Math Secrets Revealed

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There is nothing spectacular about KS1 and KS2 maths. Average child should be able to solve problems from the solutions. However, children are being stopped by even trying … How they have to solve a simple equation (a standard question from the test) if they have never been exposed to that ?!

Two years ago, I asked my son to do some solutions. He was not able to solve a large amount of them, even if they do not result in higher mathematics. He just was not even introduced to this type of questions. If you are expecting 9 years to resolve the issue yourself, you live in a dream land … Basic knowledge needs to be taught to children. They need to get homework every day, they need to practice math. What happened to equal opportunity for all? The children used to be prepared by the schools of their tests, without parents having to worry about it, without additional classes, teaching … what went wrong?

Mathematics nowadays is made up of a complex. I do not think any new routes add / subtract / multiply help but add to the confusion. It was enough to watch TV programs on improving standards of education in secondary schools using three colored cups (use red to stop the teacher when you do not understand something) to start to worry about your child. Who comes up with these ideas? They may work in schools, the elementary schools do not need anything more than more math lessons and parents interested in learning. If teachers do not receive parental support, they will not be able to achieve higher standards. Children need to spend more than 10 minutes to learn or go home. Nowadays pupils are not expected to compete, as it is bad for them, they just have to spend time in school to play most of the day (I’m speaking from experience my children |).

They return home frustrated, they learned nothing and they sit down to do some more math … with me.

I am sorry, but I believe in old-fashioned training and competition. Times board still has to learn by heart if you want to progress in mathematics, there is no way around it. Competition needs to be able to compare results and improve.

Let’s assume, the child is not thinking about GCSE in mathematics. He’s just going to get through the math to keep teachers happy. Then he begins to live his life without having any knowledge of the risk of interest rate, credit cards and loans. Citizen without basic ideas of what life is about. Why do you think we have so much crime? Because young people, frustrated (lack of knowledge), head for easy ways of getting money and goods … stealing, robbery, drugs. Plus the wrong example at home. Or no examples at all.

Schools became a free child-minding places. You copy the child of 9, record 3 and you only have a few hours when you have to spend time to do something for the children. for example, cook or wash their clothes. It’s not that having children is all about.

I do not expect parents to teach mathematics (even in elementary school), but I do not expect children who want to learn, to get an education from the school on the ground allow them to go to any college they want. If the school is unable to provide this education, what is the point of the school?

Even if your child does not plan to go to college, he would still benefit from a good understanding of basic mathematics. So will his secondary.

There is so much easier to blame, if you have a class students, who can follow the lesson … When I whistle blower?

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Teachers – formative – Informal assessment Content students’ knowledge in mathematics

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While there may be overlap between some types of formative and summative assessment, and while there are both informal and formal way to assess students in this article, I will first and foremost with suggestions for informal, formative assessment for math class, especially the first of the three categories suggested by Clarke & Wilson

  1. mathematics content knowledge of the student.
  2. mathematical process of the student, such as reasoning, communication, problem solving, and making connections.
  3. mathematical measure of the student, such as attitude, perseverance, trust and cooperation skills.

If you agree with the idea that words are signs for concepts, then you will want to use 1, 2, 3, 4, 5 concept shown below:

Mark expertise words by writing 1, 2, 3, 4, or 5 in front of the word. The numbers signify the following five statements:

  1. I’ve never seen the word / phrase.
  2. I’ve seen the word / phrase, but I do not know what it means.
  3. I know the word / phrase has something to do with …
  4. I think I know what it means in mathematics
  5. I know the word / phrase in one or more meaning, including the meaning of mathematics.

