#help-19
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@atomic lotus Has your question been resolved?
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hey
is anyone there
no
...
yeah hello
Just send your question dude
I need help with 1 thing
xD
what is Year 9 first term topics mainly?
Year 9 where exactly ?
#study-discussion is a better place to ask for general stuff like this
His school have a website lol and it lists everything 
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I've been doing a problem where I have to find out which of the following is larger:
1999^1999 or 2000^1998
My thoughts are shown above, to simplify, I've attempted to make the exponents the same but I don't see a clear way to continue. Is my method correct? What do I need to do next?
you can't use a calculator, right?
No
Yeah, but OPs work is wrong regardless since he didnt distribute corretly
wait, the 1999(1999^1998) or smth?
Yes
you can use the definition of e if that's allowed
The book doesn't cover logarithms at all though
well step 1 would be to translate from comparing those big powers to comparing their logs
i.e. $1999 \ln(1999)$ vs. $1995 \ln(2000)$
Ann
and then maybe try to look at their difference
and write $\ln(1999)$ as $\ln(2000) + \ln\paren{1 - \frac{1}{2000}}$
Ann
Is there anything you can recommend for learning logarithms? I've never learned them properly
All of that is a bit beyond me
You can solve without logs if you want to use the definition of e
You can even do so without e or log. what math do you know so far?
I'm going into yr 11 (uk) if that helps
i guess khan academy or something
my idea's a bit calculus-y in flavor tho
Right now I'm learning alot of maths on my own; this specific question comes after a topic on inequalities
inequalities is very broad
does bernoulli's inequality ring a bell? What about induction?
if not, have you learned e at all?
That's what this chapter specifically mentioned. I have learned induction & fairly basic things with e
Wait
no
Yeah that works if op knows limits/definition of e
But in analysis contexts we typically can't cleanly define e or ln so its usually off limits
Bernoulli's does the same thing effectively, but that's hard to know a priori
@summer nest Has your question been resolved?
Is there anyway to do that without e?
Reasoning is one way
You can use bernoullis inequality
Haven't learned that
I think I'm best off finishing the book and coming back to it. Thanks all for your help!
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I have the line -x + 4*y - z + 5 = 0, how do i find each of the variables cutting with their axes?
for example, the x intercept occurs when y=0 and z=0
u can do this with other intercepts too
that looks like a plane not a line
!xy
Please show the original problem, exactly as it was stated to you, with the entire original context. A picture or screenshot is best. If the original problem is not in English, then post it anyway! The additional context might still be helpful. Do your best to provide a translation.
yeah thats what i mean, i didnt know the english word
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i was needed to prove that the integral on the red brackets diverges
so i did the inequalities as shown but with the integral, but now im thinking that doing those inequalities without the integral is even better
then just show that the last inequality works so it diverges
whats your opinion?
I'm not sure what you are asking exactly, but it might help if you just review the statement of the integral comparison test
I think your work is fine
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I'm doing factorising by grouping and this is homework so it's okay for me to have the answer. I was wondering where I went wrong with my working out because I'm super confused on how to factorise this
thanks, i was pretty unconfident with my working out on those lines because I just didn't know what to do. I'm not sure how to do it either way
i'm not sure what to do bc my notes and previous questions had an obvious hcf like these:
do i still keep the brackets seperate?
yes
you need something common in each term to take some factor out
ok
whats wrong with my second line because i feel like i tried to take out the hcf
your second line is not wrong technically
but you need to find something common as shubh said
in the second line?
in the first line
oh
it's homework i don't think it's cheating
but still
knowing one factor
and factor out the other based on that known factor is an important skill
let me try to give you an example
$x^2 + 3x + 2$
1 divided by 0 equals Infinity
1 divided by 0 equals Infinity
if $x^2 + 3x + 2 = 0$
yea
1 divided by 0 equals Infinity
oh that's -1 im sorry
so you would find yourself to have a factor of $x + 2$ and $x + 1$
1 divided by 0 equals Infinity
so based on the factor $x + 2$ for example
1 divided by 0 equals Infinity
you can split the $3x$ into $2x$ and $x$
1 divided by 0 equals Infinity
because $x^2 + 2x$ gives you $x(x + 2)$
1 divided by 0 equals Infinity
so since you know there's a $x - 4$ factor, why don't you try to group something to make $x - 4$?
