#help-10
1 messages · Page 241 of 1
@high furnace Has your question been resolved?
i uh feel like triangle CEB and triangle CAD are congruent
it just looks congruent to me
<@&286206848099549185>
i sincerely need help
<@&286206848099549185>
my questions are always the ignored questions
<@&286206848099549185> i've been waiting for 45min
k
ping me if you have anything to say
ok
i've given up and am going to work on other subjects
I inboxed you long ago
wdym inboxed
...
then you should close the channel so it can used by other users.
...
as in i've given up waiting solely for help
because just now i wasn't doing anything else except waiting for someone to help
<@&286206848099549185>
yes sir
the question is on top
where
and what do you think that i can do
i can guide you but you need to make one of my wishes real
how can i do tha sir
will u be my discord kitten
no

@high furnace im just kidding that was a prank
it was kinda obvious
good one ha?
@gray remnant do you know how to solve
where r u from?
asia
thats in india right?
nope
im 13
i lucked into the best MO class
the question i posted is a 2mark question that doesn't require explanation, there are harder ones in my worksheet 😭
oh god damn it
why disrespectful though
im really bad at MO but I scored well last semester and barely got into the better class
shame on you@high furnace
my worksheet is due tmr 😭
congrats:)
this is 1 out of 8 questions i don't know how to solve 😭
what you gonna do with other 7
because right last semester, literally everything in the notes, but now i'm inside a class with literally top 20 in my country
:/
i solved one but I'm not sure if it's correct
maybe not everyone is top 20
nice, but one question what do you want to do in your life?
mm i haven't figured that out yet tbh
cause you are really smart for your age
do you have any idea
my school is top maths and science school, the ppl in my MO class are way smarter 😭
like 1/4 of the class solves the questions before the teacher asks us to solve it
nope, none at all
fdfs
im from asia 🤣
and?
mostly 140+ i doubt the accuracy though
most of the questions are very repetitive
yeah
whats your nick?
do yalls mind looking at the other questions
i stopped playing
923
lets playu
do you want to polay one game?
i want to solve my worksheet 😭
i can solve
i told i need 1hr
whyyyy
im not home rn
so do you want to play chess until i dont get homd
can yalls stop trolling
when u need to finish your work
@high furnace what you need help with?
post the whole question, not only parts of it.
Reub, if you truly want help, close this channel and get a new one since these guys won't stop trolling. (cofi, david)
@cloud igloo are you able to help
no
Where is the rest?
sorry anger issuses again
can yalls stop flooding
@cloud igloo wants to see the question
AND DIAGRAM
BESIDE EACH OTHER
you have 1 minute to try
i told u something
uh huh
Make a new channel @high furnace
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ping @ moderators next time you'll get a faster response
.close
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stop trolling, if you want to play chess then find people on #chess-go-shogi
oh wait they were already banned
that settles that
💯💯
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I'm trying to find F'(t)
the correct answer is given to me, it's the second image, however when I work the problem out, my answer is similar but incorrect, I'm getting
-30[0.6cos(t)-sin(t)] / (0.6cos(t)-sin(t))^2
could it be something to do with the negative sign?
this is my work, it's messy though
(Extra context if needed, I'm doing this for Calc 3, although this is a Calc 1-2 review haha)
It's correct you just switched sin and cos in the denominator
at the end
isn't the derivative of 0.6sin(t)+cos(t) = to 0.6cos(t)-sin(t)?
You can multiply both terms in the brackets by the - and therefore the numerator is the same
ohh that makes more sense
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sin x + cos x = √2
sin x - cos x = ?
