#help-17
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Simple question here regarding matrix linear transformations:
I have to find a rotation matrix and then reflect that matrix in the x axis.
Do I multiply the rotation matrix with the reflection matrix, or the other way around?
That is:
Rotation Matrix x Reflection Matrix
or
Reflection Matrix x Rotation Matrix?
I was thinking that it was the first option, but some google searches suggest otherwise. If not, why is this not the case seeing as reflection occurs AFTER rotation?
think about what happens when the transformation gets applied to a vector
in the first case you would get
Rotation matrix x Reflection matrix x vector
so the vector actually gets reflected and then rotated
you're saying it's the second option?
Think of it this way. Let M and N be matrices, and v be a vector.
M N v is the vector meaning M (N v), which is "do N, then do M"
matrices are like functions in that they apply "right to left". so for example sin(cos(x)) applies cos first and then sin
ah those explanations are understandable
second option it is
cheers all.
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Can someone explain the jump from first to second step
Shouldnt the 7 be in the denominator?
Bc isnt 7^n+1 just 7^n times 7?
what does / mean there ?
And flipping the fractions would put 7^n+1 in the denominator
Divided by
Fraction
Top is a_n+1 bottom is a_n
maybe 7^n isn't included in the fraction
They make it seem like it is
There should be parentheses there tho
But if it isn’t like that then 7 should be in the denominator
Huh yeah i think they must have just made a typo or something
yeah porbably
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hello i am trying to show that it isnt surjective how would i go about doiong that
i need a hint to push me in the right direction
try a few examples of elements of N × N and try to find their preimages
and if you can't, try to show that they don't have a preimage
welll i mean i could just brute force it
bu like i feel like that would do no good
think of the elements in the codomain whose first entry is prime
ok well you have 1, which is gotten by 1, 1
oh shit wrong question again
ok wait lemme pull out a scrap pape
@icy ocean its always gonna create a distinct element in teh co domain
but im still confused on how i am supposed to show that it isnt surjective
there has to be an element that isnt mapped
in the co domain
if p is prime and p = nm, what can you say about m and n?
m has to be p
so, is there a preimage to (7,2), for example?
ok so i just do a direct counter example
you simple must show an element of the codomain which does not have a preimage under f
and justify why so
on the first line of the argument, it should be "its only divisors"
to simplify it, you could just that there does not exist an integer m such that 2m = 7
oh ok alr thanks
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how do i show that this is surjective, showing surjectivity seems confusing
given any k, try to come up with some formula (doesn't have to be the only possible formula)] for n and m which gives f(n, m) = k
do i show that more than one thing can map to it or smth like that
more than one m and n
i am a bit confused on how id go about doiong that
that isn't really relevant to surjectivity, just injectivity
for surjectivity, just show that at least one (m,n) is mapped to each k
well we are trying to shw surjectivity here tho
i mean like im a bit confused
how tf are you supposed to do that
plus like if there is an element in the codomain that isnt mapped then its intantly not surjective
we would like to show that each element in the codomain is mapped to at least once
how would you go about doing that tho
we don't care if it happens more than once, just showing that it gets mapped to once is enough
so we would like to come up with a formula which associates each element in the codomain with one preimage int he domain, if possible
oh ok
ok
so lets say f(n.m) = k
and k = m + n -1
given this since its (m,n) in N^2
we know that it is mapped to every number
@heavy yoke is this corret
well we would like to show that assuming k is a natural number, you can give a solution for m and n in N
so can you give me a formula which takes in k, and gives me positive integers m,n?
a formula that takes in K and gives you positive m, n
m = k - n + 1
and n = k - m + 1
@heavy yoke im confused
how does this work
well you can see that at the moment we have a bit more freedom than we know what to do with
yea math is hard man
it might help if you arbitrarily fixed one of the two variables (m or n) and solved for the other one in terms of k and the fixed variable
😭 this sounds way too complicated
not really
just choose a very simple value for either m or n
then you have less to work with
well we can't fix both of them
but for example let's fix m to be 1. can you then find a formula for n in terms of k?