1 divided by 0 equals Infinity
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hi can i get more explantion about the question
Weird question
no
Oh yeah its x on the left mb
yup i also got fooled by that lol
Well that integral is bounded above by the integral of 1/2sqrt(x)
use the inequality
it simplifies quite nicely
Yes
Yeah
can i get another hint i dont see how would i procced
Calculate that integral
Hmm... actually it might be better to compare derivatives of both sides of the equation
Try this yeah
i dont understand what u mean
i calc the integral and got x^3/3
well that is wrong.... it should be x which is a too rough of an inequlity
intuitvly the reason there won't be any solution other than 0 is that the left side grows faster then the right hand side
thats what i did
1/(2sqrt(x)) = 1/2 * x^(-1/2)
so if the derivative of the left is always greater then the derivative of the right then there cannot be any other solutions
do you know this fact from your class? do you need to write a formal proof?
to show this fact you can use rolle's theorem (if for a differntiable function satisfies f(a)=f(b) then there is some point a < c < b where f'(c)=0)
but anyway... assuming this fact, what you want to do is differntiate both sides and look at which derivative is bigger
I can't think of an easier way
I would start with this
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How the do I prove this?
consider that this could also be written $a^2 \neq 4b+3$
Ann
which in turn translates to $a^2 \not\equiv 3 \pmod{4}$...
Ann
Where i go from there
They just gave 2 letters and a number
Do I root?
Wait would this mean a is odd
rooting is unhelpful
a^2 = 4b+3 does imply a is odd, and you can go that way if you want, but it's going to be a bit long and unenlightening
do you know modular arithmetic at all?
Nope, just know a little A level math
right ok
then sure put a=2k+1
ig it will be cleaner to work with the equation a^2 = 4b+3 having started with an "assume towards a contradiction that such a and b do exist"\
So do I just plug that value of A into the the equation and show a quadratic dont give 0
right here is where you could have stopped, really.
on the left you have something that's always a multiple of 4.
on the right, something that decidedly isn't.
Thanks for the help
Safe
.close
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i'm not a man, sorry.
but you're welcome.
.reopen
✅
Oh mb
can you edit that word out please
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ok thank you
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How do I start this? Calc 1 no calculator.
,rccw
c) ?
Yes
sounds like they might expect you to make a to-scale graph with the points provided and then trace a smoothish curve through those and measure the slope of the tangent to that...
i dont see anything else
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wtf 😭 it aint that deep lil bro
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i can't figure out how to do ii on part c
do angle difference in reverse after you find sin(y) and cos(x)
this should be the way ( didn't try the question)
i found these
sinx = 2/sqrt(5)
cosx = 1/sqrt(5)
tanx = 2
cosy = 3/sqrt(10)
siny = 1/sqrt(10)
tany = 1/3
do angle difference in reverse
idk what u mean by this
you know how to do sin(x-y) and cos(x-y) in general yeah ?
yh
just go backwards as in
sin(x)cos(y)-sin(y)cos(x) = sin(x-y)
same with cosine
and just see if i can do the arcsin or arccos of that without a calc?
if it shows an easy angle (in our case pi/4) then basically yeah
it should give sqrt(2)/2 or 1/sqrt(2) in one way or another
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what does rotation about a unit vector or any vector mean?
Rotation means ur shifting the entire plane along that much of a degree
And keeping the base same
rotation about a vector just tells you the axis of rotation and the direction for right hand rule
but like what does 90 degrees about a unit vector mean?
like if i were to rotate 1,0,0 90 degrees id get 0,1,0
example
Earth is being rotated about its rotation axis
which is not orthogonal to the plane through the equator
yeah
for a unit vector, it would be poiunted along the rotation axis, but have norm 1
for rotating a single point
just pick your address on the globe
so if i rotate a 2d vec 0 degrees with relation to another vector
they line up with each other?
