Review of pathways problems, understanding the randBin() command on the TI-83 calculator and introduction to the Fundamental Principle of Counting and permutations.
This document contains 15 probability and counting problems involving scenarios like choosing meal combinations, generating random numbers, arranging letters, and determining routes. It asks the reader to find theoretical probabilities, count outcomes, and calculate the number of possibilities that satisfy given constraints.
This document presents a simple method for multiplying any four-digit number by 11 within 5 seconds. The method involves separating the first and last digits, adding adjacent digits in between, and placing the sums in the blanks while carrying digits. An example is shown for 6789 x 11, where 6 + 7 = 13, 7 + 8 = 15, and 8 + 9 = 17 are placed in the blanks with carrying. The result is obtained as 74679 within the specified time frame. Practice on paper is recommended before using this Vedic math trick.
This document provides study tips and strategies for mathematics. Some key tips include reading math problems completely before solving, drawing diagrams when possible, focusing on what is known rather than unknown, and seeking help if needed. Formulas are also provided for remembering unit conversions and multiplication strategies like breaking numbers into place values or using properties of even/odd numbers. Memory tools like mnemonics and phrases are suggested to recall important math concepts and formulas.
Here are two word problems with different levels of difficulty and how I would use metacognition to teach them:
Level 1 (Compare, compared quantity unknown):
- Mary has some apples. Joseph has 8 more apples than Mary. How many apples does Joseph have?
- I would have students identify the known (Mary has some apples) and unknown (how many apples Joseph has) quantities (Declarative Knowledge). Then have them derive the equation to represent the problem (Procedural Knowledge) and solve for the unknown. Finally, have them check their work (Monitoring).
Level 2 (Change, starting set and results set unknown):
- Sam originally had some oranges. He gave 4 oranges to Joseph. Now
Math Investigation "Be There or Be Square"Michael Chan
This document summarizes a math investigation conducted by four students. They used the RUCSAC method to solve the problem, which involved reading the question, understanding it, choosing a method (thinking), solving it by looking at the question and thinking, and answering it by taking the odd factors out of the provided numbers. They checked each other's work and listed the odd factors from 1 to 25 as the answer.
Mathemagic is inspired from Vedic Mathematics and Smart Maths to develope a passion for quantitative section of various entrance exams especially for those who belongs to non mathematic streams.
This document discusses counting principles and examples of counting problems:
1) It introduces the fundamental principle of counting - if there are M ways to do the first thing and N ways to do the second thing, then there are M x N ways to do both.
2) Examples include counting shirt and tie combinations by multiplying number of shirts by number of ties, and counting meal deal combinations by multiplying main courses by drinks.
3) Counting problems include finding the number of 4-digit numbers allowing/not allowing repetition, even 4-digit numbers without repetition, telephone numbers with 4 digits, and arrangements of the letters in FERMAT.
Combinations refer to arrangements of objects where order does not matter. Permutations refer to arrangements where order is important. The document provides examples of calculating combinations using the "choose" formula on a calculator to find the number of arrangements of objects from a larger set based on the number of objects arranged and the total number of objects. It also discusses using experiments with coins to simulate probability and calculating theoretical probabilities.
This document contains 15 probability and counting problems involving scenarios like choosing meal combinations, generating random numbers, arranging letters, and determining routes. It asks the reader to find theoretical probabilities, count outcomes, and calculate the number of possibilities that satisfy given constraints.
This document presents a simple method for multiplying any four-digit number by 11 within 5 seconds. The method involves separating the first and last digits, adding adjacent digits in between, and placing the sums in the blanks while carrying digits. An example is shown for 6789 x 11, where 6 + 7 = 13, 7 + 8 = 15, and 8 + 9 = 17 are placed in the blanks with carrying. The result is obtained as 74679 within the specified time frame. Practice on paper is recommended before using this Vedic math trick.
This document provides study tips and strategies for mathematics. Some key tips include reading math problems completely before solving, drawing diagrams when possible, focusing on what is known rather than unknown, and seeking help if needed. Formulas are also provided for remembering unit conversions and multiplication strategies like breaking numbers into place values or using properties of even/odd numbers. Memory tools like mnemonics and phrases are suggested to recall important math concepts and formulas.
