#help-13
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I need help with some BODMAS or PEDMAS for some people
202 + 4 × 9 - 8 - 16 + 9 - 4 =?
I'm really confused, could someone explain how to get the final answer?
BODMAS I understand but I got
202 + 4 × 9 - 8 - 16 + 9 - 4
=202 + 36 - 8 - 16 + 9 - 4
202 + 36 - 8 - 15 - 4
=238 - 8 - 15 - 4
=230 -15 - 4
= 215 - 4
= 21
The problem was in this step:
=202 + 36 - 8 - 16 + 9 - 4
=202 + 36 - 8 - 15 - 4
You combined -16+9 to -15
which is incorrect
oh? so it takes a away the minus sign?
dont i leave the sign since it was infront if the 16
Can you work with negative numbers?
If not start doing it from left to right
so do 202+36 then -8 then -16 then +9 then -4
i can work with negative but doesnt if i do it that way wont it not use bodmas?
it's not P>E>M>D>A>S, it's P>E>(M=D)>(A=S)
oh sorry i havent learnt that part of bodmas then mb
it is most likely a consequence of it being taught badly rather than you not having learned it properly.
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can anyone help me in understanding preturbation here in this article, (in the section Backpropagation through a weighted sum) how this equation came, I have given the article as well as the link below
ds[0]=w[0]⋅dz
https://atcold.github.io/pytorch-Deep-Learning/en/week02/02-1/
@steel flare Has your question been resolved?
No
@steel flare Has your question been resolved?
@steel flare Has your question been resolved?
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i cant use u v integration
the question is,
integrate this using reverse chain rule
and ive been staring at this for quite a while now
the answer is tan^3(x)/3 +c
but like
what is uv integration?
oh i see
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The Commutative property doesn't apply to subtraction, but 6 - 3 = -3 + 6
6-3 ≠3-6
Thats addition
This what they meant
Of 6 and -3
Or maybe -3--6≠-6--3
6 - 3 is the same as 6 + (-3)
You had to change the operation from - to +
Commutative's whole purpose is to preserve the operation
6 + (-3) isn't -3 + 6?
ah, ok
It is
The commutative property feels a lot more complete knowing I can swap the operation, easier to remember for me
Well the property austerely states that:
a + b = b + a
Only for addition (and multiplication) as far as I'm concerned with basic operations
Because:
a - b = -(b-a)
But that isn't commutative
I'd say it is?
Basically I mean a + (-b) = - b + a
Because subtraction is based on addition it works?
I know it's sort of a manipulation, it's indeed not what it basically wants to explain
well here
2 - 3
We can manipulate that so a = 2 and b = -3
And both 2 and -3 are real numbers so we can easily apply communicative
You're arguing that a-b can be communicative because a + -b, but then you're introducing the -b which complicates things
You can think of that as -1 • b
A nonunit multiplier
I'm introducing the subtraction to the communitative property I thought
good point
Well yeah that's what you're trying to do but then you're introducing a new operation as collateral
And it fails to persevere the operation
What you COULD say though
Let's say I'm fine with that as long as it works, although it may not be correct
I'm not sure, subtraction is based on addition, I first need further research
Is that if $(a,b) \in \bR$, then $a+b = b+a$ and you can go from subtraction to addition since it satisfies that condition
Umbraleviathan
That's the question, yeah
Well then it's taken care of with the statement:
$$(a, b) \in \bR$$
Umbraleviathan
Thanks for your help, I'll will do some more reasearch, I'm open to find some completly different answer 🙂
You don't need to do a + -b = -b + a with that condition
Oh, finally, the commutative property is only for natural numbers defined?
I'll be back later
N is a subset of R
So yes
But it works for all numbers in R
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Can i get some help on my math homework? Its Interpret Linear Function Equations
whats this
?
oh
my bad
can someone help me understand how to do this homework please?
:/
What homework
this:
do i add them together?
or?~
i was sick so i had to miss some classes this week and the power points the teacher gave me arent really making sense tbh
actually.. give me a minute i got an idea-
.close
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Show ur work
i tried simplying by (x2+6x+h- x2 + 6x)h
i got rid of the x`"
x^2
then 6x+6x = 12x
and u cant get rid of the h right?
It’s not easy to understand when typed liked that, could u send a picture or use latex
No that’s not how u do it
okay
Lemme give u an example
Without simplifying anything, what would f(5) be equal to
5^2 + 6(5)
20^2+6(20)
s^2+6(s)
(s+2)^2+6(s+2)
Yes!!!!