in R2, the "axis of rotation" becomes a point
which is the origin usually
but any rotation 0 degrees should do nothing at all to the vector no matter how you define it, right
has to be
for it to make sense
so example if i had this
with relation if i wanted to rotate it 10 degrees i would need to move green vector 10 degrees closer to the blue vector?
it's annoying because such a rotation would not be linear so i dont want to do it
best to create a coordinate system where the point of rotation is the origin
by a change of coordinates
but the answer is no
rotation rotates
it's not a linear movement
unless it's about the origin
yeah it rotates so the angle becomes 10 deg smaller but the vector keeps the same magnitude
wont be a linear movement
dont know what you mean by 10 deg smaller
so i want to rotate 1,0 10 degrees with respect to that 0.7, 0.7 vector
if the angle between them is theta. Would rotation not just make that angle theta -10 ?
this would be rotating it about the vector
do you realize that's what it does or did you have somethign else in mind
because i think maybe you had something else in mind
woah yeah im delusional
wouldnt go that far, I knew what your mistake was because it's an understandable mistake
okay so basically rotating around the vector
is as if the end of that vector is the "new origin"
is not a linear map
unloess you make it the origin
of course it's approximately linear for a small range of theta
like if you wanted a rotation matrix for theta in (-9.9, 10.1)
it would be approximately linear
so we want somthing like this then we can sweep the vector theta degrees so if i wanted 90
i would have 0,1 still
?
not sure what you mean sorry, if youre in R2 why do you have 3 coordinates
what is (0,1,0)
mb
i'm saying simply this
let's say you want to rotate a vector around the point (x,y)=(2,-3)
im saying do a change of coordinates (u,v)=(x-2,y+3)
okay wait lemme try
actually its tricky
because if the determinant of the transformation you make isn't one
the rotation won't be the same magnitude in the (u,v) plane
hmm
so you'd need to choose the right denominators
to make the map have determinant 1
i forgot the details sorry
😭
whats strange to me is i've touched determinants in other courses but not this one.
I think he wants more of an intuitive way of rotation
if you're rotating a bout the origin everything is easier
are you sure thats not what youre doing
because if so, if you call the rotation map on vectors r, then the matrix you want is just [r(e1) r(e2)]
like the general method of defining a linear map by what it does to a basis
mechanics
so its just vector maths and some physics laws mostly
this is the OG question. I just think theres a more intuitive way of doing this than we have been approaching it
none of these are 2d vectors Nyxzore!
okay i thought it was for linear algebra so i was using linear algebra notation
my bad
np
anyway im goiong to have food now, so someone will have to take over
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Subtract the white triangle from the great one
How do I find the area of the white one
does it say anything about the white triangles height
No
id assume white triangle is half the height of the black triangle
Ok
because otherwise its ambiguous and has no answer
You could pytagore it
Nvm
No because you have no other angle and you are missing 2 sides
.close
it'll close eventually. you can just open a new channel with your new question
Wait I need help on a question
can u help me with this
@quasi sparrow
i think it's 4
since there's that 'equal side' marker on the vertical height of it
read the message
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I am trying to get several answer regarding probabilities. The problem stems from a game. The game involves random pets spawning. I have calculated the base probability of each pet. In total 675 pets come out every hour. Of those 675 pets, i have caculated that two base probabilities. 1 for the rarity of the pet and 1 for the type of pet:
From that information I am able to determine the probability rates in this attached picture.
The problems i need solved:
-
Id like to know if the estimated drop rates and wait times are correct for the suggested probability. I am using AI to do these calculations and i keep getting different answers.
-
I would also like to know the probability and wait times for a "special event" that occurs 15 minutes past every hour.
During this special event, only two types of pets spawn. They alternate between normal and fire.
Is it as simple as halving the base probability? or is it more complicated? I have again used AI to do these calculations and the wait times for fire event seem way off to me.
@sleek talon Has your question been resolved?
