#help-27
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Coz this will give an irrational answer
What don't you get?
You factorised it wrong
It was correct till here
y=-5-sqrt233/2
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Can sm1 help me find b xD
@fierce dawn
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Need to show this converges by leibniz test
I have no idea how i can even show limit of this is 0
,rccw
I saw that you can write this as (-1)^n.C(2n,n)/(4^n)
I managed to show that this is lesser than 1, any leads on how i can show that lim is 0?
,rotate
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a grocer packed 2/3 of his oranges in box 1 and the remaining in box 2 and 3 in the ratio 1:2. if box 1 holds 56 more oranges than box 3, ho wmany oranges are there in total
box 1 = x
bo2 = y
box 3 = z
x+y+z= the total amount of oranges = a
x = 2/3
x-56=z
y+z=1/3=1:2
could anyone help me please?
it's a very good start writing out all the information, setting up variables and forming equations
but there are so mistakes here and there
box1,2,3 as x,y,z, nice
x+y+z=a, no necessity, but ok
x = 2/3 times a
x - 56 = y
y+z = 1/3 times a
y:z = 1:2 or y/z =1/2
now that we have the right equations, we can go on
@gilded nova
all good till here?
why?
because its box 3
OH
i see where i went wrong
i wrote box 2
its suppose to be box 3
sorry about that
let's start with the very bottom line
y/z = 1/2
rearrange the terms so that it looks nicer
ohh
$\frac{y}{z}=\frac12$
OldBiscuit
reciprocal?
we can multiply both sides by something
like z or 2?
why not both
nope
2y=1z?
let's move up one line
y+z=⅓ times a
okk
can you do that?
not sure
like but the variables in that equation?
since 2y=z, we can replace the z in the second line by 2y
yea, please continue
?
this
oh
or
if you like it this way, it's also ok
there are many methods to do anyways
you don't really have to follow my path
yea
next
x+y+z=a
we plug all we known into it
we know
a=9y
z=2y
now try to find x
no
hm
use this
and this
oh ok
and this
didnt we use them all
this
yep
56=4y
and
ohh
and for the remaining ones
nah
these type of questions seems to be real hard for you, and it takes time to understand
and I'm not staying for long
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logarthmic question
im stuck
i was going to put the 3 as a power o n the second part
and then since - logs are divided by each other
log10 (25-x/ 64-48x+12x^2-x^3)
Peachy
this is what i have right now
im not sure if i did somethign wrong
did i open
incorrectly
Peachy
uhm
so you have $25 - x^{3} = (4-x)^{3}$
phoestaclies
i made the 3 in parenthèse to cancel each other
$log(25 - x^{3}) = log((4-x)^{3})$
apply the quadratic formula
yes
and do like t = xsquared ?
like $39 + 12x² -48x = 0$
and then i use the formula with abc
phoestaclies
just solve with $\Delta = b² - 4ac$
phoestaclies
uhm i use a different one i think
and you'll get the result 🙂
yes it's the same i just mention the delta before
in the equation $a = 12$ $b = -48$ and $c=39$
phoestaclies
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Think what is the opposite happening here
biggest number will be 4
no it will be 3 in a dice because if it's 4 we can't do 5 with 3 dices
My bad, I would also say (2/6)^3
we can't get the number 4 in a dice?
it's not correct
the answer is something ridiculous
maybe i'm wrong but if we have 4 in a dice and 1 is the smallest number on a dice 4+1+1 = 6 that is greater than 5
It the 5 in the question sum of the dices or smallest number in some dice
If smallest number in a dice then
This should work imo
yeah that's what I was thinking
if sum of dices then take cases ig?
is something like 5/216
ok so i don't know if it's very correct but just take the possible resulte that we can do with 3 dice like 666 = 216 and search the combinations that makes 5
and 5 has 7 combination and forgot 2 before
7? But we're only tossing 3 times
like 1+1+2, 1+2+2 that repeat 2 times if i count the 2 separate to others, 1+3+1, 2+1+2, 2+2+1, 3+1+1
sorry not 666 but $666 = 216$ possibilities
phoestaclies
hmm, why the 3 though
?
