geometry-and-trigonometry

[wheat swan]

Is this correct so far

[silent plank]

yes

[wheat swan]

What do I do with n?

Do i subtract n360?

[silent plank]

subtracting n360° from both sides would be one way to approach it

[wheat swan]

And make it n1390

[silent plank]

no

n*360 and 1750 are not like terms, so you can't combine them like that

[wheat swan]

Oh yeah

So 1750 - n360?

[silent plank]

that would be the value of **-**t

[wheat swan]

-t = 1750 - n360

t = -1750 + n360

[silent plank]

yes

[wheat swan]

Ohhhhh

[silent plank]

now applying definitions of comp, angles

t needs to be between 0 and 90° inclusive for a complement to exist

so you can keep adding 360 to -1750 to get such a value

or set n to be ceil(1750/360)

[wheat swan]

ceil?

[silent plank]

ceiling

[wheat swan]

Ive never heard of that term

[silent plank]

smallest integer greater than or equal to

[wheat swan]

So keep adding 360 to - 1750 until when exactly

[silent plank]

when you get something between 0° and 90° inclusive

[wheat swan]

So 50

360 added to -1750 five times

How do I find the supplementary angle

[silent plank]

well you determined t to be 50° and that's all that was needed

[wheat swan]

So the answer to this: Let t be an angle measure in degrees. Adding together t’s complement, t’s supplement, and a certain one of t’s coterminal angles yields a total of 2020 degrees. Determine t. is 50?

[silent plank]

yes

[wheat swan]

Man I dont understand that

[silent plank]

t was what you wanted to find, and the equation you set up is in terms of that variable

[wheat swan]

Why did we only need to find the complementary angle

[silent plank]

we didn't

we found t

[wheat swan]

Why did it need to be between 0 and 90

[silent plank]

that's applying the definition of complementary angles

eg. if t was greater than 90°, there wouldn't be a complement

[wheat swan]

Ohhhh

Well thank you very much for the help! I really appreciate it.

Sorry for being slow lol

[tidal river]

;calc (8.90*10^-2%)(138amu) +(99.9%)(x) = 139

,calc (8.90*10^-2%)(138amu) +(99.9%)(x) = 139

[somber coyote]

The following error occured while calculating:
Error: Value expected (char 13)

[dark sparrow]

this bot cannot solve equations.

[upper karma]

And also #bots not here

[nocturne thorn]

how can i form an equation only knowing: one x-intersect and a point on the parabola?

[dark sparrow]

as stated, you can't

[nocturne thorn]

@dark sparrow you can, but i dont know how to

[dark sparrow]

can i see the exact problem statement?

i feel like you're saying sth incorrectly

[nocturne thorn]

Find, in the form y =ax^2+bx+c, the equation of the quadratic whose graph touches the x-axis at 4 and passes through (2,12)

[dark sparrow]

oh TOUCHES the x-axis at 4.

why didn't you say that.

as stated, it sounded as if you knew one root but not the other

but now it's clear. your equation can be written in the form y = a(x-4)^2, and the value of a will be fixed by that other point they give you.

[nocturne thorn]

i think i figured it out, thanks anyways @dark sparrow

[alpine wadi]

I just started the Khan academy trigonometry course, but I am wondering if I should do the similarity one first

https://www.khanacademy.org/math/geometry/hs-geo-similarity?getready=pre#hs-geo-triangle-similarity-intro

this one

[upper karma]

What have you tried? @lean lagoon

[coarse kayak]

@lean lagoon moving here. What thing did you do which got the wrong answer?

[lean lagoon]

not sure ill send a pic of my working out

dont mind the pink

[coarse kayak]

Hmmm, so is it rounding error or an arithmetic mistake?

[silent plank]

rounding errors

[lean lagoon]

in pink the answer in my calculator came up as 52.062 etc.

[coarse kayak]

https://www.wolframalpha.com/input/?i=tan(28+deg)+%3D+x%2Fy%2C+++tan(23+deg)+%3D+x%2F(y%2B25)

[lean lagoon]

oh

thanks

man 1m off

so it was a rounding error

[silent plank]

consider doing the algebra and only using a calculator at the end

[lean lagoon]

yeah

[coarse kayak]

Is calculator using radians?

[silent plank]

either that or store intermediate values in the calculator, but the former is preferred

[lean lagoon]

it wasnt on radians whoops

[coarse kayak]

Well you want it to use degrees

[lean lagoon]

yeah

[coarse kayak]

For the problem with has degrees

[lean lagoon]

yeah

thanks

[upper karma]

I just started the Khan academy trigonometry course, but I am wondering if I should do the similarity one first
You should

[alpine wadi]

ok

thanks

is there anything else I should check out?

I want to understand the basics of trig and geometry so I can follow my college classes a bit easier

[upper karma]

Trig is more important than Euclidean geometry for calculus

[alpine wadi]

glad to know that

are there any other things I should know?

[upper karma]

Algebra

[alpine wadi]

and is there any other site or book better for this than khan?

Algebra
@upper karma what exactly?

[upper karma]

All of it

[alpine wadi]

I am mostly comfortable enough with algebra to attent classes

[upper karma]

and is there any other site or book better for this than khan?
"Art of problem solving" if you want more challenging problems

[alpine wadi]

thanks, I will check that one out

I mostly need the basics now, so if you know any, please recommend

[junior light]

Paul's Online Math Notes

[sour jacinth]

I want to understand the basics of trig and geometry so I can follow my college classes a bit easier
@Mr.Pancake🥞#6070 Khan Geometry is pretty good. Trigonometry can be a mess sometimes

If you're into books I can recommend you one

[fresh pike]

just started 9th grade so not sure if this is EXACTLY geometry. Doing this online but can someone explain to me in simple terms what a disjoint set and complementary of a set is? It's literally right there but I dont get the explanataion.

TL;DR: Explain to me what a disjoint set and complementary of set is and how it's supposed to relate to the Venn Diagram

[twilit zenith]

Disjoint sets are two sets which share no elements between them.
For example, the sets:
A = {1, 2, 3, 4} and B = {5, 8, 10}
are disjoint sets, because they share no elements. However, if you were to take the sets:
A = {1, 5, 8, 11} and B = {3, 5, 14}
then they would not be disjoint, because they share an element. Namely, 5.

The complementary set of a set A with respect to a certain "universe" U is the set that includes all the elements of the universe that are in U, but not in A.
For example, if the "universe" was U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, then the complement set of:
A = {1, 4, 9}
would be the elements that are in U, which aren't in A, meaning:
B = {2, 3, 5, 6, 7, 8, 10}.
Note that two complementary sets will always be disjoint sets, and that their union, meaning the set that includes all the elements in either one of them, is the entire universe.