The wait times for the graph posted seem okay at first but are really off once it reaches secret. For example i know that the average wait time for a secret normal pet is no where near 49 mins. A previous table gave me an answer of 6-7hours which sounded way more reasonable.
you said the special event has "normal and fire," but i don't see a "fire" type. was it something else instead perhaps?
during the first hour only normal, gold, crystal and rainbow spawn. After every hour there is a special event that spawns only normal and fire type. During this time period every pet coming alternates between a fire pet and a normal
This is the first chart i made this morning. The times here appear way more reasonable. The biggest thing i did was drop the probability of secret rarity from 0.025 to 0.020. Along with that change i also rounded off most of the numbers in the base probability.
You can see in this graph a normal secret is listed as 6h26min spawn. But in the graph i posted earlier it now lists it as a 49 min spawn. With a lower probaility how does that make sense?
- how often do pets spawn normally?
- is the normal spawn also running on top of the special event?
- how often are spawns during the special event? how long is the special event?
- what's the percentage of pets that are fire type?
this would all factor into finding the wait time, specifically
- 675 pets per hour.
- yes? Only normal type and fire type run during the event. All rarities from common to secret.
- Spawn time between pets in the event is the same as during normal conditions (around 5 secs per spawn). The event lasts 15 minutes.
- 50/50. They come out 1 fire 1 normal during the fire event.
ohh ok, sorry i thought you said 675 pets in the game - thats on me ;-;
i am unfortunately not fully sure on this. it might help to show what formulas your table uses. my instincts also tell me that this could be modelled by a poisson distribution, but i could be wrong
Can we start over... AI is all over the place. How would i calculate the estimated probability of each pet type and rarity using the following probabilites?
@sleek talon Has your question been resolved?
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for b
should be
your equations for (b) already do this
(d) wants a version of (b) where t=0 results in P and t=1 results in Q
since (b) already does this, you can copy-paste those for (d)
🗿
okay so its the exact same as b?
oh yay it is
thank you
:3
idk why i did that cat face
sorry
.close
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don’t apologize
✅
for this
is P = (-1,0,2) and the direction vector <1,1,0> ?
idk what that means
like p comes from the parametrics
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That's a weird statement
RHS is a set, it's agnostic of x
What you're saying is, if 0 ≤ x ≤ 1 it's contained in the LHS, so you only need to worry about x > 1
"Let x ∈ RHS. If x ≤ 1, we win. Otherwise, with x > 1, consider x=1+z and look at 1/z ..."
Phrase it precisely
Yes but you should be making your statements properly
Even if people can vibe out what you mean, they shouldn't have to
well yeah so it would help to write $B_n = [0, 1] \cup [1, 1 + \frac{1}{n})$, so it is clear that $[0, 1]$ is a subset of $A$
you mean \cup
mq in his algebra/stats arc
you should state z < 1 somewhere. its obvious from context but needed
That's what I've been getting at yes
mq in his algebra/stats arc
well it certainly helps with reading the proof
btw, surely you should already be allowed to claim that for any positive z there is n with 1/n < z ?
yeah on second thought its not needed
it was just in the back of my mind cause thats usually a thing that can fuck up proofs
if you forget about cases like this
<1 vs > 1 can often make a difference
Yup
The argument is correct, we were all just trying to make it precise
One of the attempts was unnecessary apparently lol
mq in his algebra/stats arc
x in RHS < 1
well...
(you can use \ge)
mq in his algebra/stats arc
@thin dagger Has your question been resolved?
you're missing the existential qualifiers
so, $\forall x \in A, \exists n \in \mathbb N: x > \frac{1}{n}$
south
since $x > 0$, the Archimedean property says that there always exists $n \in \mathbb N$ such that $nx > y$, and then you just choose $y = 1$
south
so then you can rearrange that to x > 1/n
since n can't be 0
oh well this goes back to whether N includes 0 and that book assumed that it doesn't, anyways
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!status
What step are you on?
1. I don't know where to begin.
2. I have begun but got stuck midway.
3. I got an answer but I was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
show what you got thus far.
- I cant find my calculator 😂
ok
nvm I think i got it, but can I keep this channel for now? Because im going to need help on some future problems
better to open a new channel for new quetsions
questions*
unless they're like very closely related
you can .close it yourself
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I need help in this
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 was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
2
Show your work, and if possible, explain where you are stuck.