where did 1+3+1 come from etc
like 1+3+1 = number dice 1 + number dice 2 + number dice 3
and the sum must be equal to 5
ahh i get you, but look, this is no sum
this is literraly just saying
what is the probability that when yoiu toss a dice three times, the smallest number I'm gonna get is 5
so that means
5 or 6 are my only possible numbers
so the question say you want the probabilities that the sum of dices makes 5 with three dices or i don't understand, sorry i'm not very good in english
it's okay
no not sum
just 5 or a bigger number
so let's say i roll a dice once
the probability of me getting the number 5 or more is 2/6
or 1/3
but
all i thought i had to do was cube the number
for three rolls
and now it's telling me the answer is 7/216
ok i see now
ok make the same reasonning
and u found 7/216
so the possibilities are $666 = 216$ right
phoestaclies
indeed
and let's say that (a,b,c) = (dice 1, dice2, dice 3)
we have just 7 combinations possible
and it's (5,5,5), (5,6,5), (5,5,6), (6,5,5), (6,6,5), (6,5,6), (6,6,6)
because we can't have a number less than 5
what about (5,6,6)?
Oh wait i think i get it
oh yes you're right
Its 7 cuz its c(2,1)c(2,1)c(2,1)-1
You minus the (6,6,6) obs
Because theres no 5 in it
OMG
Thats how its 7/216
You got it!!!
yes thanks
yes i forgot that we cna't have (6,6,6)
can't thank you enough
my english so bad 😂
Np
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how do i set up #2? this is language my teacher has never used
Graphing window
and how would i do that
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Hi, could someone explain to me why this is accepted ?
It says underneath the limit that x and y can't be equal to each other, which makes sense I guess given the denominator, but then they proceed to give 2 values that are equal to each others ?
Unless I misunderstood completely what x != y is supposed to mean
does this limit not admit basic algebruh
this looks like it's equal to sqrt(x)+sqrt(y)+2
no need to bother with pathwise limits is there?
Sorry, I'm confused, what do you mean by pathwise limits ? I take the course in french so some technical words in english might fly over my head
that wasn't an 'official' term i said
maybe i misunderstood your question
can you show the solution you're looking at?
I mean, I'm trying to solve it by simplifying it to get rid of the denominator, I still haven't figured out how to do so yet, but that's not really what's bothering me
What's bothering me is that (x,y) -> (0,0)
x and y are equal to each others, since 0 = 0, so it's ignoring its own "rule"
how do you simplify a²-b²?
Oooh I gotcha, so x - y is really (sqrt(x) - (sqrt(y)) * (sqrt(x) + (sqrt(y))
Makes sense
that's it you're on the right path
But what about the other thing ? Am I just misunderstanding what they mean by x != y ?
Or does it simply stop mattering since we're getting rid of the denominator anyway
i think x != y only doesn't apply for the limit itself since in a normal function f(x,y) if x and y are equal, the function will not exist. but a limit is a limit, that means that x!=0 and y!=0 but x and y approaches 0
Hmm, alright. It's weird they wrote it like that under the limit though. Thank you for helping ^^
This whole 2 variable functions thing is annoying, since they are so hard to visualize. There doesn't happen to be a software that can help visualize those that I don't know of, is there ? Cause Desmos isn't helping here
it normally works for desmos right?
Desmos doesn't work for me for functions higher than one dimension
yeah, it only works when you make it an equality
but then that's not really the function
Anyways, that's alright, I'll free up the channel for now ^^ Thank you
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I'm having trouble understanding Big Oh, Big Theta and Big Omega notation in relation to code runtimes.
Since it's about upper and lower bounds, can I just select any function when selecting a big O function? Like if I have f(x)=3x^2+3x I can say f(x) is O(g(x) if g(x)=x????
I've tried for hours to make this stuff make sense
@primal phoenix Has your question been resolved?
as you said, Big Oh is used to describe the upper bounds, big Omega is for lower bounds
when saying a function f has O(x^2)
it means that there exist some starting point n, and a Constant C, such that a that f doesn't go above Cx^2 for x >=n
in simpler words, our function f, after some point, will be upper bounded by x^2
is everything clear here?
So when finding big O and big Omega, we can select any function that falls below or above f(x)?
