#help-0
1 messages · Page 159 of 1
Basically you're asking how you'd graph this?
yeah
yeah
we learned like x-3 >= 0 -x+3 <0
Sure. It doesn't matter where you include zero.
So y = x^2 - 9, x >= 3
y = 9 - x^2, x < 3
Yes?
@ancient pine Has your question been resolved?
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I’m not quite sure where to start on this problem. (I am not in the class so you will have to be patient with me it was a problem that a friend challenged me to solve
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BRUH what
maybe with that guess a possible value for z ?
like take x = 2 and y = 1
you have 4 and the rest is true also
what does it mean by solve tho
like does what i wrote it in the first step do it
if x = 2 and y = 1 you can put in the first equation to have z = 2 and verify the second to see if the value of z can be 2
it says "generate a possible solution" don't know what it means
I think you need to solve for the set (x, y)
so (x,y)=(2,1)
That's not what I meant
$$z = 2x + 3y - 5$$
$$z = \frac{x}{4} + \frac{y}{2} + 2$$
NEONPerseus

so like what do i do with that
How did you get a definite value with only three equations
if you have 2 equation with 3 unknown variable you can't solve that
i guessed x=2,y=1
That's one possible solution
yea i think that’s what it means by generate a possible solution
I think that too
,rccw
Just use the same coefficients but a different constant
Yeah what you did
Also works
Technically the same thing
That does work, but there are many other choices
yea ik
[turns into this]
This means the lines are parallel
Yup
How do I use that
i’m setting it up hold on
Do that
look
i did it in the order (x,y,z,w)
Wait should I just put it in my calculater
i got x=1,y=-2,z=3,w=-4
let’s go
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What step are you on?
1. I don't know where to begin
2. I have begun but got stuck midway
3. I got an answer but I'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
Can I write (-infinity, -2/3] U [5/2, infinity) as the solution set?
Is is the answer
ic
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Help
What step are you on?
1. I don't know where to begin
2. I have begun but got stuck midway
3. I got an answer but I'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
Since both plots are identical, find the area of one plot, multiply by 2 to get the total
How?
Do you know how to find the area of a rectangle?
Not in this situation
The formula for area of a rectangle doesn't change, it's still a rectangle
So do you know the formula?
What did you do
What Width and height do I multiply?
What did you get as the length and width?
Hold up
Idk
Do I have to combine both of them?
Can you find how long the yellow and pink line is?
I think the yellow is is 80 and pink is 120
How many units is each grid mark?
What’s a grind mark?
Each dash on the grid
I think 20
Yes
So the yellow line is 2 dashes, correct?
And if it's 20 per dash, how many units is that?
Pink is 100
80
Lemme see
Recall this
What is the area for one of the rectangles?
You found the length and width
Multiply the two values, you get the area for one rectangle
And as mentioned, the two rectangles are identical so you multiply that answer by 2 to get the total area
You found the length and width
Multiply the two values, you get the area for one rectangle
Ok
What is that area?
Is it 1,600?
I mean 1,200?
I mean 1,600
The length is 80 and the width is 40, correct?
That's the area for one of the rectangles
You now need to multiply by 2, to get the total area of both
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what is x) worth
what is( x) worth
what is the route length (x)
That's it?
You can use Thales theorem
Or similarity Theorem
If I make a symmetrical assumption that the base and the line intercepting the triangle are parallel
ok thanks
🫂
@slim bramble Has your question been resolved?
do u know if x,y and z are integers
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Where can I get some help on set theory proof writing?
Just ask 🙂
I am not doing well in this subject for some reason, I feel like he is hyper critical but who knows
@grim garden Has your question been resolved?
@grim garden Has your question been resolved?
@grim garden Has your question been resolved?
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hi
what
first off, not a good idea to leak your school
second of all
what are you confused about
do you know what a sum is?
yes of course
then you're not confused about everything
you could be a bit more specific
so we can help you
like i dont understand what the instructions are
they want you to write two rational algebraic expressions whose sum is (x-2)/(x+3)
ohhhhh ok that makes more sense
note that i wrote word for word what is written on your sheet
oh shet im bloody dumb
i cant even read the instructions right💀💀💀
So I just found two expressions when divided, added , etc led up to (x-2)/(x+3)
yes
im i right?
make sure they are rational
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Helppppo
yessooo
I need help with my algebra 2 project
Read the first bullet point.
<@&268886789983436800>
_ _ (if deleted check logs)
@last ether you here to help me?
Both
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Quick Question
Why is are both Crows and Doves, and their relationships with their grams of twigs represented by division?
consider the case where there's 10 crows nests.
what would be the value of C?
Hey I have a question with ruffini's rule, I dont know at what point im supposed to stop, like here, where I can continue but if I do, the answer is wrong.
