#help-13
1 messages · Page 132 of 1
And IR is ℝ meaning the real numbers
So -5, -3, -0.7261584, 0, sqrt2, pi, 500000000000
Any real number is in ℝ
The set notation is a little harder to explain if you’ve never seen it before
But we “build” sets with conditions
For example, {x | x ∈ ℝ, -8 <= x <= 8} is saying
Consider the set (that’s what {} means)
This set contains something we will name x
| means such that:
x ∈ ℝ means x is an element of the real number set
x such that x is an element of the real number set?
And -8 <= x <= 8 just imposes more restriction on this x
And any x that satisfies this will be an element of the set
First part is naming our variable
The set includes all the x’s, where x is an element of the reals
But also satisfies -8 <= x <= 8
We want to name it because you could have something like
{(x, y) | x,y ∈ ℝ, y = x²}
And that’ll give you the set of all points on the curve y = x²
So it’s specifying the things in this set have the form (x, y)
Also ℝ is often written as a normal capital R, then you add a line inside the R
So the top connects the 2 vertical lines
And it doesn’t just look like IR
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I have a really stupid question
can someone just explain to me how 1-(1-sin²∅) is sin²∅
No such thing as a stupid question
distribute the minus then combine like terms
1-(1-a) = a
btw do not use the empty set symbol as a substitute for theta
Just use x
θ
Or that
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Hi
what do you mean ?
Is this correct?
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Where did i go wrong here?
Not writing y' somewhere
But like actually lemme look
Product rule first, chain rule second
didnt i do that?
||LOG DIFF AAAAH||

Not a bad idea, but also 🙅🙅🙅🙅🙅🙅
(2x^2-1)^3 and (x^4+3)^5
Ok, now what is the derivative of each?
right?
OH SORRY
Yes you did
You went wrong when you factored out the 4x
12x does not become 3x
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Sorry about that
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any tips on how to find the smallest coefficients possible for the normal vector
in b specifically
im asked to graph the plane so i would like to know how to get the smallest coefficients posisble in the point normal equation
Have you found the plane?
yeah but I got a big coefficient
And what is the point of intersection of the lines
Can you show the equation you got?
To make sure they define a plane
-12(x-5)-8(y-2)-16(z+1)=0
here
That's fine
oh, I thought you meant something big like 6174 or something
you could divide by 4?
ahh yeah I can
Then you get coprime integers which is considered optimal
(-3,-2,7)
Is your issue resolved?
yeah
@bronze pivot Has your question been resolved?
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<@&268886789983436800> @crimson sedge oddity
@pallid tundra Has your question been resolved?
@pallid tundra Has your question been resolved?
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.reopen
✅
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So if they ask me for the co ordinates that maximises the standard maximisation problem
what am I going to answer?
the method here is simplex
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.close
The diameter CE of a circle, exscribed around a triangle ABC, is perpendicular to AB and intersects it in D. Find the sine of the angle at C if CD = a and DE = b
sine law
can you elaborate?
generally
it's about finding AB
because sine law gives
$$\frac{AB}{\sin \alpha}=2R=a+b$$
modus7591
Here's another problem: 2 circles with radii of 7 and 3 have perpendicular internal tangent segments (whatever this means). Calculate the distance between their centers.
provide some sketch if possible
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evaluate sin(690degrees)
Yes
can i subtract 360 every time im evaluating degrees higher than 360 ?
what if its odd
You can do it whenever you want
so the fact you are just pulling 360 out to subtract doesn't have any other implications outside of getting you a number inside 360
[
\map \sin\alpha = \map \sin{\theta + 360n} \implies \map \sin \alpha =\map \sin \theta
]
for any integer n, this will always hold true for any theta
In this context, yes
what does this mean
@dreamy zenith Has your question been resolved?