How does this all relate to the Venn Diagram?
Venn Diagrams are used to represent in what manner elements in sets are "shared" between the different sets.
For example, if you have two circles representing sets A and B, then the Venn diagram would show whether there are elements that are in A that aren't in B, or vice versa, or elements that are both in A and B, or neither, etc.

Here are the respective Venn diagrams.
Notice that in the disjoint set example, the two sets don't intersect, meaning they have no elements in common.
In the complementary example, notice that the two sets have no elements in common (so they are disjoint), and that together, they make up the entire universe.

[fresh pike]

thx for the explanation really appreciate the detailed work

This is asking for the union of M and N so I'm thinking it's option 1 . Is this correct? Since im "uniting" all the numbers in the venn diagram

[twilit zenith]

Sorry for responding late.
Also, you're correct.
According to the diagram:
9, 3 belong strictly to M,
4, 7 belong to both M and N,
6 belongs strictly to N,
2, 5, 8 belong to neither set.
You're asked about the union, i.e., the elements belonging to at least one of the sets. Which are, indeed, 3, 4, 6, 7, 9.

[fresh pike]

all's good

but can i ask

this lesson doesn't really go into the bold line on top of MuN

can you explain to me what it means?

i just know it means complement but it never really told me the use of having the line on top of it like that

[twilit zenith]

The bold line means the complement of the set that it's over In this specific example, since you found: $\$
$M \cup N = {3, 4, 6, 7, 9}$ $\$
then the set $\overline{M \cup N}$ would be the complement of that set, meaning all the items in $U = {2, 3, 4, 5, 6, 7, 8, 9}$ that don't belong to $M \cup N = {3, 4, 6, 7, 9}$.

[somber coyote]

RoiKadmon:

[twilit zenith]

To use a visualization, if M U N are the elements in at least one of the sets, then the complement would be the elements that are included in neither of the sets.

[fresh pike]

i would be lying if i said that i got the explanation of the first one

so basically it would be outside of the venn diagram

2,5,8 to be specific?

[twilit zenith]

Yup!
The complement of a set would be every element in the universe, that isn't covered in the initial set.
Meaning, if {3, 4, 6, 7, 9} was your "initial" set, then the complement would be all the elements in the universe which aren't in that set, meaning, as you said, {2, 5, 8}.

[fresh pike]

"MuN with line over the top" is basically in other words saying "find the complement of the set of MuN"

ahh i seee

messages on discord can be great things

[twilit zenith]

Also, if I may note one more thing: Keep in mind that $\overline{M \cup N}$ would NOT be the same as $\overline{M} \cup \overline{N}$. $\$
$\overline{M} \cup \overline{N}$ would be the union of the items not in $M$ with the items not in $N$. This means that their union would be the items that don't belong to AT LEAST one of the sets, whereas $\overline{M \cup N}$ would be the elements that don't belong to BOTH of the sets.

[somber coyote]

RoiKadmon:

[fresh pike]

"$\overline{M}" what does this mean?

im not familiar

or is it just command

[twilit zenith]

It's a command in LaTeX, a mathematical / graphical language for mathematical text.

[fresh pike]

oh

when it's stated that "Inlcuding 3 students on both teams" does it mean it's already included in the said fact that there are 20 students on gynastics and 10 on chess team

i suck at story problems

[upper karma]

G for gymnastic and C for chess obviously

when it's stated that "Inlcuding 3 students on both teams" does it mean it's already included in the said fact that there are 20 students on gynastics and 10 on chess team
Ugh wait a sec

[fresh pike]

.-. the heck 1-p (g u c) never heard

formula?

[upper karma]

Okay i inmediately changed to probability somewhy

Forget the P

[fresh pike]

So

How does solving the problem work?

[upper karma]

But it is indeed asking for that

[fresh pike]

What is the process

[upper karma]

Okay

Do you know what union is?

@fresh pike

[fresh pike]

Yes

Where sets join forces

[upper karma]

Verbally it can be expressed as the word "or"

As this question does

[fresh pike]

intersect and
complementary not

[upper karma]

Wdym

[fresh pike]

read that somewhere

[upper karma]

Oh yeah

[fresh pike]

I also had "U" as "or" in my notes

[upper karma]

Intersection is and

Yes

[fresh pike]

just didnt think it would matter as much

[upper karma]

I just didn't understand what you meant

[fresh pike]

i guess ill go highlight

[upper karma]

Ok but yeah

[fresh pike]

okay so how do you solve it step by step

[upper karma]

Now notice it says are "not" ...

[fresh pike]

yes or not

[upper karma]

So instead of asking for the union itself

We have to add the complementary part

As you said

[fresh pike]

mhm

so "not" would mean the people not in these specified clubs

[upper karma]

How many students in the school are not members of either the gymnastic team or the chess team

Yeah

[fresh pike]

so you total the gymnastic club with chess

So what would the total be?

[upper karma]

Not total

Union

[fresh pike]

what got me confused was the part that said (including 3 students who are on both teams

wait no

[upper karma]

We won't have to worry about that

Trust me

[fresh pike]

huh

okay

so it's asking for G union C

[upper karma]

Almost

How many students in the school are NOT members of either the gymnastic team or the chess team

[fresh pike]

uh huh

[upper karma]

Remember what "not" meant

You said it before

[fresh pike]

complement

[upper karma]

Yes

So basically asking for ${\text{Total n}}-n(G\cup C)$

n is just to denote the number

[fresh pike]

what is 1?

[upper karma]

Whoops

I keep doing probability

[fresh pike]

Set theory is the topic of lesson

to be specific

[somber coyote]

Al𝟛dium:

[fresh pike]

what does n stand for?

[upper karma]

n is just to denote the number

Total number would be 800

[fresh pike]

denote meaning?

[upper karma]

Express

To express the number basically

[fresh pike]

but why n-n?

[upper karma]

Total n-n(G U C)

[fresh pike]

total number?

[upper karma]

Yes

Of students

Which is 800

[fresh pike]

im super confused

can't it just be 800 (g U c)

[upper karma]

800-(g u c)?

My mixing of probability and sets may have confused you, i'll try not to do it again lol

[fresh pike]

say wat

[upper karma]

can't it just be 800 (g U c)
What do you mean by 800 times G U C?