!help
Please read #❓how-to-get-help
I don't understand what it's representing
then read the question over again
10/8?
How is their use of twigs correlated to division?
is it the distribution among said amount of birds?
Yes, numerous times, but it's not clicking. What to you want me to understand?
what C and D represent
Yes, but why is this theoretical amount divided on a simple level?
do you understand what C and D represent?
MY BRAINS NOT BRAINING
C is the total amount of twigs in grams for all the crows nest
you’re trying to figure out how much they used so if crows use 8g and doves use 6g, you’re going to divide them to figure out what c and d is that will add up to 1500
so if there's 10 corws nests, you'd have C = 10 * 8
if that makes sense
so then C/8 = total number of crows nests
similarly, D/6 represents the total number of dove nests
as D = total number of nests * 6
Why times 8?
mb 
you chillin
but that shows you understand what's happening
then D / 8 = total number of dove nests
Could you hop on call for a brief moment so I can go through my though process and see where I am flawed?
so total number of nests = total number of dove nests + total number of crow nests
so total number of nests = C/8 + D/6
no sorry
that's okay.
WHY CAN'T FATHOM THE DIVISIVE RELATIONSHIP
My girlfriend explained it to be as such: The divisive relationship is due to "C" or "D" representing the respective total amount in grams for each bird, when you divide each total, you can deduce the amount of that respective bird that contributed to the 1,500 mass of crow and dove nests. Sorry for being a pain, that's very similar to what you said it just wasn't clicking, because although I read total, I did not understand the implications of the division of that total. Thank you to anyone who helped! Thanks @surreal meadow and @jovial chasm I appreciate your time and compassion. Case closed.
thank you though
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Hey, I got this answer and I am sure I did it right,
But it does not look like the textbook answer and I am not sure what to do
This is the textbook answer
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what does the : mean here
and the epsilon?
it’s just to seperate them
or it means “such that”
thats confusing
And then $\in$ means, well, an "element of"
Umbraleviathan
my lecturer asked if anyone knew what it meant and then didnt explain
I can translate it
wait so for range
belongs in
f(x) such as x is an element of the domain of f?
dom(f) is the set of x values such that f(x) is defined,
range(f) is the set of corresponding outputs
such that is better in this context
Well it is math
It's logic
That's what it's called
If you google "Logic symbols" you'll find a whole bunch
im not working anything out tho
Logic doesn't have to deal with working anything out. Logic is kinda like "math language"
Delete your post
This is not your channel.
my fault
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How do I find f in this case? I got 36 hours but that seems to be wrong
1/3% of f=12 is not the same as 1/3 f=12
what do i do in this case then?
say it was 10% of f=12 what would you do
10/100 * f = 12
would that be 33/100 * f = 12?
not quite, that would be 33% of f=12
im not sure what you mean then
You replaced 10 with 33
Instead of 10 with 1/3
1/3/100??
seems good
i better get this right cuz my parents are gonna get mad if i do it wrong 🥲
yea nvm its correct
ty guys
np
wait
i have another problem
i just need to know if its correct
@jagged cobalt do you mind helping?
sure
why did you do it over 34?
someone just told me
the answer i put before that was 29.2%
and my calculation was 14/48*100%
your previous answer was right
this is the percentage increase from 34 to 48
this is the percentage decrease from 48 to 34
apparently its not tho, as my parents stated
parents getting mad at mistakes is wild
the thing is
my class teacher sent them the answers
and then my parents checked it
Still pretty crazy that they get mad at you rather than offer help
yea 🥹
,w calc [1-(14/48)]*48
@chilly dove Talk to your school counselor
You may be being abused
I don't know your situation, but it's worth knowing
Abuse is still abuse
ah ok
Just put them in a elder home when they get older then
And when they ask for help, get mad and don't offer to help them
alright
that sounds great 😂
but what do i do
do i just tell my parents they are wrong?
hold on let me look at the actual problem
i think this has to do with the total score 50
wait i gtg rn sorry
i will look back at this channel tmr
take care
its possible it might be 48/50 - 34/50, thats the only alternative thing i think it may be asking for
This is what I got
So a 28% decrease
yeah
The problem is vaguely worded so it's hard to say
Also, @chilly dove, there are more kinds of abuse than physical abuse. There are also emotional and verbal abuse.
No one ever thinks they're in an abusive relationship, because they do not have an outside perspective.
And it's so easy to write off as a "cultural thing" or "my parents are just like that lol"
But that does not make it excusable
Anyway, I know nothing about your situation, and I may be completely off base, so keep that in consideration with my words.
But the fact that the teacher gave your parents the answer, and are just breathing down your neck waiting for you to get it right rather than offer help or guidance.. That's a huge red flag to me.
It’s still important to realise they very likely want the best for you
Not saying abuse is okay but they likely have good intentions, actioned poorly
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someone can explain me this
do you know what implicit differentiation is
not quite clear
derivate implicit resolves to y ?
but in this case is x?
