#help-4
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@thin meadow you should tell us what issue(s) remain about this topic
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Hi everyone,
I’m working on the mathematical modeling of a slot machine and I’ve already calculated the RTP (Return To Player) for all the base game combinations.
However, I’m stuck on the Free Spins part: I don’t really know how to factor their contribution into the overall RTP.
Should I treat Free Spins as a kind of “credit reward” that can be converted into an equivalent payout, or as a sub-game with its own RTP that needs to be weighted back into the global calculation?
Any guidance would be greatly appreciated
@rare wolf Has your question been resolved?
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struggling with this sequence a bit. the answer they're looking for is not what I came up with and I can't find the rule for it. ||they're looking for 17 when I thought it was 20 (+3,+6,+9 skipping one starting from the 1st number, +4,+6,+8 skipping one starting from the 2nd number ||
2, 3, 5, 7, 11, 13, ?
aren't those just the primes lmao
aaaaaaalright that explains it I guess. would you count 20 as a correct answer? 😄
either way, thank you!
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English version- Given is the side length of a regular hexagon 4 cm.
Determine the area of the colored figure. I have successfully found the area of hexagon and a part of the colored part of the circle, in which hexagon is enclosed. I am just struggling with the extra circle part. Ans is (68.sqrt(3))/3 + 16/9*pie
You have the side length of that equilateral triangle
And the smaller circle circumscribes it
Do you know how to calculate circumradius?
You can use inclusion exclusion stuff
You are double counting the overlapping part between the small circle and the hexagon
You can split it into one triangle, two segments of the small circle and one segment of the bigger circle
Then you can calculate area of all those and subtract that from the sum
Clear. Thanks a lot man
Actually you can do easier than this, you have one section of the big circle and two sections of the small one
The triangle will be part of the section of the big circle
I'm not using the correct terms cuz it's been a while lol
I got your point. Thanks
Good luck!
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your cancellation of u sqrt(3) on one side and -u sqrt(3) on the other was incorrect
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Hello
hi whats the problem
No need to ask “Can I ask…?” or “Does anyone know about…?”—it’s faster for everyone if you just ask your question! See https://dontasktoask.com/
Tips? got any problems with certain eq?
Currently suffering from an 99 Percent hit rate from 3 books so no doubts
So no questions?
Yeah pretty much
Yea im sorry but not here. We dont know what you are struggling with. Math discussion is better for these typa things
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i need help learning basic stats
Just send the questions/concerns
i dead dont get one thing about stats is there any way we can hop on a call and i can share my screen and you can just teacg me it
what's the thing? is there maybe a hmwk question that has it? (would probably be easier to work off of that)
-# p.s. welcome to mathcord! :D
im trying to do my 26 question pre test rn for my college class
ive never took stats and he dont teach so
pre test is like a test review?
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vacuous truth is the big idea here
its possible to have the RHS be true and the LHS be false
LHS being false would mean there exists an x in E where A(x) is true, but B(x) is false
now this does mean B(x) is no longer true for all x in E,
so RHS being true would mean "for all x in E; A(x)" must be false as well so that true comes from false => false
so that means:
- there exists an x where A(x) is true, but B(x) is false
- there exists another x where A(x) is false
so all we would need is an example of an x where A(x) is true, but B(x) is false
and for A(x) to not always be true
as an example, have E = integers
A(x) = true iff x is 0
B(x) = false
you can simplify both sides and see that this all works out
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I ain’t good in math can someone help me here
@late fable Has your question been resolved?
this is why our math teacher doesn't accept => in exams
he just tells us to use so and therefore
you need to work on two intervalls
check what values the absolute value of 3x-1 can take in IR
and solve for both
then check if the intersection has one or multiple elements
oooh thanks
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the instructions said “Determine whether each pairs of figures is similar. If so, find the scale factor. Explain your reasoning.” I don’t know where to start
If angle xzw=angle xzy then you could say triangle WXZ is proportional to XYZ due to 2 sides and an angle
But idk if there is proof for the angle being split in half
Considering the triangles are similar it would be 1:1 since the side is the same(the one marked with “|”)
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help
what's the question asking you to do?
