WYSE Competition Held at JALC
February 10, 2017
CARTERVILLE — It’s one of the biggest academic competitions held at John A. Logan College each year: The Worldwide Youth in Science and Engineering (WYSE) Academic Challenge.
At stake are three tuition waivers for two years, including summer terms, awarded to the highest scoring junior or senior in each division. This year’s winners were Walter Shaw of Carbondale Community High School, Division 1500; Xander Goffinet of Carterville High School, Division 700; and Kara Bunselmeyer of Trico High School, Division 300.
The Worldwide Youth in Science and Engineering (WYSE) Academic Challenge is a high school academic competition run by the University of Illinois Urbana-Champaign. John A. Logan College began hosting this event under the name JETS (Junior Engineering Technical Society) in 1975. This competition later became known as WYSE.
This was the 43rd annual competition at John A. Logan College, and area high school students — who were chosen to compete by teachers at their respective schools — took two tests each from the areas of computer science, engineering graphics, mathematics, chemistry, English, physics, and biology. Difficult subjects, but the payoff for highest scores will save the winners thousands of dollars in tuition costs.
“The students who win this competition are certainly among the brightest students in Southern Illinois,” said Lora Hines, chair of business, computer science and mathematics, and a WYSE coordinator at John A. Logan College. “Each year, it is wonderful to watch so many amazing students compete in this academic challenge.”
The competition was divided into three divisions: Division 300 consisting of Crab Orchard High School and Trico High School; Division 700 consisting of Carterville High School, Du Quoin High School, Frankfort Community High School, Johnston City High School, and Murphysboro High School; and Division 1500 consisting of Carbondale Community High School, Herrin High School, and Marion High School. First place team winners by division were Trico High School, Carterville High School, and Carbondale Community High School. These teams each received a plaque for their efforts.
Jennifer Jeter, associate professor of mathematics and WYSE test administrator coordinator, participated in the WYSE Academic Challenge 20 years ago as a junior at Marion High School.
“As a high school student, I looked forward to preparing and competing in the WYSE Academic Challenge and felt honored to be chosen to participate in the challenge for three years,” Jeter said. “It allowed me to challenge myself academically in the areas of chemistry and mathematics. Twenty years later, I look forward each year to proctoring the exam for current high school students. It is definitely one of the highlights of my spring semester.”
Kathirave Giritharan is associate professor of mathematics and the WYSE event coordinator for John A. Logan College.
“The preparation for each year’s competition begins shortly after the completion of the previous year’s competition,” Giritharan said. “Hosting this event, which involves 10 area high schools and coaches, is not possible without the support of John A. Logan College administration, mathematics faculty, and other faculty members and staff, especially Adrienne-Barkley Giffin, director of Student Activities, who has been a tremendous help to make this event run smoothly each year.”
The students who placed first or second including ties in Logan’s Regional Competition will advance to Sectional Competition on March 15, 2017 at Southern Illinois University Carbondale. The winning teams and individual students will advance to the State Finals at the I-Hotel and Conference Center, Champaign, from April 17 – 20, 2017. The Awards for both teams and individuals are given at all three levels; Regionals, Sectionals, and the State Finals. Each level of competition gets progressively harder, Giritharan explained.


What Is Volumetric Weight Volume Calculator
Volumetric weight refers to the overall size of a parcel and is measured in volumetric kilograms. Volumetric weight can be calculated by multiplying the length, width and height of a parcel (in cm) and dividing that figure by 5000 (some carriers use a divisor of 4000).
You may often find that the price of your shipment is dictated by the volumetric weight of your parcel(s) rather than the physical weight. This is because our pricing is calculated based on whichever is the greater out of the volumetric weight and the physical weight.
For example, you could have a box of feathers that is quite large, say 100 cm X 50 cm X 50 cm but is relatively lightweight at 5kgs. Using the above calculation (length X width X height / 5000), the volume of this parcel is 50 volumetric kilograms. As the volume 'outweighs' the physical weight of 5kgs, the price is based on 50 kilograms. For this reason, it is extremely important to measure parcel(s) their widest, longest and highest points. Any bulge handles, tags or packaging that could break the beam of a measuring laser must be included.
It's worth noting that it works the other way around too. You could have a small box of heavy metal components (30 cm x 30 cm x 20cm) weighing 10kg in physical weight. The volume of this parcel is 5.4kgs. So in this instance, the volumetric weight is lower than the physical weight meaning that the price would be calculated at 10kg.


sGrapp: Butterfly Approximation in Streaming Graphs
This paper studies the fundamental problem of butterfly (i.e. (2,2)-bicliques) counting in bipartite streaming graphs. Similar to triangles in unipartite graphs, enumerating butterflies is crucial in understanding the structure of bipartite graphs. This benefits many applications where studying the cohesion in a graph shaped data is of particular interest. Examples include investigating the structure of computational graphs or input graphs to the algorithms, as well as dynamic phenomena and analytic tasks over complex real graphs. Butterfly counting is computationally expensive, and known techniques do not scale to large graphs; the problem is even harder in streaming graphs. In this paper, following a data-driven methodology, we first conduct an empirical analysis to uncover temporal organizing principles of butterflies in real streaming graphs and then we introduce an approximate adaptive window-based algorithm, sGrapp, for counting butterflies as well as its optimized version sGrapp-x. sGrapp is designed to operate efficiently and effectively over any graph stream with any temporal behavior. Experimental studies of sGrapp and sGrapp-x show superior performance in terms of both accuracy and efficiency.
Sheshbolouki, Aida, and M. Tamer Özsu. "sGrapp: Butterfly Approximation in Streaming Graphs." arXiv preprint arXiv:2101.12334 (2021).
Read the paper (Will update the most recent version soon)
Delightful Event: sGrapp is accepted to appear in ACM Transactions on Knowledge Discovery from Data!
EIC comment: "The paper discusses butterfly formation in graphs. A very well written paper that is a pleasure to read. Some minor changes are suggested"
Emergence of Global Synchronization in Directed Excitatory Networks of Type I Neurons
The collective behaviour of neural networks depends on the cellular and synaptic properties of the neurons. The phase-response curve (PRC) is an experimentally obtainable measure of cellular properties that quantifies the shift in the next spike time of a neuron as a function of the phase at which stimulus is delivered to that neuron. The neuronal PRCs can be classified as having either purely positive values (type I) or distinct positive and negative regions (type II). Networks of type 1 PRCs tend not to synchronize via mutual excitatory synaptic connections. We study the synchronization properties of identical type I and type II neurons, assuming unidirectional synapses. Performing the linear stability analysis and the numerical simulation of the extended Kuramoto model, we show that feedforward loop motifs favour synchronization of type I excitatory and inhibitory neurons, while feedback loop motifs destroy their synchronization tendency. Moreover, large directed networks, either without feedback motifs or with many of them, have been constructed from the same undirected backbones, and a high synchronization level is observed for directed acyclic graphs with type I neurons. It has been shown that, the synchronizability of type I neurons depends on both the directionality of the network connectivity and the topology of its undirected backbone. The abundance of feedforward motifs enhances the synchronizability of the directed acyclic graphs.
Ziaeemehr, Abolfazl, Mina Zarei, and Aida Sheshbolouki. "Emergence of global synchronization in directed excitatory networks of type I neurons." Scientific reports 10, no. 1 (2020): 1-11.
Synchronization is a phenomenon that occurs in systems of interacting units, and is widespread in nature, society and technology. Recent studies have enlightened us regarding the interplay between synchronization dynamics and interaction structure. However, most of these studies neglect that real-world networks may actually be directed and disconnected. Here, we study the synchronization of directed networks with multiple leaders using the Kuramoto model. We found that in networks with high driving strength, the steady-state frequency of each node is determined by the linear combination of leaders' natural frequencies, with structural coefficients that can be calculated using the eigenvectors of a network Laplacian matrix corresponding to zero eigenvalues. The steady-state frequencies of the nodes following multiple leaders are not fixed and have sharp peaks between consecutive time instances where leaders meet each other in the phase circle. The results suggest a new way of understanding how leadership style influences the synchronization dynamics of directed networks.
Sheshbolouki, Aida, Mina Zarei, and Hamid Sarbazi-Azad. "The role of leadership in the synchronization of directed complex networks." Journal of Statistical Mechanics: Theory and Experiment 2015, no. 10 (2015): P10022.
Are Feedback Loops Destructive to Synchronization?
We study the effects of directionality on synchronization of dynamical networks. Performing the linear stability analysis and the numerical simulation of the Kuramoto model in directed networks, we show that balancing in- and out-degrees of all nodes enhances the synchronization of sparse networks, especially in networks with high clustering coefficient and homogeneous degree distribution. Furthermore, by omitting all the feedback loops, we show that while hierarchical directed acyclic graphs are structurally highly synchronizable, their global synchronization is too sensitive to the choice of natural frequencies and is strongly affected by noise.