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The trace is the sum of the elements on the diagonal of N
i.e. 6 and 3t
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I'm very confused here
I put speeding up, and I don't see why it's wrong
for the grey one
it probably meant in absolute speed
which is always ambiguous
it's slowing down because it's speed is getting closer to 0
it's slowing down in reverse
I see
from my understanding acceleration is the same thing speeding up / slowing down
so I thought since acceleration is the derivative of velocity, it would be speeding up here, I'm guessing something might be wrong then I don't see what exactly it is
these are kind of ambiguous
I see so it is the interpreting "speeding up" as acceleration that is wrong
but arguably this should be morally more correct
just look at acceleration as the derivative of |v|
alright I see
thanks
.close
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depends on context/exercise though
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where do i start exactly
so the glass has to be at least 60 cents
-10 for his sister
@junior timber Has your question been resolved?
<@&286206848099549185>
@junior timber Has your question been resolved?
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<@&286206848099549185>
!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.
i have been waiting for an hour in another chanel
@dire geode
please may you help me i need this question done and ive been waiting for so LONG!
!show
Show your work, and if possible, explain where you are stuck.
i dont have any work for this question because i dont know where to start
can you explain it to me for me to do it
Start by callind B = number of costumers at breakfast, L = number of costumers at lunch and D = number of costumers at dinner. See if you find some relation between these
i know what you mean but i cant remeber what else to do
all i have done so far is write out D:B:L and then put the numbers underneath
but idk what to do next?
<@&286206848099549185>
@ashen terrace Has your question been resolved?
Please help
<@&286206848099549185>
<@&286206848099549185>
IVE BEEN WAITING FOR AN HOUR
<@&286206848099549185>
Nobody here owe you sm
Yeah its just id like some better communication
you could have let me know that your busy or given me a reason as to why your ''helper'' role isnt being fufilled
Start by callind B = number of costumers at breakfast, L = number of costumers at lunch and D = number of costumers at dinner. See if you find some relation between these
B/L = 11/6, B/D = 7/4, L = D-10
!volunteers
Helpers are just people volunteering their time to help you. Be polite.
im a bit confused what to do next
@finite raven
<@&286206848099549185>
Okay. Can you be polite first.
of course sorry if i came accross as rude that wasnt my intention
Np, I get it. What problem are u stuck on?
its the last one that i sent i will send it again for you quickly
Okay. Thanks.
Let me read it.
ok take your time
Thanks.
Okay so, Let:
B = Breakfast
L = Lunch
D = Dinner
The ratio of breakfast to lunch: B:L = 7:4.
B/L = 7/4
B = (7/4) L
The ratio of breakfast to dinner: B:D = 11:6.
B/D = 11/6
B = (11/6) D
(7/4) L = (11/6) D
Does that make more sense? If not I can help more.
yes that does help but the bit that i am stick on is it says ''the number of customers at lunch was 10 less than the customers at dinner'' however the number is smalller at dinner?
Did you multiply both sides by 12 yet?
no what do you mean by that?
If you multiply both sides by 12, you get
21L = 22D
Substituting this into the previous equation
21L = 22(L - 10).
oh thank you
wait im being so stupid...
wdym?
can you give me a minute to think. my mind is blank i dont even know what is going on but im forgeting simple mathamatics (i have dyslexia so sometimes the easier stuff is harder than the hard stuff)
really?!
fair play if you do you seem really good at maths ngl
do like does 1 = 10?
because 22-21
@rain cloak
what is it that you have to sub
like i dont know what number to sub into the original
<@&286206848099549185>
@rain cloak
<@&286206848099549185>
please i really need to finsih this question
@ashen terrace what's the problem? you have 3 equations... just solve
i think im overwhelmed on this question ive been on it for 3 hours
According to my calculations this is 210.
Breakfast - x
Lunch - y
Dinner - z
I am not receiving money for this, that count as reason ?
Nevermind, it is people
,w {B/L = 11/6, B/D = 7/4, L=D-10}
hi
anyone need math help
p mme
i am done high school
and have finsihed math with all A's
i love math so much
yes please may you help
ofc
Here you have the answer
IVE DONE IT
IVE FUCKING DONE IT
I CANT BELIEVE IT
THANK YOU ALL FOR THE HELO
HELP
IDK IF YOU DO PROMOTIONS OR ANYHTING OR REWARD GOOD HELPERS BUT IF YOU DO HUGE SHOUTOUT TO AIDEN FIELD
I am waiting for my money than
haha lol thanks alot mate
You should take care this next time by yourself and not lay on random people. That is not the right way
?
its fine
?
where is everyone
?
dont get mad at him
we r here to help each other
not to yell at each other
worki together
for god sake
That is just rules of the life, no more
And the most simplest answer on this all
bruh
Of course, lets keep it up than
🙂
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I don't understand the solution to this problem
Do you know what average means?