Here are two word problems with different levels of difficulty and how I would use metacognition to teach them:
Level 1 (Compare, compared quantity unknown):
- Mary has some apples. Joseph has 8 more apples than Mary. How many apples does Joseph have?
- I would have students identify the known (Mary has some apples) and unknown (how many apples Joseph has) quantities (Declarative Knowledge). Then have them derive the equation to represent the problem (Procedural Knowledge) and solve for the unknown. Finally, have them check their work (Monitoring).
Level 2 (Change, starting set and results set unknown):
- Sam originally had some oranges. He gave 4 oranges to Joseph. Now
Math Investigation "Be There or Be Square"Michael Chan
This document summarizes a math investigation conducted by four students. They used the RUCSAC method to solve the problem, which involved reading the question, understanding it, choosing a method (thinking), solving it by looking at the question and thinking, and answering it by taking the odd factors out of the provided numbers. They checked each other's work and listed the odd factors from 1 to 25 as the answer.
Mathemagic is inspired from Vedic Mathematics and Smart Maths to develope a passion for quantitative section of various entrance exams especially for those who belongs to non mathematic streams.
This document discusses counting principles and examples of counting problems:
1) It introduces the fundamental principle of counting - if there are M ways to do the first thing and N ways to do the second thing, then there are M x N ways to do both.
2) Examples include counting shirt and tie combinations by multiplying number of shirts by number of ties, and counting meal deal combinations by multiplying main courses by drinks.
3) Counting problems include finding the number of 4-digit numbers allowing/not allowing repetition, even 4-digit numbers without repetition, telephone numbers with 4 digits, and arrangements of the letters in FERMAT.
Combinations refer to arrangements of objects where order does not matter. Permutations refer to arrangements where order is important. The document provides examples of calculating combinations using the "choose" formula on a calculator to find the number of arrangements of objects from a larger set based on the number of objects arranged and the total number of objects. It also discusses using experiments with coins to simulate probability and calculating theoretical probabilities.
The document discusses probability concepts like independent and dependent probability, combinations, and theoretical probability. It provides examples of counting problems and probability calculations, such as finding the number of ways a group can be arranged and the probability of scoring a certain percentage on a true/false test by guessing answers. It also demonstrates using combinations and the binomial formula to calculate probabilities.
The document discusses experimental and theoretical probability. Experimental probability is determined by repeated testing and observing results, calculated as the number of times an event occurred divided by the total number of tests. Theoretical probability is calculated under ideal circumstances based on possible outcomes. For a family with 3 children, the theoretical probability of having 2 girls can be calculated as the number of ways to have 2 girls (3 combinations) divided by the total possible outcomes (8 combinations). An example is also given of simulating a binomial experiment using a calculator to determine the probability of getting exactly 2 heads when flipping 3 coins 40 times.
The document discusses experimental and theoretical probability. It provides an example of calculating the theoretical probability of having 2 girls in a family with 3 children. The theoretical probability is calculated as 1/4 or 25% since there are 4 possible combinations (BBB, BBG, GBB, BGG) and only 1 of those combinations results in 2 girls.
The document discusses homework assignments involving using experiments and simulations to determine probabilities. The first assignment involves simulating a 6 question multiple choice test by guessing answers. The second asks to simulate a 10 question true/false test using coins to find the probability of scoring at least 70% by guessing. The third asks to find the probability of flipping 3 pennies and getting at least 1 head. Guidance is provided on using the calculator's randBin function and the Random.org website to perform the simulations.
The document discusses simulations that can be used to determine probabilities of random events. It provides examples of using tools like coins, dice, and random number generators with specific rules to simulate probabilities. It also gives directions to design simulations for scenarios involving the chances of rain in Spain, admissions at Hershey Park, family sizes, and students with pets.
The document discusses probability concepts like permutations of arrangements, binomial probability, and experimental vs. theoretical probability. It provides examples of finding the number of arrangements of letters in words and the probability of certain outcomes when flipping coins or choosing routes from school to home. It asks the reader to design a coin flipping experiment to simulate a true/false test and calculate the probability of getting exactly or at least 7 questions correct out of 10 guesses.