Sudoku is a logic-based number-placement puzzle that normally consists of a 9x9 grid (of 81 squares) subdivided into nine 3 by 3 sub-grids. The individual squares in a grid are usually called cells, and sub-grids often called boxes, blocks, submatrices, regions, or sub-squares.
Sudoku rules are simple: each 3x3 block, each row, and each column has to contain all the numbers from 1 to 9 and each number should only appear once in each box, row, and column. The puzzle provides a partially completed grid, and the goal is to find the remaining entries. Puzzles should have a unique solution.
Usually, Sudoku puzzles are ranked according to the difficulty level. There is no standardized ranking system or metric. Ranking is usually based on the techniques required to generate a solution. While Easy Sudokus can be solved in less than 10 minutes, solving Hard puzzles requires some really difficult logic and may take well over one hour.
While the classic 9×9 Sudoku grid with 3 by 3 regions is by far the most common, there are numerous variations of the basic Sudoku format. Some of them change the size of the grid, add extra constrains, or replace squares by other shapes.


Roger is a logician, mathematician, computer scientist, researcher, author, lecturer, science communicator, and public speaker. You can find him at UC Berkeley, California, where he is a Visiting Scholar, otherwise at the University of Oslo, where he is an Associate Professor at the Department of Informatics in the research group Logic and Intelligent Data (LogID).
Experienced and engaging, Roger enjoys giving inspiring and entertaining talks within a wide variety of topics, ranging from mathematics and computer science to philosophy and art. He challenges his audiences to question their perspectives and think differently. Roger is available to give talks both within Norway and abroad.
Roger teaches mathematics and computer science at the University of Oslo, Norway. His course, Logical Methods for Computer Science, has been well reviewed by students and peers.
Roger's academic interests are logical calculi, proof theory, mathematical logic, complexity theory, automata, combinatorics, and the philosophy of mathematics. His PhD thesis is about sequent calculi for first-order logics with free variables.
Logical Methods: The Art of Thinking Abstractly and Mathematically, The University Press (2014, in Norwegian) This book provides a solid foundation for study in the sciences with an introduction and explanation of the most important and essential concepts within mathematics and science. The book is based on lecture notes from several years of teaching introductory courses and is intended for first semester students.


Think about some of the most common data visualizations you see in newspapers:
- Graphs showing a country’s GDP growth
- Stock market trends
- Charts that capture business performance year-to-date
- Rates of inflation
While most of these mean different things, they’re all the same at their core—they are all based on time series data.
What Is a Time Series?
A time series is a set of data points that are collected over a period of time, usually at regular intervals.
The most common type of time series data is financial data, such as stock prices or exchange rates. However, time series can also be used to track other types of information, such as meteorological data or sales figures.
Time series can be either univariate or multivariate.
- Univariate Time Series Data: Based on one variable, such as stock prices or the number of cases of a disease
- Multivariate Time Series Data: Based on multiple variables, such as weather data (which could include variables such as temperature, humidity, and rainfall)
Time series are often graphed to visualize the data, and they can be analyzed using statistical methods. Time series analysis can be used for forecasting future values, and it is a powerful tool for understanding complex data.
Types of Time Series Data
There are two main types of time series data:
- Continuous data: This type of data is collected at regular intervals and can be represented by a line on a graph. For example, data from a thermometer would be considered continuous data.
- Discrete data: This type of data is collected at specific points in time and can be represented by a dot on a graph. For example, data from a survey would be considered discrete data.
Continuous data is more common than discrete data since most real-world phenomena are continuous.
For example, the population of a country is a continuous variable that changes over time—it doesn’t jump from one value to another. In contrast, the results of an election are discrete since there are only a finite number of outcomes (e.g., candidate A wins, candidate B wins, etc.).
What Is the Best Way to Visualize Time Series Data?
Time series line graphs are the best way to visualize data that changes over time. This is because line graphs show how a variable changes from one point in time to another, making it easy to see trends and patterns.
For example, consider the following graph of stock prices for Tesla:
The line graph makes it easy to see that the stock prices have been decreasing over the course of the last year.
If the data were presented in a different way, such as a bar graph, it would be much harder to see this trend.
Line graphs are also useful for identifying specific points in time when there was a sudden change in the data (known as an anomaly). For example, the sharp drop in stock prices on October 29th, 1929, is easily visible on the line graph, but it would be much harder to spot on a bar graph.
When to Use Other Temporal Visualizations
Other types of graphs can be used to visualize time series data, but they are less common.
For example, you could use a scatter plot to visualize how two variables are related. This would happen in cases where you have multivariate time series data.
For example, consider the following scatter plot of stock prices and interest rates:
The scatter plot shows that there is a positive relationship between stock prices and interest rates—as one variable increases, the other variable also tends to increase.
This relationship would be much harder to see if the data were presented in a line graph.
Another example would be a bar graph, which could be used to compare different time periods. For example, you could use a bar graph to compare the stock prices of two different companies:
The bar graph makes it easy to see that Company A’s stock price is higher than Company B’s stock price.
However, the bar graph is not as useful for seeing trends over time since it doesn’t show how the data changes from one point in time to another.
Best Platforms to Visualize Data
There are a few different platforms that businesses and data scientists use to visualize data:
- Microsoft Power BI
These platforms are powerful tools that can be used to create complex visuals, but they can also be used to create simple line graphs.
Most analysts and data scientists prefer to visualize data in R, Power BI, or Tableau because these platforms offer more features and flexibility than a platform like Excel or Google Sheets.
However, Excel is still a solid data visualization tool for beginners who want to create simple visuals or who don’t have access to more sophisticated software.
How to Visualize Time Series Data In R
R is a programming language that is commonly used for data analysis and statistical computing.
It’s also a popular choice for data visualization since it has many different packages (i.e., sets of functions) that can be used to create complex visuals.
The most popular packages for data visualization in R are ggplot2, plotly, and leaflet.
These packages can be used to create a variety of different types of graphs, but they are most commonly used to create line graphs.
For an in-depth tutorial on data visualization in R, watch this video.
How to Visualize Time Series Data In Tableau
Tableau is a data visualization platform that is used by businesses and organizations to create complex visuals. It’s a popular choice for data visualization because it’s easy to use and it has many different features.
A few benefits of Tableau include:
- It can be used to create interactive visuals
- It has a wide range of built-in charts and graphs
- It integrates with many different data sources, including Snowflake, BigQuery, and Amazon Redshift
To learn how to use Tableau, check out this tutorial.
How to Visualize Time Series Data In Microsoft Power BI
Microsoft Power BI is a platform that many use to create temporal visualizations. Similar to Tableau, its drag-and-drop interface makes it easy to use and it offers a wide range of features.
The main difference between Power BI and Tableau is that Power BI is a part of the Microsoft ecosystem, so it seamlessly integrates with other Microsoft products like Excel and SQL Server.
To learn how to use Microsoft Power BI, watch this tutorial.
7 Time Series Data Visualization Examples
Now that we’ve given you the resources to learn how to visualize time series data and shown you the best platforms to use, we’ll show you seven different visualizations with a dashboard example for each.
- Line Graphs
- Bar Graphs
- Gantt Charts
- Heat Maps
- Stacked Area Charts
1. Line Graphs
Like we mentioned earlier, a line graph is the simplest and most common type of time series data visualization. It uses points to show how a dependent variable and an independent variable change over time.
The independent variable—as the name implies—remains the same, regardless of other parameters. The dependent variable depends on the independent variable and changes based on the relationship between the two variables.
In this graph, the independent variable is time and the two dependent variables are Ireland’s population and Europe’s total population.
In it, you can clearly see the sudden drop in Ireland’s population in the mid-1800s due to the Irish Potato Famine.
In this example, note the two separate y-axis scales—the two dependent variables represent Ireland and the European population as a whole. Europe’s population is considerably higher and is represented as such, but to the viewer, it might seem like they represent the same numerical values.
Use multiple y-axis scales when the dependent variables have different orders of magnitude (i.e., when one is much higher or lower than the other), and use them carefully. Remember to remind your audience that the two figures are presented to show a pattern or relationship, not to make an apples-to-apples comparison.
2. Bar Graphs
You might not think of a bar graph as a means of visualizing time series data, but it can be a helpful tool, especially when comparing multiple variables.
Bar graphs represent data in horizontal or vertical bars, and while they aren’t a good option for representing continuous data, they’re excellent for showing your audience the impact of discrete variables.
To effectively compare multiple variables, use different colors for each set of bars. In this example, note how the color makes it easy to see Turkey’s rapid population growth compared to Germany’s stagnation over the course of a decade.
In some cases, it’s better to use a stacked bar graph view. To show the relative proportions of each sub-group, stack the bars on top of each other.
This stacked bar graph shows the international population from 1990-2030. When comparing the data this way, you can see the steady population growth projection in developing countries as growth in developed countries (i.e., OECD countries) stands still.
Stacked bar graphs are best used when you want to show the proportion of a whole, not the absolute value.
3. Gantt Charts
A Gantt chart is a type of bar graph that’s often used in project management to visually track the progress of tasks over time. Each task is represented by a horizontal bar that starts on the date the task begins and ends on the date the task is completed.
Gantt charts are most commonly used to show project timelines, but they can also be useful for visualizing temporal data. If you need to track short-term data or changes over time, a Gantt chart can give you a high-level overview of what’s happening.
Suppose you’re a data analyst working with a web development team. You might use a Gantt chart to track the progress of different features as they’re being developed.
In this dashboard example, you can see that different activities are attributed to different team members. And each step is meant to be completed in a specific time frame.
When visualizing time series data, use a Gantt chart if your data is represented in a series of discrete steps or if you need to track the progress of tasks over time.
4. Heat Maps
A heat map is a type of graph that’s used to depict how different elements interact with each other. It shows relationships between data points using color to indicate the strength of the relationship.
The most common type of heat map shows how different variables relate to each other in a two-dimensional grid. The darker or more intense colors typically indicate a stronger relationship or larger values.
In this example, you can see how Seattle’s rainfall changes over the month, as well as how many inches of rain it gets per day in that given month.
5. Stacked Area Charts
Stacked area charts are among the most digestible and professional-looking ways to visualize time series data. They essentially take a line graph and turn it on its side, then fill the area between the lines with color.
By nature, they are an excellent visualization tool when you need to compare three or more variables over the same period of time.
This stacked area chart reveals how much revenue a company gained by selling different cosmetic produce across the world. The product names and values are placed along the horizontal X axis and vertical Y axis, with the crosshair enabled to help you compare the real-time value of different products from different regions.
If you need to compare multiple variables and show how they develop over time, a stacked area chart is a fantastic option.
But for visualizing a single variable, line graphs are usually the better choice. And for two variables, a scatter plot is usually the better choice.
6. Scatter Plots
Scatter plots are another type of graph used to depict relationships between data points. But unlike heat maps, scatter plots don’t use color to indicate relationship strength. Instead, they use the position of data points on a two-dimensional grid.
Scatter plots are great for visualizing relationships between two variables. They’re mostly used to demonstrate statistical relationships, such as correlation and causation.
This scatter plot shows how the US equity market compares to the 10-year US treasury bond over the course of 25 years. Although the relationship is nonlinear, the data shows a clear negative correlation over time.
7. Waterfall Charts
Waterfall charts show how an initial value is increased or decreased by a series of intermediate values. They’re often used in accounting to visualize the different components of a total income or expense.
This waterfall chart shows how a company’s cash flow increased and decreased over the course of one year. In red, months of net loss are highlighted. In green, revenue is a net positive and the difference between revenue and expenses month-to-month is shown.
If you need to visualize how an initial value changes as a result of intermediate values, a waterfall chart is the way to go.
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Tetrahedron: A type of triangle-based 3-dimensional prism with four triangles forming the faces of the shape is called a tetrahedron. Sometimes it is also referred to as a triangular pyramid with 4 faces, 6 edges, and 4 vertices.
Understanding the basic tetrahedron shape
Generally speaking, any polyhedron with four faces is called a tetrahedron. The faces are triangular. The term is most probably used for a regular shape of a polyhedron of four sides.
Definition of tetrahedron
This is a sort of pyramid, that is one of the various types of a polyhedron having a flat polygonal base and triangle-shaped faces joining the base with the same common point. In the case of a tetrahedron, the base is a triangle and hence the figure gets its name as a “triangular pyramid”.
The figure is a convex polyhedron with two nets and any triangular face can be taken as a base as all the faces are regular.
Properties of a tetrahedron
- The figure is made by compiling four congruent triangles together. Thus it has 4 faces, 6 edges, and 4 vertices.
- Any of the four faces can be taken as the base.
Describing different types of tetrahedrons
The tetrahedrons are of different types are followings:
- Regular tetrahedrons have all the dimensions equal: The sides of all the triangles are congruent to each other and identical in measurements. In other words, the regular tetrahedron has equilateral triangles as its faces.
- Non-regular or irregular tetrahedrons: Any pyramid whose base with sides of different lengths is an irregular tetrahedron. The base has unequal sides of the base triangular face is either a scalene triangle or it may also be an isosceles triangle with two of its sides equal.
- Right tetrahedrons: The tetrahedron with a base angle same as the measurement of a right angle i.e., 90 degrees is a right tetrahedron.
Explaining the net of a Tetrahedron
A net of the tetrahedron is formed when its surface is spread out flat giving a complete view of each triangular face of the figure just like the 2- d figures. For various solids, the net pattern is different. For finding the net pattern of a solid take note of the following points:
- The pyramid and the net must have equal faces.
- The shapes of the faces of the pyramid should be the same as the shapes of the faces in the net.
- The respective folds forming the pyramid should be considered and it should be assured that all the sides fit together properly.
Calculating the volumes and surface areas
VOLUME: The formula of Volume of a tetrahedron = ⅓ × Base Area × Height, i.e., one-third of the product of the area of base and height gives the volume of the respective figure.
SURFACE AREA: The relation for the surface area of any tetrahedron = (Base area) + ½ × Perimeter × (Slant length), i.e., the sum of the base area with half the product of perimeter and slant height of the figure. For any regular, this calculation is simple. First, find the measurements of the base and the height of any triangle.
Then find the product of those and get half of it. This area is of the triangle. Now, multiply this area by four to get the total surface area. For an irregular tetrahedron, the area of every triangle is calculated individually, using the area formula and then all the areas are added together to get the final surface area.
Cuemath explains the topic of such polyhedrons with examples and applications. In geometry, we have a large number of such concepts, one of which is Dodecahedron. It is a 12-sided flat polyhedron with 12 faces, 30 edges, and 20 vertices. It has regular pentagons on its face and is also known as a dodecahedron.
Cuemath experts explain such geometrical concepts in an efficient manner making the topics simple to understand and use.