@gusty gorge
yes
what have you done
In this section we will discuss implicit differentiation. Not every function can be explicitly written in terms of the independent variable, e.g. y = f(x) and yet we will still need to know what f'(x) is. Implicit differentiation will allow us to find the derivative in these cases. Knowing implicit differentiation will allow us to do one of t...
Read through this.
this is the same as $-3x^{-1}\cdot -x^{-1}$
which using properties of exponents simplifies to $3x^{-2}$ or $\frac{3}{x^2}$
Where does the 3 come from if the derivative is 0?
.
@rotund crater Has your question been resolved?
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Is this correct?
you should probably everything into the standard a+bi form
Those are the options I cant choose the form
just on paper or something
the answer for additions is 4 + i, the answer for * is 5+5i
The problem is as much about translating the answers as it is about the question
but i dont know what the double bar means
Double bar means applying the conjugate operation twice
I seem to have forgotten how to find the coordinates given an equation in slope intercept form.
How would I go about solving y=-3/2x+12?
I think I'm supposed to do something with the slope and y-intercept but I forgot what.
so it would only be a?
what does conjugate do?
double conjugate you mean right?
kinda yeah
in that when you do it twice you get the original back
Could you explain this a bit to me?
Is this the right channel to send my question? It says help-0 but it has someone's user next to it
I think its true
!help
Please read #❓how-to-get-help
nah you have to find an available one
I followed the instructions and I can't find the help-0 channel
if z = 5 + 0i, then z bar would be 5 - 0i, which is 5
it's not the help 0 channel
Yeah so we see 5+0i = 5-0i = 5
So in that case the statement is true
Yeah
Ohhh I got it now sorry for the interruption
So if you have like 3+7i
The conjugate is 3-7i
and those two arent equal
so when a+bi = a-bi
bi = -bi
b = -b
2b = 0
b = 0
There's another equivalent answer
Has to be C then
how so?
yeah
you're welcome
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I need help with trying to find this
so far I have:
seems you're making this a bit too difficult for yourself
for a function f(x)=a/x^n, what values of n make the improper integral convergent?
its ok just if 1-2a is equal to 0.5 for example
b^1-2a is still not convergent
so 1 is not the right threshold
@gritty wing Has your question been resolved?
wait so would it be 0 < a < 0.5?
no
o wait
.
guessing is not the best strategy
is $\int_1^{\infty}\frac{1}{x}\dd x$ a convergent or divergent integral
a disappointing son
that's convergent right?
b^x for which values of x does the lim of this when b goes to infinity converges?
have you not learned the p series test?
just your last step is wwrong
cause as x approaches inf, it's 0?
remember when you do an integral you are doing a summation, its not just the function
just because the limit as x approaches infinity is 0 doesn't mean the area under the curve converges
so you can add smaller and smaller things
and the result can still go to infinity
if the bits dont go small fast enough
@gritty wing just take
this
for which values of x b^x converges?
when b goes to infinity?
its not a trick question
the line
which line?
b^1?
we want to know when this limit is <+infinity
so i'm dumbing it down
by just considering b^x
and when we answer lim(b^x)
we can go back
to the main track
so yeah lim(b^1) =+inf
ok
what about lim(b^x) for x>1?
wouldn't it also approach inf?
yeah
also no need to formulate as if you are unsure
if you know you know
i'm not trying to trick you
w/e
what about x<=0
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x<0 would approach 0?
0? too
b^0=?
hello can i get help on this math problem
#❓how-to-get-help @twin bolt
thus x should be less than or equal to 0?
1?
what
well either this is a 0 or you didnt do all the cases for x
mhm
if x is between 0 & 1 it's inf?
thats why i asked if this was a 1?
ok
so now we have 3 cases
so now lets go back to the main track
either 1-2a<0 or 1-2a>0
it cant be 0
because of the denominators
mhm
ok
so when 1-2a < 0, the first part of this 1 approaches 0
yeah
and the 2nd part is just some constant?
so that means when 1-2a < 0, the thing is convergent
yeah right
you have to do the case a=0.5 then
since we just dont know for now
like the antiderivative you found just doesnt exist
for a=0.5
even before talking about limit when b goes to infinity
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thanks sm btw
.close
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!status
What step are you on?
1. I don't know where to begin
2. I have begun but got stuck midway
3. I got an answer but I'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
@covert sonnet Has your question been resolved?
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C plz
Well you can just write out $4\frac{1}{2}$ on top of a line and write $\frac 23$ below the line.