[fresh pike]

dunno

i thought that was just saying total number of students

but

since is story problem

it just requires logic

[upper karma]

The total number of students - the number of (G U C)

Do you understand it this way better

Because we are asked for the ones that are NOT either on the chess team or gymnastic one, that's the reason for the "substracting the total number of students"

[fresh pike]

800 students
20 gymnastic peep
10 chess peeps
(3 included on both clubs)

*my guess is that the 20 gymnastic students and the 10 chess students are just there for counting. But it says 3 people are on both (included).

Im guessing it's tricky because it says (3 people are on both clubs)

800-30=770 would be the quick answer but it's wrong

[upper karma]

Are you reading what im trying to say

[fresh pike]

i am

[upper karma]

What do you not understand

[fresh pike]

i just dont understand why you have to set it up like that

[upper karma]

Can you specify more

[fresh pike]

n-n(G u C)

[upper karma]

No, i said "total n"

Total number of students

Do you not understand why it is total n minus the rest?

[fresh pike]

well the reason i dont understand is because in this online course they never set anything up like that

it was just venn diagram and identifying types of "sets"

[upper karma]

You can visualise it with a Venn's diagram if you want

[fresh pike]

i think im just gonna move on as this is gonna be very long conversation if we continue

[upper karma]

Can you not do that

[fresh pike]

i've already worked it out on notebook paper and solved it like a few minutes ago

just had to sit and think for a bit

[upper karma]

Thank you for letting me know...

[fresh pike]

woops it's just i thought it was wrong

being honset, it's because you were saying a lot of stuff i wasn't familiar with, so I just had to find my own answer

sorry for inconvenience

[alpine wadi]

If you're into books I can recommend you one
@sour jacinth sure, please do. I am currently watching Khan academy and I am not sure if it is right for me. I don't really understand stuff properly. Any source is welcome

[sour jacinth]

What are you having difficulties with?

[alpine wadi]

getting started

currently I struggle with similarities

When I start learning something new I usually have a breaking point where I suddenly come to a realization and everything falls into its place

that is at least what happened with algebra

now I am just reading through khan and while I remember what I read, I don't really understand it nor know what to do with it

[paper vale]

it isnt that complicated

[alpine wadi]

Idk, maybe I am going in with a negative bias, but I always struggled with trig and geometry

any tips on how to learn and practice?

or some key concepts I should look up first

[sour jacinth]

With both?

[alpine wadi]

yep

the only area in which I am even worse is probability

[sour jacinth]

Algebra and Trigonometry with Analytic Geometry by Swokwosky

the only area in which I am even worse is probability
@Mr.Pancake🥞#6070 Are you me?

[alpine wadi]

🤔

[sour jacinth]

I struggled with geometry

[alpine wadi]

glad I am not the only one

[sour jacinth]

In my country there was a time when teachers did strikes during several years

And my understanding of geometry was defficient. Khan Academy helped me a lot.

[alpine wadi]

My teacher didn't go on a strike but was just bad in general

[sour jacinth]

That happens

[alpine wadi]

she never explained how or why anything works

just learn these 2 formulas

and plug in the numbers

[sour jacinth]

That's the exact way it was explained to me

[alpine wadi]

while it was somewhat easier to get good grades

I now regret it

and almost resent her for that

[sour jacinth]

What's your grade?

[alpine wadi]

I loved math in elementary school but started hating it in HS because of her so I didn't practice on my own

I just finished HS and will be going to college in october

that is why I want to get the basics done so I can follow classes without too much struggle

[sour jacinth]

Hmmm

What are you gonna study in college?

[alpine wadi]

CS

I am already prepared for a world of pain and suffering

[sour jacinth]

Ufff

Damn it

You really need to understand ASAP

[alpine wadi]

yeah

That is why I am looking for good study material

I had a similar problem with algebra

but when I got into it, I managed to go over almost 3 years worth of material in less than 2 months

did study for 7+h daily though

[sour jacinth]

Same here

But job fucked me up

Setted me back 2 years

[alpine wadi]

damn

that's unfortunate

I was thinking about using this pandemic to learn math

but I had tons of work at home and also started learning how to code

and that is 100 times more interesting to me, so I pushed math back a lot

[sour jacinth]

I would advise to learn math first

Math helps you to get a certain mindset that makes coding easier

[acoustic jungle]

Need help proving AN_2: N_2N_1:N_1D=3:3:1

I don't need help with the question itself

[high hemlock]

?

[acoustic jungle]

Ah yes, the probability is over 100%.

[simple oyster]

I forgot how to know when there is more than one possible angle?

cos theta = 10/11.18

like when im solving for theta

wondering if i need to worry about multiple possible angles, like I remember something about subtracting 180 or something in the past but i dont remember

[silent plank]

depends on the context of the question

[simple oyster]

oh i guess since they are asking for the angle between vector v and w its just one answer

[silent plank]

then just applying arccos would be sufficient

you're thinking about the ambiguity with the sine law

[simple oyster]

okay

[obtuse kayak]

Working on trig right now. Still a pretty new math student and still really early in Trig. But we're doing Unit Circle at the moment and we're having to write a paper on it at current. Maybe the unit is just worded badly but this question just seems to be giving me more problems than it should.

Which angle has terminal side which crosses the unit circle at your point? How did you determine this?

Would anyone help me decipher it so I can understand what it's asking a bit better?

currently this is what I am working with, I know pretty basic

[upper karma]

what you have looks like it's on the right track (or is already solved)

what is your question exactly?

how to use trig to find the angle?

[obtuse kayak]

So basically, my current PreCalc class has papers due kind of breaking down what is happening. We're starting trig stuff at the moment. I am just a bit confused on the wording as I need to give a bit of an in-depth explanation on the above question. Maybe the question is poorly worded but I am not sure what exactly it is asking

The question was Which angle has terminal side which crosses the unit circle at your point? How did you determine this?

[upper karma]

"your point" is point B = (b,a) right?

[obtuse kayak]

yes

[upper karma]

is it an arbitrary point or is it the point (.8, .6)?

[obtuse kayak]

it's basically arbitrary, we were asked to select a point anywhere on the unit circle

[upper karma]

ok

we can stick with this example for concreteness and generalize it after then

[obtuse kayak]

okay

[upper karma]

for reference, this is what they mean by terminal side of angle

https://i.imgur.com/PeIFyRR.png

[obtuse kayak]

that is what I was thinking

[upper karma]

fix one side to the x axis, and the other is the terminal one

[obtuse kayak]

yeah, i had already found the coterminals and all that too, i was just a bit confused I guess

[upper karma]

so let's suppose we have an angle with one side fixed on the x axis and the other going through point B

[obtuse kayak]

so we'd be using, in this example, the origin?