Sum and product
this looks easy but isn’t.. I think
its factoring general trionomials
Ohhh
u have to 3x2 times 60 right?
no
that is not it
60 and 3
oh wait maybe it is
yea a times c
fam i dont understand such complex equations
the first thing you should look for is seeing if all terms have a common factor
but just help me do the question
which they do here
factoring that out first makes things simpler and a lot less tedious
think of a number that multiplies to (a \times c)
Really? You may want to check your method
3(x^2+x-20)
3(x+5)(x-4)
(3x+15)(x-4)
if its not equal to 1
you can do other things first
by factoring out 3 u mean removing 3?
no
In that quadratic what is a common factor?
factoring means factoring
3 cuz the common factor cant be higher than the givens
the presence of 3 / it's effect remains
it doesn't disappear
can you guys let one person explain, I'm low-key getting confused and I'm aware of how factoring works
yea me too
Okay so divide everything by three
3=1 3=1 3=20
e.g pq + pr = p(q + r)
p is still there, it doesn't get "removed"
1 1 20
try applying that and first factor out 3
where tf did u get p from
1
3 becomes 1
arbitrary example
just stating the distributive property and what it means to factor out a common term
factoring out 3 means it becomes 1 right?
what is 'it'?
factoring our 3 means that the result afterwards would be:
$$\red3\br{\text{something}}$$
don't ignore the $\red{3}$
2
ℝαμOmeganato5
From 5x-10 youre factoring 2?
lmao
i think hes ragebaiting
5x-10 what can you factor out to simplify this
are you still factoring the quadratic 😭
Glorious I think you should restart ur course on factorisation and quadratics
5 or 2?
You tell me
im not taking a course its highschool
What looks right to you
if u factor out 5 and 10 u get 2
So what would your simplified expression be
-2x
What
where's the rest of the expression
2
?
What do you mean
Im using a simplified example
Not quite you were right that you can factor out 5 though
Whats 5x divided by 5
Okay so we have just x
yes
What about -10 divided by 5
-2
in the middle?
No, think again
there's genuinely no way this guy isn't ragebaiting
He 100% is
outside?
@whole void Okay so using this guy's example,
5x + 10
you can notice that it is the same as 5(x + 2). Expand it and we will get back the same thing.
Doing this is called factorisation. You can take one thing and turn it into the product of multiple things.
Yes so how would that look like
Well no its just because this is really basic stuff and youre saying everything but the answer and you know it
im not i just have other things on my mind
do you understand...?
But you chose to post the problem here so it was pretty important that you got help for it?
nah like i have other solutions n shi
I dont think if you had other stuff on ur mind youd post it here and speak about it for 20 mins
i was multitasking now im only doing this
If theyre your solutions i wouldnt trust them
lez js get back to the problem
I think you should watch a video on factorisation first
i js need help doing ts
Well you cant even understand factorising so I think that the problem u posted isnt the only thing u need help on
i watched a vid i get it now
Okay nice try it
okay then why didnt you use that in the first place? 😭
you can
😭 😭 😭
we're not
@whole void quick question what do u do in class?
then the whole problem becomes 3x squared+3+60+60
Like you personally
i dont remember
3x^2+3+60+60?
yea cuz 60 and 3 is what u get to get 180
as much as I want to troll, I don't think it's a good idea in a help channel
or do u replace 180 with the 60 at the end
ah good point
Well i mean
so 3x squared+3+60+180?
This is blatant ragebait
bro i cant even turn to chatgpt for help cuz hes ass at math
bro if you arent ragebaiting you geniunely need to like ask your teacher for help or smth like this is horrendous levels of mathematical illiteracy 😭
🤣🤣🤣
just close the problem 😭
I see the moderator typing
What you may find easy may not be as simple for others. Please stop with the insults or move on somewhere else.
What’s that
I agree with this but I think in this case there's a large chance this is ragebait
he literally just said what u may find easy may not be as easier for others
You’re concluding that simply because it’s easy for you
That’s not fair to Mr Lebron
I also am similarly disadvantaged and want to see how this problem works out
did this mf just hire a lawyer 💀
bro im crying this is so funny
If you have concerns about a user, dm @feral pebble for that.
Its a really bad experience for a user if they need help, are trying only to be abused.
You tell them uhhhhh
why do i need chemistry for math let alone organic
Your name is really hard to spell
Omeganato5?
Whats the thing in the beginning
Anyways
ohh i thought that was the video
i was wondering why u told me to watch a vid about organic chemistry
don't let the channel name fool you,
they have a lot of great content on math
aight
as I've mentioned
the ac method can be applied to that directly if you want
but i'd recommend doing something before that to make things easier
as if applying the ac method directly, your work would involve looking for factor pairs of 3 * - 60, or -180
which is quite big and a pain to work with when looking for factors
what happens to the whole equation if u do A C?
here like i've said, you get big numbers which is a pain to work with
with ac method you'd end up looking for a pair of values that multiply to
ac = 3 * -60 = -180
that sum to
b = 3
to see how to split the middle term
but following that, the work would still require you to factor out common factors
@whole void Has your question been resolved?
