel like I've tried every possible substitution, but I still haven't found the right one.
The most promising substitution:
so my equation would become
(integral of) usin(e^6x)
Now I don't know what to do, because we haven't learned how to the problem like this. I feel like there must be some substitution that will leave me with only one term to integrate, but I don't think I've found it. Suggestions?
you are so close
now let's do some reverse "thinking"
it looks like you know that if
y = cscx, the dy/dx = -cscx cotx
now what about
y = csc(e^6x) ?
wouldn't dy/dx = 6e^(6x)(-csc(e^6x))(cot(e^6x))
= -6e^(6x)(csc(e^6x))(cot(e^6x)) ?
Now compare that with what was given.
the only "extra" is see is the -6 in front, and that is merely a constant, so let's fudge it.
then (integral of) (e^6x)csc(e^6x)cot(e^6x)dx
= -(1/6)csc(e^6x) + C
I know that your answer is right because it is one of the options on my homework sheet, but I don't think I quite understand how everything cancels out.
If we call csc(e^6x) y from the beginning, upon initial substitution we have:
(integral of) (e^6x)(y)(cot(e^6x))dx
now dy/dx= -6e^(6x)csc(e^6x)cot(e^6x)
However, in our integral equation we have dx, not dy/dx, so we need to rearrange this so that we can directly substitute for dx
which would give us dy/(--6e^(6x)csc(e^6x)cot(e^6x)) = dx.
If you plug that into our integral, we have
-1/6 (integral of) y * 1/csc(e^6x) dy
or -1/6 (integral of) sin(e^6x)y dy
I know this isn't right, so I feel like I don't properly understand what to do with the dy/dx situation.
Never mind, I figured it out; because y= csc(e^6x), the ys cancel out, so we are left with -1/6 (integral of) dy, which gives us -1/6 csc(e^6x) + C. Thank you for the help!


A series of free seminars is being organised in November by MathWorks , focusing on how MATLAB can help Excel users analyse and visualise data more efficiently.
Designed to help accelerate research and reduce development time with MATLAB, the seminars will take place this month in Melbourne, Hobart and Chatswood.
Key features of the MATLAB seminars:
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Andrew Clay, Managing Director at MathWorks Australia says that engineers today are expected to be versatile in handling a greater number of tasks to a higher degree of complexity in less time.
MATLAB enables users to perform computationally intensive tasks faster than with traditional programming languages.
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The seminars are designed for engineers, analysts and scientists involved in research, data analysis and product development. Prior experience with MATLAB is not required.
Schedule of the complimentary half-day seminars:
Tuesday, 23 November 2010, 9:00am-12:30pm
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The MathWorks is a leading developer of mathematical computing software. MATLAB, the language of technical computing is a programming environment for algorithm development, data analysis, visualisation, and numeric computation.


Augsburg College was recently selected as a partner in the Minnesota Mathematics and Science Teacher Academy initiative. According to the Minnesota Department of Education, the Academy is a result of Governor Pawlenty’s efforts to improve teacher effectiveness particularly in the areas of math and science.
The Academy is comprised of nine regional teacher centers, each including at least one K-12 school district or education service cooperative and one higher education institution. Augsburg is partnering with Resource Training and Solutions in St. Cloud. Augsburg math professor Tracy Bibelnieks is one of three instructors leading the training for the St. Cloud center.
The initial goal of the program is to prepare teachers to implement new math and science standards, which will be used beginning with the class of 2015. These standards involve introducing algebra into elementary school lessons. The centers provide training and technical assistance to help teachers implement Minnesota’s content standards, master the use of multiple instructional approaches, and improve skills to diagnose student learning needs using assessment of student performance.


1. The problem statement, all variables and given/known data http://img4.imageshack.us/img4/4224/landau.png [Broken] http://g.imageshack.us/img4/landau.png/1/ [Broken] Note: do = 2*pi*sin(x) dx Well, as you can see this is an extremely painful integral. 2. Relevant equations 3. The attempt at a solution I have tried u = cos(1/2x) resulting in: du = -sin(1/2 x) (1/2) dx sin(x) = 2*sin(x/2)*cos(x/2) (n^2 u - nu^2 - n + u)/(n^4 + 2n^2 - 4n^3 u + 4n^2 u^2 - 4nu) (by expanding both the top and bottom, but as you can see it's messy and useless, I'm also dropping the constant because I don't care about them right now). I have no idea what kind of substitution to use for these beast... It evaluates to pi*a^2 with the integration limits 0 to X_max.. Anyone have any idea how to do this by hand? I am tempted to use Matlab, but I really am supposed to do it manually.


Where I can see the volume of orders copied to my Slave Account?
The "Meter Icon" found on the Slave Accounts view shows the volume of orders copied to a specific Slave account and the fees associated with those trades (Fees are only calculated for accounts with a Prepay Plan).
The volume calculation displays daily, weekly, monthly, and yearly. To access, go to Slaves > Accounts and click the meter icon.
We have to compute the trade volume for 2 purposes: order fees for Prepay plan and volume limitation for the Free Plan.
# of Orders:
It's the total number of open and closed orders copied to a Slave account.
Volume (EUR) Computation:
The volume is always expressed in EUR and is the notional value of the order. Usually, a standard lot is 100'000 units. For instance, 2 EUR/USD lots is equivalent to 200'000 EUR. 1 lot of USD/CHF is equivalent to 89'000 EUR (if EUR/USD rate is 1.1235). The trade copier always takes the current market rate to convert the volume in EUR.
Fees and Prepay:
The Prepay fees are computed on a per order basis.
1 trade = 2 orders (1 open + 1 close)
For every 100'000 EUR, the charge is 2 EUR for accounts with a Prepay plan regardless of the traded instrument. The max daily fee is 5 EUR on the Slave.
Master(s) Prepay fees are calculated per the number of orders copied.
.05 EUR per order or .10 EUR per trade (open +close) and a daily fix fee of .1 EUR.
For example, 10 orders of 0.5 lot = 5 lots => 5 lots * 2 EUR = 10 EUR (but capped to 5 EUR max per day per slave)
For accounts with a Flexible Plan, fees are not accounted for as this plan is set up for unlimited trading (without cap). The # of Orders and Volume (EUR) are displayed for informational purposes only.


What exactly is the meaning of math? When you ask this question of ten each person, you will likely get ten different answers. It can be difficult to define math, nevertheless the fact in the matter is, it is very important discover how to use math to create sense on the planet around us. Coming from a very early age, kids are surrounded by math in fact it is around those who care for them to foster their mathematical growth by providing all of them with a number of opportunities. Luckily, there are various ways to do this. You might orally count together with your child or even your students, you might introduce numbers and supply youngsters using the names of those numbers and ultimately discuss the correspondence involving the oral counting and the actual number. Depending on a child’s development, you will discover various strategies to encourage math understanding and growth.
Teaching With Grade 2 Number Patterns Worksheets
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A nice problem that helped me to learn about the flexibility of MATLAB's built-in functions
Given area find sides
What number has this problem?
Dimensions of a rectangle
Sum of odd numbers in a matrix
Area of a disk
Generate Golomb's sequence
Spiral Out - 01
Spiral Out - 02
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