[upper karma]

for this context (and any other unit circle contexts), the angle will always be from the origin, and with one side fixed on the positive x axis

[obtuse kayak]

alright, so than from A to B would be the terminal side crossing the unit circle?

[upper karma]

yes you could say that

the fact that it goes through B gives a lot of info

[obtuse kayak]

Alright, I was thinking that was what I was looking for but the question wording was a little poorly worded

so just didn't think it would be that easy

We're just dipping into trig and it's been years since I took any math. So this has been pretty weird getting back into

I honestly think they're just trying to get me to show that I know what a terminal side is

[upper karma]

hm I'd say it's more to recognize the link of triangles and trig to the unit circle

[obtuse kayak]

ah yes, that's a really good way to put it

thank you so much for your help. I think I know what I need to write now. Really helped unjumble my thoughts

[upper karma]

ok great

[dull kernel]

Idk where to begin with this c an someone help

Bottom is C top right is G

[upper karma]

Do you know the bisector chord theorem?

[dull kernel]

could u refresh me on that

I learned it but don’t remember it most likely

[upper karma]

Sure, the radius a bisects AC from the theorem, which basically reduces our steps but this could be done without it i think

As AC is a chord

But why not just use pythagoras?

On triangle ABD

[dull kernel]

Ok

What do I plug in for and

Abd

[upper karma]

And then after getting AB just remember that it bisects AC

[paper vale]

Just use Pythagorean’s and times by 2

Also consider proving why it bisects it, it is easy

[upper karma]

Kane, i was trying for him to reason through that. This server is for them to help and when you are alone on a test, they won't have you to tell that. So please leave

[paper vale]

[upper karma]

Also saying it is easy won't help them at all.

I'm not laughing

[dull kernel]

What do I plug in for abd

[paper vale]

It can be helpful as he knows to what extent he needs to prove

[dull kernel]

my exam is on the 25th

[paper vale]

Abd is already given

[dull kernel]

Where

[upper karma]

No, it is not helpful, they won't have you there to tell them what to do, stop please.

[paper vale]

Do you see that box

[upper karma]

Abd is a triangle is not given

[paper vale]

That means 90 degrees

Abd means angle

[upper karma]

@dull kernel do you know what pythagoras theorem looks like?

[dull kernel]

yeah

A^2 plus b^2 equal c^2

[paper vale]

So use it

[upper karma]

Where c is the hypothenuse, agree?

[dull kernel]

but idk what c is

yeah

[upper karma]

However, here it is not the hypothenuse

[paper vale]

Bruh

[dull kernel]

16^2 +14^2= c^2

[upper karma]

No, the c is already given

[paper vale]

Does that look like a hypotenuse

[upper karma]

Letters can vary, they just represent values

[dull kernel]

what is c?

no number is given for c

[upper karma]

You are getting confused by the naming of the sides

Let me clarify

[dull kernel]

Ok

[somber coyote]

Al𝟛dium:

[dull kernel]

ok

So the 16 and 14 are irrelevant?

[upper karma]

My point is, you have to use the pythag correctly, side²+side²=hypothenuse²

Answer this question

Which side of the triangle abd, is the longest of all (hypothenuse)?

Answer me with: AD is the hypothenuse or BD is the hypothenuse or AB is the hypothenuse

@dull kernel

[dull kernel]

it is

[upper karma]

Answer me with: AD is the hypothenuse or BD is the hypothenuse or AB is the hypothenuse

[dull kernel]

AD is the hypothenuse or BD is the hypothenuse or AB is the hypothenuse

[upper karma]

No

Like which of those do you think it is the hypothenuse

AD, BD or AB?

[dull kernel]

AB

[upper karma]

No, AB is not the longest side

[dull kernel]

oh AD

[upper karma]

Yes!

[dull kernel]

It’s AD because it’s at the top

Like AB is longest side

[upper karma]

Yeah it is opposite to the right angle

No what

[dull kernel]

It’s the opposite of the bottom right ?

[upper karma]

AD is the hypothenuse, therefore the longest side

[dull kernel]

yeah I meant that

[upper karma]

It’s the opposite of the bottom right ?
The opposite of where the right angle is located

[dull kernel]

Ok

Understood

[upper karma]

I wouldn't always say the bottom because you can find a rotated triangle downwards

Ok good

So

$a²+b²=c²$ we just said that AD is the hypothenuse, so $\a²+b²=\underbrace{c²}_{\overline{AD}}$

[somber coyote]

Al𝟛dium:

[upper karma]

Agree?

[dull kernel]

Yeah

[upper karma]

Okay

Now the other 2 sides would represent a and b, do you agree?

[dull kernel]

16 and 14 yes

[upper karma]

Nono, you forgot what we said, the a and b of the pythag formula aren't the same as the a and b from the problem

[dull kernel]

Oh wait no 16 and 14 are different from that my bad so a and b are the 2 other sides

[upper karma]

Yes

[dull kernel]

yeah

[upper karma]

Good job

Now

[dull kernel]

Yes

[upper karma]

$a²+b²=c²$ we just said that AD is the hypothenuse, so $\ a²+b²=\underbrace{c²}{\overline{AD}}$ and let's just use a on the pythag formula as the missing side which is in fact AB,
$\ \underbrace{a²}{\overline{AB}}+\underbrace{14²}{\overline{BD}}=\underbrace{16²}{\overline{AD}}$

[somber coyote]

Al𝟛dium:

[upper karma]

Yes?

[dull kernel]

Just curious but

why is Bd and ad Those numbers

Why wouldn’t a^2 not be one of those numbers

How do u know where to plug Which number for each part

[upper karma]

why is Bd and ad Those numbers
We are given those, they call them a and b in the problem, but we won't use their a and b

These 16 and 14 are basically what we were given that a and b where from their problem

[dull kernel]

Oh ok

Understood

[upper karma]

I understand your confusion, the letters they are given are the same as the pythag and it confuses you. But you have to remember that letters just represent side lengths

Okay

$a²+14²=16²$ do you know how to solve this?

[somber coyote]

Al𝟛dium:

[dull kernel]

I think

wait

Looking at my notes

[upper karma]

Try and if you have problems, let me know

[dull kernel]

256 -196

60

[upper karma]

,calc 16^2-14^2

[somber coyote]

Result:

60

[upper karma]

Yes

[dull kernel]

A^2 =60

[upper karma]

But that is a²=60

Yes

Know what to do know?