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Hi, I'm having trouble with an algoritm tion
Im just confused where to even begin. We've learned about the Dijkstra algorithm, max flow, and max matching but I'm not sure how to apply those concepts to this problem
I think I should be using the max matching technique. It's just a weird problem because it says describe the algorithm you would use
Would I just say maximal matching where each square is a vertex and there are edges between each square next to each other?
if you learned about an algorithm to find the max matching then you can probably cite that
i would say something like
- check whether there are the same number of squares of each color (if there aren't, then it's impossible)
- apply the max matching algorithm on the graph you described
- if the size of the max matching = half the number of squares, then it's possible, otherwise it's impossible
this would be an "algorithm"
ok thanks so much! this was very helpful and I really appreciate it
no problem
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hi can i have some help for precalculus
!da2a
No need to ask “Can I ask…?” or “Does anyone know about…?”—it’s faster for everyone if you just ask your question! See https://dontasktoask.com/
why would you plug in arcsin(0.3052) instead of arcsin(-.3052)?
,w arcsin(-0.3052)
that does not look like x is in 0 to 2π
what if u +2pi
,w arcsin(0.3052)
it makes more sense looking at a graph i think
what abt unit circle diagram
this is the right intuition
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uh
nothing much
i just dont understand it
i thought it would be 118
since central angles are equal to its arc
but ig not
these are not central
when you have two intersecting chords like this there's a theorem which says that angles SRT and LRU are each equal to half the sum of arcs ST and UL
sorry
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@humble temple Has your question been resolved?
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You might not have any answer because some of the notations in the statements are not standardized.
Personally I can't see what is this m thing, as well as what is this K(97). But the E, I'm pretty sure it stands for the mean value, since it is normalized but ... That's pretty much it
So as a consequence, you would need to clarify it, then create a new post
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Can someone explain why I would +13 first
PEMDAS would have me do otherwise no? Or since im only face with what I have, I have to do that first
+13 to both sides isn't the first thing that you "must" do
but in many cases its more convenient to work towards first isolating -9x or 9x
and not introduce fractions until the end / when required
So always isolate the variable first?
not an "always" / "must" situtation
its just more convenient if you do
ive noticed when I do them in different orders I get different answers
if done properly, the end result will always be the same
if you're getting something different, you messed up somewhere
So for example I can divide by 8 or subtract 7 from both sides and will get the same result
let me test
ah well no because sometimes ill get a deicmal right
if dividing by 8 first, make sure you're dividing the whole side by 8,
not just whatever term happens to appear first
leave expressions as fractions
don't round / use a calculator to get decimal approximations
e.g. leave 31/8 as 31/8 and work with that
Yes I did notice when I get decimals it cant be that so I usually backstep and add or subtract first
These two steps are extremely simple but you gotta know the rules
thanks
wdym it can't be that
It cant be a decimal it has to be a whole number
so I correct myself and do the other thing first
I.E not the nunber with the variable
is that stated in the question / a restriction of the problem?
solutions to equations aren't always nice, and won't necessarily be integers
and intermediate values don't necessarily need to be integers either
dividing both sides by 8 is perfectly legal,
and 31/8 can be represented as a terminating decimal,
that in no way means this process is invalid
as mentioned, as long as the steps are valid,
the end result will be the same
your manipulation was invalid
oh
$\frac{n+5}{-16} \neq \frac{n}{-16} + 5$
Charky
hint: we have to times by something both sides of equal sign
so we multiply x -16 to both sides
just -16
so they cancel out
(don't use x for multiplication)
yea I should use parenthesis
and you already used the word multiply
$\times$
Charky
now what do u get
W BOYS W
good job
if you wanted to do subtraction/addition first,
you'd wan't to first split the fraction
$$\frac{n}{-16} - \frac{5}{16} = -1$$
so the value you'd want to add to both sides would actually be $\frac{5}{16}$ \
$$\frac{n}{-16} = -\frac{11}{16}$$
and multiplying both sides by -16 will give you the same result of $n = 11$
ℝαμOmeganato5
woah
like i won't call it a hard rule, just convenience to do multiplication first there
one of the basic principles of equation manipulation is applying the same operations to both sides,
just do what you feel will help work towards isolating your variable
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Need help with this question, losing my mind
I determined the critical points were x^2=0, x-3=0, (x+5)^3=0 to get x= 0,3,-5. I'm just not entirely sure where to go from her e
yes
easiest way is to literally test points between those values
u have the following boundaries to test, x < -5, -5 < x < 0, 0 < x < 3, x > 3
check where the inequality doesn't hold
for x^2>0 hold for R-{0} but then a value like x=2 wouldn't hold in the original inequality
by testing them am i just plugging them into the formula as a whole to see if it's greater than 0?
