#help-27
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can you show me the whole table
i would recommend doing ~A v B first before ~(~A v B).
yeah i think you did ~A v B instead of ~(~Av B)
uh how do i do ~(~Av B)
you do ~A v B first
and then negate it.
do it step by step
so T and T = F?
not T=F, T turns into F
its exactly like every other example you did
just insert another column ~A v B
its easier to do it one operation at a time
alright wohooo
time for the last question
since i can do the problem 3 and 4
since its just words now
so the question is 2. Which combination makes the output true.
how do i do that
what does this even mean, is this multiple choice
oh
i have no idea but its not a multiple choice
they meant what combination of A,B makes the Q true
how does that work
well you have the truth table
truth table tells you, for example, if A is true, and B is true, then Q is true
so do i choose one of the top like (A n B)?
the whole purpose of this is telling you what Q is given A and B
if A=1, B=1, then Q=1 by the table
no, you pretty literally just say what (A,B) returns Q=1
all comes from the table
look at the table and check which (A,B) gives Q=1
we established that Q= (A n B) v ~(~A v B)
^using this table
its asking: "what truth value of A,B would make (A n B) v ~(~A v B) true"
if my phrasing is better
isnt second row Q=1
oh wait
yeah
so if its true and false its still q=1?
looks like it
oh alright
just list them all
oke so Q=1 Q=1 Q=0 Q=0
yeah
they want you to answer: what what values (A,B) will Q=1
for example when A=1,B=1,then Q=1
list them all, and that would be your answer.
all can be inferred from the truth table
u mean like (A n B) , ~(~A v B) aswell?
i just need to choose 1 combination right
time to write it
no
(A n B) you can think of as "inbetween steps" to deduce the truth value of Q
the value of Q is solely determined by value of A,B
if that makes sense
oh u mean list all of this Q=1 Q=1 Q=0 Q=0 not the other top ones
oke
the other ones don't matter
cuz they're there only to make our lifes easier in computing the truth value of Q
do i list it like this
A T = 1 B T = 1 A T = 1 B F = 0 A F = 0 B T = 1 A F =0 B F =0
?
what does A T=1 mean
just say A=1
oh okie
either say A true, or A=1
time to write it on paper
you didn't say the value of Q
the point of our computation is to compute the truth value of Q in relation to A,B
?i dont understand.
its something like A=1, B=1 gives Q=1
i have no idea about how to get teh value of Q
the table
Let us look at row one of the table. It means: if A=1, B=1. then ~A=0, (A n B)=1, ~ A v B=1, ~(~A v B)=0, and so Q=1
so its saying that when A=1, B=1, we must have Q=1
ohh
the purpose of the table is to tell us the value of Q given A,B
so this is the combination
the four columns after A,B are the inbetween process we go through
end last column tells us what Q is given the A,B presented in the same row
if that makes more sense
since its T?
the first row tells us that. That whan A is true and B is true, then Q is trues
each row is sort of a deduction process to get the truth value of Q
so second row tells us that if A is true, B is false, we can do all these deduction (like finding the value of ~A, (An B) ) to get that Q is also true
does that clear things up?
yes that does clear things up
each row is a deduction process
although it is easier to do these column by column
maybe that's why it's confusing: our goal is to make deduction for each row, it just turns out doing it column by column is easier
first row tells us what happens when A=1, B=1, second row tells us what happens when A=1, B=0, etc...
so the answer would be A and B True, A and B false?
the combination
you mean when A is true and B is false for the second one?
i mean A true and B false
yeah thats right
WOOO
to be a bit more precise you might want to say "for all other cases, Q is false"
after writing A and B is True, A is true and B is false for all other cases, Q is false?
yeah
its more clear
but i hope this would help you see the point of the truth table. Each row is giving you a different deduction to get the truth value of something we care (like Q).
yes took me a while to understand it
and it is much easier to do it column by column than row by row (although you could)
only could do it when im used to it
i think the main lesson is to understand why we do this. If you simply do this without knowing the meaning behind it, then, to you, it is nothing but a useless table.