———— Unit 2: Taking Measures and Equations ————-

  • continuous
  • opposition
  • line
  • length of a segment
  • Ray
  • central angle of a circle
  • complementary angle
  • vertical angle
  • right triangle
  • solve equations
  • rational number
  • square
  • odd
  • scientific symbols
  • endpoint
  • midpoint
  • angle
  • right angle
  • additional angle
  • acute triangle
  • level
  • calculated equations
  • irrational number
  • perfect cube
  • absolute value
  • part
  • congruent part
  • vertex angle
  • straight angle
  • Congruent angles
  • obtuse triangle
  • solution
  • root
  • real number
  • cube root

I prefer to use this as both informal both before and after meals. At the beginning of a new unit or section (and again at the end), I give students sheet similar to the one shown above, with a vocabulary of terms for the unit reported. [The first time you use this idea, it is necessary to cross the five different stages of word knowledge, but students easily understand the idea that there are words that they have never heard of the words they know in several ways (and everything between these two).] It is important to pronounce the words that students read them and give their own level of knowledge of the word because there are words that students know when they hear but do not recognize when they see them. Then the chemicals expertise, all words that students rated as 4 or 5’s, asking them to write a best understanding of what the word means in mathematics. This is not used in the classroom but, as formative to give an idea of ​​student understanding of concepts before and after teaching unit.

another way to assess students’ content knowledge, gives students a piece of paper with 5 rows and four columns at the beginning of the week. Then, every day, whether students enter the class, or the closing of the day, four issues of the lesson or homework first day is given, and students come every problem (and solution) in four spaces for the day. The teacher can check this quickly or series Series stop them. This may be collected every day or at the end of the week, depending on the program teachers to use information in the evaluation.

The third proposal on the formative content knowledge is performance evaluation. All articles (and books) have been written about the next proposal formative mathematics content knowledge, but even though I can not quite explain it in the context of this article, I would be remiss not to mention the idea of ​​performance evaluation. Evaluation results are assessments “that students demonstrate in various ways their understanding of the subject or topic. These assessments are judged on predetermined criteria” (ASCD, 1996, p. 59). Baron (1990, 1990b and 1991) in Marzano and Kendall (1996) identified a number of characteristics of the project, including the following:

  • are based on the real situation
  • involve sustained work and often take several days combined in-class and out-of-class time
  • deal with big ideas and key concepts within the discipline
  • not present routine, open-ended, loosely structured problems that require students both to identify the problem and to build a strategy to solve it
  • students need to determine what data are necessary, collect data, report and show them, and report them to the sources error
  • necessary for students to use a variety of skills to gain information and communication strategy, data and conclusions (p. 93)

Start exploring various tools formative assessment with your students to determine the content knowledge in mathematics. You will learn a lot – and then be able to help your students learn more

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Perform like math genius!

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Are Math Genius?

Have you ever wanted to be a math genius like the television that can give you an answer to 65 square or 97 x 103 faster than you can say for some time? Many wish they could be more confident with math but do not really believe that they can succeed in mathematics, let alone perform as a mathematical genius.

Although there are many out there that are very, very good at math, there is also a ‘mathematical secret’ that many people who seem to like math geniuses use, and I would like to share it with you

secret is simple :. you and most of the people you know that have the ability to perform as a mathematical genius, but you may be lacking some very simple but very powerful ‘mathematical tools’ to people who are smart in math use all the time.

What are mathematical tools? Math tools are just ways of thinking about numbers. For example, did you know that there are actually many different ways to multiply the numbers? Yes there are more methods than just the normal way that most of us were taught in school, and some of these techniques are much more powerful and easier to use.

Do not believe me? It’s okay … it’s good to be skeptical. Let me give you an example of one of these methods.

A mathematical secrets for squaring numbers that end in 5

Suppose I asked you to find the answer to 85 square. It is 85 x 85 … not an easy feat to solve without using a calculator or pencil and paper … or is it? Let’s think about it:

5 x 5 equals 25, right? So we know the answer to 85 square ends in 25. So far so good – now, here comes the fun part

What is the number to the left of 5 !? Easy, it is 8. Add 1 to this number. 8 + 1 is equal to 9. Now take the original 8 and multiply it by 8 + 1. It is just a fancy way to say multiply 8 by 9

8 x 9 equals 72

Now take 72 and put it next to the 25 to get 7225. The answer to the 85 power is 7225 !!