Subway and Starbucks advertise over 10,000 combinations of ways to customize sandwiches and drinks due to the many condiment and serving options. Companies can calculate combinations using (1) tree diagrams to show all outcomes or (2) the fundamental counting principle of multiplying the number of options at each choice point. Tree diagrams specifically show individual outcomes while the counting principle gives the total number of outcomes. Examples demonstrate using each method to find combinations in probability problems.
The Counting Principle and the counting principle.pptRodelLaman1
The document discusses two methods for counting outcomes: tree diagrams and the fundamental counting principle. Tree diagrams show all possible outcomes of an experiment visually, while the fundamental counting principle uses multiplication to calculate the total number of possible outcomes. The document provides examples of when to use each method - tree diagrams are best for counting specific outcomes, while the fundamental counting principle counts total outcomes.
The document discusses counting techniques and probability. It introduces fundamental counting principles like the multiplication principle and tree diagrams to list and count outcomes of compound events. Examples include counting the possible tour schedules for a concert in 3 cities (6 outcomes) and food-sauce combinations at a stall selling 3 foods and 3 sauces (9 outcomes). It also explains how to use a tree diagram to count the 8 possible outcomes of tossing a coin 3 times.
12.1 fundamental counting principle and permutationshisema01
This document contains examples of counting principles and permutations. It introduces the fundamental counting principle, which states that to count the number of possible outcomes when choosing from multiple groups, you multiply the number of options in each group. It also defines permutations as ordered arrangements and explains that the number of permutations of n distinct objects is n factorial.
This document discusses the fundamental counting principle and provides examples of how to use it to calculate the number of possible outcomes in various situations. It begins by defining anagrams and providing examples. It then presents two situations to count outcomes: choosing outfits from different clothing items and menu options at a restaurant. The document explains how to use tree diagrams or tables to count outcomes but that the fundamental counting principle is more efficient. It provides examples counting color and size combinations of shirts, possible ice cream sundaes, and school lunch options. Finally, it gives practice problems and homework assignments applying the fundamental counting principle.
Review: experimental vrs. theoretical probability, designing simulations, using the randBin() command on the TI-83, calculating theoretical probabilities using "and" and "or".
Here are the answers to the probability questions about rolling a standard 6-sided die written on a single sheet of paper:
The faces of a cube are labelled 1, 2, 3, 4, 5, and 6. The cube is rolled once.
- What is the probability that the number on the top of the cube will be odd?
Favourable outcomes: 1, 3, 5
Probability = 3/6 = 1/2
- What is the probability that the number on the top of the cube will be greater than 5?
Favourable outcomes: 6
Probability = 1/6
- What is the probability that the number on the top of the cube will be a multiple
This document discusses statistics and probability concepts such as the fundamental counting principle, permutations, combinations, theoretical probability, and experimental probability. It provides examples of how to use these concepts to calculate the number of possible outcomes in probability experiments and real-world scenarios. For instance, it shows how to use permutations and combinations to determine the number of ways a student government can select officers from a group of people or how many combinations there are to draw a set of cubes from a bag. It also demonstrates calculating theoretical probabilities, such as the likelihood of rolling certain numbers on dice, and experimental probabilities based on data from trials.
The document discusses key concepts in probability, including tree diagrams, sample spaces, theoretical and experimental probability, and ratios and rates. It provides examples of how to use tree diagrams to calculate probabilities of outcomes from multiple choices. It also gives examples of calculating greatest common factors, least common multiples, and solving ratio and rate problems. Interactive questions and explanations are included throughout to illustrate the concepts.
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Elementary Statistics Practice Test 2
Chapter 4: Probability
This document discusses methods for counting outcomes of probability experiments:
(1) Tree diagrams can be used to visually represent and count all possible outcomes.
(2) The Fundamental Counting Principle uses multiplication to calculate the total number of outcomes based on the number of possibilities in each part of an experiment.