needed those umbrella examples
as far as understanding how q->r works, its fine to think that "if im not lying about a statement, that statement would be true"
took a while to get out of that lol
thank you for helping me
just got introduced yesterday so yes
just remember these things about what info you get from truth table, and these intuition behind logical conjunction. Then you will do just fine.
and how i would interpret it
the table?
nah like the examples u gave out the integer and everything ill just think of it like that
its a generalization of english words. What does "or" mean? if i say (something false) OR (something false), This would always be a lie. So, in it's fullest generality, if p is false, and q is false, then (p or q), or what we write as (p v q), would be false
ill save this
and truth table are essentially deductions: if we know the initial condition (circled in red), the things circled in blue are the stuff we can deduce.
same thing goes for And, Not, -> (if... then), <->,...
i'd be lying if i said "Not (true statement)", lying if i said "(false statement) And (true statement)" ...
some part still confusing but still can process it
without these truth tables, its hard to immediately tell whether "((true statement) and (false statement)) and Not(true statmenet or false statement)" is a true statmenet or not
it basically double checks it
you could use truth table to double check it, yes
or simply use truth table to deduce whether the statement is true or not
essentially the same thing, just put into a table
in the case with Q, we really just used the table to get the relation between the truth value of A,B and the truth value of Q
so if the talbe is wrong i really couldnt get the Q
u would get the wrong relation
yeah
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this is what ive tried so far but im not sure what to do next im thinking of moving 2ab to the lhs but idk what to do with that then
messed up the last three lines
i shouldnt have divided by 2?
you didn't seem to have divided by 2 at all
it looks like the 2 just disappeared completely
like a^2-ab+b^2 + ab ?
u can only send ab to the other side of inequality without any problems because its given a,b > 0
yes according to what u solved
(a-b)^2>= 0 then?
np
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is it okay to utilize a specific sylow 2-subgroup since all of them are conjugate to each other?
i was having a bit of trouble in the arbitrary case, so i decided to use $P = \langle r^k, s \rangle = D_{2a}$
blanketism
Youβre on your own twin π₯
@dim perch Has your question been resolved?
halp
@dim perch Has your question been resolved?
@dim perch Has your question been resolved?
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can also try #groups-rings-fields
i'll say yes, since the 3rd Sylow theorem says n_p = [G : N(P) ] for any P. so it'll be the same number for any P, and since it's proven for any P, it works for a specific P
P is a p-sylow subgroup, N(P) = N_G(P), etc. etc.
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bots down
try absorbing the negatives
Wait
How can I do this by hand?
Basically you need to iteratively approximate the solution by decreasing the step size h until the results stabilize within the specified tolerance.
$\frac{dy}{dx} = 1+y^2 \implies \frac{dy}{1+y^2} = dx$
Next up, you should integrate and solve this, which will give you the initial condition and exact function. Select a target value, then your goal is to find the largest h where the result is within Β±0.01 of the true value.
πΏππππππππππ
@burnt yarrow Has your question been resolved?
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Maybe I'm missing something, but what's really there to verify here
I basically have to show that every function of bounded variation is the sum of monotone functions right
cool
thanks
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How do I solve it guys?
!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
My first help
This is the ncert.
You are probably in 9th grade right?
No 7th
First of all you should know to prove a triangle isosceles you need to have two equal sides
There are 3 triangles
Scalene (no sides are equal)
Isosceles (2 sides are equal)
Equilateral (all sides are equal)
In your case it is isosceles.
Yes
@green delta try to prove AC AND BC equal
Im pretty sure you have learnt about congruency?
Yeah
Yeah so put that knowledge to this question.
Get AC AND BC equal
Compare TRIANGLE PQA AND TRIANGLE PRB.
There are two sides given write them and then ANGLE PQA = ANGLE PRB (90β°)
By this you proved triangle pqa and triangle prb congruent.
