|
Education
Web
Even/Odd Math Dribble
See what number they reached. Time them again and see if they reached a higher number Teaching Suggestions: Post a number line somewhere in gym for the visual students. This would help with students that need it. You could designate odd one color and even...
 Math for Poets and Drummers
? Pingala’s indexing process reverses the algorithm he developed for Problem 2. The index of the pattern of all long syllables is one. For any other pattern, start with the first short syllable from the right. The instruction is simply “multiply by two” (in ord...
1
0
? Pingala’s indexing process reverses the algorithm he developed for Problem 2. The index of the pattern of all long syllables is one. For any other pattern, start with the first short syllable from the right. The instruction is simply “multiply by two” (in order for the algorithm to work, the starting number must be one). If the next syllable on the left is , again multiply the resulting number by two; otherwise, multiply it by two and subtract one. Repeat this process until the leftmost character is reached. This
7
0
http://www.sju.edu/~rhall/mathforpoets.pdf#page=7
www.sju.edu/~rhall/mathforpoets.pdf#page=7
? Pingala’s indexing process reverses the <span class="highlight">algorithm</span> he developed <span class="highlight">for</span> Problem 2. The index of the pattern of all long syllables is one. <span class="highlight">For</span> any other pattern, start with the first short syllable from the right. The instruction is simply “multiply by two” (in order <span class="highlight">for</span> the <span class="highlight">algorithm</span> to work, the starting number must be one). If the next syllable <span class="highlight">on</span> the left is , again multiply the resulting number by two; otherwise, multiply it by two <span class="highlight">and</span> subtract one. Repeat this process until the leftmost character is reached. This
9
0
http://www.sju.edu/~rhall/mathforpoets.pdf#page=9
www.sju.edu/~rhall/mathforpoets.pdf#page=9
8Problem 4: counting patterns of n syllables. The fourth problem both Pingala <span class="highlight">and</span> Bhatt tackled involves counting the possible poetic meters of <span class="highlight">a</span> fixed number of syllables [1]. In other words, they wrote procedures to evaluate 2n. Bhatt gives two algorithms [5]. The first is based <span class="highlight">on</span> his solution to the index-finding problem. He observes that the index of the pattern of n short syllables is 2n. Using his <span class="highlight">algorithm</span>, this equals one plus the sum of the positional value of each syllable; in other words, 2n
Russel Brown - Adobe Photoshop
and Contact Sheet in CS4? In CS4 some hard calls were made to retired a number of features. Some of these can be added back into CS4 (see Mac and Windows downloads) while others are gone for good. More information... PC user alert! PC users please note that you ca...
Hunting Virtual Moths, Blue Jays Offer Eye on Evolution
Bond explained. It has been hypothesized since the 1950s that moths with more common wing patterns and coloring will be recognized and preyed on more frequently. This gives moths with rarer wing patterns a survival advantage so they can breed and increase their nu...
Multiplying a fraction and a whole number
Fractions Help Home | Fractions menu | Contest Step 1: Change the whole number to a fraction. This is really easy. The number 2 is the fraction 2/1. The number 400 is the fraction 400/1, and so on. Step 2: Multiply the two fractions. Example: 2/3 x 12 We can reduce 24/3...
Stanford Encyclopedia of Philosophy: constructive
computes an object b and shows that b is a real number; shows that x ≤ b for each x ∈ S; and given a real number b′ < b, computes an element x of S such that x > b′. If ƒ is a continuous real-valued mapping on the close...
A Course in Multicultural Mathematics
represented by terminating “decimals”? Which of the following bases do you prefer: 2, 4, 10, 12, 60, or something not on this list, and why? 5.4 Egyptian fractions and Number Theory Egyptians wrote every fraction as a sum of unit fractions (i.e. reciprocals of...