Yes
what do you mean below or above f(x) ?
for example if f(x)=3x^2+3x, f is O(x^2), saying f is O(x) is wrong
How come? Both x^2 and x fall below 3x^2+3x
define fall below
after a certain point on the x axis, the y values are less than the y values of f(x)
that's what this is about, right? Finding functions that go above or below f(x) indefinitely after a certain point
yes
this is Big Omega
Ahh, this information just now makes a bit of sense to me, so I confuse the terms a bit
yeah so Omega is about the lowest bound
O is about the upper bound
sometimes one is useless and the other is useful
What I now am left wondering is how finding low and upper bounds that are absurdly far from f(x) is helpful in any way
Ahhhh
its only helpful to categorize algorithms according to their growth rates
Man, my math course is really unnuanced about this and this whole terminology confused me because it never mentions that big O and Omega aren't always useful and can be multiple functions
I had the impression that big O and big Omega were something you calculate like you have f(x) and then you find the ONE answer for big O and big Omega
What about big Theta?
That seems to be a bit more rigorous
like it has to be realistic
as you said
big O and big Omega can be different
and one gives the upper bound and the other gives the lower bound
big theta combines the two
for example if some algorithm is O(x)
and Omega(x)
the upper bound is x, the lower bound is also x
it means that this is the best algorithm to solve such a problem
and we say it has Theta(x)
adding two numbers is an example of this
if you have x digits, you do x opertaions
both the upper bound and the lower bound are x
That makes sense to me. But what about when best-case and worst case scenarios aren't the same?
what do you mean?
Like linear search through an array. If you search for 5 and 5 is the first number in the array, the runtime is just 1 but if it's not in the array, the function will search through the whole array and runtime will be n (n=size of array)
yes
how do I find Theta of that
this should tell you that worst case and upper bound are not the same
as I said Big O notation and such only study how the work of the algorithm grows according to its size
best-case and worst-case are not directly related to this
As a sidenote just to be sure; I shouldn't select any upper bound, like n^n if the function can't actually have an n^n runtime?
well
if you have a function f(x) = 3x^2 + 2x
you can say that it has O(x^2)
or O(x^3)
or O(x^4)
etc
but most of the time you are only interested in the least case
and all of these satisfy the definition in the sense that, they are are upper bounds for f
But how does that make sense if 3x^2 will always be above x^2 on a graph?
and the questions expects the least upper bound because its actually the useful one
read the definition again
ahhh, so the C is always there, implicitly?
yes
3x^2 is O(x^2) because there exist a starting point n, and a constant C, such that cx^2 > 3x^2 for x>=n
an example is
C = 4 and n = 1
there are infinite examples of C and n here
but only one is enough to satisfy the definition
You have been a great great help already. Thank you so much, this conversation has been a great relief for me and I've gotten to understand these terms a lot better now. But I'm still unsure about Theta
The witness thing finally makes sense now
this might be a good answer that explain big theta
I will read this thoroughly, thank you!
it also says big O has nothing to do with worst case, big theta has nothing to do with average case, and big omega has nothing to do with best case
because they measure different things
Oh so big Theta only exists if big O and big Omega are the same?
Oh shit, I just realized
That big O and big Omega can be the same without being the same function
because of the witness thing
and C
I reached the Aha moment hahaha
Thank you so much @leaden coral , Seriously this conversation has been a godsend. I am extremely grateful for your help, time and for you being so patient. I'm retaking this course because this stuff didn't make sense to me last year either. So thank you
Have an amazing night!
Thank you for your kind words! I wish you luck in your studies!
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How do they factor out values for L^2-6L+13? For me, I can’t find values for L, because I can’t eye the factors, nor can I use the quadratic formula. Thanks!
Like when we have a square root of a negative, do multiply it by 1i?
Basically if it's a square root of a negative, take the square root of the positive version and then multiply that by i
Yeah I got it. Clear thx
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Because math
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How is 2 + 2 4
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how do i write the kernel of a matrix
i have the vector but idk how to write the solution
Ker(L) = ?
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trigonometry
i know how to do the formulas
but sometimes it asks me to deduct my total from 180
if its obtuse
am i supposed to VISUALLY confirm that its obtuse in order to know when to do this
or is there something im missing
@open pendant Has your question been resolved?
i lost it. let me find another
like a triangle
with 2 marked sides
and 1 marked angle
wait no, that doesnt make sense, thats just
sin theta/number
sin known/number
ill find one again, hangon
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Express 5 cosQ - 3 sinQ in the form R cos (Q + a) where R is positive and 0° < a < 90°
anyone has any idea, im stuck because both sides have different signs
5 cosQ - 3 sinQ = R cos (Q + a)
Mr. Gamer is typing... and I wish to know what he is typing.