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St Andrew’s College Booterstown until 1993, Trinity College Dublin until 2003
I have a bachelor’s degree in Biochemistry, a doctorate (PhD) in Genetics, and two diplomas in Statistics
Trinity College Dublin, Cardiff University – in statistical genetics
I am a lecturer in Biostatistics
I am a statistician, which means I work with numbers, mostly on a computer. My background is in biochemsitry (the chemsitry of biology) and in genetics. While I was studying I realised that I need to know more and more maths and statistics (don’t let anyone tell you that no one uses maths in the real world), and less and less about how to run experiments in a lab.
So I studied by myself, mostly in evenings, and soon became the go-to person in our lab for anyone that need maths done. Nowadays I do three things
I work out how to use maths to figure out disease risk, using genetics
I advise a lot of people on data analysis – using maths to show whether medicine (or some other treatment) works or doesn’t, or whether something increases your risk for disease or not
I teach genetics, statistics, and epidemiology (the study of the causes of disease) in UCD, in Dublin
My Typical Day
A mix of giving advice to students, doctors & other scientists, messing with other people’s numbers, and working on computer programs to do genetics research
Two hours answering e-mails and advising people;
Two hours running some computer programs to analyse some data;
Two hours writing my own computer programs; 3 cups of coffee, a scone, a sandwich, and a litre of chocolate milk.
Maybe an hour in meetings in the School of Public Health, and an hour reading scientific journals. I also read on the bus, when I can. And at home. And weekends.
What I'd do with the prize money
I want to donate it to the Maths Sparks people in UCD
The Maths Sparks projects organise workshops to teach maths to students in DEIS schools. They are mostly students here in UCD, so their work is a mix of getting school students learning maths, and getting University students to learn how to teach maths. I think that’s a very cool way of doing it.
Maths isn’t cool at all. I think it’s really important, though. If people understand maths and manage to work with it even a little bit, I think they’re training themselves how to think logically, and being able to do that will be one of the most useful things they can do when they’re older.
How would you describe yourself in 3 words?
Intense, laid-back, contradictory
What did you want to be after you left school?
A scientist. Or a carpenter.
Were you ever in trouble at school?
Can’t remember… Next question!
Who is your favourite singer or band?
I love Stina Nordenstam’s songs
What's your favourite food?
Anything with cheese in it, or on it
What is the most fun thing you've done?
Hung out with my girlfriend. She is very funny.
If you had 3 wishes for yourself what would they be? - be honest!
I’d invent unlimited free electricity, I’d stop people littering on the street, and … world peace? No, a beach house maybe.
Tell us a joke.
Why are elephants big and gray? Because if they were small and purple they would be grapes.