1
0
represented by terminating “decimals”? Which of the following bases do you prefer: 2, 4, 10, 12, 60, or something not on this list, and why? 5.4 Egyptian fractions and Number Theory Egyptians wrote every fraction as a sum of unit fractions (i.e. reciprocals of counting numbers) with different denominators (see section 2.3 for more explanation and examples). This series of questions explores some of the mathematics involved. 1. One way to write any fraction as a sum of unit fractions is the “greedy algorithm”: begin
9
0
http://www.sju.edu/~rhall/multi.pdf#page=9
www.sju.edu/~rhall/multi.pdf#page=9
represented by terminating “decimals”? Which of the following bases do you prefer: 2, 4, 10, 12, 60, or something not <span class="highlight">on</span> this list, <span class="highlight">and</span> why? 5.4 Egyptian fractions <span class="highlight">and</span> Number Theory Egyptians wrote every fraction as <span class="highlight">a</span> sum of unit fractions (i.e. reciprocals of counting numbers) with different denominators (see section 2.3 <span class="highlight">for</span> more explanation <span class="highlight">and</span> examples). This series of questions explores some of the mathematics involved. 1. One way to write any fraction as <span class="highlight">a</span> sum of unit fractions is the “greedy <span class="highlight">algorithm</span>”: begin
Going Green: The Promise of Supplier Environmental Management
13National Environmental Education & Training Foundation Introduction The evolution in environmental management from site- specific to global, and from compliance-driven to strategic is proceeding rapidly.As the number of firms pursuing sup- ply chain environmental management efforts grow...
1
0
13National Environmental Education & Training Foundation Introduction The evolution in environmental management from site- specific to global, and from compliance-driven to strategic is proceeding rapidly.As the number of firms pursuing sup- ply chain environmental management efforts grows, so too does the variety of SCEM programs and program elements. This chapter provides a conceptual framework for under- standing how various key factors, or characteristics, affect organizations’ decisions about the
14
0
http://www.neefusa.org/pdf/SupplyChainStudy.pdf#page=14
www.neefusa.org/pdf/SupplyChainStudy.pdf#page=14
13National Environmental Education & Training Foundation Introduction The evolution in environmental management from site- specific to global, <span class="highlight">and</span> from compliance-driven to strategic is proceeding rapidly.As the number of firms pursuing sup- ply chain environmental management efforts grows, so too does the variety of SCEM programs <span class="highlight">and</span> program elements. This chapter provides <span class="highlight">a</span> conceptual <span class="highlight">framework</span> <span class="highlight">for</span> under- standing how various key factors, or characteristics, affect organizations’ decisions about the
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value...
1
0
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
68
0
http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
67 Glossary Mathematics Curriculum <span class="highlight">Framework</span> Revised 2004 Arkansas Department of Education Glossary <span class="highlight">for</span> K-8 Mathematics <span class="highlight">Framework</span> Absolute value <span class="highlight">A</span> number's distance from zero <span class="highlight">on</span> <span class="highlight">a</span> number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° <span class="highlight">and</span> greater than 0° Addends Numbers that are being added in an addition
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
analyzing data, and they compute efficiently and accurately. They can support investigation by students in every area of mathematics, including geometry, statistics, algebra, measurement, and number. When technological tools are available, students can focus on decision...
1
0
analyzing data, and they compute efficiently and accurately. They can support investigation by students in every area of mathematics, including geometry, statistics, algebra, measurement, and number. When technological tools are available, students can focus on decision making, reflection, reasoning, and problem solving.” “Students can learn more mathematics more deeply with the appropriate use of technology. Technology should not be used as a replacement for basic understandings and intuitions; rather
15
0
http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=15
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
analyzing data, <span class="highlight">and</span> they compute efficiently <span class="highlight">and</span> accurately. They can support investigation by students in every area of mathematics, including geometry, statistics, algebra, measurement, <span class="highlight">and</span> number. When technological tools are available, students can focus <span class="highlight">on</span> decision making, reflection, reasoning, <span class="highlight">and</span> problem solving.” “Students can learn more mathematics more deeply with the appropriate use of technology. Technology should not be used as <span class="highlight">a</span> replacement <span class="highlight">for</span> basic understandings <span class="highlight">and</span> intuitions; rather
|