VulcanOne
I can't view the image.
oh I think I get it

tank you
You're welcome! :)
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Is my method for 2 i correct
and how can I do 2 ii, iii
16(cos(2pi/3) + i sin(2pi/3))
cos 2pi/3 = 0.5
sin 2pi/3 = root 3/2
therefore
that's true
cos(2pi/3) = -1/2
yeah
and b = 8i root(3)
also
is my thinking right for part 2 ii
where roots would just be conjugate of that
so
roots are -8 + 8i root(3)
and -8 - 8i root (3)
or is that wrong
that's wrong
what would I do instead
but they wont give square roots?
it comes from de Moivre's formula
k varies from 0 to n-1
in this case n = 2, hence k = 0, 1
and x is 2pi/3
in this case
is there another way to do it
@acoustic sorrel Has your question been resolved?
that doesnt give us two values when I do it
do we have do
^1/2 and ^-1/2
to get both
.close
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Hi, any tips to start solving this kind of questions?
are you Malaysian ?
yup
ehh, good luck for ur tmr's math test 😛
thanks
same btw
KL ?
Sabah
you want me teach you ?
correct
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It is decreasing, and is definitely bounded below by 0. Shd be easy to see it converges(?)
If you want a bound, maybe try $\frac{n!}{(2n)!} < \frac{1}{n}$.
but harder to deal with
jimmy1234
prove it 🤔
I mean such bound has to be true, its just the details u need to fill it, by induction or whatsoever…
why it has to be true ? xd
Asmtoptic behavior, anything with factorial will decay faster than 1/n. 🙂
true
Or this.
$(n + 1)! < (2n)!$
$(n + 1) \times (n!) < (2n)!$
Hence $\frac{n!}{(2n)!} < \frac{1}{n + 1}$.
Then you don’t even need induction.
jimmy1234
👌
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Can someone put it on alpha please
I keep getting the y_0=3/8
While the answer on the book is 1/8 instead
I’m frustrated
Can you show your work
Guys do u know the answer to this>
They are too complicated, the original is a question from vectors and the system is derived from it
@cinder sundial Has your question been resolved?
,w solve 3x-y-z+2=0, -2x-2y-2z+2=0, -y+z+1=0
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what's another way to say the cube can be solved in two moves?
orbit size??
srry the resolution is too low for me to read that. how do u define orbit size
Grp size divide by Stabilizer size
I did it but can't get through it wether how should I calculate probability afterwards
Got the answer for it???
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bye😔
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0️⃣
Let M and N be two 3 × 3 matrices such that MN = NM.
$M^2 − N^4 = (M − N^2)(M + N^2)$
Is this true, because the matrices commute?
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@kindred anchor Has your question been resolved?
What do you mean? Only matrix addition is commutative
I have mentioned MN=NM.
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x^2 _ 4= u
I don’t know if there is anything else that I am missing and then I just need help finishing it
There's no trig sub needed
That’s what our assignment is over, trig substitution
Are you sure
Because this is pretty easy to solve without that 
If you say so though
Mhm! Does doing trig substitution make it harder in this case?
So you have $\int \tan^3 \theta \dd{\theta}$
NEONPerseus
Very much so
Is is where you ended up?
No, I was attempting to do trig substitution lol
Yeah, if you look at the very first picture I sent, it shows what substitution I was doing
But that’s as far as I got to
Looks good, carry on
So substitute x^3 next?
did you not do the actual substitution lol
yeah x = tan theta so do that
Like the u sub?
Yeah I do😅
so trig or u?
Trig substitution!😅
Okay. For 2tan theta, would it be 8tan^3 theta since I cubbing the two in the front as well?
yes
yes
yeah sub it all in the integral
Okay, so I’m done labeling all my subs and I can start plugging into the integral?
(Apologies, I’m learning the best I can)
Don't apologize for learning
and yes
Would the x^3 would the three to the front of the integral?
Oh would I do that if there is a constant for example like 2
Nah
Worth a shot lol
yes
now…I’m lost😅. I can’t integrate yet right?
NEONPerseus
This is what you have right?
This is what I have rn
So you took the 8 out, I got that
But does the 2 cancel out???
And the sec theta??
yes
I’m so smart😄! Alright I got this. Okay, so that I did that, can I integrate tan^3 theta?
Or am I missing a step?
on its own it would need quite some work
but tan^3 x sec x can be done pretty easily
$8\int (\sec^2 \theta - 1)\sec \theta \tan \theta \dd{\theta}$
Isn’t there an absolute value when integrating tan?
NEONPerseus
We won't be :)
Do you know how to move on forward?
You took one of the tan theta’s out so you can make it tan^2 theta and then integrate it to sec^2 theta - 1
I didn't "integrate" it but I get your point
You need to make use of u sub here
Think you can figure it out?
U sub would be sec theta and then du would be sectheta tantheta?
bingo
Now…ummm…this was where I didn’t pay attention🥲
$u = \sec \theta$
NEONPerseus
Can you find du now?
Yeah I know what du is
What would it be?