‘Although fractals are very complex shapes,
they are formed by repeating a simple process over and over’
Jonathan Wolf www.fractalfoundation.org
I want to pursue the thought that the shamanic world view is essentially as pragmatic as any scientific pursuit here. Both are based on astute observation of the world around us. They use very different language to describe their interactions. It is in the places where the filter of language intersects that we might be able to get a glimpse of what is common to both. This card deck representing a contemporary World Tree is essentially a fractal map. What does that mean?
A French mathematician named Mandelbrot coined the term fractal in 1975 to describe a specific kind of mathematical concept that addressed repeating patterns in nature as well as in theory. Computers have allowed people to see the fractal patterns these kind of equations create even though mathematicians are still arguing about how to define them. The criteria the mathematicians have agreed on are remarkably similar to the qualities of the shamanic World Tree.
Mathematicians say that fractals are self-similar, echoing an ancient alchemical concept of the microcosm as a complete mirror of the macrocosm. They transcend scale, and their patterns are interconnected. They are not limited to geometrical shapes in the material world, but can describe processes occurring in time. Like shamans, fractals tell the story of the process that creates them. Most wondrously, with fractals as in nature, universal rules result in infinite diversity and beauty.
The language of numbers appears to have had limited appeal in human culture, while metaphors of images, journeys, and relationships endure. While the mathematician will talk about the inherent lines of symmetry in a fractal image, the shaman will describe the trunk of the world tree.


Trigonometric Equation Calculator
Equalculator is an equation calculator. It is currently in the "pre-alpha" stage of development, so don't expect it to do miracles. You type in your equation, it will ask you for the variables and Voila!, it gives you the answer.
|License: Freeware||Size: 71.68 KB||Download (35): Equalculator Download|
A quadratic is a curve of the parabola family. They are written in the format ax2+bx+c=0. Enter values for a, b and c and the calculator returns | pt the curve intercepts x-axis | gradient of the curve | value of curve at x and y. Special thanks to "Taydron" who provided the logic for the...
ChemPal is a chemistry equation calculator designed to make your life easier - it knows the equations by heart, so you don't have to. It also knows many of the hard-to-remember constants, to help ease the process of going from the lab or from data to final results. Requirements: iOS 7.1 or...
|License: Freeware||Size: 11.8 MB||Download (11): ChemPal Download|
Chemical Equation Expert is an integrated tool for chemistry professionals and students. You'll find complicated work such as balancing chemical equations and related calculations so easy and even enjoyable!
Key Feafures -
1. An intelligent balancer Chemical Equation Expert balances chemical...
|License: Freeware||Size: 3.2 MB||Download (719): Chemical Equation Expert Download|
Advanced Trigonometry Calculator is a small, simple, command prompt application specially designed to help you with your trigonometry.
Advanced trigonometry Calculator is an application of trigonometry able to solve advanced calculations with scientific notation and amplitudes in positive and...
Platforms: Windows, Windows Vista, 7, 7x64
|License: Freeware||Download (54): Advanced Trigonometry Calculator Download|
This application works correctly in Windows XP, Vista, and 7. This application is available in two versions due to the two languages supported, Portuguese and English, these versions are in the folder of installation files or in the portable version "Advanced Trigonometry Calculator.zip". If you...
|License: Freeware||Size: 420 KB||Download (107): Advanced Trigonometry Calculator Portable Download|
Quadratic equation has the form ax2 + bx + c = 0. It will generally have two solutions; that is, two different values of x that make the equation true.
It can happen that both solutions are the same number, and it is possible that the solutions will be complex or imaginary numbers. To use...
Platforms: Windows, Windows CE
|License: Freeware||Size: 1.37 MB||Download (44): Quadratic Equation Solver Download|
Easy-to-use 3D grapher that plots high quality graphs for 2D and 3D functions and coordinates tables. Graphing equations is as easy as typing them down. Both cartesian and polar coordinates are supported as well as parametric equations and inequalities. Graphs are beautifully rendered with...
|License: Freeware||Size: 6.6 MB||Download (34): Graphing Calculator 3D Download|
CurvFit (tm) is a curve fitting program for Windows. Lorentzian, Sine, Exponential and Power series are available models to match your data. A Lorentzian series is highly recommended for real data especially for multiple peaked and/or valleys data.
CurvFit is another improved productivity...
Platforms: Windows, Windows 8, Windows 7, Windows Server
|License: Freeware||Size: 3.68 MB||Download (543): CurvFit Download|
eCalc is a free Windows calculator with basic and scientific functions. The calculator is designed with a high level of aesthetics, including large buttons and an easy to read display. The calculator operates with a frameless border and stays open above your other programs - making it an ideal...
|License: Freeware||Size: 728.95 KB||Download (255): eCalc Calculator Download|
Advanced Arithmetic Calculator is a small, simple, easy to use application specially designed to help you solve sums of numbers, subtractions of numbers, multiplications and divisions of numbers.
Basically this tool will open in your command prompt enabling you to enter the equation to solve and...
|License: Freeware||Download (118): Advanced Arithmetic Calculator Download|
About CalculatorMaX 2
CalculatorMaX 2 is an algebraic and RPN calculator with other capabilites such as: store and recall, trigonometric funtions (in Radians, Degrees, as well as Hyperbolic), scientific notation, and more. CalculatorMaX 2 contains tools that add power to the application: -...
|License: Freeware||Size: 460.8 KB||Download (33): CalculatorMaX 2.1 Download|
Sicyon is all-in-one freeware tool for every researcher and engineer. The core of Sicyon is an expression (VBScript/JScript) calculator with features as: estimate a function using variables, user-defined functions and Sicyon objects; plot/tabulate a function; solve an equation, minimums, maximums...
|License: Freeware||Size: 4.93 MB||Download (228): Sicyon Lite calculator Download|
TTCalc is an open source mathematical calculator. It features arithmetical functions, trigonometric functions, inverse trigonometric functions, hyperbolic functions, inverse hyperbolic functions, logical operators, logarithms, functions for converting between degrees and radians and so on....
|License: Freeware||Size: 616.92 KB||Download (641): TTCalc Download|
ODEcalc for Windows: An Ordinary Differential Equation (ODE) Calculator! State your equation and boundary or initial value conditions and it solves your problem. Plots solution y and derivative ydot versus x.
Solves most Boundary Value Problems (BVP) and Initial Value Problems (IVP) for...
Platforms: Windows, Windows 8, Windows 7, Windows Server
|License: Freeware||Size: 3.81 MB||Download (443): ODEcalc Download|
This calculator allows you to enter equations as you would write them on paper, for example - 17-(9*8) - 7 + 34.23 - but where this calculator really shines is in the "steps" box, there it will show you how it solved the equation step by step. Advance features display the result in hexadecimal,...
|License: Freeware||Size: 704 KB||Download (148): Metalogic Calculator Download|
This is a very useful calculator for science students. The system contains a scientific calculator that can calculate molecular mass, and from this main calculator over 80 other calculators and science tools can be called.
These include an extensive measurement converter, an area and volume...
|License: Freeware||Size: 1.22 MB||Download (636): Science Calculator Download|
Basically an equation editor, however not focused over one single equation, but you can write your mathematical artwork over several pages. You can easily move and copy your equations and expressions by mouse touch. Illustrate your equations using hand-drawing tools. Use symbolic calculator and...
|License: Freeware||Size: 681.9 KB||Download (202): Math-o-mir Download|
Perspolis Command-Line Calculator is, just like the name suggests a small, simple, command-line based application specially designed to help you with your basic math calculations.
If you are looking for a tool that is both tiny and easy to use to assist you with math then Perspolis Command-Line...
|License: Freeware||Download (67): Perspolis Command-Line Calculator Download|
Java Scientific Calculator is a general-purpose scientific calculator that you can use as a computer-desktop calculator or in a web application. In addition to basic arithmetic functions it provides trigonometric functions, logarithms, powers and roots, complex numbers, binary, octal, decimal and...
|License: Freeware||Size: 296.96 KB||Download (19): Java Scientific Calculator Download|