I don't have any idea to finish it
just found out sin x cos x is 1/2 from that
Do you have an interval u r working with
For x
Or are you looking for a general solution
this is supposed to be always true I think
yeah
um I'm on 11th
whole square it and replace value
$\frac{1}{\sqrt{2}}\sin{x} + \frac{1}{\sqrt{2}}\cos{x} = 1$
nebula40
do you know what happens when you know the value of a+b and ab?
ohh
(a-b)^2
eh
yes
or you could use this $\sin{(x + \pi/4)} = 1$
nebula40
only use parentheses
its a formula
develop sin(x+45)
sin a +b
which means cos(x+45) = 1 too?
this method was sufficient
but sin((90-(x+45))
eh sry i mean yeah
this mb
$\frac{1}{\sqrt{2}}\sin{x} + \frac{1}{\sqrt{2}}\cos{x} = \cos{(\pi/4)}\sin{x} + \sin{(\pi/4)}\cos{x} = \sin(x+\pi/4)$
nebula40
this was what I was going at
or just use the method rafilou mentioned if you're still not comfortable with trig identities
its more straighforward
I'm quite new for this
alright thx alot
got 1 more question tho
sry about blur, its square root of 3
do i just power all of it by 3?
this looks like I've consumed too much of the good stuff
hehe
this one better
you can cube it, its not as bad as it looks lol
make sure to use (a+b) = 2^(1/3) in the 3ab(a+b) term
$\sin^4x + \cos^4x = 1 - 2\sin^2x\cos^2x$
nebula40
you'll need this
I dont think there's any special expansion for this
oh alright
how do you develop this?
split the sin^4 into sin^2 times sin^2. then make it (sin^2)(1-cos^2)
similar for cos^4
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.close
Closed by @compact shadow
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$not \frac{1}{3\sqrt{2}} but \frac{1}{3(2^{\frac{1}{3}})}$ my bad
Cogwheels of the mind
but thanks alot for the better explanation
I see
Appreciate it

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I've come across a mathematical problem that I've been trying to wrap my head around, and I could use some help verifying my solution. The problem involves demonstrating that P(n, n) = P(n, n-1), and I'd like to confirm whether my approach is correct. Here's what I've done so far:
The problem at hand is to demonstrate the equality P(n, n) = P(n, n-1) and provide a proof for it using two approaches:
a) Simplify both sides of the equation and show that they are equal.
b) Use the multiplication principle to establish the equality between the two expressions.
a) To begin with, I tried simplifying both sides of the equation. After some manipulation, I managed to express both P(n, n) and P(n, n-1) in terms of factorials, leading me to believe that they are indeed equal. However, I'm not entirely confident in my simplification and would appreciate it if someone could take a look and offer their input.
b) Additionally, I thought about using the multiplication principle to further substantiate the equation. My intuition tells me that there might be a way to connect the two expressions using this principle, but I'm struggling to find the precise steps to do so.
what is P(n,n) supposed to be?
(P(n,n)) refers to permutations of (n) objects taken (n) at a time. Permutations represent the arrangements of objects in a specific order, and (P(n,n)) refers to the number of ways to arrange (n) objects in (n) positions.
dgh
ok and now with two different letters so it would be clear which is the first input and which the second
(P(n, r)) represents permutations of (n) objects taken (r) at a time. So, (P(n, r)) would stand for the number of ways to arrange (n) objects in (r) positions, where (n) is the total number of objects and (r) is the number of positions.
dgh
P(n,m) is number of arranging m objects on n positions?
For m=n-1, arranging n-1 objects on n position, you can view the empty position, as it’s taken by an imaginary object
Since there is only one empty position you can do that
(Actually r many empty positions you just divide by r! in the end)
So, we divide by (n - 1) factorial ((n - 1)!)?
dgh
What he meant is that we know that P(n,n) = n!
And what'd P(n, n-1) be?
The idea if you want to arrange n-1 elements into n boxes, you can consider "emptiness" as your missing nth element
n! -1?
No, n! too
Or (n-1)!
n!/1!
So for each less empty spot means we add by 1 in the denominator?
Yeah, P(n,n-m) = n!/m!
The idea for P(n,n-1) is that "void" is your nth element, and so you're left with arranging n objects (including void) in n positions
@distant rampart Has your question been resolved?