This process works to find the answer to any square number ending in 5 and there are literally dozens of other tricks equally impressive and fun math and secrets to help you perform like a genius. When you know some of these little tricks you will find that even the seemingly formidable mathematical problems can become incredibly easy. Curious to find more tips and tricks for math? Check out this collection of useful tips and tricks => http://www.vancouvertutoringservice.com/mathresources.html

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Why do we have to learn math? Discover 6 good reasons

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Students often sit annoying questions of various types of teachers or parents. Often, these questions do not really matter at all, but more of a whining complaint supplied urge to spend time or sidetrack teachers lesson plans. Some of the spontaneous phone, off the cuff, answers can be: “Because I said so,” or; “Since we have a test tomorrow.” These words can slip out of our mouths, even if aware that these responses are inadequate. Sometimes, however, the question is legitimate. A question we may have even asked us every time. “Why do we have to learn math?” Below is a list of 6 good reasons to learn math. You can also project to give students to help them learn the reasons.

1. Simple math concepts build on itself. We need a simple mathematical concepts to work in more advanced mathematical concepts. Even if you get a job working with people, you will probably still need math. Advanced mathematics is needed for near infinite list of many popular activities such as:

  • Computer areas
  • Finance and banking
  • Plumber
  • Electrician
  • Mechanic
  • Sales
  • Fashion
  • Business Manager
  • Builder
  • (fill in the blank …)

Jobs for unskilled labor are becoming harder and harder to come by. Get a good job with a good salary depends on the specific skills that not everyone can offer. Math is one of those skills. Even if your job involves working mainly with people, it is very likely that you’ll still have to use math. Learn math and get the job of your dreams.

2. Mathematics is needed when you have to decide how to create the best arrangement for furniture, equipment for large groups of people in work or for special occasions at home. Simple math concepts such as multiplying factors and manipulating ratios make it easy to adjust the cooking recipes number of people you want to serve. Learn mathematics and make personal life work better.

3. Mathematics can help you create art. Not only will you want to get the right sizes and colors blends math is used in almost every aspect of art. The main universities offer a category called “Mathematics in art and architecture.” Technologies such as tiling, tessellation, perspective, pattern and symmetry are some of the terms used in the art that require the use of mathematics. Do yourself and your world more beautiful. Learn mathematics.

4. People will often try to make you believe something that is not true and can use mathematics seem to prove what they say. If you know how to check the math, you can steer clear of being a fool. Shady companies use mathematics to lie is the subject of a classic book, “How to lie with statistics” by the author Darrell Huff. Written 50 years ago, most of misleading math tricks described in the book are still in use regularly. Even if someone is not trying to fool you, it is possible that an error was made. For example: A laboratory test can show that a person has a certain disease. If mathematical errors were made in the analysis, the person may not have the disease at all. It is important to be able to understand all the information that comes to you with a claim of “mathematical proof.” Do not be fooled. Learn mathematics.

5. Mathematics is essential in personal financial matters and budgeting. In life, you can use math to plan how to budget your money. In time you may need to plan how the company will spend money. Learn mathematics and grow rich.

6. Learn math and problem solving is a mental exercise that improves overall thinking ability. It’s like exercise for the brain. Want to be better in every way? Learn mathematics.

It should be obvious that there are many more than 6 good reasons to learn math. The next time math student asks, “Why do we have to learn this” do this simple task: “Why should we study mathematics”

Read this article and write a single paragraph of

To your success and prosperity,

Joly Colbert

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What is the Black Swan?

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The Black Swan is a concept that you can hear in business and statistics, but what does it actually mean? First, I need to clarify what it is not. It does not just mean rare. Yes, it is a rare event, but something else is required. It is a rare event when an event occurs that was never expected to occur and that would result in a paradigm shift.

To give you an example, it was believed that swans are black could never. The term was thought to be almost like an oxymoron. To refer to something as such would be like referring to waterless flood. While in 1697 Willem de Vlamingh came across like a swan in Western Australia. This led to a paradigm shift; Black Swans present when thought they never could.