so -5^2(-5-3)(-5+5)^3>0?
yeah, but not the boundary points, cuz its greater than
at the boundary points the equatin is equal to 0 not > 0
so u could test like, x = -10, x = -1, x = 1, x = 10
note that x^2 > 0 for x not 0, so u can look at the other two only
wait explain that last part for me
for example at x = -10, (-10 - 3)(-10 + 5)^3 = (-13) * (-5)^3 > 0
doesnt matter what x value for x^2, it will always be positive for x not 0
therefore x^2 > 0 no matter what
its just a shortcut
so i really only have to worry about the latter part of the equation?
yep
rah one sec
There’s a much easier way to do this
so the neg 13 x neg 5cubed is -1625 which is less than zero, so that doesn't work right?
You’re given the inequality in the factorised form of a polynomial
The sign of the highest power tells you the general shape
Each factor tells you the roots
And the power of that root gives its multiplicity
You can easily sketch the polynomial
its pusitive
do yk how to graph it
it is alot easier if yk
Graphing is a lot easier
yeah ur right
@rugged orchid i think the way that charky is doing it is the way we were taught, which is how the prof wants us to work it out
we haven't learned about graphing it
Perhaps, but it’s good to be wary of other possibly better techniques
ah
Ah I see
i was taught to do that too at first
My curriculum spent a lot of time teaching us curve sketching
this is math for business and economics, idek if we'll cover that. plus i switched to nursing to this won't really be applicable in my future lmao
They don’t teach math because of specific math concepts, it’s more generally applicable as a way of thinking and solving problems
well i was a finance major which is why the advisor suggested this class over different math course
Testing points vs curve sketching is an example of 2 pretty different methods for solving this problem, but one is much easier and faster, so it’s about picking the right tool for the job
understood
so i got that -10 and 10 fit the equation, but -1 and 1 do not. so its (-oo,-5)U(3,oo)?
Yes
i couldn't guess that even if i was drunk with a pencil man LOL
When you learn curve sketching it makes a lot of sense
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in general cauchy condensation test is good for weird logs
but do u know how condensation works
condensation says 2^nf(2^n) is our comparison candidate. i suggest trying to find the same candidate another way
typo mb
they probably found a different comparison candidate and used p series test on it
ig they saw $1/(\log n)^{\log n}\le1/n^p$ for some $p$ and for all large enough $n$
ロケットジャンプ
it sounds reasonable but im gonna leave the details to u since i have a movie to catch
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Can someone help on part c
@math helper
I don’t get the marking point
Why do u set it as 512b and -144a
<@&286206848099549185>
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Teacher hasn't returned my lectures, is this correct? Law of cosines, solving for angle A
no
a=10 b=12 you accidentally swapped them
2(10)(18.06) is not 36.12
Is the value you are inverse cosining more than 1
i think you messed up your decimal placement
Ok, I'll redo it in a sec
,w 21018.06
¯_(ツ)_/¯
Nope, the example problem my teacher gave me is that
Ok I'm definitely blind, thanks vro😭
is it the problem above with finding c?
Yeah
also what he said
the side on the left should be the side that is opposite with angle A
yeah that is swapped, but it didnt matter as the answer will be the same, if you continued what you were doing then you would be finding angle B instead of angle A
in this case its 10
Wym?
it should look like this, see a=10 and b=12
i mean you could continue with what you had
but you have to subtract 180 with the two angles that you have
to get A
Excuse my penmanship 👽
yeah somewhere about that
though you should avoid rounding in the middle of calculations
to get the most accurate calculations possible
Alr
But it should alr if I rounded off the c value before using it in finding angle A right?