[dull kernel]

Sqrt

2sqrt15

[upper karma]

Yes.

[somber coyote]

Al𝟛dium:

[dull kernel]

A^2= 2sqrt 15

ohh

ok

[upper karma]

You took the sqrt on both sides remember

[dull kernel]

Yeah sqrt of 60 is 2 sqrt 16

[upper karma]

So it ends up as a and not a²

[dull kernel]

15

[upper karma]

Yes

[dull kernel]

Oh yeah

[upper karma]

Okay now we have half of what we want

Because remember that it bisected

[dull kernel]

Yeah

[upper karma]

Bisected means it divides the side in 2 equal parts

Just in case

So what you have to do now

It is a simple movement to get AC

Knowing we have half of AC, because of the bisector theorem

What we'd have to do to get full AC?

[dull kernel]

Use 2 sqrt 15?

Im not sure

[upper karma]

Okay

[little osprey]

Hey Zicro

[dull kernel]

hi denton

[upper karma]

Answer this: if you have a ruler that is 10m long, you decide to cut it in half so that you get 2 equal parts, what would you do to get the measure of one of the parts?

[dull kernel]

Divide it

[upper karma]

By 2

Agree?

[dull kernel]

Yes

[upper karma]

Okay

Look at this

[dull kernel]

Yes

[upper karma]

Remember we have AB=2*sqrt(15)

And remember that due to the bisector theorem, BD bisects AC in 2 equal parts

[dull kernel]

Yes

[upper karma]

What do you think the measure of AC will be? If we have half of AC, Remember what i said of dividing in 2 equal parts

[dull kernel]

Would I divide 2 sqrt 15

[upper karma]

Almost

If we'd divide 2sqrt(15) by 2, we'd get half the length of 2sqrt(15)

But we want the other half, remembering that AC is bisected in 2 equal parts

[dull kernel]

🤔

how do I find the other half

[upper karma]

Okay, another example: say we have that ruler that was split in 2, 2 equal parts one of the parts is 10/2=5m and the other one is 5m AS WELL as it was divided in 2 equal parts! But say we have glue, and we want to get the full ruler again, we have that 1 half is 5m and the other is 5m, what would the full length be? 5 multiplied by 2=10m

Do you get why?

[dull kernel]

Why

[upper karma]

Because it was divided in 2 EQUAL parts

If we say they are equal parts, they length will be the same!

[dire sand]

Sup gamers

[upper karma]

Don't interrupt please

5+5=5*2=10

[dull kernel]

Nah Damon chill he help a lot but, ok I understand partially what u are saying about equal parts and sort.

ohh

I understand I think

[upper karma]

Then

Do you know what to do if we have the same exact case but a different length for the half? How to get the full AC from what i just said about 2 equal parts?

(note that one half was 2sqrt(15))

[dull kernel]

-2sqrt 15 or 15

I was thinking that

@upper karma

I am sort of confuse d

[paper vale]

It is trivial

[upper karma]

Yeah like

I don't think there are more ways of explaining it

[dull kernel]

Ok

[upper karma]

Okay, another example: say we have that ruler that was split in 2, 2 equal parts one of the parts is 10/2=5m and the other one is 5m AS WELL as it was divided in 2 equal parts! But say we have glue, and we want to get the full ruler again, we have that 1 half is 5m and the other is 5m, what would the full length be? 5 multiplied by 2=10m
It just the same exact thing done at the end

[dull kernel]

5 * 2 is 10

5 plus 5 is 10

Half and half of length right.

[upper karma]

But instead of a half length of 5m, of 2sqrt(15)

[dull kernel]

?

[upper karma]

Half and half of length right.
Uh yeah

x+x=2x

[dull kernel]

Ok

Understood

[upper karma]

So do you know what to do to get the full side length of AC?

Remember the thing i did at the end of

Okay, another example: say we have that ruler that was split in 2, 2 equal parts one of the parts is 10/2=5m and the other one is 5m AS WELL as it was divided in 2 equal parts! But say we have glue, and we want to get the full ruler again, we have that 1 half is 5m and the other is 5m, what would the full length be? 5 multiplied by 2=10m

If they are divided in 2 equal parts

Try to think of it that way

[dull kernel]

So 2 sqrt 15 2 sqrt 15?

[upper karma]

Yes!!!

Add

2sqrt(15)+2sqrt(15)

Because both half lengths are equal! And we want the length of the 2 half together!

[dull kernel]

4sqrt 15

Right ?

[upper karma]

Yes.

Good job

Also 2*2sqrt(15)

Because 2*2sqrt(15)=2sqrt(15)+2sqrt(15)=4sqrt(15)

[dull kernel]

Ok

wait what

What u mean

[upper karma]

5+5=5*2=10
I used the same exact thing here

a+a=2a

[dull kernel]

Ok

Now what

[upper karma]

That's it

That is the measure of AC

[dire sand]

[upper karma]

Are you conscious of what we did? Or where you saying random things

[dull kernel]

I knew what was going on however I am just confused on

Also 2*2sqrt(15)
@upper karma

What does this do

[dire sand]

It doubles the length 2sqrt(15)

[dull kernel]

oh

[dire sand]

It's the same as 2sqrt(15) + 2sqrt(15)

[dull kernel]

So AC=4sqrt 15

[dire sand]

yes

[dull kernel]

Ok

[dire sand]

like

say I have some random number x

x + x = 2x

[dull kernel]

Yeah I understand

Like 5 plus 5

[dire sand]

cool

[dull kernel]

Same as 5 x 2

[dire sand]

exactly

[dull kernel]

Thx u very much I will go sleep now it is 5:50 am lol will be on in 4 hours

[dire sand]

gn

[dull kernel]

Been studying all day

[dire sand]

yeah lol

Maybe try to do it more during daytime

[upper karma]

Ah yeah

$a+a=2a$

[somber coyote]

Al𝟛dium:

[dark sparrow]

wow, who knew that adding a thing to itself was the same as doubling it

[upper karma]

I knew what was going on however I am just confused on
If you were concious of what we were doing for 1 hour, you would have just not asked "so what do we do know". What we were discussing and i wrote a million of examples for you to say "what do we do now"

[dire sand]

a Copernican revolution in our understanding of math

[upper karma]

Sigh

Like, i feel you are gonna ask more in the future, just so this does not happen again, when someone tells you: do you understand it? Or whatever means just do you understand it, i'm asking if you are conscious of what we are doing and the reasons behind it. So instead of saying "i understood" while it seems like you did not far at all, say no i don't so that we can proceed without having a hole in your head. @dull kernel

[dire sand]

I was being sarcastic

[upper karma]

What?