Then, where are u stucked in this problem?
i dont understand how x=4/-5
dont listen to archimonde he died in hellfire citadel years ago
lol
how did (x+5)(x-4)=0 become 4 or -5?
Because one of them must be 0
no prob
this one?
They're factoring (x-1) out
nope the one after it
wow just realized i dont remember much of the math i learned in school
is there any way to quickly catch up to precalc level?
Study
any resources you can point me to?
@halcyon axle Has your question been resolved?
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is this correct?
looks right to me
note that you didn't need to calculate the intercept of the second one since you don't particularly care about it
so idc about b = -13? everything else matters?
did you use that value in your answer?
no
well there you go
okay, ty. is it okay if i ping you to check some more answers once i've finished?
I mean you can keep it, no harm, but faster for next time 
sure, but I might be driving
okay
@dim sail Has your question been resolved?
are these 2 questions correct?
first one is right, good reasoning, nice
second one doesn't seem to be, B and C aren't on the plane
how do you know they aren't on the plane?
because they don't satisfy the equation
wait, where exactly did i go wrong?
idk what those equations are for m1 but they don't seem to make sense
its to find the direction vector, its B - A
that's m1
then why is there no 4 in there?
that is wrong
reasoning seems right otherwise
let me redo it
okay, i tried again
does it fit all three points?
wdym by fit?
like do all three points satisfy the equation
I can't check your numbers rn but if they work then that's right
which equation did you mean?
have you substituted all the values into the equation in the box on your piece of paper?
um, i subbed in 2, 4, -1 into the equation and got 53
and not 0?
no
I got 0, can you show your working
oh wait, i forgot to put in -53
i get 0 now too
knew it
now try all other points
what this means is that your equation is right
can you help me with this question pls? not sure how to approach it.
how do i convert the first plane to a cartesian equation?
do you know how to convert cartesian to parametric?
no, i don't remember
but i need to convert from vector to cartesian right?
I don’t understand, can you do the steps according to this method so I get it?
?
idk how to do this question at all
Can you convert from vector to cartesian first?
no, thats what idk how to do
here’s an approach I thought of: find the normal vector to both planes, then the answer will come out
here, this is an example i did in class but it was already given in cartesian equation form
i think i did it?
Looks like you did it
for this question, how do i find the value of k so its parallel?
idk what im doing
Find them so that the normal vectors are scalar multiples
Did I even need to do the cross product?
@dim sail Has your question been resolved?
<@&268886789983436800>
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what is the formula for thearea of a triangle
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if i take a word " N U M B E R " and if i determine 3 letter words that can be formed using this letters (repetition allowed ) then it will be 6 * 6 * 6 = 216
will this be considered as permution?
wdym considered as permution?
i mean will it become perumution only when different objects are selected?
btw it's permutation (and oops i didn't even notice when i copy pasted lol)
but yes the 3-permutations of N U M B E R are the distinct 3 letter words from those letters
"repetition allowed" and "permutation" don't generally go together
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Is this correct?
you can check your answers by drawing it out on graph paper
but neither of them are correct
How do I do it correctly?
Do you know how to find the vector equation of a line?
@dreamy sleet was your name meant to be sarcastic?
so it’s like this: I saw people in #groups-rings-fields making their names obviously false statements like “a subring of a field is always a field” and “the p-adics have characteristic p” to confuse algebra students preparing for their exam, so I also made my username a false statement to confuse algebra students preparing for their exam
wow that was spammier than i expected
Anyone?
you can press the X on the embed to make it less spammy yknow
how did i never notice that before?
haha
Do you know how to find the vector equation of a line?
I don’t think so
What is it
Have you been taught it?