5cos(Q) - 3sin(Q) = Rcos(Q+a)
-5sin(Q) - 3cos(Q) = -Rsin(Q+a)
Let Q = 0:
5 = Rcos(a)
-3 = -Rsin(a)
I have one idea only 😦
Now you have a system of two eqns in two vars
hmm
hmm
Is it okay to let Q=0?
HillBill is typing too!
Yes because this is an algebraic identity
oh!
Rather than a conditional equation
So we are asserting that this statement must be true for all values of Q
interesting!
Or an equation that doesn't change irrespective of conditions?
This is an algebraic identity:
(x+1)² = x² + 2x + 1
This is true for all values of x
This is a conditional equation:
5x+2 = 2x+3
This is only true if x = 1/3
would it be possible to find a and R by comparing both sides of this?
when RHS is expanded
the only problem is the signs are not the same
Yeah but using calculus is easier and more fun
maybe! what is identity? i just know it is has a 3 line equal sign
yea, calculus is more fun!
well I have to do it in this way
what sides?
signs*
oh!
so how do I change it so that the signs are the same? or so that I can compare
can we let R=√34 and a=30.96° and try to put it in to the equation?
how did you get those numbers?
oh, just using calculator
Just solve this system
Mr. Gamer Inspired me to get this idea!😆
if like i can put any number, why not put the right ones
That is also a good method
We don't even have to differentiate
Since we know that it must be true for all values of Q
@thick quail do you want to know my original idea?
sure
oh
do you think it's good?
Which gives you the same system
@thick quail you still need help?
if it can be done by the method I need, that is
Yes
yes
Send the question again so I can easily reference if needed
what is it to be needed help with? 😯
Express 5 cosQ - 3 sinQ in the form R cos (Q + a) where R is positive and 0° < a < 90°
let's see el pepega's response
You have to make 5cosq-3sinq=CosaCosq-SinaSinq
interesting!
You can then split this equation into two
And to find r would be 5^2+3^2
Then root the answer of that
You can get sina cos a
that's a good approach too
yes
I think this is it, but I need a little help here
do tell 🙂
how do I start with this?
and our friend here says, you can find R by this
and root it
You expand using the addition formula
You can find it either way but finding r first would just make it more systematic
oh
Cos(a+b)= (cosacosb)-(sinasinb)
I don’t understand how to do that..
You don’t need to
I don’t think
There are formula booklet with the formulas on
It’s basically saying that there’s two angle to one
There are 3 formulas for addition that I know of
Cos(a+b) sin(a+b) and tan(a+b)
Probably many more
yeah but how do I apply it now?
5 cosQ - 3 sinQ = ?
very clever question!
yeah
It’s more of proof
oh
R cos (Q + a) = R (cosQ sina + cosa sinQ)
nice!
So everything in brackets multiplied by r
except its a little bit wrong
We know that Rcos(q+a) is equal to
nice first step
next, sina becomes cosa
And then prove it to find what r cos q+a equals
and + become negative
and finally cosa become sina
how does it become?
then we will have
R cos(Q+a)=R(cosQcosa-sinQsina)
because it was wrong 😦 sadly
hummm lemme find something on google to help you understand
brb
back
would this help? @thick quail
very good!
so, all done?
clarified and you can tackle the rest?😆
okay I think I got it from here
yey!
thank you all so much
have a nice day!
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Hey, so im doing this exercise where i need to find the lateral derivatives of a point in a function and tell if the function is differentiable.
I went to check the resolution and they went to check if the function was continuous(doing the - and + limits). I was wondering if that is really necessary since to check if a function is differentiable the easier way is to check if has a finite derivative. Or do i need to verify as well if the function is continuous even if it has a finite derivative?
post question please
if your function has a derivative, it's already continuous
(at that point)
Translating: Look at this branch function, calculate the lateral derivatives in point 0 and check if the function is differentiable in x = 0
Do i really need to check if the function is continuous?
It takes like 10 seconds to check continuity at 0
sure, but is it needed?