By this write ANGLE A = ANGLE B
If angle a and angle b are equal then ab=ac as sides opposite to angles are equal
How do I prove that angle a = angle b means ac=bc? (Sry if I'm being stupid)
Its totally okay
After proving the two triangles congruent.
You can say ANGLE QAP = ANGLE PBR
These are corresponding angles
And by this if you see the diagram ANGLE QAP you would see that ANGLE QAP IS ANGLE A
And ANGLE PBR is ANGLE B
Put the two together
ANGLE A = ANGLE B
Then there is a statement which you need to memorise or likely learn.
"If two angles of a triangle are equal, there opposite sides are equal
TYSM man!
No problem
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what do i do here? i cant understand how i use the info given
Okay think of a parabola which is symmetric about x=0. Now rotate it such that it is symmetric about y=-x.
That should give you enough intuition to solve this
No wait
Nvm. Parabola is not invertible
a simple y = ax +b can i take
Yeah that works
The wording is a bit ambiguous but I'm pretty sure it's saying the inverse of f is the image of f by symmetry about y=-x, not that f and f inverse are individually symmetric about y=-x
yeah i understood this
thats why i thought a line would work
any line with a +ve slope can be symmetric abt y = -x
...no
ah mb
so symmetric to y =-x would be a line with slope 1?
like perpendicular to it
y=x is an example ig
sry im kinda not confident abt this topic
yep thats what i am talking abt
perhaps you should draw y = -x on a coordinate plane and play with some graphs a little bit first, instead of trying to reason abstractly.
i got desmos open , im doing that
.
Do you know f and f inverse are symmetric about y=x?
yes
how so?
Graph it
If f is symmetric about y=-x and (x,y) is a point on the graph, then (-y, -x) is also on the graph
uhh u mean (y,-x)? or im tripping
ohh ok got it
1st quad to 3rd quadrant
You really shouldn't think in terms of quadrants but if it gives you some intuition then so be it
is there another way
other than quadrants
js the name, ill look it up
I'm just saying that because I never said (x,y) was in any specific quadrant
ah so i assumed them to be in 1st which could be wrong
i understand now
so what do we do after this
I don't really know how to explain this without basically giving the solution
im a bit confused to what the questions kinda means
f(x) and its inverse and symmetric to eachother by y =-x
so can i relate these 2 in someway
i cant find a way to relate em
Right
If f is invertible and symmetric about y=-x then f(x) = -f^{-1}(-x)
Now in the question f is invertible but not necessarily symmetric about y=-x, rather f and f^{-1} are, together
If they are symmetric about y=-x, what happens to the point (x,y)
Nevermind I didn't read
And then you need to recall the definition of an odd function
You already said that
how did u get this relation
x,y turns to -x,-y
so i get the -ve outside
so by this we take x inside -ve too
ohhh
wait what did i get wrong
(-y,-x)
if f(x) = -f(-x)
so should we replace y by -x and x by -y
the way u got this equation im not getting
Not sure how to formally derive it and too tired to look it up, I got it from intuition about symmetries and transformations
lemme try to get what u did
Maybe try working with f: (0,+inf) -> (-inf,0), f(x) = -1/x actually don't
did we use x,y to -y,-x
Then f^{-1}: (-inf,0) -> (0,+inf), f^{-1} = -1/x
yes
So where does (x, f(x)) go
-f(x),-x
Well your x is -f(x) and your y is -x
yes
So $f^{-1}(-f(x)) = -x$
USS-Enterprise
ok im
Get it?
not able to relate
Right
The point (-f(x), -x) belongs to our function
yes
and our function is f^(-1)(x)
this is after getting reflected
so this is y?
in this case
it gives you the y coordinate yes
And for the point (-f(x), -x)
The point must satifsy the same condition
yes
we just think of -f(x) as the x coordinate and -x as the y coordinate
and g(x) must equal y
ye
Only our g is f^(-1)(x)
so -x = g(x)
.