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lim x -> 1 (1 - x ^ 2)/(sin pi*x)
,help
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Please use ,list to see a list of all my commands, and ,help cmd to get detailed help on a command!
$lim x -> 1 (1 - x ^ 2)/(sin pi*x)$
I_am_Success_51
$lim x -> 1 (1 - x ^ 2)/(sin pi*x)$
Hopital’s rule
I_am_Success_51
I want without it
We havent studied L hopital rule from our syllabus
So the tracher doesnot allow us to do advanced techniques
Nice handwriting
Why can't we just substitute right away?
Trust me he's the best
I also thought that
I think it will take me around 5 minutes to understand this handwriting
But thanks
I was wondering the ans since 1 hr
I think you can recognize it in one min, just ignore those ugly “lim”
I cant
I cant i cant i cant
Bro u here ?
Yeah writing in tex
$\frac{1-x^{2}}{\sin(\pi x)}=(\frac{1+x}{2\sin(\frac{\pi x}{2})})(\frac{1-x}{\cos(\frac{\pi x}{2})})=\frac{x-1}{\sin(\frac{\pi}{2}(x-1))}=(\frac{2}{\pi})(\frac{\frac{\pi}{2}(x-1)}{\sin(\frac{\pi}{2}(x-1))})=\frac{2}{\pi}$
Cogwheels of the mind
With all “lim” omitted
Np
I dont underatand the third one
Now the second term
Is product of two fractions right
The left fraction has limit 1
So only the right fraction left
This becomes the third term, with cos(πx/2) replaced with -sin(πx/2-π/2)
?
@ocean swift Has your question been resolved?
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(x-2)(3x-3)
how do i calculate this (x-2)(3x-3)
the solution at the bottom is supposed to be the answer
but how do we get that answer
we just need help making it make sense
As a helper, please do not give out answers that could be copied as a homework solution. Have the student work through the problem themselves and guide them along the way.
<@&286206848099549185>
Please only use the <@&286206848099549185> ping once if your question has not been answered for 15 minutes. Please do not ping or DM individual users about your question.
!nosols
As a helper, please do not give out answers that could be copied as a homework solution. Have the student work through the problem themselves and guide them along the way.
how do we get the 9x
whats the question?
also just don't give google's auto solutions.
can u help us in call lmao like we dont understand
i am the one asking the question
me and einar
?
its legit my homework
question pls
(x-2)(3x-3)
he just open the channel
we are pondering on how we can get to the final solution
just this multiplication?
Already Wait a min I'll share it with steps
from that question
ok but if were to slow to get it, can u like join our voice call and explain it with paint or something
What I can do right now is type the steps and if you dont understand ill join it
Voice channels are obsolete here
yeah were in a private call but we can try the steps first
(X-2)(3X-3)
(x multiplied with 3x and -3 indivialy and then -2 multipled with 3x and -3
so thats
3x square -3x -6x +6
3x sq -9x +6
got it?
wait
let me read
3x square
whats that mean
were not english native
or is it the same as ^
the first term here
we just need to know like how to make it 3x^2 - 9x + 6
the exponent
yeah
ok ok
so in the answer its 3x^2
were gonna try and understand it give us a minute
but why is it -9x after
Like youre both 17 years old?
yeah
how do you get -6x
yeah
-2 multipled by 3x
are you guys on insta by any chance? I could write this on a piece of paper and send you
Kristoffer_Brandsoy
dm me
can make group chat
you guys make and add me
whats ur insta?
yeah i judt did
did
am
we need help from someone that can join discord and explain on video
<@&286206848099549185>
shristii couldnt explain it to our dumb heads
can someone help us in call <@&286206848099549185>
@zinc stirrup Has your question been resolved?
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i dont understand how to solve this problem. do i set the 2 equal to one another and solve for x?
this question sure is confusing
I think it is asking for the solutions to f(x) = 1/x
riemann
then do i plug the 1/x into the firrst equation?
what do you mean "plug the 1/x"
write out a couple steps
@neat orchid Has your question been resolved?