Something that would not be a Black Swan event would be to win the national lottery. Yes, it is very rare, but you expect that you could win. And if you win, it’s a nice surprise, but it does not change the way you think about or see lottery. It does not lead to a change in ideology.

What you might have figured out then you can never say something will be Black Swan event or you can see one coming. If you say that something could happen (but is unlikely to) the expression can not be used. It’s just something unlikely, and the fact that you have to consider that it means that it is part of your ideology.

The term is often wrongly used in the business. Recent decline from the sub-prime mortgage crisis was sometimes referred to as Black Swan event. It is not, as the collapse of the credit supply to them not to pay it (and derivative paper products that reduce the value of sub-prime mortgages). This was always the possibility of resulting crash sooner or later; it is part of the traditional economic theory (ideology we call).

Nassim Nicholas Taleb has written an excellent book on this event, and for those who want to understand more they should consider reading it.

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Beautiful Faces – A Historical Perspective of mathematics and beauty

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Today, more than any other period in history, it’s overwhelming pre-job with beauty. For centuries, poets and artists have been unsuccessful in creating a consistent definition of “beauty”. There have been many artistic interpretations, but the comparison mathematical definition is not available and necessary.

Historically previous attempts food attractive biological standards have created a good tool, but not good definitions. According to the Pythagoreans in ancient Greece, “Everything is arranged according to the figures.” There was speculation that mathematics unifying force between life, art, God, and the universe. By viewing figures and the Pythagorean theorem, it was thought that perfection, harmony and balance would be revealed.

Leonardo Fibonacci, a mathematician in the 13th century Italy charted population of rabbits and discovered a number series from which the Golden Ratio is derived. The sequence of the series is the sum of the two preceding numbers. The number series begins with a series of “0, 1, 1, 2, 3, 5 …” and continues to infinity. From this series, Golden Ratio is produced by dividing each number in order of the number as before. The ratio continues and eventually converges what is known as Phi (1.618 …), named after Phidias, Greek sculptor.7,8 The mathematical concept of golden ratio has had a major impact on aesthetics because it argues for analysis. It does not, however, provide a definition of facial beauty.

Regardless of age or nationality, it’s all beautiful face, a certain proportion and harmony between the facial part. The proper equilibrium ratio between facial features is very pleasing to the eye. Consider locate brow, eyes, cheeks, nose, lip and chin to face height. According R.M. Ricketts, DDS, the ratio of the distance from the eyes to the nose base, and from the labial commissure to the chin, is 1: 1 in normal face. The ratio of the distance from the nose to the bottom of the labial commissure, and one of either of the two previous distances (0.618 …) This is an example of the golden face relationships. This golden ratio can also be used for analysis of the aesthetic contact face. Stephen Marquardt, DDS, has used the golden ratio to create a pentagram-based surfacing facial features are located, as an analytical tool, according to this ratio.

In today’s world, modern language computerized communication requires repetitive mathematical data. It is important for artists and surgeons to develop a mathematical equation that accurately assesses, defines and compares the face (a) beautiful, (b) attractive, (c) the average, or (d) unattractive.

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Mathematical R.F. Notes Georgy from Café

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There is something about mathematics that is logical and perfectly balanced. The powerful new novella his R.F. Georgy argues that we have all become number four. That is to say, the very idea of ​​progress based on rational and measurable. In one of the most powerful quotes his (this book is full of memorable quotes, Georgy says, “You believe in progress. You believe in the perfectibility of man. You believe in rational ranking people. You believe in Crystal Palace. You believe in … wait , no Worship number four. “What Georgy means by worshiping the number four is that we live in an age of science, which has succeeded in stripping us from irrational character, he rejects utopia we have built an illusion and that our true nature is irrational . Let’s consider the digital age in a minute. According to Georgy, “Information paint, no picture, sing no song, and do not write poetry.” In one powerful reference, Georgy uses a different mathematical analogy to describe us, “We are unfortunate zero is in the denominator of the fraction. We are undefined, the most unfortunate occurrence, give I unto you. “