y
oh mb
right
so the functions between the points
of f^(-1)(x)
i see
ok so g(-f(x)) = -x
So $f^{-1}(-f(x)) = -x$
USS-Enterprise
We input -f(x) into f^-1(x) and get -x
dang this si genius
Because we know the point (-f(x), -x) belongs to the graph of f^(-1)(x)
And now what do we do
So $f^{-1}(-f(x)) = -x$
USS-Enterprise
take f both sides
Exactly
so -f(x) = f(-x)
Yes
this is wild
Do you get it though?
ohhhh i get it
It's just working with a "different" point than (x, y)
Normally you have f(x) = y
Only here your f is f^-1, your x is -f(x) and your y is -x
That's all that changes
And we got those coordinates from looking what happens to the point (x, y)
And that's it
yea i get it
π
tysm
No problem
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This is my teachers answer but I dont understand why i cant use angle=pi
See this is what I got for x if i used angle is 0 or pi
Now I have three limitsπ§ββοΈ
@cedar bolt Has your question been resolved?
π§ββοΈ
<@&286206848099549185>
what happens if you put t = pi into x?
made a mistake whoops
0 but thats the same as t=0
Oh oops
Okay
X=-5
But i just need to find the area of the curve so why does it matter???
The questions just wants the shaded area and now the step im missing is the area under the curve but idk which limits to use now
if you choose t = pi as one of your limits, you would end up doing this
that is bad
what is the value of at the other point?
that value of t is one of the limits which you should use
heres a hint in the form of a diagram
for what you might want to do to find the area

In the question t=(5 square root 2) /2 from part b
OHHHHHHH
Okkkkkkk
Tysmmmm i get it so much now from your pircture
oh nononono thats not t
thats x

uhoh
Wait what no
From the previous wuestion they said thag t was that
Omg im so confused again
ok so what your teacher has done is write out the integral in terms of x
but we want to integrate parametrically
wait.
are we doing the bottom question or the middle one
oh no

replace every mention of t i said before with theta
I know but we can continue with t if u want i understand why u mena
No i think shes done something wrong or i have
I know 10 is from the area under he line
But my area is a different value from hers
But its ok iβll just double check my answers later. Right now i just need to know where to go for the process
imma point back to the useful diagram
you would need this basicallt
i meant area of triangle
and thats the process
you get the triangle area from knowing the coordinates of P and R, then you need the values of t at P and M for the integral limits

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how do I solve this with parametric form
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If theres a queue at the bank of people who want to deposit and withdraw cash, there are as many people who want to deposit money (A) as people who want to withdraw (C) and they deposit or withdraw the same amount (the bank starts at 0) how many ways are there of arranging the queue to make every transaction successful?
tΓΌrk var mΔ±
Say that count(A) and count(C) are how many people of that kind have already done their transaction
Dyck paths 
Whenever a C person comes through, count(A) must be equal to atleast count(C)+1
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@night rune Has your question been resolved?
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Hi
180 - that
and then 180 - the result again
I did that and got 123deg 37' it says i'm wrong like did i mess something?
im getting 123 deg 97'
is that the answer
i guess it simply the fact that minutes don't work like decimals
they add a +1 to the degree whenever the first minute digit reaches 6
Yes
123 37? Is right, no?
yeah I think so
That's what i thought idk why it says i'm wrong ok ty bro
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is this the correct way of making histograms
if yes then i have a counter question
yea that seems fine to me
though I would like to note
q i) is a 4-marker
this may be just an exercise but you don't want to just slap an answer for a 4-marker anyway
yea especially given the space i'd expect to see at least a little working there
esp. when the instructions are to calculate an estimate for the mean, not state it
as for the histogram, it looks fine
yeah ik i just did it in calculator
and i will obv do the working in exam
anyways so my question is
the part ii is pretty confusing
cus the answer should be 3.6
aight so you're working w histograms
while the mark scheme shows 10.8
correct
you should know the bar heights are proportional to frequency density and not to frequency
ok
aight hang on though. have you computed the FDs in your frequency table yet?
cause i don't see where, if anywhere, you've written them down
FDs?