I'm confused
when you plug in x=c to f(x), you get f(c) = c / (2-c)
i'll ask again, do you understand this
I think. Ur just replacing x with c?
yes
x is a variable
c is a specific solution to what the question is asking for
like x^2 = 4, then x=2 or x=-2. but instead of 2, x=c
@neat orchid Has your question been resolved?
So then ur just essentially plugging the second equation into thr first?
@neat orchid Has your question been resolved?
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need help
<@&286206848099549185> need help please
!15m
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oh sorry ill wait
its solvin for x and the length of zt
is this a test?
no it's jus on a goggle form
that's also a different question from the original picture
which do you want help with
the second one i posted
okay, have you tried drawing a diagram?
yes
can you show us
Please remove the undegrad role if you are not
#advanced-lounge is definitely not for posting stuff at this level, note. See the channel description
oh did i label the wrong ones
no, your diagram is fine
you just haven't labelled any distances on it
I mean like, write 3x+7 above the line between Z and S
like this
so do i do 3x+7=-5x+23 to solve for x
yep!
i got 8 is that right?
remember it's a -5x on the right side
not 5x
so subtracting 3 from both sides gives 7 = -8x + 23
yep!
so now how i determine the lenth of zt
what i did is i plugged in x which is 2 and i got 13 the i multiplied them by 2 and got 26
did i do it right?
what do you have to find for this question?
the same thing and x and the length
yes
okay, have you drawn a diagram for this one?
yes
L is the midpoint of WB, so you should be able to write down something that relates WL to WB
i did solve for x and i got -2/3 whixh is not an answer on the answers
what was the initial equation you wrote down?
3x+8=1/2+12
3x+8 is the length from W to B, not W to L, so those lengths are not equal
so what do i do
so i don't use 3x+8?
we have the full length WB is 3x+8
we have half the length is (1/2)x+12
so we can add up two copies of these half lengths to get the full length
so 3x+8 = 2*( (1/2)x + 12 )
i got 8
looks good
i plugged it i got 32 and 16
remember that 3x+8 is already the distance WB
(1/2)x+12 is half the distance
so you can either plug x=8 into 3x+8 and take that
or plug x=8 into (1/2)x+12 and double it
yes
thank youi got one more question
not sure how you're supposed to input the answer to the first question
but the other parts are exactly the same as the questions we just did
but which i equations i do to get x theres alot of them
it's in the same form as this
the question tells you the length of a full line and also the length of one of the halves
like this
the top equation isn't right
remember 24x -12 is the full line
10x-2 is half of the line
we can't use the second one
because we don't know if TR = RM
we only have that SK is bisected at R
not that MT is bisected as well
so these two parts are not necessarily equal
so, if 24x - 12 is the full line
and 10x - 2 is half of the line
how do we get from half of the line to the full line
do we make multiply?
multiply what by what?
the 10x and 12 im not rlly sure
say you have a stick, and you know half of that stick measures 30cm
how long is the full stick
60
so how did you get to that result from the given information
cause the halves would have to be equal
so 30 + 30, right?
so in our question, one half of the line is given by 10x -2
so we can get the full line with (10x - 2) + (10x - 2)
or more compactly, as 2(10x - 2)
and we also know what the full line should be; 24x-12
so i would have to add 10x-2 and 10x-2?
yes
i got 20x-4
so that's the length of WB
but we're also given that WB has length 24x - 12
so you can set these equal
what does that eqaution look like its not an answer
you just found WB = 20x -4
and we have WB = 24x-12
so 20x-4 = 24x-12
you can solve this for x
i got 2
now you can find all the lengths
for 4(2)+ 5 i got 13 which is not an answer
that's the length of TR
look at which lengths you are asked for and check your formulas again
but MT is made up of other lines that you do have formulas for
so what do i plug 2 in any number?