(you should do this in general when asking for help - it saves everyone's time)
I mean 1
Note that we're going from a product of two numbers to a singular number
So what's a natural thing for us to do
We multiply everything In bracket
35-2sqrt 4
The 8 becomes-2sqrt2
So we multiply this by the integers in other bracket
@orchid torrent
$(a+b)(c+d) \neq ac+bd$
Civil Service Pigeon
If it helps, think of it as $$(5-\sqrt{8})(7+\sqrt{2})=5(7+\sqrt{2})-\sqrt{8}(7+\sqrt{2})$$
Civil Service Pigeon
then use distributive property twice
$$(35-\sqrt{16})
.
35-sqrt 16
you're not doing $(5)(7)-(\sqrt 8)(\sqrt 2)$
Civil Service Pigeon
read what I said above
.
Gah
Y so mean
.w (5-sqrt(8))(7+sqrt(2))
you're missing two of four terms in the expansion
$(5 - \sqrt{8})(7 + \sqrt{2})$ is \textbf{not} equal to $5 \times 7 - \sqrt{8} \times \sqrt{2}$.
Ann
capisce?
ok, let's forget the roots for just a minute
Ok
do the words "distributive law" sound familiar to you?
ah, see, that's the issue then.
but also this is sth you should definitely know by year 10.
it's like year 6 or thereabouts.
aight lemme find you a video to get you started
That guy who swore
This algebra video tutorial focuses on the foil method. It explains how to multiply binomials, trinomials and polynomials together. It also includes foiling examples of binomials with exponents. In addition, this video goes over another technique known as the binomial theorem which goes along well with pascal's triangle. You can use the bino...
cursing like "fuck" is not against the rules here, by the way.
just so you know.
anyway, look up things like:
- distributive law
- distributive property
- expanding brackets/parentheses
- FOIL [maybe]
on khanacademy and the like
cause that's a gap you'll have to close, not only for this question but for definitely many others to come.
But we didn't learn foil method
you should have learned how to expand brackets like (a+b)(c+d) some time before year 10.
this i can tell you with near certainty.
no matter how it's called in your country.
"FOIL" is an Americanism.
but i give it because a lot of english-language math resources are American and you might stumble into these when searching on google.
And sorry utterly I reported u to the police and discord and I am not in year 10 I am an fbi agent and suing all this thing and you and your friend
<@&268886789983436800> we've got either a jokester or a legal threat.
im washing my hands of this and letting y'all figure out what to do here.
nice troll. take 2 days off
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.
AHH OK
but can you say to me some tips to be better in math
there's #study-discussion
generally its practice
(and stop looking up math memes)
i created it my self
ye, probably #math-discussion is the right place
even worse
can anyone send good vid to learn more about math
check out organic chemistry tutor
there are some good stuff in his channel
3b1b?
where
YouTube ofc :))
th
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Need help finding the best method to find AD
do you already have a method to find AD?
well id do either Sine or Cosine
but i feel like im missing a piece
and cant figure it out for some reason
keep in mind you can find angle DBC and angle ABD
with just regular angles instead of any trig
whats angle ABD?
thats correct
okay good
now you only need trig to solve this
its not a right angle is it?
98 is not a right angle
no proof of it
is there a particular other side youll need beforehand?
yes
np
dont know why that took me so long
dw
btw, its not a right angle
oh wait I wrote the digit wrong
its possible that its a right triangle
youll just need to check that the 8 and 6 line up
then again youll need trig to check that, so its not worth the extra work
in general, if the numbers are all integers, then it never lines up
only exception is an equilateral triangle
ah lol
seem correct?
what did you find BD as?
yea this is correct
lets go
i also needed to find the area of ABD
i got 23.06cm^2
lets go
gotta impress my teacher
sorry how do i do this
how am i 16 and still struggling with this man
cosine rule
cosz=(xz²+yz²-xy²)/2(xz)(yz)
ohh okay
I termed it according to ur maths
any easy way to do this?
or is it literally trial and error
and see which one is the smallest
In a triangle the angle opposite to the smallest side is the smallest angle
Np
Yes
@jolly mica Has your question been resolved?
