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42 is a pronic number, [1] an abundant number [2] as well as a highly abundant number, [3] a practical number, [4] an admirable number, [5] and a Catalan number. [6]The 42-sided tetracontadigon is the largest such regular polygon that can only tile a vertex alongside other regular polygons, without tiling the plane.
Updated July 14, 2016 at 10:42 PM Kid Gives Best Response For Simple Math Problem Sometimes the way kids respond to math tests are incredibly funny and even smarter than the answers their teachers ...
Math is not everyone’s favorite, understandably. Hours of math homework and difficult equations can make anyone sour on the subject. But when math problems are outside of a school setting, there ...
The 42 puzzle orthorectified (1), and the number 42 hidden as binary (2), Hindu-Arabic numerals (3) and Roman numerals (4) The 42 Puzzle is a game devised by Douglas Adams in 1994 for the United States series of The Hitchhiker's Guide to the Galaxy books. The puzzle is an illustration consisting of 42 multi-coloured balls, in 7 columns and 6 rows.
[42] If the student is pursuing the Advanced Regents Diploma, they also may qualify for the following honors: A student who earns scores of 85 or higher on all of the required mathematics Regents Examinations is eligible for an annotation on their diploma that states that the student has mastery in mathematics. [43]
The official logo of the TAKS test. Mainly based on the TAAS test's logo. The Texas Assessment of Knowledge and Skills (TAKS) was the fourth Texas state standardized test previously used in grade 3-8 and grade 9-11 to assess students' attainment of reading, writing, math, science, and social studies skills required under Texas education standards. [1]
The scaled score was the only score reported to either students or colleges, and ranged from 200 to 800, with 800 being the best possible score. The standard deviation of the test scores in 2006 was 105. [10] 15 percent of the 2012 college-bound seniors taking the test received a perfect score of 800. [11]
Multiple choice questions lend themselves to the development of objective assessment items, but without author training, questions can be subjective in nature. Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results. [8]