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The author tried explaining the difference between the two questions but I am still not able to see it , can someone explain it to me
only the ques
@raven bough Has your question been resolved?
So the best way to do this is to draw trees of intersection I think
If you want to visualize it
But basically conditional probabilities have so “symmetry” its like
Pr (A|B) = 0.5
Which wouldnt mean that Pr (A’|B) = 0.5 but it does not denote that
Pr(B|A) = 0.5
If you took a complement
I think thats what you were asking
i didn't understand a word you said 😭
dumb it down a little
I didn't get what you mean by "symmetry" over here , even the author talks about it but i didn't quite understand it
So like
You know compliment theory
I think thats what they mean
For conditional probability you cannot just subtract to get another different condition. Like 1 - Pr(A|B) is not equal to Pr(B|A)
but don't both the ques mean "atleast one child is girl?"
I think thats because of how the question is written
so is it right or is it wrong ?
💀
Just not the same context for each problem
the more i think about it the more i get confused
what whom how where when
ah wait lemme find it
I mean the question is kinda funky but its basically the same concept no? You know one of them is a girl and given this information what is the probability that the other is a girl
I couldn't find any 💀
can you share the link
according to me both ques are asking whats the probability that atleast one is a girl
ayo vibe stats 💀
don't tell me people be using AI models to explain stats stuff
Well you fulfilled knowing that atleast 1 of them is a girl
Nah its more like some dude named normality is a lie going off and explaining everything
But its still a conditional probability
Since its asked you what is the probability that both are girls given you know atleast 1 of them are
complicated sh*t
exactly , so why aren't the ans to both the ques same ?
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What a wonderful world !
we thus have
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I mean, let me send my working first
that is not how you use this factoid
that's for when someone else barges into a channel that's not their own, but with a different question entirely than OP
whats a factoid
$2x= \lambda y
\
2y =\lambda x$
\
$\lambda = \pm 2$.
\
We thus have $x=y$.
\
We thus substitute that into the constraint to obtain $x =y= \pm 1$
\
Thus the maximum , subject to the constraints is $2$
What a wonderful world !
our bot has a bunch of canned messages for common scenarios so that helpers don't have to retype the same thing a million times, and instead can just type a factoid name beginning with ! and have her say it
gotcha, thanks
hold on, didn't we do this some days ago
or are you going over the exact same problem for the (n+1)st time
(n+1)st time
so wouldnt n just be the number of times that the question has been asked
and then the plus one is like the current time
and then st is like 1st kinda 'st'
i solved the problemm
Just revising some basic problems for my quiz tomorrow
@sudden relic ... if you just want to goof around, may i please direct you to #discussion or #chill for that?
help channels are not the place for this.
okay
i was just trying to help
but i will leave
Does this work fine?
thanks
Are you sure that the maximum is 2?
Let x = 2 and y = 1/2 then x^2+y^2 = 17/4 >2
it should make sense geometrically that there is no max
f(x,y) is the squared distance from (x,y) to the origin -- and the curve xy=1 goes off to infinity
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Heyy, could someone explain to me how im supposed to prove something is a generating set?
I know a generating set can generate the entire span of a verctor space
But how do i show that???
take an arbitrary element of the vector space and show that it can be expressed using the elements of the generating set
missing info
you're doing linear algebra, yes?
so you have some (presumably finite) vector set S, and some vector space V containing S, and your goal is to show that span(S) = V right?
@peak cloak Has your question been resolved?
Yea, that's what im trying to dk
In R4
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@peak cloak Has your question been resolved?
@peak cloak Has your question been resolved?
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Hey o
I tried doing the intercept theorum
Oh yeah the translation is
- The figure below shows two rulers, A and B, graduated linearly, with different units and positioned parallel to each other.
The figure also shows where the x-values (horizontal positions) of three points on both rulers coincide.
The value y on ruler B, which coincides with 27 on ruler A, is:
a) 54
b) 55
c) 56
d) 57
e) 58
Basically find out what Y is
I don’t see one 😭
not long lol
no usually when u get stuck at a question u try finding a pattern instead of sticking with the regular method
I tried
trust me there are way smarter people here than me
@hazy urchin Has your question been resolved?