[dire sand]

I'm talking to DrunkenDrake

[upper karma]

sigh

[dull kernel]

Ok thx I will in the future

[fresh pike]

would the intersection just be {0,2}? or is there no need to include the zero. Just asking bc i was wondering if it was needed.

[paper vale]

yes

[shell fulcrum]

including 0, it's an element of the set and nothing special

[paper vale]

why would u not include the 0

[fresh pike]

can anyone explain to me what this C symbol means?

[paper vale]

proper subset

[fresh pike]

so for ex
B C A
"b is a proper subset of a"?

[paper vale]

so a C b

how would B a subset of A

[fresh pike]

for example

[paper vale]

also btw it isnt actually a C, it just looks a bit similar

[fresh pike]

yeah i know

the "U" stands for universal set right? (top right)

[paper vale]

for union

[fresh pike]

Uninion?

huh

[paper vale]

well i guess maybe it is universal set tbh

when i was taught it a different symbol was used but it doesnt matter

[paper vale]

in this instance, yes

[shell fulcrum]

they even used the Union symbol in the text it appears

[somber coyote]

Manan:

[arctic vortex]

hi guys if u know me thats nice but i finished my final test and i got a 95% overall in geometry so yeah i am a geometry expert thank you ann and hobo sas for helping me now i iwill help you so ping me if u neeed help yea

[pallid edge]

nice

epic

good job

[sour jacinth]

Good job @arctic vortex

[upper karma]

@arctic vortex very happy to hear that! Good job

[glad veldt]

studying for a maths test on trigonometry and found this question. Given the domain −π<x<π, at what interval(s) is slope of the function f(x)=sinx positive?
0<x<π
−π<x<0
−1/2π<x<1/2π
−π<x<−1/2π, 1/2π<x<π

how would i go about solving this

[versed river]

2pi<x<pi

no calculus?

[glad veldt]

it has to be one of the options listed

and how is 2pi < pi

[versed river]

thats very funny, deleting the message.

[glad veldt]

sorry i edited it. maybe that confused you

im thinking maybe 0<x<π or 1/2π < x < π

[long totem]

how do you evaluate this?

[livid moss]

Multiplying out gives $\cos(3x - \pi) = 1$. Do you know reduction formulas with π and 2π?

[somber coyote]

Lunasong:

[long totem]

also did i do b) right?

Multiplying out gives $\cos(3x - \pi) = 1$. Do you know reduction formulas with π and 2π?
@livid moss ohhhh thank you sm

[livid moss]

How do you go from sinθ/cosθ, to 3/5 + 5/3?

Also 3/5 + 5/3 is not 1

And 1 is not -1

[earnest echo]

Multiply luna

[long totem]

i think i wrote 3/5 * 5/3?

[earnest echo]

How did you get those values, that's what Lunasong is asking?

[long totem]

ohhh

[earnest echo]

How do you go from sin(theta) by cos(theta) to 3/5 * 5/3

[livid moss]

Wow that's an ugly times, just saying

[long totem]

cause isn't tan(thete): sin(thete)/cost(theta)

[livid moss]

That's true, but why is cos θ that

[long totem]

i thought itd be negative since its in a quadrant where cos is negative, but iwas following this formula:

[livid moss]

But you don't know what sin(θ + π/2) is either

[long totem]

shoot i'm sorry; i have no clue what i'm doing ://

[livid moss]

You need to draw a picture to find cosθ

Or just find tanθ directly, really

[long totem]

how do you find tan directly?

[livid moss]

You are in the second quadrant, and sinθ is 3/5

[long totem]

so that means i use pythag to figure out cos yea?

[livid moss]

Or just tan, you don't need to finr cos first

[long totem]

but to find tan you need cos..?

[livid moss]

No, you don't

[long totem]

could you please explain? I don't think i'm following...

[livid moss]

tanθ = y/x

or opposite/adjacent

[long totem]

right, so you'd need to find the missing angle

i mean side

[livid moss]

Yes

[long totem]

ohhh right right i think i've got it

[livid moss]

And you have to do that for cos or for tan, so there's no need to get cos first

[long totem]

so tan is 3/4?

ohhh tysm

[livid moss]

Well, based on it being in the second quadrant...

[long totem]

-3/4?

[livid moss]

x is negative, so it's -3/4, yeah

[long totem]

thank you!

[keen goblet]

hello is this channel occupied?

ok nvm, so i have cone

so they have filled this cone with water, up to 90% of the cone

They want me to show that the water occupies 70% of the volume of the cone

any ideas?

[dark sparrow]

you mean 90% of the height of the cone?

is it apex-down or apex-up

cause the percentage you're looking for won't be 70% in either case

[keen goblet]

ye 90% of the height

and the apex is at the bottom

i meant 73%

sorry

[dark sparrow]

it's not 73% it's 72.9%

[keen goblet]

says 73%

[dark sparrow]

does it say "rounded to the nearest percentage point"

[keen goblet]

it says occupies "about" 73%

[dark sparrow]

oh ABOUT 73%

the cone formed by the water has 90% of the height and 90% of the radius of the container.
0.9 * 0.9^2 = 0.729

[keen goblet]

ok

this feels weird, i have this question in the section of trigonometry

[upper karma]

It's perfectly fine, it's related to cone which comes in geometry

[runic beacon]

I have a question. If there is a circle and I take a fraction of its circumference out which leaves me with an arc. Now that arc is all the information I have about that circle. Just from that, how can I find the centre of that circle , the radius and the what fraction of the circumference did I originally took out of that circle?

[dark sparrow]

take the triangle formed by the endpoints and the midpoint of your arc

or really any triangle whose three vertices all lie on your arc

its circumcircle will be the circle that the arc came from

[hearty gale]

What is a good proof for this theorem?
Through a point outside a line, there is exactly one line parallel to the given line

[runic beacon]

its circumcircle will be the circle that the arc came from
can you please elaborate?

[dark sparrow]

what is there to elaborate on?

pick any three points A, B, C on your arc

the circumcurcle of ABC will be the circle you're asking for

[runic beacon]

ok
thank you very much

[arctic vortex]

thanks

[lament shell]

Locate point X on segment AB so that AX is 3/4 the distance from A to B with A at position -1 and B at position +11

please help

[acoustic jungle]

11-(-1)=12.
12*3/4=9

9-1=8

[lament shell]

Thanks ❤️

[nimble moon]

Hey Guys, im new here. I've got a pretty hard mathematic problem and need to code an algorithm for it so i can use it in a videogame i am working on:

I have got a cubic bezier curve:

Imagine this one https://cubic-bezier.com/#0,.5,.5,1

And i need to somehow project a point (it can be anywhere) to this bezier curve so i can find the closest point on the curve and get the t-value from it

have you guys got any idea how i can solve this the easiest and most efficient way?

