We recommend that you use a hardware wallet, to be the full owner of your coins. While Bitcoin may be the best known, Ethereum has about half the market cap of Bitcoin and is seeing broad adoption. By providing some of the global hash power needed, you receive rewards and get paid in crypto-currency. If you were to build a pure Ethereum mining rig you would essentially look to maximize raw performance per watt and performance per dollar invested. Cryptocurrency exchange platform? Then you can choose to keep coins or exchange it for other coins or currency.

Yes, I teach high school. And, yes, these prizes were highly coveted. Students break up into teams. Each student needs a dry erase board. And, each team needs one additional dry erase board. Divide the extra dry erase board into four quadrants.

Most groups simply flipped the board over and used the graphing side since it is already divided into quadrants. Label the quadrants: A, B, C, and D. Hand out bingo chips to each team. First hour, I gave each team 40 bingo chips. That was a mistake.

The more chips you give out, the more time you spend managing chips and the less time you spend working problems. Lesson learned. By the end of the day, each team started out with 10 chips. Games went much, much better that way! Project a problem on the board. Each student works the problem individually. Individual answers are discussed, and each group comes to a consensus on what they think the answer is.

If students cannot figure out what the answer is, they are instructed to try to narrow down the choices. For example, I know the slope of the line has to be positive, so the answer cannot be A or C. My goal with this was to foster and encourage mathematical conversation. It worked better in some groups than others. Once a suitable amount of time has passed, each team must place their bets. Again, first hour, I let students bet as many chips as they wanted. And, again, this was a mistake.

I soon realized that I needed to set a minimum and maximum bet that each team must place. Each team was required to bet at least three chips, but they could bet no more than ten chips. Shortly before the answer reveal, I would start counting backwards from five. When I reached zero, no chips could be moved. All bets must be placed before the counting stopped. For each chip that is on the correct answer, they are given an additional chip.

For each chip that is on an incorrect answer, they must give me a chip. The team with the most chips at the end wins. I soon had groups going all in with their chips. This led to me writing them IOUs because it would take way too long to count out 54 bingo chips to them. Lesson Learned. Teams were very competitive. Of course, they all wanted to win. Winning required not only working the problems correctly but knowing how confident you were in your answer.

Watching students play this game allowed me insight on the types of problems they felt comfortable with. It showed me who approached their work with confidence. It was a beautiful thing to watch them help each other with the questions. Solving this literal equation for y gave a few of my students fits. But, they persevered! As you can tell, this group was less than confident about a particular problem. When several groups did this on the same problem, I knew this was something we needed to go over in more detail on another day of review!

If a team was almost out of chips, I relaxed the rule that required them to bet at least three chips. Remember that group of competitive boys in my 6th hour that wanted to gamble? The inside bets have higher payouts but longer odds. You place your chips: - Straight-up: on a single number The winnings are 35 x the wager. The winnings are 17 x the wager. The winnings are 11 x the wager. The winnings are 8 x the wager. The winnings are 5 x the wager. The outside bets, which are easier to win as they include more numbers, have lower payouts.

The winnings are 1 x the wager.

On each turn, you roll the dice, one d8 to determine which horse will move, one custom d6 to see by how much this horse advances. All the horses marked on the moving horse card potentially including itself will then move by one more space on the track. Then, you can take an action. You can also mark one of two symbols for this active horse: the Helmet, which allows you to bet on this horse even past the 'no bet' line, and the Jersey, to mark an additional square on the active horse card.

Once three horses have crossed the finish line, the game ends and the score is tallied up. You earn points if the horses you own are on the podium and for the bets you placed on the winning horses. Image source: BGG In the solo mode, you play against an AI with its own billboard on which its possible actions are displayed. Once the dice are rolled for the horse movement, and once you have taken your action, the AI takes its action according to the action slot determined by the dice roll.

It worked better in some groups than others. Once a suitable amount of time has passed, each team must place their bets. Again, first hour, I let students bet as many chips as they wanted. And, again, this was a mistake. I soon realized that I needed to set a minimum and maximum bet that each team must place. Each team was required to bet at least three chips, but they could bet no more than ten chips.

Shortly before the answer reveal, I would start counting backwards from five. When I reached zero, no chips could be moved. All bets must be placed before the counting stopped. For each chip that is on the correct answer, they are given an additional chip. For each chip that is on an incorrect answer, they must give me a chip. The team with the most chips at the end wins. I soon had groups going all in with their chips. This led to me writing them IOUs because it would take way too long to count out 54 bingo chips to them.

Lesson Learned. Teams were very competitive. Of course, they all wanted to win. Winning required not only working the problems correctly but knowing how confident you were in your answer. Watching students play this game allowed me insight on the types of problems they felt comfortable with. It showed me who approached their work with confidence. It was a beautiful thing to watch them help each other with the questions. Solving this literal equation for y gave a few of my students fits.

But, they persevered! As you can tell, this group was less than confident about a particular problem. When several groups did this on the same problem, I knew this was something we needed to go over in more detail on another day of review! If a team was almost out of chips, I relaxed the rule that required them to bet at least three chips. Remember that group of competitive boys in my 6th hour that wanted to gamble?

Well, they all formed a team for this challenge. Soon, they found themselves neck-to-neck with a team of very competitive girls. The girls were worried that the boys were stealing their answers. So, they took desperate measures to make sure that their answer choice remained secure until AFTER time was called.

To make the logistics of this activity work, I followed this routine: 1. Give students time to work. When ample time has been given, count down from 5 to let students know that time is running out to place their bets. Announce the most popular answer choices to the class. Build suspense! Work the problem out correctly on the board, answering questions and clearing up confusion. Reveal the correct answer.

Project the next problem on the board. While students are working on the next problem, go around and settle up with each group. Repeat After the first couple of questions, students caught on quite well to how the chip structure worked. So, I could quickly go from group to group. They would either hand over the chips they owed me, or they would tell me how many chips they needed.

I did have a few students who tried to move their chips after the correct answer was called, but other students always saw them and called them out on it. Overall, this activity was okay. It was good for a change. The kids enjoyed it. But, I think the chips gave me a better feel for how my students were feeling about what we had been learning.

- bitcoin prediction next week
- kpmg crypto
- crypto ico bubble
- moyennes mobiles analyse technique forex
- best cryptocurrency twitter accounts
- person to person bitcoin exchange
- value investing options strategy vios army
- scores ncaa football
- instaforex malaysia office rental agreement
- favorites for today`s nascar race
- first 4 betting strategies for craps
- forexball winners of american
- cryptocurrency slack bot
- what is the moneyline on fanduel