look at the line MT
can you break it up into two smaller lines
perhaps lines that you are given equations for in the question
8x-5? or 4x+5 only ones i haven't use
got 44x-5
oh i multipled i got 12x now
does that mean tr+rm are congruent to each other
what lengths do you have for all the lines
only length i had to solve for was rk and mt now i have to find out which line segments are congruent to each other
yes, but line segments are congruent if they have the same length
so you want the length of each of the lines segments to compare them
the length are 18 and 12
they're not the same so those two lines are not congruent
MT bisects SK, so you know the two lines that make up SK are equal
you can just take those two lines
so the lines that are congruent are mt and sk
no
SK is being bisected
that means the two sides that it is divided into are equal, because they are each one half
so sk and and tr or sr
it's SR and RK
RK is the same thing as KR
thank youvery much you have been verry helpful !!!
@woeful gyro Has your question been resolved?
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I proved that the first and the third are wrong but for the tree remaining I don’t know
Joseph.P
@keen garnet Has your question been resolved?
<@&286206848099549185>
Anyone ?
Hmmm. Maybe try #elementary-number-theory or #groups-rings-fields
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I need help on something
would it be possible for you to send a clearer image?
0 to 5 and 0 to 3
(a) Describe and sketch the curve given parametrically by
{
x = 5 sin (3t)
y = 3 cos (3t) for 0 $\le$ t $< $ 2$\pi$
3 .
What happens if we instead allow t to vary between 0 and 2$\pi$?
(b) Set up, but do not evaluate an integral that calculates the arc length of the curve described in part
DeRainMan
Compile Error! Click the
reaction for more information.
(You may edit your message to recompile.)
(a) Describe and sketch the curve given parametrically by
{
x = 5 sin (3t)
y = 3 cos (3t) for 0 $\le t \ < $ 2\pi$
3 .
What happens if we instead allow t to vary between 0 and 2$\pi$?
(b) Set up, but do not evaluate an integral that calculates the arc length of the curve described in part
DeRainMan
Compile Error! Click the
reaction for more information.
(You may edit your message to recompile.)
I put S = 4$\int_0^3{\int_0^5{\sqrt{x^2 + y^2}}}dxdy$
pretty sure thats wrong
DeRainMan
do u know the formula?
yes
its not even a double integral
I was wondering if it could work this way.
nono u need the differece of the xs and ys
nonono
sqrt of
ill type it out
ok ty
Integral sqrt((dy/dt)² + (dx/dt)²) dt
ik that 1
yep
I want to know it in terms of "x" and "y"
of a function of y?
like x and y inside of an integral.
dont think what youre trying will work
thats the closest youll get
maybe somebody else can help tho
@sharp anchor Has your question been resolved?
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how do we translate the following words into inequalities?
https://cdn.discordapp.com/attachments/689915677431169069/1144059345680740353/image.png
@proper sable Has your question been resolved?
I'd probably start by drawing the second two equations on the yz plane
like draw a yz plane on paper and plot the two equations
and then figure out where that first equation, the x + y + z = 8, where it intersects the yz axis, maybe draw a dashed line or something to figure out the bounds on x
I don't understand how
X + Y + Z = 8 is a plane
Isn't it a 3d shape like?
it's a plane, yeah - it is at a 45º angle from every axis
Oh yes
Is that what it called solid geometry
Combined with inequalities ?
i would call this analytic geometry
how can we translate the words "behind" and "in front" into inequalities?
good question; I suspect that the three surfaces will enclose an area
but i haven't graphed them
a volume*
graph in your head 
i mean you could try points right
like find the intersections
drawing a sketch of at least the second two equations is a very good idea though
That would be like hell to graph 4 functions in a 3d dimension in your head
yeah... graphing 3d functions is hard enough
it's okay to get a machine to do it for you but you should try some on your own, again at least do the 2d bit
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yo
b² = 3/4 has 2 solutions
?