We’ve been taught vectors but I haven’t heard of vector equations specifically
What is it? maybe I have idk
Why should you confuse em?
the first blue box on this page should be what you’re looking for
https://tutorial.math.lamar.edu/classes/calciii/eqnsoflines.aspx
Nope I haven’t seen that before
I’ll ask my teacher
How do I do part a then? @dreamy sleet
Subtract instead of adding
If you draw it on a graph, it may become clear
So to find direction vector you subtract them all the time?
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The information of the diagram is on the right and my working follows. Im not quite sure what I did wrong if anyone could correct me
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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
You’ve done a i and a ii?
those aren’t equations
those are equations for force
what ial past paper is this
What unit?
Mech 1, mech 2, or mech 3
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im a little confused, how would a graph for this look?
It would depend on what f is
f(x)=2^x
So you're looking for the inverse function to 2^x
so 1 divided by 2^x
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Pls help
Tabular integration
@bleak crane Has your question been resolved?
Any other way? We haven't covered that yet
what have you covered
Tabular is just integration by parts simplified
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Hey guys can someone help with this
what have you tried
I can't find the linear equation
yeah, you can't
but firstly try to depend it on one unknown
let's say 'm'
(using point given)
Uhm how
line passes through the point = coordinates of the point must satisfy its equation
yes
from here c = m +3
so line equation is y = mx + m + 3
idk what's your level but personally I'd use derivatives to solve this
or okay, you can also compare the curves and see when equation has no solutions
So if I combine it,it becomes mx+m+3=x power 2 -x +5
in other words
when the quadratic equation has no real solutions?
of form ax^2 + bx + c = 0
b power 2 - 4ac <0
yes, your equation is also quadratic
make it of form ax^2 + bx + c = 0 firstly (coeffs a, b, c might depend on parameter 'm' !!!)
Oooh okayy
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I'm trying to resolve the following limit using McLaurin's expansions: $\lim_{x\to0^+}{\ln(1+\tan x)-\sin x\over e^x(1-\cos\sqrt x)-{x\over2}}$
protoleo
whoever gave you that question doesnt like you very much
I've actually managed to simplify this to $o(x^4)$ but I get $-\infty$ instead of a finite limit like I get in Geogebra mapping the function
protoleo
I thought that maybe was a really weird narrow deviation towards - infinity but I really do get that limited value
Write terms till x^3
I used the expansions: $$\begin{align*}
\ln(1+\tan x) &=x-{x^2\over2}+o_0(x^4) \
\sin x&=x-{x^3\over6}+o_0(x^4) \
e^x&=1+x+{x^2\over2}+o_0(x^2) \
\cos\sqrt x&=1-{x\over2}+{x^2\over24}+o_0(x^2)
\end{align*}$$
protoleo
Compile Error! Click the
reaction for more information.
(You may edit your message to recompile.)
@dusty hazel I've gone for a term higher but it shouldn't be a problem
ln(1+tan(x)) isn't that??
Well, I used the expansion for $\ln(1+x)$ and $\tan x$ both to second degree
protoleo
And I get that
Show all your steps.
Sure, but be aware I might be typing for a while lol
Not an issue for me, really.
Ok
So to get that expansion I went for $\ln(1+x)=x-{x^2\over2}+o(x^2)$ and $\tan x=x+o(x^2)$
protoleo
Of course composing the two I get powers of $o(x^2)$ that reach $o(x^4)$
protoleo
But the powers of x remain the same
Using the expansions I got from here and above, I get that $\lim_{x\to0^+}{\ln(1+\tan x)-\sin x\over e^x(1-\cos\sqrt x)-{x\over2}}=\lim_{x\to0^+}{x-{x^2\over2}+o(x^4)-\left(x-{x^3\over6}+o(x^4)\right)\over\left(1+x+{x^2\over2}+o(x^2)\right)\left(1-\left(1-{x^2\over2}+{x^2\over24}+o(x^2)\right)\right)-{x\over2}}$
protoleo
From here I got the rest of the steps @dusty hazel
Try leaving tan(x) as tan(x) in ln(1+tan(x))
And then use the expansion for tan(x)
Till the second term.