Examples demonstrate how to apply these methods to problems involving combinations of options, such as clothing choices. Tree diagrams are best for directly showing outcomes, while the counting principle provides a formulaic approach.
This document provides lesson notes on calculating experimental probability. It defines key probability terms like probability, odds, and sample space. It includes examples of calculating probabilities of events occurring based on known sample spaces and probabilities from past events. Practice problems are provided to calculate probabilities of outcomes from coin flips, dice rolls, basketball games, and sandwich orders.
This document provides examples of counting problems and introduces fundamental counting principles like the multiplication principle and permutations. It explains how to calculate the number of possible outcomes for scenarios like making sandwiches, creating criminal identification profiles, forming school committees, generating license plates, and arranging letters and objects in different orders. Formulas for permutations with and without repetition are presented along with worked examples of applying these concepts.
This document discusses binomial experiments and probability. It provides instructions on how to simulate binomial experiments using a TI-83 calculator or the Random.org website. It includes examples of using coins to simulate a true/false test and a multiple choice test. It also mentions Pascal's triangle and different patterns that can be found within it.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
The document discusses probability concepts like independent and dependent probability, combinations, and theoretical probability. It provides examples of counting problems and probability calculations, such as finding the number of ways a group can be arranged and the probability of scoring a certain percentage on a true/false test by guessing answers. It also demonstrates using combinations and the binomial formula to calculate probabilities.
The document discusses experimental and theoretical probability. Experimental probability is determined by repeated testing and observing results, calculated as the number of times an event occurred divided by the total number of tests. Theoretical probability is calculated under ideal circumstances based on possible outcomes. For a family with 3 children, the theoretical probability of having 2 girls can be calculated as the number of ways to have 2 girls (3 combinations) divided by the total possible outcomes (8 combinations). An example is also given of simulating a binomial experiment using a calculator to determine the probability of getting exactly 2 heads when flipping 3 coins 40 times.
The document discusses experimental and theoretical probability. It provides an example of calculating the theoretical probability of having 2 girls in a family with 3 children. The theoretical probability is calculated as 1/4 or 25% since there are 4 possible combinations (BBB, BBG, GBB, BGG) and only 1 of those combinations results in 2 girls.
The document discusses homework assignments involving using experiments and simulations to determine probabilities. The first assignment involves simulating a 6 question multiple choice test by guessing answers. The second asks to simulate a 10 question true/false test using coins to find the probability of scoring at least 70% by guessing. The third asks to find the probability of flipping 3 pennies and getting at least 1 head. Guidance is provided on using the calculator's randBin function and the Random.org website to perform the simulations.
The document discusses simulations that can be used to determine probabilities of random events. It provides examples of using tools like coins, dice, and random number generators with specific rules to simulate probabilities. It also gives directions to design simulations for scenarios involving the chances of rain in Spain, admissions at Hershey Park, family sizes, and students with pets.
The document discusses probability concepts like permutations of arrangements, binomial probability, and experimental vs. theoretical probability. It provides examples of finding the number of arrangements of letters in words and the probability of certain outcomes when flipping coins or choosing routes from school to home. It asks the reader to design a coin flipping experiment to simulate a true/false test and calculate the probability of getting exactly or at least 7 questions correct out of 10 guesses.
Subway and Starbucks advertise over 10,000 combinations of ways to customize sandwiches and drinks due to the many condiment and serving options. Companies can calculate combinations using (1) tree diagrams to show all outcomes or (2) the fundamental counting principle of multiplying the number of options at each choice point. Tree diagrams specifically show individual outcomes while the counting principle gives the total number of outcomes. Examples demonstrate using each method to find combinations in probability problems.
The Counting Principle and the counting principle.pptRodelLaman1
The document discusses two methods for counting outcomes: tree diagrams and the fundamental counting principle. Tree diagrams show all possible outcomes of an experiment visually, while the fundamental counting principle uses multiplication to calculate the total number of possible outcomes. The document provides examples of when to use each method - tree diagrams are best for counting specific outcomes, while the fundamental counting principle counts total outcomes.