It's a quadratic equation, so there are 2 solutions. Notice that b is not restricted 👀
It can be positive, negative too
This is Pearson platform (?
yes
Yes, but this is not a square root
You have b²=4/3, not b=√(4/3). The first equation is solved as b = ±√(4/3)
Ok great 👍🏽
I see, but isnt that the same
b=√(4/3) can be written as b^2 = 4/3 if u just square both sides
(oh sry it was 3/4, but let's leave it like that)
Yes, b = √(4/3) implies b² = 4/3 as you already have the value for b, which is positive. If you get to b² = 4/3 in a different way and there are no restrictions for b, then the correct way is considering it to be a quadratic equation
As any quadratic equation, it has 2 solutions
Ah I see, if we just have b=√(4/3), then we dont do anyting as we already have the answer, but if its b^2 then its a quadratic eq and has 2 solutions
Yess
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Is the derivative of arcsin(x^2) = 2x/sqrt(1-x^4)
did I do anything wrong there
nope , its correct
,w diff arcsin(x^2)
,w diff arccos(e^x)
2x?
Do you know exponent rules
Oh yeah I thought you couldn’t do that because of e^x idk
I don't know what your confusion is
you were wrong to think that
Read this live channel
#help-9 message
$(e^x)^2$ is still equal to $e^{x \cdot 2}$ and $x \cdot 2$ still equals $2x$ and the presence of the number $e$ changes absolutely nothing about that
Ann
Might apply to your problems too
I thought e^x would like not apply to exponent rules
why not
e^x different
if dy/dx can’t change it then why should exponent rules 
you are just painting yourself into unreasonable corners with alarming determination
What shall I do with this
(Differentiating)
2ln(arcsinx)
What do I do from there because ln(arcsinx) is one whole function
huh
just use chainrule xD
what I do first
(f(g(x)))’ = f’(g(x)) * g’(x)
That notation don’t help
hold up.
this feels ambiguous
do you mean $\ln[ (\arcsin(x))^2]$ or $[\ln(\arcsin(x))]^2$
Ann
yes there is a difference between them no they aren't the same
if you cannot tell then you should not do this problem at all no matter what
seems to be first since he used log law
ye
ok alright
so yeah that equals 2 ln(arcsin(x))
which is a good move since it relieves some of the headache
it is a composition of two functions
ln and arcsin
no
you've successfully bamboozled yourself into putting the square in the wrong place.
you treated this as $\mathrm{sq} \circ \ln \circ \arcsin$ when it was written for you UNAMBIGUOUSLY as $\ln \circ \mathrm{sq} \circ \arcsin$
Ann
I don’t follow
$[\ln(\sin\inv x)^2]' = [2\ln(\sin\inv x)]'$ so you won't see $2\ln(\sin\inv x)$ show up in the derivative
hayley!
^
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Find number of divisors of N which are less than $\sqrt{N}$.
Feynmann
Where $N=2^{10}×3^{15}$
Feynmann
Why does my method not work?
$\sqrt{N}=2^{5}.3^{7}.\sqrt{3}$
Number of divisors greater than √N would be 5×8=40, so number of divisors less than √N =176-40
Feynmann
Divisors greater than √N =2^6 onwards ×3^8 onwards
Because for example 3^7 * 2^9 is also a divisor greater sqrt(N)
So divisors less than $\sqrt{N}$ would be $\prod_{n=0}^{4}2^{n}× \prod_{k=0}^{8}3^{k}$ ?
Feynmann
I didn't mean to put all of that together
There's an easier way actually, notice all divisors come in pairs
If d | n, then (n / d) is also a divisor
*this doesn't have to be the case if N was a perfect square. Then d and n / d can be the same
How should i proceed?
Gcd=1 ?
No, about their size
Like?
One being bigger then sqrt(N) and one being smaller
I can do this question with that method, in that case it would be 176/2
But how should i proceed with my method?
Or does my method not make any sense?
It makes it way more difficult and time consuming since there will be a lot of cases to consider
Would 2^2 * 3^9 be bigger? You would need to do that for multiple numbers
If √N =2^5×3^7 (approx), so why can't the divisors less than √N be (5+1)(7+1)?