How about f(x+h)
Don’t let the x+h confuse u, it’s just like everything else
Xd
Ok
So now we have f(x+h)
Now trying setting up the difference quotient with that in mind
Also when it’s -f(x) in the numerator, keep parentheses around the f(x)
Remember we got this for f(x+h)
Just plug that it in there without simplifying anything and we can take it from there together
Stephen
expand (x+h)(x+h)
x^2 + hx + hx + h^2
2hx
Good so now let me write it out
Now we have
$\frac{x^2 + 2hx + h^2 + 6x+6h -x^2 - 6x}{h}$ do u agree?
we expand the 6(x+h) to 6x+6h?
yeah
Now how do we simplify -(x^2 + 6x)
-x^2 -6x
Good
Stephen
Now, simplify the entire numerator by combining like terms
Good
Try simplifying from there
Hint, take out the common term from the numerator
yes
so the answer will be 2hx + h + 6h
No
2hx + 7h
The entire numerator is divided by h
Whatever🎄
that equation I know
Ok so see how each term has an ‘h’ in the numerator
You dont have to do this step, but essentially each term is divided by that h
so we divide all h and get 2x+h+6
Yes
Yep
Cool
And thats simplified
thank you so much!
Np
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Can you find what E is?
75 degrees?
Not exactly
Aren't they vertically opposite?
why not?
but yes
it is 75
now that you know that the line AB would be making an angle of 180 totally
Wait so y should be 50? @crimson sedge
I forgot what those angles are called, but i remember that they are equal
So you have 20 + 75 + z = 180 with z being the third angle in that triangle
recover what z is
But is this right though
sounds about right
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How do I answer these
which question do you want to solve?
i have to solve all of them, I'm starting calc soon and this a practice quiz. I am literally super low level math
So i have like no idea what im doing, not even joking
okay
Do you know what slope of a line means?
y = mx +b?
no, that's the slope intercept form
oh
The slope of the line kinda means the steepness of the line
Like thing about how steep mountains are harder to climb
yea
Or steep roads are harder to drive upwards
That steepness can be measured using slope
Mathematically, it is the amount the by which the value changes which input is changed linearly
so, say you go from (x1, y1) to (x2, y2)
okay
The slope is (y2 - y1)/(x2 - x1)
Try using this formula to get the slope of the line mentioned in question 2
How did you get 10/6?
13 - 3 is 10 and so is 8 - (-2) right?
yep
answer is a
numbpy
notice here, in the numerator we have x inside a square root
To remove this square root we multiply by it's conjugate, this is called rationalisation
Do you understand what a square root is?
yea its the symbol after the 8
As in, what does it do and its properties
its like the square root of a number would equal what 2 numbers multiplied by eachother equal it
so for example square root of 36 is 6
because 6 times itself is 36
yes, in particular it is the inverse of a square
Which means square of root and root of a square gives back what we started with
$\sqrt{x^2} = x$ and ${(\sqrt{x})}^2 = x$
makes sense yep
numbpy
and do you know that (a + b)(a - b) = a^2 - b^2
Then everything is set
You multiply but the conjuate of the numerator
it's like the numerator just with 1 sign reverse
For the numerator 8root(x) + 27, you multiply with 8root(x) - 27
so then the answer would be a right?
answer would be a right meaning?
yes
ah i see
generally we rationalise the denominator but it's the same principle with numerator
for question 3 do i need to plug a value in as "t"?
because it says 3 minutes, and t represents minutes
clearly not cause t is in minutes and s is in m so it would be wrong
Let's do 4 and 5 first
For 4, we need to find $\lim_{x \rightarrow 4} 5$
numbpy
i havent learned limits
alright, so, limit is the concept of how a function behaves close the the limit point
easiest example is 1/x
for x=0, this is not defined
cause that would be 1/0
and 0 cant be a denomenator
BUT what would happen if we can go very very very close to zero but not exactly 0
,w plot 1/x
<@&268886789983436800>
thanks
Continue
So, as you can see when you go close to 0, 1/x becomes larger and larger
in the limit we say that it goes to infinity, written as
$\lim_{x \rightarrow 0} \frac{1}{x} = \infty$
numbpy
oh nvm lol.. didnt look like that
This is a subtle technicality here but we won't go there for now
alright, notice the question is a bit weird it doesn't have the variable
what does the number below the "lim" represent
is it like what you cant cross but are approaching in the graph
That's the variable, in general x->a symbol means that the variable x approaches a
got it
alright, notice the question is a bit weird it doesn't have the variable
Did you see it
yea there is no x in the denom
$\lim_{x \rightarrow 4} 5$
numbpy
more like no variable on the right hand side
Take a guess as to what the answer would be
but notice there is no x on the right
Like it's the same as plotting the x value to a function and getting the y value but sometimes there are not "well defined" y values for a function like as you have seen lim x to 0 (1/x) is not defined but still it is infinity cause it approaches the value of infinity but it is not exactly infinity also if I say that what's lim x to 5 (x²) gives us we will just plot 5 in x² and that will give 25 it's just like f(5)=x² where f(x)=x² but it's just a way to imagine it
or 5 because thats the limit
$\lim_{x \to 4} 5x^0$
Arnab
Now can you imagine it?