I mean... I did that already, I just assume in the first expansion x to be tan x
Instead of writing down unnecessary variables
And I'm asking you to assume first expansion of ln(1+tan(x)) = tan(x) and then use tan(x) = x + x^3/3...
Those are two different things.
ln(1+tan x)=tan x?
I mean it is not equal to that.
But using the expansion
You can write only 1 term from ln(1+tan(x)) 's expansion
so... using expansions to different degrees?
well, I got both expansions to the second degree
can anyone help me with math
Um yes. But you then only used one for tan(x)
because the second degree is nul
I get $0+x+0+o(x^2)$
protoleo
Sorry, I meant third degree.
Think of it this way
When you'll expand sin(x) then terms will be of degree 1, 3, 5 ...
So... I use ln(1+x) to the first degree and then tan x to the third?
Try using expansions to such degree such that you get those degree terms.
Yes.
Ah... intriguing
Even if I'm actually in doubt right now... aren't Taylor/McLaurin's expansions unique for each function?
am I not getting two different ones here?
They are unique, what are you getting two different ones?
you are suggesting me to combine the two functions in a different way to get different terms
I am.
doesn't this mean the function has at least two different expansions?
I'm not talking about series
Just limited expansions
This function as a whole will still have 1 and only 1 expansion.
You'll first write terms like tan(x) -tan^2(x)/2 ... For ln(1+x) and then individually expand each term to get the final expansion. Which is unique.
So that is still unique.
But you don't have to do all that to evaluate the limit, is what I said.
Sorry, I think I'm missing something
Unless I'm going over o(x^4), shouldn't I get those same terms?
actually I went for o(x^4)
but the fourth degree term is nul
Because I was composing it with another o(x^2)
soooo... I can get two different approximations for the same function for the same o(x^n), but when I'm going for the series expansion, all levels out to the same series?
Yes you can get different approximations.
Because many times these o(x^n) terms are zero.
To get the right approximately, use o(x^n) such that ultimately all the terms have same/similar exponents.
uhm... so I know what approximation to get only looking at the other expansions in the expression?
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hi
can someone help explain how they transformed this
the thing circled in blue
x^2(x-1)
is it the same with how they got from x^2 = sqrt(x)
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With the digits 1,2,3,4,5 are written all positive numbers with different digits. What is the probability of a number being smaller than 400 and divisible by 3?
number of permutations isn’t too difficult, just 5!
that’s the total number of outcomes
ooh wait no, you prob need case work
based on number of digits
5 + 5*4 + 5*4*3… so on
and then?
then since 400 is quite small you could prob use some form of brute force
Yeah this method is the most obvious I was wondering if there's a more intelligent method
hmm
maybe the divisibility by 3 rule
if you place 1 down as the first digit, the next two digits need to sum to 2 mod 3
its still brute forcey and i doubt you could really do better than this
what is 2 mod 3?
uh basically, it needs to sum to 2 above a multiple of 3
take 153
5+3 = 8 = 2 + 3*2
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can anyone explain why it is -1 as the last entry of the basis?
my RREF matrix looked like
100|0
010|0
000|0
to me there isnt a free variable, but my prof said it has something to do with the zero row
you could have put any number (except 0) in there
x3 is a free variable
one second, let me retry it
how about for this one?
the correct answer is 2,1,-1
you have a free variable again, x3
but if i enter anything other than -1 for x3 it doesnt work
anyway the top line does not say x1 = 2
no it says x1 - x2 = 0
you have the remember the linear system of equations that a matrix is actually representing
so, where does the -1 come from?
for the third value of the basis
it makes sense to me how 2 and 1 got there, but i'm still unsure about the -1
your row echelon form is wrong for a start
it certainly will confuse things yeah
when you do get the right REF
write x1 and x2 in terms of x3 and then pick whatever number you want for x3 since its free (but not zero)
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is root 32 and root 8 irrational?
what happens when you multiply a rational number by an irrational number?
is the result rational or irrational?
idk
probably a proof I would suggest looking at
just prove it
optimistic considering the original question
is it?
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how did they multiply 80cm by the radian
They just multiplied, no magic going on here.
5x 180 =900/12 =75
You forgot pi.