Yeah thank you
I’m doing thr other questions so
Just waiting to see if I get stuck again
The figure representa a profile of a reservation of water with side AB parallel to CD.
If a is smallest and b is 50% bigger than a, than the value of X is
I think I figured it out
Smallest cousin is 2
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✅
,w x=3/2 (x-2)
Yes
How do u input those white boards
What do you mean by "white boards"?
x = 3/2(x-2)
2x = 3x - 6
-x = -6
x = 6
i think they mean the wolfram solutions
The commands for bots
A group of people was divided into two halves. In the first half, the ratio of the number of men to women is 1 to 2, and in the second half, the ratio of the number of women to men is 2 to 3. In the entire group, what is the ratio of the number of women to the number of men?
I have no clue
My guess was to add up both ratios
But it doesn’t seem right
Yeah I’m lost
<@&286206848099549185>
U write both team man:woman
write ratio for both
Men:women
team1 1:2
team2 3:2
LCM?
eh
What’s LCM
Lowest common multiple
There’s more woman in first and less woman in 2nd
15
Example: LCM of 3 and 4 is 12
Yeah I live in Brazil rn so I learned it in Portuguese
there's 2 ways id go about doing this
either 1. assigning a value to the total myself and working backwards with actual values
or 2. using 2x as the total and working in terms of x to get a final man/woman ratio in terms of x so that theyd cancel out and i'd be left with just the ratio
yeah, should we just let one half have x men and 2x woman, group 2 have 2y women and 3y man and solve
So I didn’t know the abbreviation
Uh
Can u show an example pls
which method
1
alright so first id write down the ratios
Mhm
How many women
But there’s more men in the 2nd
He is talking about first
we're only talking about the first ratio rn
we'll get to the second dont worry
Why u putting it in 1:3 rn then
answer this
it's 1:2
do you know what 1:2 means
let's say we have 3 apples
Yeah but u said 1/3
I want you to divide them in the ratio 1:2 between me and you
Look
how many apples will you get and how many will I
I will get 1 u will get 2
exactly! so to put this as a fraction, you got 1/3 of the total while I got 2/3
Or ill get half what u get
nope you were right the first time
with the 1:2
Oh
Ok
That makes sense
2/3
perfect
U have to finish the rest right
so let's say for example we had an original total
of 300
now let's see your question
"A group of people was divided into two halves."
A group of people was divided into two halves. In the first half, the ratio of the number of men to women is 1 to 2, and in the second half, the ratio of the number of women to men is 2 to 3. In the entire group, what is the ratio of the number of women to the number of men?
150
perfect, now on the first half apply the ratio 1:2 and tell me how many women and men are there
in the first half
50 men 100 women
PERFECT!

can you do the same for the second group now?
be careful though the ratio is the other way round this time
60 women 90 men
140 men 160 women then we simplify right
and now find the ratio of women to men!
7:8
last line ", what is the ratio of the number of women to the number of men?"
perfecto
the other method is more generalized
you'd take 2x as a total
so that each half would have x
right
So u just have to put a placeholder number
Ok
yes that or im explaining with x too
Right
then youd apply the ratio on x
meaning in the first group youd have 1/3 x men and 2/3 x women
Ok
Oh right
important to specify
then
youd total them up
and then you'd find the ratio!
,w (16/15 x)/(14/15 x)
I don’t get it we did them separately
Oh ok
it's the same as using a placeholder
just instead of a placeholder
you use x
because what if we took 100 instead of 300
then dividing 50 in 1:2 involves decimals
which can give rounding errors
this is foolproof
Mhm
i hope this helped
I just don’t get how u do this
How did u get from that fraction to the other one 8/7
Wait can u do the inverting thing to make it multiplication
yep
(it's called taking the reciprocal just fyi)
I live in Brazil so idk the names in English
I left Canada after 5th grade
sam
Sometimes I don’t understand well
you can use latex to help them understand
im in the process of learning latex
i just write it on a calc and ss for now
tex is hard 😭
18
Damn
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I wonder if I’ll know as much as you when I turn 18
Let dev mask finish typing then I’ll type it
$\frac{16/15}{14/15}$ can be written as $\frac{16}{15} \cdot \frac{15}{14}$
What
devthemasked
U just swap the denominators
as I said im in the process of learning tex rn
u multiply with reciprocal
Mhm yeah
(if im being honest i havent even started learning tex 😭 im gonna after my exams in june)
just check my code and u will understand a lot
Imma go write this down now cause I have to present these questions tomorrow to my teacher
ok
Tysm
!done
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In the adjacent figure, the triangle OBM is isosceles.