How To Calculate Finance Charges
Having some intelligence of how to calculate finance charges is constantly a good thing. Most lenders, as you know, will do this for you, but it can helpful to be able to check the math yourself. It is imperative, however, to comprehend that what is presented here is a elemental procedure for calculating finance charges and your lender may be using a more complicated method. There may as well be other problems attached with your loan which may affect the charges. The first thing to comprehend is that there are two elemental parts to a loan.
The first problem is called the principal. This is the amount of money that is borrowed. The lender wants to make a profit for his services (lending you the money) and this is called interest. There are a myriad of types of interest from simple to variable. This article will examine simple interest calculations. In simple interest deals, the amount of the interest (expressed as a percentage) does not difference over the life of the loan. This is many times called flat rate or fixed interest.
The simple interest formula is as follows: Interest = Principal × Rate × Time
Interest is the total amount of interest paid. Principal is the amount lent or borrowed. Rate is the percentage of the principal charged as interest each year. To do your math, the rate have got to be expressed as a decimal, so percentages have got to be divided by 100. For example, if the rate is 18%, then use 18/100 or 0.18 in the formula. Time is the time in years of the loan.
The simple interest formula is many times abbreviated: I = P R T
Simple interest math issues can be used for borrowing or for lending. The same formulas are used in both cases. When money is borrowed, the total amount to be paid back equals the principal borrowed plus the interest charge: Total repayments = principal + interest Usually the money is paid back in traditional installments, either monthly or weekly. To calculate the traditional payment amount, you divide the total amount to be repaid by the number of months (or weeks) of the loan. To convert the loan period, ‘T’, from years to months, you multiply it by 12. To convert ‘T’ to weeks, you multiply by 52, since there are 52 weeks in a year. Here is an example issue to illustrate how this works.
A single mother purchases a used car by obtaining a simple interest loan. The car costs $1500, and the interest rate that she is being charged on the loan is 12%. The car loan is to be paid back in weekly installments over a period of 2 years. Here is how you answer these questions:
1. What is the amount of interest paid over the 2 years?
2. What is the total amount to be paid back?
3. What is the weekly payment amount?
You were given: principal: ‘P’ = $1500, interest rate: ‘R’ = 12% = 0.12, repayment time: ‘T’ = 2 years.
Step 1: Find the amount of interest paid. Interest: ‘I’ = PRT = 1500 × 0.12 × 2 = $360
Step 2: Find the total amount to be paid back. Total repayments = principal + interest = $1500 + $360 = $1860
Step 3: Calculate the weekly payment amount. Weekly payment amount = total repayments divided by loan period, T, in weeks. In this case, $1860 divided by 104 weeks equals $17.88 per week.
Calculating simple finance charges is easy once you have done some practice with the formulas.


Monday, September 7, 2009
Back to School! Here's a mathematical formula (courtesy of Dine Out and Lose Weight - The French Guide to Healthy Eating) to help you calculate your ideal weight (height in cm, weight in Kg).
For the ladies: Weight = (Height - 100) - 1/2(Height - 150)
And for the men: Weight = (Height - 100) - 1/4(Height - 150)
If only losing weight was as simple as calculating it!


The final chapter of the book develops a general theory of singular integrals that generalizes and unifies these examples.
- The Psychology of Achievement: Develop the Top Achievers Mindset.
- The International Order of Asia in the 1930s and 1950s!
- Customer Reviews.
This is one of the first general theories of multi-parameter singular integrals that goes beyond the product theory of singular integrals and their analogs. Multi-parameter Singular Integrals will interest graduate students and researchers working in singular integrals and related fields.
AM 62 by Eugene R. By addressing this in a quantitative way we obtain a holomorphic analog of the quantitative theory of sub-Riemannian geometry initiated by Nagel, Stein, and Wainger. We call this sub-Hermitian geometry.
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Moreover, we proceed more generally and obtain similar results for manifolds which have an associated formally integrable elliptic structure. This allows us to introduce a setting which generalizes both the real and complex theories. In this paper, we give optimal regularity for the coordinate charts which achieve this realization. We do this by generalizing Malgrange's proof of the Newlander-Nirenberg Theorem to this setting.ccomesacmenwilch.ml
Multi-parameter Singular Integrals. (AM-189), Volume I
Given a finite collection of C 1 vector fields on a C 2 manifold which span the tangent space at every point, we consider the question of when there is locally a coordinate system in which these vector fields have a higher level of smoothness. We give necessary and sufficient conditions for when there is a coordinate system in which the vector fields are smooth, or real analytic, or have Zygmund regularity of some finite order.
Furthermore, we provide a diffeomorphism invariant version of these theories. In the first paper, we study a particular coordinate system adapted to a collection of vector fields sometimes called canonical coordinates and present results related to the above questions which are not quite sharp; these results from the backbone of the series. The methods of the first paper are based on techniques from ODEs.
Analysis seminar: L^2 theory for a class of multi-parameter singular Radon transforms
In the second paper, we use additional methods from PDEs to obtain the sharp results. In the third paper, we prove results concerning real analyticity and use methods from ODEs. We establish optimal Lebesgue estimates for a class of generalized Radon transforms defined by averaging functions along polynomial-like curves. Here at Walmart.
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Celebratio Mathematica — Zygmund — Singular Integrals
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NSPCC Number Day 2022
Thank you to everyone that took part in our NSPCC Number Day, the children enjoyed lots of maths activities, including spotting links and patterns, playing games and using maths through Art.
The children looked wonderful in their patterned clothes and accessories.
We managed to raise an amazing £68.09 which will go towards all the good work that the NSPCC do to protect and support children, so thank you to everyone that contributed and joined in. Well done!


A downloadable game for Windows and Android
Learn math the fun way! Help our little character to solve math problems using only his spaceship, or shoot the right answer on the alien moon. Two games in one!
Select your language (English or Spanish), the difficulty, what kind of problem (addition, subtraction, multiplication or division), and have fun!
Available for Windows and Android.
Click download now to get access to the following files:
Leave a comment
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Imaginary-time matrix product state impurity solver for dynamical mean-field theory
Phys. Rev. X, 5 (4), 041032, (2015)
We present a new impurity solver for dynamical mean-field theory based on imaginary-time evolution of matrix product states. This converges the self-consistency loop on the imaginary-frequency axis and obtains real-frequency information in a final real-time evolution. Relative to computations on the real-frequency axis, required bath sizes are much smaller and less entanglement is generated, so much larger systems can be studied. The power of the method is demonstrated by solutions of a three band model in the single and two-site dynamical mean-field approximation. Technical issues are discussed, including details of the method, efficiency as compared to other matrix product state based impurity solvers, bath construction and its relation to real-frequency computations and the analytic continuation problem of quantum Monte Carlo, the choice of basis in dynamical cluster approximation, and perspectives for off-diagonal hybridization functions.


The MATRIX experience has broadened studentís skills in the area of Mathematics. It has given students the opportunity to enhance their knowledge and abilities to use higher order of thinking skills and apply them to authentic mathematical tasks. The use of technology has added a new level of interest to this subject area. With the use of the Internet, Web Quests, on-line math games, graphing calculators, and the interactive text, students are able to expand their horizons. As a member of the INCLUDE grant team, we are committed to providing an inclusive learning environment that accommodates the diverse learning styles and individual needs of all students to promote life long learners.


Formulas in openBoM are equations you create in a cell which performs simple arithmetic operations using the designated cells. The basic principle to understand is that a formula equation needs to reference a specific Part Number along with the chosen property. This document has three topics:
- How formulas work
- Formula roll-ups
Note: Formulas are currently only supported for BOMs, not for inventories.
How formulas work
The format for formulas include number property types and arithmetic operators:
Target property = (Property1) <arithmetic operator> (Property2)<aritmetic operator> (Property3)….
Let’s build a formula step-by-step:
(1) Right-click on the desired number property type, e.g. Total Cost
(2) Enter the first desired number property type into the Formula Builder, e.g. “Quantity”. Then select the desired arithmetic operator, e.g. “*”. Arithmetic operators available for formulas are:
Multiplication (*), Division (/), Addition (+), and Subtraction (-)
(3) Add the next desired number property type, e.g. “Cost”. Continue adding properties and operators as desired
(4) Click “Apply for all rows” if you want the formula to be applied to all the components in the BOM. When finished building the formula, clicked “Save”
Here are the steps for creating a rollup:
(1) Click “Enable Rollup” and right-click on the desired rollup cell to “Edit Formula”
(2) Start with “SUM” in the formula builder and add the corresponding number type property, e.g. “Total Cost”. Click “Save” when done.
(3) The roll-up returns the sum of the column with the Property, Total Cost


Algebra 1 is the first of the four college-prep math classes that Loomis School offers. It is taken during the freshman year.
Because this class is not required (a student could take Prealgebra), we move through the material at a quick pace. We have high expectations for each student to commit the appropriate amount of time and effort to learn the material.
Homework is a critical part of Algebra 1 and will be assigned regularly. Just as athletes must practice their sport often, math students must practice their math often. Homework is the method of practice, and is necessary to help commit the concepts to memory as quickly as possible, as we move forward to new concepts each day. Homework may or may not be graded. Homework should not be looked at as a large part of the overall grade, as its main purpose is practice towards mastery of concepts.
Each chapter will have at least one test. To assure that a student's overall grade reflects concept mastery, tests will be the main portion of the Algebra 1 grade.
Any student that is struggling/concerned with a concept should see me as soon as possible! Algebra concepts build upon one another. Not grasping a concept has an enormous impact on the ability to learn future concepts, and the Algebra 1 grade. I am available before school, after school, during planning time, and during study hall.