75 x 80 = 6000
pi = 180
pi = 3.14. Radians is the conversion from degrees to length.
so when is pi 180
Degrees is the measure of rotation and radians is the measure of arc length.
im not following
One moment, let me make a graph to illustrate the difference.
The blue arc has a measurable length if you were to lay it flat.
The angle is just a measure of the rotation that occurred.
wow I didn't know GeoGebra could do that
the slider on the graph
In other words, degrees is the unit for measure of rotation and radians is the unit for the measure of the arc length
5pi/12 radians is the length of the arc
Kinda like measuring something, like a phone, for example, it's 6 inches. Inches is the unit for the measure of length
It's weird that the slider on the graph actually works better than the slider on the Algebra pane. The precision is much better.
ikr and it's so much smoother
Does that graph help?
@dreamy zenith Has your question been resolved?
\textbf{Radians} are separate way of measure angles. Radians are much more efficient than \textbf{degrees} because of their practicality in Trigonometry. Degrees have their history in the ancient Mesopotamians and their base-60 counting system. Radians derive themselves from the definition of circumference. The circumference of a circle is $C=2\pi\cdot r$. So a full rotation around a circle is $2\pi$.\~\
Since a full rotation around the circle is $2\pi$red, this equates to 360deg. This means the ratio of the degrees to radians to all circles are $\frac{\theta_{D}}{\theta_{R}}=\frac{360^{\circ}}{2\pi}\implies\frac{\theta_{D}}{\theta_{R}}=\frac{180^{\circ}}{\pi}\implies$\fbox{$\theta_{D}=\theta_{R}\frac{180}{\pi}$}.\~\
As an example one-half rotation around the circle should be 180deg or $\pi$rad. Let's check with our formula. $\theta_{R}=\frac{\cancel{180}\pi}{\cancel{180}}$. Now one can either use this formula or inuition to find $45^{\circ}=\frac{\pi}{4}$ and $90^{\circ}=\frac{\pi}{2}$\~\
Now that you know the definition we know that the arc length of a sector of a circle is the circumference times a section of a circle with that angle so we get $S=2\pi\cdot r\cdot\left(\frac{\theta_{D}}{360}\right)$ in this case we want theta to be dependent upon radians, so we substitute our formula. $S=2\pi\cdot r\cdot\left(\frac{\theta_{R}\frac{180}{\pi}}{360}\right)\implies S=\theta_{R}\cdot r$
XxMrFancyu2xX
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for a and c i got
a) assume x is pouched mamal
prove x is marsupial
c) assume x is not marsupial
prove x is not pouched animal
r those right?
and im stuck on b
🤔
What is a pouched animal and how is it related to marsupials?
part (c) your proof isn't a contradiction, it is proving the contrapositive statement
is mammal -> is marsupial
is not mammal -> is not marsupial
is the original, and the contrapositive (not a contradiction)
a contradiction of the original would be like
is mammal -> is not marsupial
so an asumption would be
and you demonstate that is can't be true (in your proof)
is mammal -> is marsupial?
If your theorem uses if x is an mammal, then it is a marsupial
Then you use the assumption that mammal implies marsupial-ness
is gpt answers right?
like i got my answers
and gpt had similar
so i thought i got it rigt
That’s not the same assumptions
...ok wait what's the question? what are we trying to prove?
There’s an assumption for the theorem and then assumptions of how the words connect
oh
Unless they are really just asking for the first kind of assumption which would be kinda weird imo
does indirect proof mean contrapositive?
i'm also confused
why would you assume that the theorem you're trying to prove is true
im very confusd
like i mean no disrepsect
but i feel like my answer is right
for a and b
i dont thiink
wut do u think @astral bay
Not gonna lie I think I misread the question ;-;
I think Austin was right about the answer to c should be for b
oh
and wut should c be
oh
c is
contradiction
so for assume
i do
x is puched
puched
and prove is not right
since it contradicts
assume x is pouched
prove x is not marsupial
You try prove the opposing statement and show it leads to a contradiction yeah
Sorry about that
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How to do this question?
simple the answer is 0% percent Erling Haaland couldn't kick a child if he wanted
<@&286206848099549185>
feels ambiguous if the kicker picks 1 and the goalie picks 2, is that a goal or not
I think it is a goal
If the kicker picks 1 and the goalie picks 1, there won't be a goal
But if the kicker picks 3 and the goalie picks 3, the percentage of a goal is 70%
@lapis vessel Has your question been resolved?
i'd start with the case when they pick different zones
It may be designed to distract people too ._.
how many total cases are there?