[crystal pike]

anyone know what this is?

[paper vale]

lol u didnt even show the function

[crimson smelt]

$\theta=\cos^{-1}(\frac{2}{\sqrt{5}})\
0<\theta<\frac{\pi}{2}\
\tan(3\cos^{-1}x)=\frac{11}{2}$

[somber coyote]

Yes:

[crimson smelt]

how do i found the possible values of x ?

2/\sqrt{5} is a solution

i can see

but i dunno how to find the other solutio ns

[upper karma]

Hi, I am doing question 6, I have an answer for the following question, given in form of the surd 1/15 * (4 + 6sqrt(2))

I am using double angle formula for sin - sin(x+y)=sin(x)*cos(y) + cos(x)*sin(y), but I don't know how to obtain cos(x)sin(y) in terms of a surd

@crimson smelt where does the theta part come from?

[livid moss]

@upper karma looks like channel is busy, but draw a picture of a triangle where x is one of the angles, and use pythagoras to find the other side length. Then you can get cos x. Similar for sin y.

[upper karma]

@livid moss thanks

[crimson smelt]

@crimson smelt where does the theta part come from?
@upper karma given from question

@crimson smelt where does the theta part come from?
@upper karma the top 2 lines are given facts from question, the 3rd line is what its asking to solve

[paper vale]

so u are given that theta is a solution?

[crimson smelt]

yeah

[paper vale]

then just use the cyclic nature of tan to find the others

the input plus kpi works

[crimson smelt]

theta is restricted by 0<\theta<\frac{\pi}{2}

tan doesnt get repeated within that domain of theta

[paper vale]

that isnt what it asks tho

3theta +kpi

[crimson smelt]

wdym

whyd u add kpi

[paper vale]

cos(theta +2kpi)=2/5^-2, so adding multiples of pi onto theta works for a solution to x

[acoustic jungle]

@upper karma secy=5/4 cosy=4/5

[crimson smelt]

$cos(theta +2kpi)=2/\sqrt{5}$

[paper vale]

the 1/2 exponent is only in the 5

[upper karma]

@acoustic jungle Thanks, I solved it already👍

[crimson smelt]

ah

[paper vale]

it is still positive half tho

[somber coyote]

Yes:

[paper vale]

it just means square root

[crimson smelt]

ok

but

[paper vale]

but there is also another family of solutions

yea it is actually a bit diiferent

[crimson smelt]

ok so your using the cyclic nature of cosine to find another value of 2/sqrt5 ?

[paper vale]

yea

[crimson smelt]

okay

i still dont understand

[paper vale]

so there is theta and 2pi -theta

and adding multiplies 2pi's on to both gives families

[crimson smelt]

ok if we go back a bit

x = costheta

right?

[paper vale]

nah x is another input in the cos

which we need to have same output of theta

[crimson smelt]

but

$3cos^{-1}x=3\theta$

[somber coyote]

Yes:

[crimson smelt]

$x= \frac{2}{\sqrt{5}} \pm 2\pi$

[somber coyote]

Yes:

[paper vale]

we want cos^-1x to differ by pi/3

as 3times that gives 3 theta plus pi which gives same output in tan function

so basically we are concerned for the inputs of the cosine which differ by pi/3 and such that one of them outputs 2/root5; which is 0<theta<pi/2

[crimson smelt]

i dont understand what u mean

[paper vale]

so we need 3cos^-1(x)=3cos^-1(2/root5)+kpi

[crimson smelt]

$3cos^-1(x)=3cos^-1(2/root5)+kpi$

[somber coyote]

Yes:

[paper vale]

so divide by 3

[crimson smelt]

i dont get it 😫

[fathom root]

how can i use the calculator from the discord

[upper karma]

,calc

Or ,w

[fathom root]

,calc 9=d*sqrt2

[somber coyote]

The following error occured while calculating:
Error: Invalid left hand side of assignment operator = (char 2)

[upper karma]

#bots

[fathom root]

how would i enter, 9=d*sqrt2

[upper karma]

Use ,w for solving eqn

But on #bots

[fathom root]

im having some problems with a couple questions one being

https://gyazo.com/9cc9b927703224071d417af2a9d11777

for the bottom right triangle, i set it up as 9=d*sqrt2

but dont know where to go from there

[silent plank]

divide both sides by sqrt(2) to get d

[crimson smelt]

@paper vale ive got it now

lol

thanks

[silent plank]

and similar ideas with special ratios to get a and b

[fathom root]

@silent plank So I get to the point where i put

d=9/sqrt2 * sqrt2/sqrt2

am i going in the right directionm?

[silent plank]

and simplify

[paper vale]

have u solved it, @crimson smelt

[fathom root]

so d=9sqrt2

?

[silent plank]

no

what happened to the denominator?

[fathom root]

err i mean

9/sqrt2

on the video i watch for the problem, it would be 9sqrt2/2

i dont get how though

[silent plank]

$\frac{9}{\sqrt{2}}$ is equivalent to the correct value. That can be rationalised by multiplying by $\frac{\sqrt{2}}{\sqrt{2}}$ which gets you:
$$\frac{9}{\sqrt{2}} \times \frac{\sqrt{2}}{\sqrt{2}} = \frac{9\times \sqrt{2}}{\sqrt{2}\times \sqrt{2}} = \frac{9\sqrt{2}}{2}$$

[paper vale]

also @crimson smelt a probably easier way to realize why would be to just take the inverse tan function of both sides, but yea once you get that just divide by 3, and cosine both sides, to get expression for x

[somber coyote]

ramonov:

[fathom root]

ah okay i get it.

[crimson smelt]

@paper vale

[fathom root]

so now how would i find b? in the example that a video im watching provides, it says that we should solve for b next, i get that a=2b, but how do i get what b=

[silent plank]

have you started trig yet?

[somber coyote]

Yes:
Compile Error! Click the reaction for details. (You may edit your message)

[fathom root]

not really, its just like a review of geometry. I haven't done math for two years as I took an off year, so its all a blur to me

[silent plank]

you may want to look up special triangles. trig isn't necessarily needed but it helps.