25 Aug 2016
WHEN DOES 1 + 1 ≠ 2?
Higher level math teaches us that one plus one does not always equal two. As in math, we often see response to two nutrients applied together greater than the individual response of each separately. In other words, “X can be greater than the sum of its parts”.
The same principle applies to strategic partners. IPNI is successful because of the strategic partners and collaborators we work with. We are a small organization with 32 scientists working across the globe. But in the last 25 years, we have supported almost 2,200 research projects related to nutrient management. We provide ideas and a little seed money and find willing partners to work with. Those 2,200 projects cost us over $13 million, but the total cost of the projects was more than 10 times that.
We leave the “hands-on” research to our academic colleagues and other partners, who have the expertise, the laboratories, and field equipment and we use our expertise in extending the results they generate, in translating and teaching the practical applications to the end-users. Our partners do the research and we tell their stories. It’s a great partnership, with each partner contributing to their strengths.
The benefits of working together are extraordinary and greatly rewarding. Agriculture is the beneficiary. The sum of our contribution plus that of our partners is much greater than either of us alone.
When it comes to fertilizers and ag research … one plus one is a lot more than two.
Terry L. Roberts


We are all familiar with the simple ways of tiling the plane by equilateral triangles, squares, or hexagons. These are the three regular tilings: each is made up of identical copies of a regular polygon — a shape whose sides all have the same length and angles between them — and adjacent tiles share whole edges, that is, we never have part of a tile’s edge overlapping part of another tile’s edge.
In this collection of tilings by regular polygons the number five is conspicuously absent. Why did I not mention a regular tiling by pentagons? It turns out that no such tiling can exist, and it’s not too hard to see why: a regular pentagon has five interior angles of 108°. If we try to place pentagons around a point, we find that three must leave a gap — because 3 × 108 = 324, which is less than the 360° of the full circle — and four must overlap — because 4 × 108 = 432, which is more than the 360° of the circle (plus.maths.org)


The abbreviation “kph” means the variety of kilometers traveled in an hour, whereas “mph” is the variety of miles traveled in an hour. Convert mph to kph by taking the mph and multiply it by 1.61. The inverse method is to take the kph and multiply the determine by 0.61. In different phrases, 1 mile is 1.61 kilometers, and 1 kilometer is 0.61 miles.
The determine for kph is larger than that of the equal mph as a result of a kilometer is shorter than a mile. For example, a automobile touring 60 mph goes 96.5 kph. Conversely, a practice touring 120 kph goes 74.5 mph.
Each kph and mph could be damaged down into toes per second and meters per second. To do that for kilometers, multiply the general pace by 1,000, after which divide by 3,600. For instance, 120 kph is 120,000 meters divided by 3,600, which equals 33.Three meters per second. For mph, multiply the pace by 5,280 earlier than dividing by 3,600. For instance, 60 mph is 316,800 toes divided by 3,600, which equals 88 toes per second.
The main distinction between kph and mph is the metric system and U.S. customary items. There are 1,000 meters in a kilometer. One meter is roughly 3.Three toes, or barely greater than a yard. Subsequently, 1 kilometer is 3,280 toes. One mile is 5,280 toes, or 1,609 meters.


The Biggest, Bestest Book of Sudoku (Paperback)
It’s the marriage of Workman’s bestselling Sudoku series and a format that gives fans the joy of more, more, more! The Biggest Bestest Book of Sudoku features more than 1,000 sudoku puzzles ranging in difficulty from easy to extra-extra-hard. Each puzzle is handcrafted (not computer generated, like most generic sudoku books) by the experts at Nikoli Publishing, the Japanese creators of the game, so solving one is like pitting your mind against that of a sudoku master. And unlike Workman’s previous small-sized sudoku books, The Biggest Bestest Book of Sudoku will come in a larger 8"x10" format and pack in three times as many puzzles to keep readers happy and busy.


About the competition
Niels Henrik Abels mathematical competition is a competition in mathematical problem-solving for students in the Norwegian high school system.
Today, the competition consists of two selection rounds and a final round. In the first round, the participants receive 20 problems, each with a choice of five answers, to be solved in 100 minutes. Five points are awarded for every correct answer, one point for every blank answer, and no points for every wrong answer. Thus, the expected score is the same if one guesses or simply do not answer (that is, 20 points). The maximal score is 100 points.
The best 10% of the participants are granted entry to the second round. Here there are 10 problems, each with an answer in nonnegative integers (0-999). The time limit is again 100 minutes. 10 points are awarded for every correct answer, so the maximal score is 100 points.
The results from the initial rounds are summed, and the top 20 students, and possibly a few more, are invited to the final round. Ultimately, however, there must be 16 students in the final who are qualifiable to the IMO (the International Mathematical Olympiad). In the finals, the students have four hours to solve four problems. These problems do not only require correct answers, but also proper argumentation and proof.


- Calculating inbreeding and cumulative selection differentials in the Grootfontein Merino Stud
|Last update: March 23, 2012 10:51:20 AM|
CALCULATING INBREEDING AND CUMULATIVE SELECTION DIFFERENTIALS IN THE GROOTFONTEIN MERINO STUD
G.J. Delport, J.J. Olivier & G.J. Erasmus
The algorithm presented by Quaas (1976) to calculate the inverse of a large numerator relationship matrix automatically supplies inbreeding coefficients. Far less processing time is used than with conventional methods and far bigger data sets can be handled. The method is illustrated on four generations of the Grootfontein Merino Stud. Inbreeding varied from 0 to 25 percent. The same principle, using the same sort of programme is used to calculate cumulative selection differentials. This method is shown to be simple but very effective and makes provision for unequal number of progeny and over lapping generations.
SASAP Congress 1986


PalmaryCalc is a calculator with a user-friendly interface. It is all in one: from a simple calculator to a scientific, conversion functions (from cooking to astronomical), credit, base number conversions between binary, octal, decimal, and hexadecimal; 32-bit, 16-bit, and 8-bit integer math calculations and conversions; logical and bit-manipulation operations, currency conversion, or any other calculator configuration that you desire. The variety of input methods (including RPN) enables you to perform almost all operations you need.
- User-friendly interface
- Treo 600/650 support
- Hi Res (320x320) support
- 15-digit display
- 35 basic math and trigonometric functions
- Mortgage rate calculations
- Tip calculations
- Unit and currency converter
- User adjustable currency list
- User adjustable constants list
- 3 different input methods (simple, algebraic, RPN)
- 4 different modes display modes
- RPN stack viewing
- Accurate calculation: features up to 18 digits after the decimal point
- Accurate result display: features up to 12 digits after the decimal point
- Calculation range (1e-300, 1e300)
- Memory capacity up to 10 independent values
- 15 most common constants
- Fully supported Palm clipboard
- Graffiti and Palm portable keyboard support
- Easy first-letter search through the lists
PalmaryCalc is a free trial software application from the Calculators & Converters subcategory, part of the Business category.
The app is currently available in English, German and it was last updated on 2005-03-01. The program can be installed on Palm OS 4.0, Palm OS 5.0, Palm OS 6.0.
PalmaryCalc (version 1.0.1) has a file size of 639.92 KB and is available for download from our website.
Just click the green Download button above to start. Until now the program was downloaded 68 times.
We already checked that the download link to be safe, however for your own protection we recommend that you scan the downloaded software with your antivirus.


SEEDS BY SOL
With the support of an Ontario Arts Council grant, I have constructed a large wooden bowl. This piece is a statement to the deep cultural significance of bowls and seeds to people all over the world and throughout history.
I have constructed the bowl by replicating the spirals created by the seeds in sunflower heads, using each spiral as a structural component. This entails a study of the amazing mathematics of sunflowers, which follows the Fibonacci sequence, the golden ratio and the golden angle.


Hi Friends, Half of the profits from the sale of "SHE CHANGED STEM" posters and digital files will be donated every week to a different non-profit organization promoting gender equality in STEM fields, The other half will allow us to print extra posters to donate to Schools and educational institutions.
an organization that aims to increase the number of women of color in the digital space by empowering girls of color ages 7 to 17 to become innovators in STEM fields
Act for Gender equality!
"SHE CHANGED STEM" poster series
“One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.”
Former President Barack Obama, 2013
"SHE CHANGED STEM" poster series honors women in the field of STEM that change the way we see the world and revolutionized science with their hard work and brilliant findings.
The series currently includes Katsuko Saruhashi, Daphne Koller, Katherine Johnson, Dorothy Vaughan, Mary Jackson, Rachel Carson, Marie Curie, Jane C. Wright, Barbara McClintock and Alice Hamilton but it will keep growing as we receive more suggestions from our patrons (thanks for your suggestions!)
You can order the printed posters below in 16 x 12 and 24 x 18 inches or download the High-res digital files to print it yourself (3600 x 2700 pixels)
Today, women hold only 27 percent of the jobs in computer science, and 14 percent in engineering. One reason is the lack of female role models in STEM fields to encourage more girls to study math and science.
Now more than ever is time to take action and honor women's legacy in the fields of Science, Technology, Engineering and Math.