uhhh not gonna lie im not sure
It would be 5 cause even though there is nothing that will actually go to 4
There is NO x in the right hand side
Well when you have a constant given in a limit then you assume there is a variable and the power of that variable is 0 it will ultimately give you the constant
if instead it was $\lim_{x \to 4} 5x$
numbpy
Then it would give 5*4 = 20
But there was NO x in the function (the right hand side)
yea
Did you understand
yes, if instead it was $\lim_{x \to 4} 5x^2$
numbpy
20 ^ 2 then no?
it would be 5 * 4^2
yes
i gotcha
think about it in this way, the 5 part is CONSTANT
it simply can't be changed, IT IS WHAT IT IS
okay
should we move to question 5
yea
Maybe try it on your own and think would be the answer
It's simple enough just looks weird
In short
$\lim_{x \to c} (a×f(x))=a×\lim_{x\to c}(f(x))$where c and a are constant
Arnab
okay ill try 5 on my own, can you help me with 3
3 is slightly more difficult
for 5 im plugging in the 5 as x
you're given s(t) = 4t^2 and s is the distance is metres
that looks correct
anyway, what is asked in Q 3 is the rate of at which avalanche is moving
basically velocity
for that you need to find the derivative of s(t) wrt t
yeah
But I am guessing you're not familiar with it are you?
no im not

well, the derivative of a function f at a is this thing -
$f'(a) = \lim_{h \to 0} \frac{f(a + h) - f(a)}{h}$
numbpy
There's a lot to unpack but first thing to notice is that this is literally the definition of slope
let y1 = f(x) and y2 = f(x+h), then
$f'(a) = \lim_{h \to 0} \frac{f(a + h) - f(a)}{h} = \lim_{h \to 0} \frac{y2 - y1}{(a + h) - h} = \lim_{h \to 0} \frac{y2 - y1}{x2- x1}$
numbpy
The most important difference is that the difference between x1 and x2 approaches 0
Geometrically, this thing goes from a secant between 2 points to a tangent at a point
okay
and this derivative gives the instantaneous slope of any given function
In practice you just need to remember some of the rules of the derivative
first is that the constant is always constant and can be taken out
$\frac{d}{dx} a f(x) = a \frac{d}{dx} f(x)$
numbpy
numbpy
The question essentially boils down to finding this derivative wrt to t
ie $\frac{d}{dt} 4t^2$
numbpy
Use the above rules to find the answer
@hushed yarrow I could help you in this three questions
yea please
In which part you need help in
all 3 loll
Are you familiar with rationalisation
It's like
$√2/√3=(√2×√3)/(√3×√3)$
Arnab
okay
Like we can rationalise the denominator to simplify the expression
Especially when we find square roots in it
Also sometimes we could find the exact value of the square root fraction
Are you familiar with complex numbers?
uhh no i dont think so
We can sometimes find the real part of complex numbers by using rationalization but not in all cases
Well alright I already told 3 advantages of it so you can write it in your own words
In the second question I don't think so you would have a problem to graph
,w plot (x-6)/(2+x)
wait what are they?
Subject: Mathematics
Chapter: Number System
Topic: Rationalizing Denominator
Let us learn about rationalizing the denominator in this video.
Subscribe to our channel to watch free online lectures
For more videos, online classes, 24X7 Doubts solving and Mock tests, Visit Toppr - The better learning app.
#BetterLearning on the Toppr app, downloa...
You can watch this video for understanding
I have to sleep now sorry
,ti
The current time for 𝓐𝓡𝓝𝓐𝓑 𝓟𝓐𝓛 is 12:17 AM (IST) on Sat, 04/02/2023.
@hushed yarrow Has your question been resolved?
@hushed yarrow Has your question been resolved?
on saturday?
lol
i think you should open another help channel with your exact question
and only 1 question
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@hushed yarrow Has your question been resolved?
.close
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what’s the problem
Wdym by this?
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For this,
Can I make u= 9x + 5?