There is this big metaphor that is the heart of both Dostoevsky and arguments Georgy is against the idea of ​​progress. The rational arrangement of people expected that we can all been molded in the image of science. There is something both disturbing and unsettling about the mathematical analogy Georgy is. Just as zero is forever undefined is placed in the denomination of the offense, our existence is also undefined. We are ontology puzzle and despite all our efforts to get this existential wall, we are always met with silence. Here is a sad irony; we construct the perfect knowledge domain, both the balance and common sense, and yet we are irrational. creatures. It is perhaps this absurdity of our existence that drives us to look perpetually answer. Unfortunately, the answers are not forthcoming.

What is Georgy do with the indefinite nature of our? He uses it less science for answers to what we will not come conveniently packaged for our consumption. It is t say, science is not the intellectual authority it wants to believe. As Shakespeare reminds

. “There are more things in heaven and earth, Horatio, than are dreamed of in the philosophy”

Notes from Cafe is a powerful indictment against science, technology, progress, and the basis of the information. This book should be assigned the reading of all the questions the idea of ​​progress that we all so close.

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Mental Math Practice Worksheets

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Today, we all know the importance of learning and wondered mathematics. And every time we visit our children’s schools we see Chinese and Indian students honored SATS. And we all know why they succeed in engineering and medical fields. The answer is quite simple, they are good at math. But why are they so good? How did they learn math that makes them so good at that one arduous subject?

When we go to meetings teachers are told by teachers, the wonders of mathematics one must practice, practice and practice. But what if the child loses interest to practice math? We have all had our share experience monotonous tedious task of memorizing times tables. And after so many years, the same is repeated with teachers everywhere, except, Asia. What do these Asians (Chinese, Japanese, Indians, etc.) do to make their children so good with math? The answer is quite simple, practice, practice and practice. But what is it that these students actually practice?

Recently Abacus math has taken some of these Asian nations by storm. Abacus is a Latin word that has its origins in the Greek words ABAX or abakon (which means “table” or “table”), which then possibly originated from the Semitic word ABQ, which means “sand”. The Abacus is a tool, manual tool invented by the Chinese 2,000 years ago. Over the past five years, countries like Malaysia, Taiwan and India, countless tutoring centers like Sylvan, Huntington and Kumon have sprung up but with one goal in mind, a teacher Abacus math. Most of these centers offer training with Japanese “Soroba abacus”, which has one of the upper row of beads and four lower rows. The Soroba Abacus is particularly effective for teaching calculation skills to young children.

Use of the abacus, a child can do all arithmetic calculations up to 10 digits and learn the skills to do it mentally, without relying on modern devices such as calculators.

There are techniques and training methods to master abacus use. When children use both hands to move the beads for small and large numbers of calculations, quick communication between the hands and the brain not only stimulates brain cells to promote faster and faster calculation capability but also promotes quick, balanced healthy brain development.

Now that you know what are all the benefits of learning abacus math – let’s continue talking about practice math. Every textbook comes with some problems of practice and we feel always that some problems are not enough. We want more practice problems for our children and students. The next best option is to find a math practice worksheets. There are many websites that offer you download able practice worksheets for a small fee. And there are several websites that offer you free. Some offer you defined sheets where very few websites offer you to build your own math practice worksheets.

Using math practice sheets early can instill much routine enjoy math and at the same time help to strengthen mental math skills. And using these blades to perform Abacus mental math is absolute fun for the child.

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Have fun with math wizard games

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Magic has always been part of a child’s life and a math wizard game will surely do the trick if you want your child to have fun with math. Math wizard game will amaze children and will surely grab their attention without them knowing that they are already applied and practice math ideas.

Here is a mathematical trick that is 100% guaranteed will truly amazed children and adults alike without the use of props such as pencils or paper.