Let the point of the port be P. Angle NPA is 80, and angle NPB is 152. Angle APB is 152 - 80 = 72.
First, work out the distances PA and PB using your distance-time-speed formula
60 and 75 km right?
yeah cool got that
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Hello, quick one, I am trying to understand Borsuk's conjecture (out of curiosity I'm just a year 12 student (uk) and i have limited 'ball knowledge' per se) and I'm wondering what exactly the definition of 'diameter' is in regard to non circular shapes. See image for example from the Wikipedia page. (https://en.wikipedia.org/wiki/Borsuk's_conjecture)
Thank you! this is exactly what i needed, i clearly didnt search the right thing
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hello, I'm trying to find the distance between points and i dont know where im getting stuck, but its still being marked wrong, the points are (6,-5) (-7,8), im getting 18.38 with this formula
why is it -5 instead of 5
show the entire question
riemann
hmm how do you mean?
your answer has minus signs, squaring
i did try putting 18.38 and it said wrong, round to whole number
simplify all the numbers
notice how i said exact
18.38 is rounded
ah so 18.38477631
riemann
no i dont
2 + 3 = 5, so sqrt(2 + 3) = sqrt(5)
oh ok
notice the expression on the right side doesn't have any operations, but the left side does
yea so $\sqrt{338}$ is what you should enter
riemann
ok i will see
,calc 2 * 13^2
Result:
338
hmm its still wrong on here
show
my mistake it is correct, its a very slow websight
please tell me why its that instead of 18.38?
18.38 is not equal to sqrt(338)
is that not a more simplifed answer
oh because its infinite
Result:
337.8244
337.8244 is not equal to 338, but it is close
sqrt(338) has infinite decimal expansion yes because 338 is not a perfect square
,calc sqrt(2)
Result:
1.4142135623731
Result:
1.99996164
Could you check my math on the second part aswell?
Why is my midpoint so far off?
well 6 + (-7) = -1
so when you divide by 2 you should not get 2.5
get in the habit of simplifying before using a calculator
or learn to use a calculator better
ok
,calc 6 + -7/2
Result:
2.5
,calc (6 + -7)/2
Result:
-0.5
this has parentheses which you need since both 6 and -7 are being divided by 2
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What are MUST KNOW topics for algebra 2
Js tryna gather up information before diving deeper into studying algebra 2
Is that a bad question to ask
prob algebra 1
May i just ask what exactly do you consider as algebra 1. As i feel like terminology is a little different based on location
Graphing, functions, and just simplifying algebraic equations
Ok ok (because i normally hear Algebra only in context of abstract Algebra)
Yea
Alg 2 is just a deeper understanding of algebra
i suppose trigonometric/circular, logarithmic and exponential functions have been covered in alg1? if not, get ready for them in alg2 i suppose
Alright
Im learning quad equations cus i didnt get into thay
that too
I mean what i did. And what made me far ahead of other people is i watched some yt videos (like The Organic Chemistry Tutor) , just out of fun. And used something like photomath to solve stuff i didnt know.
And i mostly solved some competitive math problems. Which made basically all the problems we did in school trivial for me
Yea i gotta start watching that guy
Js do math in ur free time
Quad formulas are kinda easy. Just very tedious in the simplifying
Ive rarely needed to use the quadratic formula
Like most quadratics can be solved by just factoring
Yea i’ve seen
I mean ofc there will be problems that will make that basically impossible
i like completing the square and grouping
quad formula is one size fits all, but if there comes a time where your discrim is negative, then yeah
Yea the simplification outside the roots always trick me
It takes up so much space
Im guessing you know of the method like if you have
$$x^2 + ax + b$$ you find $2$ numbers such that $k + l = a$ and $kl = b$ then $$x^2 + ax + b = (x + k)(x + l)$$
casework
i do the box methods
I have a test coming up that i have to use the quad formula
What that
dw about it, but its a method where you draw a 2x2 box and on the outside you put one binomial on the top side and one on the left
you dont need to know it at all though
just use what @languid horizon mentioned
I dont remember ever having to need to use something in a test. But i get they do that in some places
In my school 😔
“Use the quadratic formula to solve all equations”
in my school, they used to say "do not use quad formula" 
but ig it makes it easier and more brainless
just plug in a,b,c
do they at least give you the formula or smth or do you have to memorize it
Memorize. I have it memorized already tho
School js started a week ago for me too
ahhh i see if you have it memorized you should be chilling just do some practice problems get enough sleep and don’t spike your cortisol over it
I found it was easier to derive it. Then i didnt need to memorise it
I mean its easy to remember when u done enough problems
Yeah but knowing how to derive it just gives you context why everything is how it is
-# and then there's me, who derived it once and then forgot it all 
Like why is there $2a$ in the denominator. Why is $b^2 - 4ac$ in the square root. Why is there a $\pm$ why is it a $-b$ and not $b$ etc...