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solving continuity there
solved domain for all reals except 1
and limits on left and right give both -infinite
id assume its a vertical asymptote
Really?
no
but simplified is that
you get a number close to 0 in both numerator and denominator
so i learned to just note it as 0
That's... not how you compute limits
i think in left is something like 0.03/0.01
im solving continuity on 1
Yeah I understand that
When you see a fraction of polynomials (aka a rational fraction), one of the first things you should think of is factoring
i know, bhaskara can be done there
and probably cancel out a (x-1) term
bhaskara?
Ok fair enough
Right, so why not actually do it?
i didnt do it because i thought youre meant to see which values does it tend to on left and right
and they were meant to be infinite or negative infinite
Yeah, and simplifying the expression makes it much easier
on vertical asymptote at least
No, not always
so in this case it probably tends to -2
so theres a vertical asymptote in -2?
because what else can it really be
an empty point?
it does
essential
as in it cannot be redefined
and removable
i dont know how to redefine a function though
never had to do it
im translating it directly from spanish
it specifically tells me to not graph it
Well, technically it's not preventing you from graphing it
You just can't use the graph to verify the continuity
if try to play around it and read the fine print hes just marking it wrong
ill solve it with no graphs so i avoid problems
?
I'm just suggesting to look at the graph to build intuition
I'm not suggesting to use the graph to answer anything
Anyway... can you tell me what the function becomes if you properly factor it?
probably x-3
Ok, so it's a line, right?
So at the discontinuity, the limits on both sides obviously converge to the same point
so it doesnt have any
It does, because by definition f isn't defined at x=1
well yea
It's just a line without that specific point
Yes
So if you want to properly redefine the function, you need to split it into two cases: x=1 and x=/=1
Though I don't know what your teacher expects you to do exactly
i dont either
I'm sure you can just specify the domain of the function instead
Is that a previous question?
no
but i need to find the number out of the domain to know where to check for discontinuitie
s
Ok so that's one way to redefine the function, just f(x) = x-3, but for all x =/= 1
what does that / in the middle mean
not equal
ok
there are?
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no need, your mistake seems to be +4x^2 turning into -4x^2
from 3rd to 4th line in pink
and that would factoring not expanding
I dont see it
if u mean this
i just rearranged it
and cancelled it out
is this an explicitly written 1 exponent??
yes
...why
so I wont get confused when im trying to differentiate the outer function
why bother viewing it as a composition in the first place
but why even have an outer function at all lmfao
it's as if you deliberately blind yourself to the fact that a^1 = a ?
but this,
in the following line you have -4x^2
yep I see the mistake now
btw if you're going to put the function in expanded form at the end
but did I get any consequences for putting a 1 in the exponent
why not expand it to begin with, and save yourself the trouble of using any rules but power?
(it's a 4th degree function, so not really all that bad)
you got the consequence of weirding out the reader
true 😭
wasted ink
seems ok
it's fine to just leave in factored form unless told otherwise
esp with problems that have higher powers
but if the question doesnt ask, we don't have to becauuse
theres extra steps
I assume
yes and the factored form is more useful for getting stationary points
yeah that is true
the question is
how am I supposed to factorise out 16x^3+72x^2+54x-54
@north scarab Has your question been resolved?
as in do that not knowing where it came from?
standard approach
common factor between all terms
then if grouping doesn't seem viable,
then approach with rrt
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So im trying out latex but doesnt this look a bit hard to read?
maybe im just tired
everything just looks so evenly spaced that its hard to put together atleast for me
have an extra parenthesis in there
I wonder if there some plugin that can notify you of unclosed brackets
man this looks actually rough to read for me but im low on sleep rn so idk if its just sleep or if its actually hard to read
@tiny torrent Has your question been resolved?
so the latex looks good but I believe it should be "for all" since "for some" is logically equivalent to "there exists", which isn't equivalent to the defn. of cartesian product. great otherwise
^in the first line
I think there exist is the definition of cartesian product
it sort of acts as an iterator through the sets
from my set theory book
for some a in A allows any a that is in A (which makes for some a in A true) to be used as the first coordinate
it kind of works like for all when inside a set I think
dont take my word on that but thats how I think about it
yeah this actually looks right
I think the font is throwing me a bit off so im gonna try some different fonts
I looked deeper into it because I was curious and found this explanation that helped me understand it better
https://math.stackexchange.com/questions/2737243/what-are-all-underlying-assumptions-in-the-definition-of-cartesian-product-in-na
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Is there a faithful and transitive action of S_5 on 30 objects?