If it takes such little time, why not
You're spending more time debating with yourself if you need to do it or not than just doing it
i already did it, thats not the my point. cause in my exam with limited time i need to know if a question comes like these and the limit become more complex, i would like to know if i need to check the continuity of a function to check if its differentiable or not
That's a question for your teacher, not random strangers who aren't in your class
im asking a theoric question
That's a teaching question, not a math question
you're telling me that checking if a function is differentiable or not depends on the teacher
That's not your question
no, the exam complexities depend on the teacher
Your question is specific to your teacher's grading
ill try to simplify my question,
Is it strictly necessary to check the continuity of a function in order to check if its differentiable?
in order to check if its differentiable
Then no, not always in all cases, for all teachers
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It's just basics I think what do I do if a linear function's minimum value came out as a fraction?
Do about what
Can you show a problem you're working on
f:[-5;7[->R f(x)=3/4x-2
why would it being a fraction make it special
I need representation and characterization
I don't know how to calculate it
Show the exact instructions. Screenshot or picture is best
Yea nothing about this looks special to fractions
Right upp it's just Classroom work
You just leave your answer in whatever form your teacher uses. Decimal or fractions are fine
If you can use the graph, then it's the lowest y value of the graph
The lowest where there's an x or the value at the left line?
You can see the graph is increasing, so the minimum value of f(x) is the left most x value in the domain
When there's an x in [-5,7[
ooohhh thanks that's what I wanted! 🙂
!close
okay now how do I close the channel?
.close
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need help not sure where to really start
q5 or q7?
5
First it'd be nice to move everything on one side
Preferably on the side with highest power of x
In this case, to the left
So we have 3x^4 + 11x^3 - 4x^2 = 0, right?
We can factor x^2 out of the left hand side
Yes
And we get x^2 * (3x^2 + 11x - 4) = 0
yes
A product is 0 whenever one of the terms of that product is 0
Meaning we have to consider two cases
Case 1: x^2 = 0 (and thus x = 0)
Case 2: 3x^2 + 11x - 4 = 0
ok
Are you good with quadratics or do I continue?
still slighly lost. once their both set to 0 do i just solve
and get the two answers
not sure how to solve second one
You can either complete the square or use the shortcut aka the quadratic formula
Yup
ok then 7
Again, start by moving everything on one side
Here you'd get x^4 - 29x^2 + 100 = 0
Before we had a quadratic in x
yep
If you look carefully, now we have a quadratic in x^2
This is the same as (x^2)^2 - 29(x^2) + 100 = 0
Meaning you can solve for x^2 using the quadratic formula
If you don't see this, consider doing a substitution u = x^2
You'd have u^2 - 29u + 100 = 0 then
ok 2, -2, -5, 5
Yup
1 sec
i was doing 6 but i went wrong somewhere and got stuck
what did i do wrong
after this i got (2x-32)(x-6)
6 is def one of the answers
to start you can move the entire equation to the left side so the right =0
2x^3-12x^2+192-32x=0
ok
then factor to 2(x-6)(x+4)(x-4)
and since we need it to equal 0 now you find the restrictions (which would turn that entire side to zero too)
what answers did you get
4,3
ok then you are forgetting about the one outside of the bracket
exactly
if x was 0 then 4x^5=0
ok so 5/4
?
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h
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Dirichlet convolution is a binary operation on arithmetic functions. It is commutative, associative, and distributive over addition and has other important number-theoretical properties. It is also intimately related to Dirichlet series. It is a useful tool to construct and prove identities relating sums of arithmetic functions. An arithmetic fu...
Follow me on twitter @abourquemath
In this video, we explore an operation on arithmetic functions which forms a ring, namely the Dirichlet convolution. Even better, the multiplicative functions form a subring. I forgot to mention that there is a Dirichlet inverse, but technically this isn't well defined on all arithmetic functions, only those w...
thx

ill look and then post further uestions
.cose
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@forest pawn Has your question been resolved?
@forest pawn Has your question been resolved?
@forest pawn Has your question been resolved?
@forest pawn Has your question been resolved?
what ya tryna figure out
no sketches? hmm that's kinda dumb
I assume you're allowed to sketch but also hvae to give the reasoning
well let's see if you got the right answer
,w intersection of -3x + 4y = 0 and 4x+3y = 9
@forest pawn Has your question been resolved?
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- A school is holding a table tennis tournament. In the beginning, 3/11 of the students in the school signed up to compete. Later, another 136 students signed up. At that time, the total number od students who signed up is 7/4 times the number of students who did not sign up. How many students are in the school? someone help huhu
Please don't occupy multiple help channels.