  1. Ask the audience to choose a number between 1 and 20 and keep it for themselves.
  2. Ask them to double the number they have chosen again in their minds only.
  3. Ask them to add 10 to conclusion No. 2.
  4. Ask them to divide the result by 2. No. 3
  5. Ask them to reduce the original number chosen because the No. 4
  6. Then you can announce the final result for all should be 5

Look at how fear they will all be and they will surely have a hard time figuring out how you got it all. You can also do some mathematical card tricks that can also amaze kids and impress them with a very simple mathematical magic.

  1. shuffle a deck of cards several times. You can also allow the children to cut and shuffle the cards as often as they want.
  2. Spread out the cards so that everyone will see that it is normal and standard deck.
  3. After some shuffling and cutting You are now ready to lay 27 cards face up arranged in 3 columns 9 cards each. Start by laying out the first 3 cards especially the next 3 cards in the second row until you reach the 9 series. The remaining cards are not required from hereon.
  4. Ask your child to choose a card from 27 cards laid out on the table, but he / she should just tell you which column of his / her chosen card without telling you, the selected card.
  5. After you have been notified of the column in which the selected card is to collect cards with the column from top to bottom to ensure that you collect the column in which the selected card is the second session. This makes the first card column in which the selected card is a 10 card in a 27-card deck you are using.
  6. Without re-shuffle the cards, lay out 27 cards in the same way as before in 3 columns of 9 rows each of them back to ask the child to his column / choose its card earlier is now located. Again collect cards in the same manner as in # 5 above.
  7. Do # 6 and # 5 for the third time and when you finally lay down the cards 4 hours, silently count to 14 map and ask the child if there is a card that he / she has chosen.
  8. Simple math but for kids it’s magic!

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Reduce your electric bill

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Reduce electricity bill through devices specialization. Most people in the western world have any number of specialty devices. Simple things like toaster, your basic microwave, counter top grill (like a George Foreman grill), toaster oven, crock pot and pressure cooker grandmother to more advanced (or more expensive) things like your rice maker, bread machine, counter top induction cook top hotplate and convection microwave.

There are more than the focus of this article I’ll stick with the kitchen. I the pressure cooker (even though it is not the instrument) for efficiency enhancing characteristics strap dinosaur cook stove. I use the term “dinosaur” because of archaic characteristics power usage. Yes, I know that there are modern convection / steam oven m / induction cook top stoves that are as effective as it happens, but because they cost $ 4,000.00 range they are out of reach of most people, or more than most folks are willing to spend. In addition to utilizing the surface mentioned devices appropriately nets greater efficiency and you already have most of them tucked away in your closet.

For example, lets take a look at the toaster. Have you ever seen someone making toast in the oven when it is a toaster sitting on the table? So then you have to ask “So, what’s wrong with the toaster?” You get the inevitable answer something like “Oh, it must be cleaned” or “It is not big enough” or “It’s too slow for this multiple doses.” Ok, then lets do the math. The average toaster is valued at about 0.5 kWh and standard oven is valued at about 4.5 kWh. The toaster will lodge 2 slices about 1 minute. The oven will Toast 2 slices in about 3.5 minutes but you may not use the oven for only 2 partitions will base our number 8 slices. Now, the same oven will toast 8 slices in the same time; 3.5 minutes. Check the oven must be pre-heated to about 7 minutes. So now our radiator up to 10.5 minutes. The toaster on the other hand is about 5 minutes for all 8 pieces. Now let’s look at electric use. The oven is 4500w / 60 minutes is equivalent to 75W per minute times 10.5 minutes corresponds to a total of 787.5 watts. My local utility rates close to 10 cents per kWh as the oven is costing us $ 7.88. The toaster is 500W / 60 minutes to level 8333 watts per minute times 5 minutes corresponds to a total of 41.67 watts. So toaster is costing us 42 cents. Just 3 use the oven in this way would pay for a new toaster. I hope I’ve made my point.

I could do in the same place for every kitchen aid above and with a little effort (to reduce kitchen aids under the table) you could save proverbial ton of cash and increased service just has much less green house gas to be released into the atmosphere. If the grid, that is. If you are not on the grid then there is much less stress, wear of wind solar system.

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