!status
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1. I don't know where to begin.
2. I have begun but got stuck midway.
3. I got an answer but I was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
oh yeah i dont know where to begin...
Thinking
it's easy enough to do it on 5 objects, but 30...?
yup... i'm relatively new to group theory so i have no idea how one would approach something like this
-# actually this isnt homework so i have no idea if a non painful approach even exists
oh i can show that there are no transitive and faithful action of S_5 on 6 objects though -
the idea is that S_5 is generated by a=(1 2) and b=(1 2 3 4 5) . b would have to act on the 6 objects by a 5-cycle, and for the action to be transitive a would have to swap the remaining sixth object with some other object
and so no matter how you choose the actions of a and b, the action of (ab)^4 isn't the identity, although (ab)^4=1 in S_5
apparently i have made a mistake somewhere
@coral lagoon Has your question been resolved?
There is one. The action of S5 on its 5-Sylow subgroups
OH
that makes sense ...
but then you could just let S_5 act on the 30 pairs (number in {1,2,3,4,5}, Sylow 5-subgroup of S_5), right?
this might actually be a satisfactory action...
that's the question
I think there is something. The action on S5 on the cosets of a subgroup generated by a 4-cycle.
actually isn't this action transitive though? 5-sylow subgroups of S_5 would be isomorphic to Z_5, hence would have to be of the form <(a b c d e)>
for a b c d e some permutation of 1 2 3 4 5. so if you wanted to send the pair p_1 = (1, <(1 2 3 4 5)>) to p_2 = (n_2, <(a_2 b_2 c_2 d_2 e_2)>), you would rotate the latter cycle so that 1 and n_2 align and select the permutation conjugating one cycle to another?
so for instance if n_2 = c_2, we would have p_2 = (n_2, <(c_2 d_2 e_2 a_2 b_2)>), and so the permutation sending 1, 2, 3, 4, 5 to c_2, d_2, e_2, a_2, b_2 would turn p_1 into p_2 ?
oh but this seems a lot easier :D thanks !
You have to send each coordinate to the other using the same element of S5.
yup
This is a very strong assumption
and the above procedure does accomplish that too
You need to prove both actions are "simultaniosly transitive"
And I understand your argument to be given (x1,y1) and (x2,y2) send x1 to x2 and then y1 to y2
no we can really do that
for example if we had two random pairs, say (3, <(1 2 3 4 5)>) and (2, <(1 2 4 5 3)>)
we could rewrite as (3, <(3 4 5 1 2)>) and (2, <(2 4 5 3 1)>)
and so the permutation (3 2 1) would simultaneously send the coordinates to each other, i.e. (3 2 1) sends 3 to 2 and conjugation by (3 2 1) sends (3 4 5 1 2) to (2 4 5 3 1)
I am not convinced...
how so?
@coral lagoon Has your question been resolved?
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I need my answer checked thank you
a) is good
are you sure that station A would take five hours to get to the distressed boat though?
it's hilarious to think that a three-digit speed vehicle takes hours to cover two-digit distances
5 hours in, i think the boat would fucking drown a dozen times over 💀
boat would turn into titanic
ditto for station B -- are you sure that they would require six HOURS to get there?
@north scarab
why did you even do that
instaed leave it as a decimal of 0.09
no but why did you decide to multiply by 60
I thought it would turn it into hours
your speed is in km/h
so 6 minutes?
the 0.09 figure is already in hours. what unit did you think it was in?
if you choose to keep the mult by 60, then yes
I see
because 0.09h just doesnt feel right
i mean it is better for intuition to put it in minutes rather than some tiny decimal of an hour
fair enough
you seem to have used the same distance for both stations
uh. wrong image?