16 cases, I guess
great
and we can assume each of the 16 scenarios has an equal chance of happening
and basically if they choose different positions, the ball goes in
so we're only analyzing the 4 cases (1,1), (2,2), (3,3), and (4,4)
what do we know about these 4 particular cases?
For (1,1) and (2,2) the ball is pulled out
For (3,3) and (4,4), the rate of being pulled out is 30%
great, so you have the rates of blocking for each of these cases
and you know the probability of each case occuring
so you can multiply, and sum up over the 4 cases
do you know what type of problem this is?
Probability?
err..yes but more specifically what concept/formula you might need here
I don't know how to express it in english, but it's kinda P(tail) = No. tails/total
that's part of it
but you have stuff like the number of trials
and a random variable describing the number of "successes"
Alright, then what next?
do you know the binomial distribution?
Haven't heard of it be4
hmmm, you'll have to learn it otherwise you won't be able to solve this
Can you brief over it?
Have you learned the central limit theorem?
I think I may have learnt it, but not in english
maybe check out this page and see if it's familiar to you
We don't learn this at school
What did you learn?
i could explain it, but it involves a bunch of stuff that you may not be familiar with like binomial coefficients and factorials
i was hoping you'd already seen it before
The point is, even with binomial distribution, how would you answer the question here?
I've just watch a vid from khan academy, and I think I could understand binomial distribution
using a cumulative distribution function
My question stands, because the sum will get very heavy
ah good point, and stuff like a stirling's approximation would probably be too much
i guess you were thinking of applying the normal approximation to the binomial distribution with a continuity correction
While basic understanding of the binomial distribution is definitely required here, I believe they wanted them to use an approximation using the normal distribution indeed, for example the central limit theorem
But it will be very hard, if not impossible, to give you suitable help for your question if we do not know what you've learned in class @lapis vessel
It is said that this question tests knowledge that is not taught at school, so ofc I haven't learnt this
But you can explain, I think I can grasp it
So this is not for a class?
try looking over this page and see if it makes sense to you
Hmmm, but this question has both the upper and lower bound
you can just subtract
Keep in mind that $P(279 \leq X \leq 321) = P(X \leq 321) - P(X < 279)$
all matrices are invertible
that, and pay attention to the inequality symbols
(and make sure to understand why it has to hold!)
Wydm?
Make sure to understand why this is true:
Excellent then
Many thanks!
Btw, I have put a question in #competition-math, can you check it out?
It's adapted from an olympiad so I put there
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Not sure where to start
Find the derivative
Slope = change in y divided by change in x
1/2root(x)?
Yeah
1/(2sqrt(x))
no
What
you want to know where dy/dx equals 1/6, NOT the value of dy/dx at x=1/6
Oh
1/6 is the slope not the x-coord of the point of contact
also 1/(2sqrt(6)) is definitely less than 1 anyway
...ok nevermind that

also you should not do any rounding
unless explicitly asked for
which here you are not
yeah ok no 1/(2sqrt(1/6)) is equal to sqrt(6)/2, which is roughly what you said
but again it's not what you're looking for here
no need to bold the parentheses lol
i only bolded them to draw your attention to them
but yes
x=9
great, are you able to continue from here to get what you're asked for
@nova snow Has your question been resolved?
I think so
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ive gotten the question to (x - 5) squared - 13, but dont know what to do after that with the root
rewrite 13 as a square and apply difference of square
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Help
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did they do the algebra right here
yes
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Please don't occupy multiple help channels.
Show your work, and if possible, explain where you are stuck.
.close
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which is the solution of 3x-x= 7 the option are a (2,3) b (-1,6) c (1.-4) d (0,7)
Hm