10 Pack Multiplication Boards
Set of 10 Dry Erase 9″x12″ Double Sided Multiplication Practice Lap Whiteboards with 10 Erasers Included
- Double-sided white board with blank times table and equation forms
- 9 x 12 inches with rounded corners
- Set of 10 whiteboards and 10 bonus erasers
Teach multiplication more quickly with patterns, repetition, equations, and rote memorization. ScribbleDo’s premium white board is lightweight and sturdy with a smooth surface that is easy to wipe off and reuse forever. Plus, this educational white board comes with instructions that explain multiplication in kid-friendly terms.
Turn the 9 x 12-inch lap board horizontally to practice filling in the 100 times table. Fill-in-the-blank multiplication formulas stretch down the front of the board, giving kids two effective ways to learn. With more advanced students, you can use the visual aid as an introduction to more complex math problems. Fill in two of the boxes and leave one blank to solve for the missing piece!


Color by number worksheets are a fun way to combine fun and games with everyday math facts. However your kiddo will need to use the legend to figure out which colors to use on different parts of the page.
Multiplying by 3 Practice cool coloring activity with our free printable color by number about multiplication a fun way to get kids to pratice math.
Coloring by number worksheets. Select from 36050 printable Coloring pages of cartoons animals nature Bible and many more. These color by number worksheets will engage kindergarten students in learning and add excitement to science language arts math and holiday lessons. Turkey Color by Number Addition.
Three cheers for these preschool color by number worksheets. Just like above students will use the key to figure out what color to make each number. Your image is ready to use for your personal and commercial projects.
Color by number worksheets for kindergarten are a fantastic developmental activity for little ones. These color by number worksheets also help to reinforce students recognition of numerals and color words. The artwork is FREE if you keep my copyright listed on the bottom of the image.
Kids will be challenged to match number words to numerals and color words to colors. Coloring Pages by number. Penguin Color by Number Worksheet.
Additionally when your kids are engaged in art they are stimulating the part of their brain that is needed to master math and logic skills. Christmas Color by Number Addition Worksheet. 3 Digit Addition Winter Themed Color By Code Math Coloring Worksheets Math Coloring Printable Math Worksheets.
Color by Number printables are SO much fun. Free Color by Number Worksheets Art and craft have always been one of the most efficient tools for early education and cognitive development. These free printable color by hundreds chart worksheet are a more advanced color by number activity typically for kindergarten and first grade students.
Free printable multiplication worksheets color by number. Color by Number Printables Worksheets Cuddly zoo animals prehistoric creatures holiday characters sports activities even sweet treats all of these themes and much more are featured in our database of color by number picture pages. They dont just provide preschool kids with necessary coloring fine motor skills practice.
Color By Number Spring Mystery Pictures By Briana Beverly Teachers Pay Teachers Double Digit Addition Double Digit Addition Subtraction Subtraction. Most Popular Math Worksheets Most Popular Preschool and Kindergarten Worksheets Popular Worksheets Top Worksheets New Worksheets Follow Worksheetfun on Facebook -. Color by number is a packet of 24 different printables where students can use their skills in mathematics to create a series.
Bunny Color by Number Worksheet. Preschool Worksheets Kindergarten Worksheets First Grade Worksheets Follow Worksheetfun on Pinterest – 100K Popular Worksheets. Print or download from a large collection of 100 images for kids.
Book Report Critical Thinking Pattern Cut and Paste Patterns Pattern Number Patterns Pattern Shape Patterns Pattern Line Patterns Easter Feelings Emotions Grades Fifth Grade First Grade First Grade Popular First Grade Fractions Fourth Grade Kindergarten Worksheets Kindergarten Addition Kindergarten Subtraction PreK Worksheets Preschool Worksheets Color Trace Draw Coloring. Halloween Color by Number Addition Worksheet. Color by Number Worksheets Coloring pages.
This Cute Narwhal Coloring Pages was posted in the Coloring Pages category. Printable coloring pages and other similar activity sheets are great for toddlers and preschoolers to learn about the concepts of drawing and coloring. Everyone loves color by numbers kids and adults alike.
Added 10 exclusive coloring pages LOL dolls by numbers. This will take you to the individual page of the worksheet. If you want to remove the copyright from the bottom of the image then for a small project the cost will be 15 a medium project 25 and for larger projects I.
When they are done they will reveal a. Each one has the key area underneath the picture so kids know which color goes with each number. Inside these bug and friends coloring pages weve included the following animals.
Holiday Theme Double Digit Addition And Subtraction Without Regrouping Color By Codeare You Looking For A Fun A Addition And. This article Created on the August 27 2021 by Alisha Legerstee. Bug Color By Number Worksheets.
New Worksheets Most Popular Preschool and Kindergarten Worksheets. They are similar to standard coloring pages. Follow the color key and watch the image come to life before your very eyes.
Color by number addition workseets. Easter Egg Color by Number Addition. Color by Number Worksheet.
Students then find the solution number on the coloring page and color it with the color. If your child cant read yet you can color in the crayons at the bottom so they can do this activity independently. See also latest coloring pages worksheets mazes connect the dots and word search collection below.
The more you color the more the picture comes alive. Math and art really go hand in hand. Multiplication Coloring Page Jpg.