The document discusses counting techniques and probability. It introduces fundamental counting principles like the multiplication principle and tree diagrams to list and count outcomes of compound events. Examples include counting the possible tour schedules for a concert in 3 cities (6 outcomes) and food-sauce combinations at a stall selling 3 foods and 3 sauces (9 outcomes). It also explains how to use a tree diagram to count the 8 possible outcomes of tossing a coin 3 times.
12.1 fundamental counting principle and permutationshisema01
This document contains examples of counting principles and permutations. It introduces the fundamental counting principle, which states that to count the number of possible outcomes when choosing from multiple groups, you multiply the number of options in each group. It also defines permutations as ordered arrangements and explains that the number of permutations of n distinct objects is n factorial.
This document discusses the fundamental counting principle and provides examples of how to use it to calculate the number of possible outcomes in various situations. It begins by defining anagrams and providing examples. It then presents two situations to count outcomes: choosing outfits from different clothing items and menu options at a restaurant. The document explains how to use tree diagrams or tables to count outcomes but that the fundamental counting principle is more efficient. It provides examples counting color and size combinations of shirts, possible ice cream sundaes, and school lunch options. Finally, it gives practice problems and homework assignments applying the fundamental counting principle.
Review: experimental vrs. theoretical probability, designing simulations, using the randBin() command on the TI-83, calculating theoretical probabilities using "and" and "or".
Here are the answers to the probability questions about rolling a standard 6-sided die written on a single sheet of paper:
The faces of a cube are labelled 1, 2, 3, 4, 5, and 6. The cube is rolled once.
- What is the probability that the number on the top of the cube will be odd?
Favourable outcomes: 1, 3, 5
Probability = 3/6 = 1/2
- What is the probability that the number on the top of the cube will be greater than 5?
Favourable outcomes: 6
Probability = 1/6
- What is the probability that the number on the top of the cube will be a multiple
This document discusses statistics and probability concepts such as the fundamental counting principle, permutations, combinations, theoretical probability, and experimental probability. It provides examples of how to use these concepts to calculate the number of possible outcomes in probability experiments and real-world scenarios. For instance, it shows how to use permutations and combinations to determine the number of ways a student government can select officers from a group of people or how many combinations there are to draw a set of cubes from a bag. It also demonstrates calculating theoretical probabilities, such as the likelihood of rolling certain numbers on dice, and experimental probabilities based on data from trials.
The document discusses key concepts in probability, including tree diagrams, sample spaces, theoretical and experimental probability, and ratios and rates. It provides examples of how to use tree diagrams to calculate probabilities of outcomes from multiple choices. It also gives examples of calculating greatest common factors, least common multiples, and solving ratio and rate problems. Interactive questions and explanations are included throughout to illustrate the concepts.
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Elementary Statistics Practice Test 2
Chapter 4: Probability
This document discusses methods for counting outcomes of probability experiments:
(1) Tree diagrams can be used to visually represent and count all possible outcomes.
(2) The Fundamental Counting Principle uses multiplication to calculate the total number of outcomes based on the number of possibilities in each part of an experiment.
Examples demonstrate how to apply these methods to problems involving combinations of options, such as clothing choices. Tree diagrams are best for directly showing outcomes, while the counting principle provides a formulaic approach.
This document provides lesson notes on calculating experimental probability. It defines key probability terms like probability, odds, and sample space. It includes examples of calculating probabilities of events occurring based on known sample spaces and probabilities from past events. Practice problems are provided to calculate probabilities of outcomes from coin flips, dice rolls, basketball games, and sandwich orders.
This document provides examples of counting problems and introduces fundamental counting principles like the multiplication principle and permutations. It explains how to calculate the number of possible outcomes for scenarios like making sandwiches, creating criminal identification profiles, forming school committees, generating license plates, and arranging letters and objects in different orders. Formulas for permutations with and without repetition are presented along with worked examples of applying these concepts.
This document discusses binomial experiments and probability. It provides instructions on how to simulate binomial experiments using a TI-83 calculator or the Random.org website. It includes examples of using coins to simulate a true/false test and a multiple choice test. It also mentions Pascal's triangle and different patterns that can be found within it.
