Learners solve two sample problems for a numerical reasoning assessment.

In this fourth part in a series, learners follow the steps of the “mathemagician” to examine three numerical curiosities: Be a Psychic by Predicting Birthdays, Predict a Card with Mind Reading, and Predict the Three Die Values Your Opponent Has Rolled. Learners will also study palindromic numbers and look at two alphametric puzzles.

In part 2 of this series, learners follow the steps of the “mathemagician” to examine these numerical curiosities: The 189 Challenge; An Armstrong Number: What’s Special About 153? Is 495 Different or Indifferent? Is 6174 Different or Indifferent? It is always 618, and Beginning and Ending the Same.

In this interactive object, learners read how to arrange numerical data manually by using ascending or descending order. They also practice arranging the data using a spreadsheet.

In this interactive object, part 3 in a series, learners follow the steps of the “mathemagician” to examine four numerical curiosities: What’s Special About 1089, Perfect Squares: 1089 and 9801, The Mathematical Significance of 1776, and The Calculator Number Game. The learner will also study six number patterns and look at one remarkable table. Immediate feedback is provided.

Students examine an Excel spreadsheet to determine range, class, and width.

Students follow step-by-step directions for entering data into a spreadsheet and reporting the results.

In this interactive object, learners read the definitions of terms associated with the construction of a grouped frequency distribution. A brief quiz completes the activity.

Learners follow steps to establish the lower and upper limits in a spreadsheet.

Learners follow the steps required to construct an ungrouped frequency distribution using either manual methods or a spreadsheet.

In this interactive object, students read about organizing data in a tabular form. A brief quiz completes the activity. This is the first in a series of six learning objects.

Learners follow steps to establish class boundaries and tally the data using a spreadsheet.

In this learning activity you'll examine the terms associated with a grouped frequency distribution and follows the steps to construct a grouped frequency distribution using manual methods.

In this animated learning object, users study the factors that affect a pipe’s fluid flow and how those factors pertain to a numerical value (the Reynolds Number).

Learners examine how a force may be considered to act at any point along its line of action as long as the magnitude and direction of the force remain unchanged. Numerical verification is provided.

In this interactive object, learners apply their knowledge of the Association of Records Managers and Administrators (ARMA) filing rules by organizing and filing records alphabetically, numerically, and by subject.