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i) is false and I dont see why
by IVT, for all choices of y in (0,2), there exists an x in (0,1) s.t. f(x) = y
oh 5/2 is 2.5
i thought it was 1.5 for some reason lol
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In the Euro Millions game, you are asked to give 5 "numbers" between 1 and 50 (and not twice the same) and 2 "stars" between 1 and 11 (and not twice the same either). The draw then consists of 5 numbers and 2 stars drawn at random. A win is obtained as soon as you have 2 correct numbers or when you have 1 correct number and the 2 correct stars. In all other cases, nothing is won. What is the probability, in percent, of winning nothing after playing a grid?
Let see my answer (this wrong):
The probability of not winning anything after playing a Euro Millions grid is very high.
There are 50 options for each number and 11 options for each star, so :
50 x 50 x 50 x 50 = 2,118,760 options for the numbers and
11 x 11 = 121 options for the stars.
Assuming that the numbers and stars are drawn randomly and independently, the probability of not having two numbers or one number and two stars correct is :
( (49/50)^5 x (10/11)^2 ) = 98,98%.
So the probability of not winning will be 98.98%.
@nocturne cape Has your question been resolved?
When you pick 5 numbers between 1 and 50 are those the "correct numbers"?
Yes they are well included in it
😔whythis so complicate
This wrong
Whats the right answer
92.663
That is what i have
It shows 92.663 percent right?
Okay no problem.
But for the proof ?
As in the explanation?
0.92663=92.663 percent
What is the answer💀
😂😂I don't know
But you said??
What is wrong
I can't explain u
So 92.663 is wrong?
Yes
Does the question have an answer key?
This also wrong 😶
Which one ?
@nocturne cape Has your question been resolved?
Why c(20,5)?
Can you explain the numerator
all numbers wrong + 4 numbers wrong and (2 stars wrong + 1 star wrong)
(45c4 × 5c1)(9c2 + 9c1 × 2c1)
point is there are many cases where you win, so it's hard to do 1 − ...
but only 3 cases where you lose
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even though it has all the probability
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anything multiplied by z take it to the LHS
and the rest to the RHS
factorize the LHS by z
an try to divide by something to make z lonely in the LHS

isn't @upper schooner 
z be like 
Pablo
But yep that's it!
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double angle formula for cosine
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I need help with #37, #39-#41
,rcw
For some reason i’m not understanding the negatives lol
show work
wym
show what you tried
it’s using the unit circle
you just look at it and find the answer
but i don’t understand like how
for the negatives
U just need a good teacher to tell u that
You go on the opposite direction
i would ask her but tmrws the midterm lol
so like for tan -210°, you just go 210 in the opposite direction(clockwise)?
yes
Cos and sec sign doesn't change when we put negative angle
And else 4 ratios left become -ve when we put -ve angle
so radical 3?
Just remember this
could someone check the circled ones?
,w sec 7pi/4
,w sin(-pi/3)
,w csc(-2pi/3)
everything correct
#39 could you check
,w cot(-210*pi/180)
39 is wrohng
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I assume it means X_3 equals the subspace spanned by w_31?
the brackets I am not sure about. Teacher usually uses L for span
I will post the question surrounding it hold up
From the context I assume the span
But I like to be certain haha
would make sense
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Just wanted to know, did I do this right?
Why'd you do 7.5x25 and 45x25?
because thats the number of students attending
what about the teacher and parent?
Will they not eat?
Will they not need entry to the park?
it says that the teacehr and parent will not any money to attend this field trip
"all their costs must be covered by the student fees"
So when it says "calculate the cost each student will owe the school," I believe that these are the "student fees"
So the teacher and parent's lunch and ticket fees must be included in the student fees
So you should do 27x, not 25x
That's just my interpretation of the wording
If that interpretation is incorrect, then you set the problem up right.
alr
This problem is also poorly worded because it says "each family" instead of "total from all families"
"each" means that if, say, there were 10 families, then all ten of them would individually be paying ~$1400. Which is absurd
I doubt this is the wording they intended though, as you have no way of knowing how many families there are, so you cannot say what each individual family must pay.
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yeah np
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so i got between 0 and positive infinity but the answers say after I checked that it it 1.5 to positive infinity
why so?
@deep geyser Has your question been resolved?
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