Similar to Applied Math 40S February 27, 2008 (20)
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The document is a presentation about digital citizenship given by Darren Kuropatwa at the Building Learning Communities Conference in Boston, MA in July 2017. It discusses the importance of digital citizenship and responding to adversity with persistent kindness. It provides examples of digital citizenship issues and scenarios for discussion. It encourages participants to think about their own digital footprint and how to be good digital citizens.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
This document appears to be a presentation about digital learning and storytelling. It discusses shifting from compliance to care, private to public learning, and consumer to participatory models. It addresses what digital storytellers look like and principles of learning including starting where students are, learning being done by and for students, students talking about learning, having learning targets, and feedback. It encourages generosity, sharing tales of learning, and giving the gifts of footprints.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains a collection of images, quotes, and short passages on topics related to online communities, sharing, and empowerment through technology. The snippets discuss how the internet allows information to be easily shared, encourages learning, and can help empower victims of bullying. The overarching theme is about the positive impact community and connection through online platforms can provide.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
The Department of Veteran Affairs (VA) invited Taylor Paschal, Knowledge & Information Management Consultant at Enterprise Knowledge, to speak at a Knowledge Management Lunch and Learn hosted on June 12, 2024. All Office of Administration staff were invited to attend and received professional development credit for participating in the voluntary event.
The objectives of the Lunch and Learn presentation were to:
- Review what KM ‘is’ and ‘isn’t’
- Understand the value of KM and the benefits of engaging
- Define and reflect on your “what’s in it for me?”
- Share actionable ways you can participate in Knowledge - - Capture & Transfer
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Discover top-tier mobile app development services, offering innovative solutions for iOS and Android. Enhance your business with custom, user-friendly mobile applications.
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
2. HOMEWORK
A water main broke in our
neighborhood today. My kids
want to get to the park to play as
quickly as they can so we only
walk South or East. How many
different quot;shortest pathsquot; are there
from our house to the park
walking on the sidewalks along
the streets?
3. HOMEWORK
The diagram below shows a game of chance where a ball is dropped as indicated,
and eventually comes to rest in one of the four locations labelled A, B, C, or D.
The ball is equally likely to go left or right each time it strikes a triangle. We
want to determine the theoretical probability of a ball landing in any one of these
four locations. To do this, we need to know the total number of paths the ball can
take, and also the number of paths to each location.
4. HOMEWORK How many ways can the word
quot;MATHEMATICSquot; appear in the
following array if you must spell
the word in proper order?
5. Design an experiment using coins to simulate a 10
question true/false test. What is the experimental
probability of scoring at least 70% on the test if
you guess each answer?
randBin(# of trials, probability of success, # of experiments)
How would you use your calculator to answer this question?
On the calculator ...
Press: [MATH]
[<] (Prb)
[7] (randBin)
How would you use Random.org to answer this question?
http://www.random.org/
9. The cafeteria special for lunch offers a choice between two main courses
(hamburgers or chicken burgers) and three different drinks. The quot;meal dealquot;
allows you to pick one of each. How many different quot;meal dealsquot; are they
offering?
What if they offer to throw a choice of fries, spicy fries or plain chips. How
many quot;meal dealsquot; are they offering now?
10. The Fundamental Principal of Counting
If there are M ways to do a first thing and N ways to do a second thing then there
are M x N ways to do both things.
Example: Any one of 4 ties can be matched with any one of 3 shirts,
How many shirt and tie combinations are possible?
What if there are also 2 different pairs of pants that can be matched with
all the shirts and ties, how many different quot;outfitsquot; are possible now?
11. Now you try ...
How many four-digit numbers are there if the same digit cannot be used twice?
How many four-digit numbers are there if the same digit can be repeated?
12. How many four-digit even numbers are there if the same digit cannot be used twice?
13. HOMEWORK
(a) The last part of your telephone number contains four digits. How
many such four-digit numbers are there?
b) How many such four-digit numbers are there if the same digit
cannot be used twice?
c) How many four-digit numbers begin with a 2 ,4 or 0 if the same
digit cannot be used twice?