I also need this question checked
how did an integral get involved in a simple straight line distance problem
finish the prior question first
!1q
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oh alr
they are both the same distance tho
oh
i read that wrong
how are they both the same distance.
just a misread
no they aren't.
looks much better
moving to question 7, what do yall think 
did you perhaps forget to chain rule the binomial
they're both the same integral, are they not
!1q
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go move to a new channel & close this one
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can someone help me out with calc 3 3d coordinate system and circles
its kinda breaking my brain
the second image is the question of what im trying to graph
i dont think its right tho because the radius is not 3 on the desmos graph and the y plane is not 6 either
i think it's interpreting the thing as x^2+z^2=9y AND 9y=6
thank you
x^{2}+z^{2}=9\left\{y=6\right\} also works
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maybe try a trig sub?
of?
$x^2=\tan \theta$
DaveyLovesSocks
im not sure this helps actually, it reduced to a bad fraction
yeah
i tried it
IИFINITE_.
or just 1+x^4
I tried wolfram alpha and it couldn't solve it lol or it doesn't have one. I tried sub and it haven't led me to anything so far
The entire term
This's tough
Its really not trust
Diffrentiate
alr
$\int \frac{\sqrt{t^2-1}}{(2-t^2)t}dt$
not even integral-calculator.com could do it
root in denominator would mess up the partial fraction though
not getting it bro
Wait lemme
can you provide your solution
$t^2 = 1 + x^4$
Evix
<@&268886789983436800>
moderators pulling up for help?
$2t\frac{dt}{dx} = 4x^3$
Evix
IDK about this one dude, the calculators aren't giving an answer and even we're unable to do anything
Evix
Doesn't help with Maths mate
Yup, IDK if this'll work, maybe a trig sub though?
yeahhh no, contrasting identities in numerator and denominator, it'll get pretty messed up
I swear its probably gonna be this with the most specific ass sub which will cancel everything out
The calculators would have found that though
Il give you the answer
But before thay
I would have to
Pull out a nb
Give me a sec
That actually gave an answer on integral calculator
Are you sure you made no error in your calculations up to this point?
ig i just need to differentiate the options
Wait Evix might be onto something
If they calculated correctly until this
Yeah I saw that, didn't really see anything past it though
@limber shoal Has your question been resolved?
this is the answer btw according to the solution
Yeah similar to the answer integral calculator gives to this
take 1 + x^4 = t^2 then
@limber shoal Has your question been resolved?
Have you tried this @limber shoal ?
I've found the solution
substitute this
But thank you i will try it in the morning!
@limber shoal Has your question been resolved?
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I have the equation but I dont understand how to solve it
do you know the formula for average rate of change (aroc)
yeah for this it would be f(5)-f(1) over 5-1
yes
how would I solve the top of the fraction?
the values of f(5) and f(1) are readable off the given graph
yes
that's it
oh I thought there was more okay thank you for the help
apply the formula and simplify
that is all
can I ask another question?
, is it the same topic?
from which x- values to which
just the bottem 2 boxes they say the function is increasing/decreasing on the intervals
i dont understand what the intervals are and what I need to find
try to identify the part(s) of the graph that if you were to increase the x-value
the y-coord also increases
and isn't that stuff in the video guide?
so -1?
no they only cover it sometimes
brb
you should have more than 1 value
can you highlight the relevant section of the graph
I dont know how to get another value
put your finger along the graph
okay
and move the finger right
and tell me all the locations the finger goes up while following the curve
no
no, the end goal is to get just the x-values
so 0 and 1?
okay
now follow the curve slowly
atm is your finger moving up or down
mhm
that would be your interval
assuming it does indeed go on infinitely like this, you'd represent that as
(-1, inf)
oh okay
this would be the increasing right?
and is it (-1, inf) or is it [-1, inf)
okay why is that?
wait it says syntax incomplete
wait nvm
its good
so decrease would be
(-inf, -1)
yes
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idk if this belongs here but
use the principle of superposition
add up each individual displacement to get the full wave when they interfere
yeah that looks alright
wait like deadass
u just cancel out the shapes
oh shit
so its just this?
looks good to me
uhh sorry one last one rq
would it just be
or
or
yeah the third one is what i was thinking its gonna be
thank you bro
greatest to ever do it
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How do I solve when one bound is infinity?
let the upper bound be a variable t
compute the definite integral using standard techniques (in terms of t)
then take the limit of t to infinity
still confused by what you mean sorry 🥲
compute the definite integral from 1 to t
https://www.youtube.com/watch?v=ND9cEdfCFr0
see the first example
This calculus 2 video tutorial explains how to evaluate improper integrals. It explains how to determine if the integral is convergent or divergent by expressing the limit as it approaches infinity. It also explains how to determine if the integral is improper by identifying any vertical asymptotes or infinite discontinuites. This video conta...
thank you
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I need healp
do you have a question?