Since sqrtN also has a √3 in it's factor
Because we already found it was 88 and not 48
and one exponent can be below the threshold if the other one is sufficiently large
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what happened here?
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What is value of x when line l,m are l//m and there's ∠35 over the line l and there's ∠x under line l and there's ∠50 over line m
???
@timid silo help him
x = red angle + blue angle
you should be able to find those two
apologies for the not so straight line
@undone quest Has your question been resolved?
There's no values for 2 angles
the red angle is 35 degrees, and the blue one is 50 degrees
from the properties of parallel lines
corresponding angles, and interior opposite angles respectively. you might have used different terminology but the concept is the same
@undone quest Has your question been resolved?
이해 되셨을까요?
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What’s the difference between assume and suppose, and where would you choose 1 over the other?
I think I would use "suppose" more when considering cases, but I don't think there is any difference between those terms
maybe the same thing
maybe when you are taking a quiz it's more common to find "suppose" in first paragraph of an exercise, and "now assume" with paragraphs derived from it?
for example, 1) A) suppose y = 5/x, what is the domain of x? B) Now assume x =2, whats the value of y ?
idk they have the same meaning
Here’s what I think:
You can’t be wrong with suppose.
You could be wrong with assume.
What I mean is when you say suppose you’re considering a subset of possible cases. In this sense, “Suppose we have…” and “Consider…” has the same meaning. We consider only the cases under which my supposition is true.
This is different to “Assume…” where we kinda go out on a limb or hunch, we don’t really know if it’s true or not.
Which makes me think that suppose and assume are different starts to proof by contradiction
Suppose feels more like, if P then Q implies P is impossible. And it doesn’t say my supposition is wrong
But if I start with assume then we say the assumption was wrong
@grizzled shore Has your question been resolved?
This is all natural language anyways, the differences aren't necessarily clearcut
Here's how I use them, but it may differ for other ppl
===============
Let this be that for assignment
Assume not Q for a contradiction to show P => Q
Suppose P for a direct proof P => Q
Hmm for contrapositive
I think I would write Suppose not Q
and make it clear Im proving the contrapositive
Thats just how I use them
Suppose this for a contradiction is perfectly reasonable
Assume P. ... . Therefore Q. is also reasonable
Just assume you will see the 2 words used interchangeably in texts you read
Although it does make sense to me at least to not treat them as exact synonyms in my own writing to be more systematic.
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Can you represent an iff statement as "if and also"? As in
"I wont get banned if I don't break the rules and also don't annoy a mod"
I don't think that's how it works
Iff is a shorthand for if and only if
So I don't think you're allowed to do that
Plus if and also don't seem like iff
It's more of an if and an &
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When is a sup or inf of a set an element in the set?
for example M := {x in R | x < 2}, sup M = 2 right?
Yes
there is a sentence in my script that confuses me
it says
let A subset R. If A has an upper bound (english?) and when sup A in A, then A has a maximum and it's max A = sup A
yes, "upper bound" is the correct word
sup(A) is a number that may belong to A but also may not.
when it does, it is A's greatest element.
There’s no max M
It doesn’t exist in this set
ohhhh
But if it did exist then it’s also the sup of the set
Max is a stronger thing than sup
If something is the max of a set it is also the sup of the set
is a limit similar to a sup/inf in that it could be in the set too but doesn't have to?
Because the definition of a max also satisfies the definition of the supremum
Wdym a limit is in the set
umm
you can take the limit of a set right
lim x->inf (M)
is 2
= sup M
I assume
is there a set M where the limit is an element of M
you can take the limit of a set right
no
o
What the heck is the limit of a set lol
that notion does not exist and won't exist for a while
LMAO
unless you do probability theory and even THEN it's niche as shit
just forget that "limit of a set" can ever be a thing
ok wait ... I had an exercise where we were given a sequeence
Don’t we use sup in probability as well
I proved that the sequence has a lower bound and is monotonous decreasing
At least from my limited knowledge we do
What’s the sequence defined as?
sure sup might come up but did you mean for that to contradict my point?