a) Prove that the coordinates of M are (-√3, 1)
b) Calculate the trigonometric numbers of the 150° angle.
Can someone explain to me how to solve this?
The image in the book doesn't have that A line but the version of the problem i found online had it
if MO is 2 would u agree that MB is also 2
so MA is basically cutting the triangle in half, forming 2 right triangles
lets first find the length MA, remember we're involving the hypotenise and opposite side of the 30 degree angle here
sin theta equals opposite over hypotenuse
we know that theta is 30 and the hypotenuse is 2
why do we split the triangle in 2
so we have right angles to work with
much easier
so the opposite side should be 2 sin 30
which if u input it in ur calculator, is 1
so would u agree M has a y coordinate of 1
ok
this doesn't make sense
30+2 is 32
oh wait
u input sin 30 first
then multiply the whole thing by 2
so basically 2 lots of sin30
u see it on ur calculator right?
its a trigonometric function
yea?
my calculator shows sin cos
in all 1 button?
yes
ah its alright
do u have the sin function displayed
yes
ok
and u would get something like 0.5
0.9
0.9?
0.988
maybe ur calculator is in radians not degrees
basically how the sin function works
ok what about the √3
A lies on the x axis, so its y coordinate is 0, so does it make sense that M's y coordinate is 1?
i mean why not
it lies on the x axis tho
A
not y
no worries
now lets find the x coordinate for M
do u recall the pythagorean theorem
or pythagoras for short
mhm
whats our c in this case?
the hypotenuse
and our a?
the new length we just found, 1
so 4=1+b^2
because 2 squared is 4, 1 squared is just 1
so b^2 is 3
take the square root of both sides
b is square root of 3
that make sense?
I'm so fucking lost I'm so sorry
i need to go on after school classes
math is not for me
i got a 14 the last semester
out 20
where in my statement did u start to go off track
the pythagoras thingy
ok
do u have an issue with why it exists, or how to apply it to this situation?
do u have trouble knowing what is a b and c?
how i use it
yes
yes
and there is a very long one
longer than the 2 of them
which is the hypotenuse
like this side
u can see its the longest side of them all, but not by a lot
i know the hypotenuse is the opposite side from the 90
i'll have to derive the pythag hold on a sec
so ur average right triangle
with a square attached to each side
lets call each side a letter
cuz it could be 10 could be 10000 we could make up anything
but for simplicitys sake lets call the shortest side a, the second shortest b, and the longest (hypotenuse) c
something like this
do we choose what to name the sides
we can, but lets stick to a b and c for now
convenience
no i mean
can c become a
a become b
ok ok continue
so we got a few squares
how do we find the area of them?
we know that the area of a square is length x length
aka length squared
so would it make sense for a square with length "a" to have the area "a^2" and "b" "b^2"?
yes
i don't mind
ab²
should be equal to the big square, c^2
i guess
that is defined for every right triangle
so apply this to our problem
lets make a square on each side of our "triangle"
our "question" here
we previously showed that the side is 1
remember i said the area of the 2 small squares add up to be the big square
so what should the area of our square equal
? = 1 + 4
so rearrange the equation
and u would get ? = 4-1
which is 3
now
if the area of a square is 3
what is the length
mhm
so in our original question
we're moving sqrt3 spaces to the left
and 1 space up to get to M
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Basically i want to find the slope for 30 min to 45 min but idk how to do change of y over change of x properly
Basically which order the points should go
you can pick any two points provided it's easy to read their coordinates
Y2-Y1 / X2- X1
Formula to find slope