Would y= 1/7x+4 be the equation for a line with (-4,0) and (3,1) for points
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are you saying $\frac{1}{7x}$ or $\frac{1}{7}x$
ava 💕
2nd
ok
let's see
lemme see if ur answer is right rq
ok no
do you know how to find the slope between 2 points?
once you've gotten the slope, you should have the form
y = mx + c
where m is already known
How it becom a fraction
then just substitute either point
What is c
the y-intercept
well
you have $y = \frac{x}{7} + c$
Hanako
Y1-y0=m(x-x0)
try to use this here
Yea i did
which point do you want to use
Das how i got 4
why not try Hanako's method then
Did y- 0=1/7(x-(-4)
writing it this way is a bit confusing btw
Shi mb
might wanna just write it on paper and show us
Alr
$y-0=\frac{1}{7}(x-(-4))$ ?
ava 💕
ok from here you need to simplify
you dont need to plus 0
since well 0 doesnt make a difference
y-0=y
just toss the -0
from there you should expand the RHS first
use distributive property
The what
isn't it easier to just toss -0 away
Yea but i gota visualy show it
Or i get lost
Expand meaning
distribute
multiply out
do you know distributive property
X times 4
no
Invisible 1 times -4
ava 💕
now you simply distribute here
Oh
i'll leave this to ava then
i did nothing, thank ava instead
wait so what did oyu get as your answer
Yea 1/7x +4/7
its 11:54pm for me i have no life :3
do you have any other problems to do

nah, i don't deserve any. gl with the rest of your work!
Yea dis
do you know synthetic division
Naw
long divison..?
i dont think i can teach long divison in 3 minutes unfortunately
or well explain it through text efficiently
Fair
i would most likely need to convey through paper but i cant rn 😭 i am sorry
All good thx foe ur time
go to youtube and watch "theorganicchemistrytutor" video on long divison
polynomial long divison*
polynomial division is similar to division of numbers
where instead of multiples of powers of 10, you're dealing with multiples of powers of x
i prefer the box method for myself
its like backwards of multiplying polynomials
determine how many times the
leading term of the divisor: x
goes into
the leading term of the dividend: x^4
that will be the first term of the quotient
multiply that to the divisor and subtract from the dividend (same as numerical division)
then repeat until the degree of the remainder is less than the divisor
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Hi there, I'm wondering why is my result different than in the book ?
Thanks in advance 🙂
I tried to replicate it in python to understand better
Oh, isn't it a multiplication to have two elements next to each other ?
,w 7 + 7/48
it usually is
2/5 is a proper fraction as 2<5
but if you have 13/5 which is an imporper fraction
ppl like to re write it as 2 + 3/5 or just $2\frac35$
Wumpus Man
tho you are right it is misleading
SO confusing yeah, I hate syntax caviar
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always confuse the two
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can solve the limit im only getting c=0
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Q8
which question
8
I didn't understand the hint.
Why will such k exist satisfying both condns in 3rd line of hint
why do you think there shouldn't?
there are finitely many integers betwen -m and n
thus by well ordering principle there is a largest integer
satisfying some property
unless you take $0 \in \bN$, the set of integers between $-m$ and $n$ is nonempty (since $n, m \leq 1$)
artemetra
oh and even if 0 in NN then you still need one of m and n to be distinct from 0 for -m < n to hold
so yeah
so yeah
if you can clarify what specifically you have doubts on you'll be able to get more precise help 
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"represent the signal as the sum of a continuous signal and unit step signals, $x(t) = \cos(2\pi t)[u(t) - u(t-1)]$"
just to check if I have the idea right. we transform $\cos(2\pi t)$ to match the boundary points of the step functions (0,0) and (1,0) to make it continuous, and then add unit step signals to turn it back into the original signal?
johnseymour20
then the decomposition is $(\cos(2\pi t) - 1)[u(t) - u(t-1] + [u(t) - u(t-1)]$
johnseymour20
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could you translate the question?
a) Calculate the value of A when x = 16.
b) Simplify the expression B.
c) Find the integer values of x such that A - B is an integer.
and the question please?
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The image is the original and the message above you is the translation
Yes but what is his question regarding that
Yes, but what do you want us to help you with?
Do you have trouble starting? Did you start and got stuck?
right, but I can't read the actual question, I got the subpart translation
Yeah
I finished A) but I’m struggling with b and c
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Finded anything