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suppose that there are 4 boys and 2 girls sitting in a row
how many possible combinations are there such that the girls are exactly one seat apart from each other?
case 1:
~(B)~(B)~(B)~(B)~
5 possible slots
5 entities existing (4 boys & [2 girls])
take 5C2 to find the number of ways to pick 2 slots out of 5, then permute the girls by taking 2!, then rearrange the boys by taking 4!
I tried this but it’s probably wrong
I think it would be easier if you start with _ _ _ _ _ _ and placing the girls first
there are many ways to placing the girls though
You sure?
never mind not a lot I guess
_ _ _ _ _ _
G _ G _ _ _ _
_ G _ G _ _
_ _ G _ G _
_ _ _ G _ G
The first one has an extra seat
But yeah only 4 cases, all relatively the same, so the math works in our favor
How many ways can the girls be arranged in the seats?
Just pick one case for now
okay
I choose thee 3rd case
okay so hmm
there are 4 seats left
and 4 guys left
so erm
4C4?
then I multiply it by 4?
yeah there’s only 4 ways right
then I 4! to permutate the guys
and 2! to permutate the girls?
Yup
and for such that the girls are exactly two seat apart from each other
so either
G~-G~-
or ~-G~-G
or ~G~~G~
so, 4C4 * 3 * 4! * 2! ?
oops the lines
sounds right
halp
@gilded elm diagram as in like this thing?
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@whole portal Has your question been resolved?
G B G B _ B _ B _
_ B G B G B _ B _
doing it you will have 4 x 2! possibilities
and you do the permutation of the boys too
4!
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oh okay thx
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Can someone explain this symbol in cs? There's litererally no explaination for it and is just used
and the definition they use in the text makes it look like it does nothing
that's the intention yes
for any x, ◇(x) keeps it x
unless () means something
so it's (x) instead
if the parentheses around (x) mean something it does the wrapping of x in ()
i can't see if they talked about the ()
or it does nothing
i can't decide which is more likely
50/50
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A cup of ice cream was sold at ₹26 find the original cost of the ice cream if the cost includes 15% GST and ₹3 other expenses.
anyone
let X be the cost of the ice cream try and write this as an equation and solve for X
already tried
what did you get
<@&286206848099549185>
3.9
!15m
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.
then show your work
i am on lapto
p
15% of x = 26
x = 26*100/15
I don't understand pls gimme solution
where are the "3 other expanses"?
what?
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.
We do not give answers.
read the example
i don't have this in homework I tried it earlier
ur rude
I have already tried it now i am tired
is the answer 20?
take a break and come back
then go sleeping and come back if you are not tired.
Bro just help me
yes i know it
i am not your bro.
and what make the price up to 26?
the orignals price
and
the 15% of the original
and
the $3
so try to sum it up
rupees
already done
I DONT HAVE THET EMOJI
and what do u have?
wait let me check it in the notebook
^
The equation you wrote doesn't include the $3 mentioned
19.1
( original price ) + ( 15% of original price ) + ( expense ) = 26
try to replace those word with
number
but the answer given by teacher is 20
is this wrong
so how to make it right
15% taxes right?
@jaunty murali have the equation now help me rude
yeah
so what does the tax affect on?
Goods service tax
tax will be added to original price
and 3 other expenses
x
correct
but it say 1/80 now
no
💀 bro just finish your work
can we have a video call
JUST FINISH YOUR WORK
what is the question
#rule 1 : capital words on internet means ur shouting on next person
A cup of ice cream was sold at ₹26 find the original cost of the ice cream if the cost includes 15% GST and ₹3 other expenses.
Answer : ₹20
right
so we can think like this:
there is a cup of ice cream that costs x originally
without anything
yeah
if you add %15 taxes, x*15/100 right?
that is the tax
x*15/100
15/100=%15
you know this i assume
hm
already know it
o yeah
okay any problem finding the tax?
yeah
now we add the tax to the original price
calculation problem
where
sry i am on laptop can't show it
okay
can you understand what im saying
we found the tax
x*15/100
any problem here?
did you get it
x is the original price
fine
everything good by here?,
yes thanks
okay then, we add the tax into the price now
.close
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thanks for ur help
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How to Prove that if $p$ and $p^2+8$ are prime, then so is $p^3+8p+2$?
Pierre de Fermat
mod 3
@jagged charm Has your question been resolved?
Can give more information please
look at p^2+8 mod 3
if p=0,1,2 mod 3, what is p^2+8 mod 3
If p=0 than p²+8\equiv{-1}(mod 3)
Cause 8=3×3-1
If p=1
We've 9\equiv{0}(mod 3)
If p=2
We've 12\equiv{0}(mod 3)
Is that correct?