Isnt deriving knowing how the formula is formed
casework
I mean by deriving i mean proving it
Aka going from
$$ax^2 + bx + c = 0$$
to
$$x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}$$
casework
Ohh alright
The proof isnt that long. You can try it for yourself. ||I mean a hint would be to complete the square then take the square root||
So kinda prove the formula
Yea. Its just some basic algebraic manipulations
Ah ok
U must be very interested in math
Math is fun once u get into the hang of what you’re learning
Yea i mean i found it way easier once i could prove everything i knew.
W got all my practice problems right
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I’m not sure how to factorise this, but this is what I have done
if you did the working right (haven't checked you on this yet), you have a common factor of 16 across all four terms
f(x) has a (x+3)^2 factor; you should check whether f'(x) has a (x+3) factor
notice that x+3 is a factor
(oh fuck i was lagging and didnt realized yaal have already responed oops)
Ye, it’s skissue
@shrewd trellis Has your question been resolved?
How did you figured that out
Is there a shortcut i could put in the calculator which gives me a common factor
across multiple terms
nvm i'm drunk, ignore me
i thought x^3 has 18 for some reason and it mushed in my head
but generally speaking, if you know your multiplication, you can spot numerical common factors fairly easily
anyway, focus on the suggestion from the others
I’m bad with multiplication
I rely on calculator
no comment other than to practice, i suppose, if you wanna eyeball common factors
Well we can see that f’(x) does not have a (x+3) factor
Really? How?
I mean yeah, you won't get a factor if you don't factorize...
well, they're all even. at least do the numbers first
after that, since you want to check if x+3 is a factor, polynomial divide your way through using your method of choice
@shrewd trellis Has your question been resolved?
to reduce the cubic to a quadratic
You did, I only looked at your second picture there
If you're looking for the zeroes of that function, of course you want to factorize it
And all you have to do is factorize a quadratic, that's easy
Yeah easy stuff
Can't tell if that was sarcasm
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hey whats the conclusion im supposed to reach here
its kind of a vague problem
or should i post this elsewhere
actually ill post this elsewhere nevermind
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Hii
what are you stuck on?
@graceful shore Has your question been resolved?
the first
the last one seems like I solved it
but the first and second I've got no idea hpw
so have you learnt about set complements?
have you learnt of the effects of set complements on set inclusion?
I don't have any example with the solved exercise.
I don't think so
at should I doM
?
if A is a proper subset of B, and we take the complements of both A and B, what do you think the relationship between A^c and B^c is?
(^c = complement)
We take the complementare of both A and B, then it's the opposite of A and B
i mean yes, but what about the relationship between the two complements themselves?
a visual example
the relationship between the complement of B and the complement of A
The complement the B is the rectangle, and the complement of A is B and the rest, right?
yeah. and the relationship will become?
Hmm
if you can't think of it that way, consider which one is bigger - the complement of B, or the complement of A?
Complement A
ofc it's A^c, right? because A^c contains B as well as the rest of U
Right
but B^c itself also contains the rest of U, but not B
A
so B^c is (larger/smaller) than A^c?
how can B^c be larger than A^c if A^c has B while B^c doesn't?
there we go
and another way to say smaller is "proper subset"
so that means, if A is a proper subset of B, the complement of B is a proper subset of the complement of A
agreed?
Yep
Yes
when we write C \ A, what are we actually saying?
C minus A
yes