Students will learn to see mathematics as a language, a tool, and an art form with which they can communicate ideas, solve problems, and explore the world around them. By the end of eighth grade, students will be taught to see multiple ways of expressing mathematical ideas, to make multiple connections to real life situations, and to work with others in exploring possibilities. Students will have an understanding of how numbers are used and represented. They will be able to estimate and use basic operations to solve everyday problems and confront more involved calculations in algebraic, geometric, and statistical settings.
As a result of the Math Common Core implementation, our curriculum has shifted to become more rigorous and focused K-8. Rigor includes fluency, application and deep understanding of the mathematics. Focus allows teachers the opportunity to help students develop a deep understanding of the concepts. With the shifts it is most important that children master the grade level curriculum. It is equally important that children are exposed to another major shift: a shift in student mathematical practices. Kindergarten through eighth grade classrooms across District #37 are implementing mathematical practice standards through tasks and projects, which include the following:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Mathematicians in kindergarten through fifth grade focus on operations and algebraic thinking, numbers and operations in base ten, geometry, and measurement and data, in addition to the mathematical practices. Materials used for math instruction for kindergarten through fifth grade are based upon the unit math targets. The following domains are the focus of the content.
Operations and Algebraic Thinking
The progression in Operations and Algebraic Thinking deals with the basic operations—the kinds of quantitative relationships they model and consequently the kinds of problems they can be used to solve as well as their mathematical properties and relationships. Primary students develop meanings for addition and subtraction as they encounter problem situations in kindergarten, and they extend these meanings as they encounter increasingly difficult problem situations in grade 1. They represent these problems in increasingly sophisticated ways. And they learn and use increasingly sophisticated computation methods to find answers. By grade 3 students focus on understanding the meaning and properties of multiplication and division and on finding products of single-digit multiplying and related quotients. Fourth graders extend problem solving to multi-step word problems using the four operations posed with whole numbers. As preparation for the Expressions and Equations Progression in the middle grades, students in grade 5 begin working more formally with expressions.
Number and Operations in Base Ten
Students’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them. Work with computation begins with use of strategies and “efficient, accurate, and generalizable methods.” In Kindergarten, teachers help children lay the foundation for understanding the base-ten system by drawing special attention to 10. In first grade, students learn to view ten ones as a unit called a ten. At grade 2, students extend their base-ten understanding to hundreds. At grade 3, the major focus is multiplication, so students’ work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others. At grade 4, students extend their work in the base-ten system; they use standard algorithms to fluently add and subtract. In grade 5, students extend their understanding of the base-ten system to decimals to the thousandths place, building on their grade 4 work with tenths and hundredths. They become fluent with the standard multiplication algorithm with multi-digit whole numbers. They reason about dividing whole numbers with two-digit divisors, and reason about adding, subtracting, multiplying, and dividing decimals to hundredths.
Fractions (grades 3-5)
In grades 1 and 2, students use fraction language to describe partitions of shapes into equal shares. In grade 3 they start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle, a line segment, or any one finite entity susceptible to subdivision and measurement. In grade 4, this is extended to include wholes that are collections of objects. grade 4 students learn a fundamental property of equivalent fractions: multiplying the numerator and denominator of a fraction by the same non-zero whole number results in a fraction that represents the same number as the original fraction. This forms the basis for much of their other work in grade 4, including the comparison, addition, and subtraction of fractions and the introduction of finite decimals. In grade 4, students have some experience calculating sums of fractions with different denominators in their work with decimals, and grade 5 students extend this reasoning to situations where it is necessary to re-express both fractions in terms of a new denominator.
Students in kindergarten, grade 1, and grade 2 focus on three major aspects of geometry. Students build understandings of shapes and their properties, becoming able to do and discuss increasingly elaborate compositions, decompositions, and iterations of the two, as well as spatial structures and relations. In
grade 2, students begin the formal study of measure, learning to use units of length and use and understand rulers. Measurement of angles and parallelism are a focus in grades 3, 4, and 5. At grade 3, students begin to consider relationships of shape categories, considering two levels of subcategories (e.g., rectangles are parallelograms and squares are rectangles). They complete this categorization in grade 5 with all necessary levels of categories and with the understanding that any property of a category also applies to all shapes
in any of its subcategories. They understand that some categories overlap (e.g., not all parallelograms are rectangles) and some are disjoint (e.g., no square is a triangle), and they connect these with their understanding of categories and subcategories. Spatial structuring for two- and three-dimensional regions is used to understand what it means to measure area and volume of the simplest shapes in those dimensions: rectangles at grade 3 and right rectangular prisms at grade 5.
Measurement and Data
As students work with data in grades K-5, they strengthen and apply what they are learning in arithmetic. Kindergarten work with data involves counting and order relations. First- and second-graders solve addition and subtraction problems in a data context. In grades 3–5, work with data is closely related to the number line, fraction concepts, fraction arithmetic, and solving problems that involve the four operations. In geometric measurement, second graders learn to measure length with a variety of tools, such as rulers, meter sticks, and measuring tapes. Second graders also learn the concept of the inverse relationship between the size of the unit of length and the number of units required to cover a specific length or distance. Third graders focus on solving real-world and mathematical problems involving perimeters of polygons. Students in grade 3 learn to solve a variety of problems involving measurement and such attributes as length and area, liquid volume, mass, and time. In grade 4, students build on competencies in measurement and in understanding units that they have developed in number, geometry, and geometric measurement. Students also combine competencies from different domains as they solve measurement problems using all four arithmetic operations, addition, subtraction, multiplication, and division. In grade 5, students extend their abilities from grade 4 to express measurements in larger or smaller units within a measurement system. Grade 5 students also learn and use such conversions in solving multi-step, real world problems.
Mathematicians in fifth through eighth grade focus on units specific to course placement in addition to the mathematical practices. Materials used for math instruction for fifth through eighth grade are based upon the unit math targets.
Students working with the grades 6-8 learning targets in Grades 6-8 Math focus on the following general domains: Ratio and Proportional Relationships; the Number System; Expressions and Equations; Geometry; and, Statistics and Probability. Grades 7 and 8 Algebra content and units include the Number System; Expressions and Equations; Geometry; Statistics and Probability as well as an introduction to Functions. The general descriptions about these domains are described below. Grade 8 Geometry content and units include Circles; Congruence; Geometric Measurement and Dimension; Expressing Geometric Properties with Equations; Modeling with Geometry; and Similarity, Right Triangles, and Trigonometry.
Ratio and Proportional Relationships
The study of ratios and proportional relationships extends students’ work in measurement and in multiplication and division in the elementary grades. Students in grade 6 focus on understanding the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. They also build an understanding of the concept of a unit rate associated with a ratio and use rate language in the context of a ratio relationship.
In grade 7, students extend their reasoning about ratios and proportional relationships in several ways. Students use ratios in cases that involve pairs of rational number entries, and they compute associated unit rates. They identify these unit rates in representations of proportional relationships. They work with equations in two variables to represent and analyze proportional relationships. They also solve multi-step ratio and percent problems, such as problems involving percent increase and decrease.
The Number System
Within the grades 6-8 learning targets, students build on two important conceptions which have developed throughout K–5, in order to understand the rational numbers as a number system. The first is the representation of whole numbers and fractions as points on the number line, and the second is a firm understanding of the properties of operations on whole numbers and fractions. As grade 6 begins, students have a firm understanding of place value and the properties of operations. On this foundation they are ready to start using the properties of operations as tools of exploration, deploying them confidently to build new understandings of operations with fractions and negative numbers. They are also ready to complete their growing fluency with algorithms for the four operations. In grade 6 students learned to locate rational numbers on the number line; in grade 7 they extend their understanding of operations with fractions to operations with rational numbers. Students must rely increasingly on the properties of operations to build the necessary bridges from their previous understandings to situations where one or more of the numbers might be negative. In grade 7 students encountered infinitely repeating decimals, and in grade 8 they understand why this phenomenon occurs, a good exercise in expressing regularity in repeated reasoning. In addition, they glimpse the existence of irrational numbers.
Expressions and Equations
In grades 6-8, students start to use properties of operations to manipulate algebraic expressions and produce different but equivalent expressions for different purposes. This work builds on their extensive experience in K–5 working with the properties of operations in the context of operations with whole numbers, decimals and fractions. In grade 6 they begin to work systematically with algebraic expressions, and they start to incorporate whole number exponents into numerical expressions. In grade 7 students start to simplify general linear expressions with rational coefficients. Building on work in grade 6, where students used conventions about the order of operations to parse, and properties of operations to transform, simple expressions, students now encounter linear expressions with more operations and whose transformation may require an understanding of the rules for multiplying negative numbers. In grade 8 students add the properties of integer exponents to their repertoire of rules for transforming expressions. They prepare in grade 8 by starting to work systematically with the square root and cube root symbols. They begin to understand the idea of a function. Students in grade 8 also start to solve problems that lead to simultaneous equations.
Students working through the grade 6 learning targets work with problems involving areas and volumes to extend previous work and to provide a context for developing and using equations. Students’ competencies in shape composition and decomposition, especially with spatial structuring of rectangular arrays should be highly developed. These competencies form a foundation for understanding multiplication, formulas for area and volume, and the coordinate plane. Using the shape composition and decomposition skills acquired in earlier grades, students learn to develop area formulas for parallelograms, then triangles. They learn how to address three different cases for triangles: a height that is a side of a right angle, a height that “lies over the base” and a height that is outside the triangle.
Composition and decomposition of shapes are used throughout geometry from grade 6 to high school and beyond. Compositions and decompositions of regions continues to be important for solving a wide variety of area problems, including justifications of formulas and solving real world problems that involve complex shapes. Decompositions are often indicated in geometric diagrams by an auxiliary line, and using the strategy of drawing an auxiliary line to solve a problem are part of looking for and making use of structure. Recognizing the significance of an existing line in a figure is also part of looking for and making use of structure. This may involve identifying the length of an associated line segment, which in turn may rely on students’ abilities to identify relationships of line segments and angles in the figure. These abilities become more sophisticated as students gain more experience in geometry. In grade 7, this experience includes making scale drawings of geometric figures and solving problems involving angle measure, surface area, and volume.
Statistics and Probability
Through the grade 6 learning targets, students build on the knowledge and experiences in data analysis developed in earlier grades. Students working through the grade 7 standards move from concentrating on analysis of data to production of data, understanding that good answers to statistical questions depend upon a good plan for collecting data relevant to the questions of interest. The grade 8 mathematics standards have students apply their experience with the coordinate plane and linear functions in the study of association between two variables related to a question of interest.
Before they learn the term “function,” students begin to gain experience with functions in elementary grades. In kindergarten, they use patterns with numbers to learn particular additions and subtractions. A trickle of pattern standards in grades 4 and 5 continues the preparation for functions where a rule is explicitly given. The grades 4–5 pattern standards expand to the domain of Ratios and Proportional Relationships in grades 6–7. In grade 6, as they work with collections of equivalent ratios, students gain experience with tables and graphs, and correspondences between them. In grade 7, students recognize and represent an important type of regularity in these numerical tables—the multiplicative relationship between each pair of values—by equations of the form y = cx , identifying c as the constant of proportionality in equations and other representations. The notion of a function is formally introduced in Grade 8 Math. Linear functions are a major focus, but students are also expected to give examples of functions that are not linear.
Grades 7 and 8 Algebra is a combination of domains of the Grade 8 Algebra content and High School domains, and these include the following: Geometry; Statistics & Probability; Seeing Structure in Expressions; Creating Equations; Reasoning with Equations & Inequalities; Building Functions; Interpreting Functions; Quantities; Interpreting Categorical & Quantitative Data; Linear, Quadratic, & Exponential Models; Arithmetic with Polynomials & Rational Expressions; and, the Real Number System.
Grade 8 Geometry is a combination of the following High School domains: Circles; Congruence; Geometric Measurement and Dimension; Expressing Geometric Properties with Equations; Modeling with Geometry; and Similarity, Right Triangles, and Trigonometry. The Geometry sequence is currently being developed, and the resources used for the program are aligned with the Grant High School Geometry course.
The Illinois Learning Standards are correlated with the Common Core State Standards: Common Core State Standards. District 37's learning targets are aligned with the Illinois Learning Standards.
The Math Proficiency maps below show the math standards and learning target sequences for each course. Assessments are aligned to these proficiency maps.