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I know that e) isnt valid but they want me to find the appropriate assignment of truth values to make it valid
Is there any way to do this other than trial and error? Cause theres 4 truth values so this would take up a lot of time in an exam just testing them all
like I would need to test every combination of positive and negative for each truth value...
get rid of everything that doesnt involve p and s
oh theres nothing to get rid of
whoops
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what do i do if i calculated slope and i got m=12.5/0?
sure
is means two points has the same x coordinates so it's a line perpendicular to the x-axis (not a function, like jester said)
there's no slope tho, is there?
checks out
vertical line
well assuming you have all the coordinates of the points correctly
yeah
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solve each one, then take an intersection
Done it
What is the issue with the question?
I'm getting a different answer=I'm doing something wrong and I can't tell what it is
don't mind showing work?
well, x > -1/5 for the 1st one is ok
Aight
thing is
you factored trinomial incorrectly
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I'm in a pinch here, i can not figure this out
Wat u tryna do
Get the ?

.
Oh yeah and the square sides are 4
How does the image above relate to ur first image?
Oh I see it now
Do u know about angle bisectors of squares
ABCD is a square, so the lines that connect opposite corners bisect the angles as well
meaning the angle of 90 degrees is split into two 45 degree angles
sure np
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i have this question for homework and am stuck at the first part of b. how would you approximate required work with a riemann sum here?
the part that i'm having a problem with is the lim(n->inf) part. i understand why the top is .3x_i*dx because of the .3 lb/ft, but i don't understand how i'm supposed to get that part of the question for half the rope to the top
you're pulling half the length
the notation xi is weird to me because they're defined nowhere
it's visualized like this for a similar problem, x_i is a point within the change of x
I know
what formula
xi should depend on n (as well as delta_x), which makes this notation very bad imo
well this is how it explained to get the lim(n->inf) part earlier, this was for a 200-lb cable that's 100 ft long
still doesn't define xi
all it says is divide the cable into small parts with length delta_x and that x_i is a point in the ith such interval
so you never saw an actual definition of xi with a formula ?
this is what's given, equation 2 is just W = Fd
so xi is simply the number that works
so this trivially the sum of the 0.3 xi
because it works
i don't know what you mean
this is all the book has given me up to this point to solve this problem
does that work ?
if it was reusing the xi from the previous question, I'd say it's 0.3 * (30 + xi/2)
but since they didn't specify whether xi changes between questions because they never defined it, I can't know
and that's why you always define things in math rather than handwaving it. Otherwise you get crap questions like this
if it helps at all they want the integral you find from the limit in part b to be from 0 to 30
oh right
but still
I don't know what xi is
so I can only guess what the expected answer is
can't answer a question in terms that I do not know. That's the problem
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how do i get a graph of the curved sides exeact position
or an angle of the curved sides exeact position
on both
<@&286206848099549185>
can you explain a little bit more, what you need?
well i want to draw the angle but in scale
the curved side
and for that i for me to accuratly do that i'd need to know how it bends
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A box contains 3 different formats of shaped elastics
circular.
The perimeters of each format are 12 cm, 20 cm and 25 cm. THE
weight of rubber bands are proportional to their perimeters.
In the box, the total weight of the rubber bands of each format is
27g. Each rubber band weighs less than 1g, but more than 0.3g.
How many 12 cm rubber bands are there in this box knowing that there are more than 100 rubber bands in total? How can I find the weight by the peremeter?
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Need help
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a: there are two distinct students who have asked all faculty members a question
is that right?
shouldnt it have something to do with: if one has asked a staff member, so has the other?
wait
yeah nvm
the biconditional is kinda confusing me
how was the biconditional defined for you
so its: there are two distinct students who if one has asked asked a faculty member a question then the other has also
i think that is the correct answer
Cause its like
Staff member implies (A(x,y) if and only if A(y,z))
yes yes
this feels right
aight i think i have the second one translated to logic but i need to figure how to use the latex boy
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yeah i got same
aight thanks
$\forall z \exists x \exists y :(S(x) \land S(y) \land x \neq y \land (F(z) \implies (A(z, x) \land A(z, y))))$
aight i gotta go eat but i will have more questions for yall in like 30
thanks again
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Jester
Not really a "help" question, but I just realized I'm having trouble doing basic arithmetic with exponents in algebra, where can I improve this?
@wary estuary Has your question been resolved?
,tex \factoid original
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how can i approach this question
Simultaneously
use the given info and set up a system of equations
the first step would be to first find f'(x)
i have that
and i plugged in the values for f'(-1) and equated the derivative to 12
and got a+b =4
maybe i can try a = 4-b
and got a+b =4
how are you getting that
you didn't manipulate your equation properly