[crimson smelt]

$x=\cos(\cos^{-1}(\frac{2}{\sqrt{5}})+\frac{k\pi}{3})$

[somber coyote]

Yes:

[crimson smelt]

thats what i have now

@paper vale

shall i um carry on?

[fathom root]

https://gyazo.com/ec2422e957c9cffcd7a7e7cd10308df2

how does he get b*sqrt3=3?

[paper vale]

i think that this is as simplified as possible

nice

[crimson smelt]

would using the addition angle forumula thing for cosine be a good idea

[paper vale]

did u read my point about just taking inverse tan on both sides at the start

[crimson smelt]

taking inverse tan wouldnt work?

[silent plank]

ratios in a 30°-60°-90° triangle

[paper vale]

the addition thing probably makes it less simplified

yea im talking about taking the inverse tan as another way to see why what we did works

like an easier way

but yea, cos(m+n) is more simple than expanding it

[crimson smelt]

yeah id use the previous one

[paper vale]

yea there are infintie

[fathom root]

how would i solve

An escalator in a department store is to carry people a vertical distance of 10 feet between floors. How long is the escalator if it makes an angle of 30° with the ground?

[paper vale]

does it ask for x to be in a certain parameter @crimson smelt

[crimson smelt]

no

[paper vale]

ok, if that was the case you would just plug in values of n whcih fit the parameter

[crimson smelt]

yh

[paper vale]

An escalator in a department store is to carry people a vertical distance of 10 feet between floors. How long is the escalator if it makes an angle of 30° with the ground?
what is this question?

the size of the escalator? it could be anything

[fathom root]

How long it is

[crimson smelt]

draw a triangle

[fathom root]

would you figure out all 3 sides with the 30 60 90 triangle formulae and add them all together?

[crimson smelt]

no

you could

[paper vale]

wait so u are literally finding the elevator's height?

[fathom root]

https://gyazo.com/4dc03109115478a12f7689ee93179949

[paper vale]

you cant do that

[fathom root]

this is the question

[paper vale]

oh wait i was confusing an escalator with an elevator lmao

[crimson smelt]

lool

[paper vale]

this question is just asking for the width which is pretty trivial

but yea it is tan not sin

[fathom root]

im so confused :c

[crimson smelt]

Would escalator be the hypotenuse

[silent plank]

it would be sin

[paper vale]

the direction is hypotenuse

so o=10, and we are finding a

[crimson smelt]

wouldnt h be the length of the escalator

[paper vale]

h=10=o

[silent plank]

huh

[fathom root]

i tried googling a picture and this popped up

[silent plank]

escalators are slanted conveyor belts

[crimson smelt]

yeah ....

[silent plank]

instead of 20ft, the height is 10ft for your question

[paper vale]

oh i though the question asked how far it travalled

as in the width

[fathom root]

yeah

it is sorry

[paper vale]

but yea i guess it isnt that tbh

[fathom root]

i just have no idea where to go forward to solve it, so frustrating

[crimson smelt]

thats how a diagram would be like right

and the question wants H

[paper vale]

use the definition that sinx=o/h

and solve for h

[crimson smelt]

o

yh

[fathom root]

so what do i plug in?

[paper vale]

no?

[crimson smelt]

nvm

lol

[paper vale]

lol

[silent plank]

technically that was true:
sin(30) is indeed negative, and isn't the same as sin(30 degrees)

[crimson smelt]

so what do i plug in?
@fathom root well have u used sin cos and tan before

[fathom root]

yea but back in like 10th grade

its been 3+ years

[silent plank]

review special angles,ratios,triangles

you should be well versed in stuff relating to 0°,30°,45°,60,90° angles

[fathom root]

im dumb

its easy

should be

,w 10/sin30

[somber coyote]

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[fathom root]

right?

[silent plank]

yes

[fathom root]

sweet. thank you. just took a bit of reading in the textbook.

Find the remaining sides of a 30°-60°-90° triangle if the longest side is 9. (Enter your answers as a comma-separated list.)

when it says longest side it means hypotenuse right?

not the long side / short side?

[crimson smelt]

ye

[fathom root]

ok ty

well i went completely wrong somewhere

https://gyazo.com/7e97578400dbab51ebc7788ab0fcdba4

lul

finally got to my last problem, everything else right but this one

[acoustic jungle]

9/sqrt2 = 9sqrt2/2 not sqrt9/2

[fathom root]

oh whoops, so D is

\frac{9\sqrt{2}}{2}

err

yikes

d is 9sqrt2/2

[acoustic jungle]

sin60=sqrt3/2=9/a

tan60=sqrt3=c/b

[fathom root]

so a = 6sqrt3?

is that correct?

[acoustic jungle]

ye.

[fathom root]

when i plug that tan60 into the bot, it gives me a weird looking response

,w tan60=sqrt3=c/b

[somber coyote]

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[fathom root]

oh i think i see why

wait no im confused

[acoustic jungle]

c is 9

[fathom root]

,w tan60=sqrt3=9/b

[somber coyote]

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[fathom root]

is that the right way to plug it in?

oh that means

b= 9sqrt3?

hmm got a and d just says b isnt correct.

[silent plank]

the output says b=3sqrt(3)

[fathom root]

oh my god

[silent plank]

is which is also half of a, which is what you should be entering

[fathom root]

im

okay, so 3sqrt3 is half of a?

so ,w 3sqrt3*2

,w 3sqrt3*2

[somber coyote]

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[fathom root]

err

oh

wait

im so dumb

sorry, i get it now

thanks for the help yall.

[proper rivet]

question

[versed river]

question

[proper rivet]

i dont get it to be honest

[dark sparrow]

you don't get what

[proper rivet]

a surd

[dark sparrow]

that's british math speak for radical

basically just the answer in exact form

no decimals

[proper rivet]

ok thanks

and how do you find the interval

[dark sparrow]

you're not asked to "find" the segment*, you're asked for its length

i.e. the distance between H and T

[proper rivet]

so its basically just (-5, -4)

[dire sand]

surd is also australia :c

[dark sparrow]

the distance

this feels like the "no, the lid. the lid. THE LID." meme

[proper rivet]

so how do you find it

[dark sparrow]

do you know what the word "distance" means

[proper rivet]

yes

[dark sparrow]

ok what does it mean

[proper rivet]

how far something is

[dark sparrow]

great so you know that the distance must be a number, and a positive one at that

now do you know how to find the distance between two points?

[proper rivet]

you minus them i guess

[dark sparrow]

that is way too imprecise.

also "minus" isn't a verb.

also you should not be "guessing" anything.