oh well i just do that in my calculator
you should write these things down
n keep it in my head
ummtheres not really enough space soo
you can write to the right of the table or sth
also how is it 3 cm (in yhe question)
i mean at least the results of calculating freq densities
3x10 is 30
or get another piece of paper (for now)
not 10
we'll get to cm in a moment.
okay
i want you, right now, to:
- CALCULATE the frequency densities
- RECORD them
- SEND a PHOTO here
frequency density is just the height though
how do i calculate frequency density..
mrmhrghrh.
how did you calculate them here for this histogram
i didnt
i just know when you multiply the x and the y you get frequency
eg 10x.3 is 3
the frequency is also 3
so you know that area is prop to frequency.
Xd
yes
10 * 0.3 is 3
that 0.3 is your frequency density.
it is equal to frequency divided by class width.
FD = freq / width
so the height
m. almost.
you're currently conflating like
height as measured on the y axis scale, and height as a physical measurement
well the wuestion is kinda asking the height aswell though
this confuses me cus
10*3 is 30 not 10
1 cm β 1 unit of freq. density.
the height of a bar in a histogram is PROPORTIONAL TO frequency divided by class width
it may happen that these two are equal but they don't need to be
the frequency density is like 30-20 is 10
and frequency is 10
so 10/10 is 1
hence frequency density is 1?
like...
that's the FD for the first class
you need to calculate it for the other classes as well
,rccw
"kinda the same"
no they aren't the same
they are, once again,
proportional
but not the same
okay
you understand that the y axis in a histogram grid can be scaled any way we want right
like
yes
1 unit of FD can be represented by a segment of any physical length, any number of centimeters
yes
in this case, based on the first class,
we have FD 1 <-> 3 cm
it physically can be 10 or even 0.1
so now you need to work out the heights, in centimeters, that represent FDs 3.6 and 0.72
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why does the mark scheme say 5 is the answer
,rccw
the range is 20 - 15 = 5
What does the "15," mean?
Is that a typo?
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Hello quick question, why is this not right?
I dont get what I am doing wrong.
looks correct to me
maybe the small p and capital P is the problem?
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In number 2 and 3, I don't know how
from what I can see of both figures in 2 and 3, they both look like quadrilaterals of some sort. that should be more than enough for you to deduce the missing angles.
in 2
i think u can use quadrilateral property
sum of angles of a quad = 360
Umh whut?
you can use that property in both questions, but I'm not sure why you are replying to me with that. I'm not the OP.
sry
I mean how
in 2
the angles of quad are
72, 30, 25 and 360 - h
I'll let tishu take over. my screen reader cannot follow too many people. sorry.
sure
Justiiiceeeee
I thought it was 180 cause that was how it was taught to me
for a triangle its 180
for a quad its 360
and i think 3 has missing information
What's a quad?
3 is solvable.
quadrilateral is a 4 sided figure
like square , rectangle
are the 2 trinangles formed isosceles?
don't need to. the big shape is a quadrilateral.
Oh a polygon
yes , but 115 is not the full angle right
its the angle of the small quad
hm
still enough
u can solve it
wait where's hyposelenia
her* and I know she's not the OP
I yielded to tishu. it's fine.
um
So what do i do?
in q3 , use the 2 big triangles and the small quad, use all of their sum properties u will get 3 equations with 3 variables
did u understand q2? or should i explain in more detail?
Ye explain more in detail pls
basically u get the point right its a quadrilateral
a 4 sided figure
basically if u dont know about quadrilateral sum, just divide it into 2 triangles
something like this
Here's a method that always works for any number of edges:
If you start at A and follow the lines through B, C, D, and then back to A, the turns you make correspond to the green and red angles. If you turn clockwise, it's green, and if you turn counterclockwise, it's red. If you add all the green angles and subtract the red angle (because it's going the other way), you do a complete 360ΒΊ.
All these colored angles are paired with a gray one, and each pair makes 180ΒΊ
The rest is just calculating
Then minus it to 360?
yes
Oh okok then what about number 3?
in that there are 2 triagles ( big one
wait leme draw
(this also works for question 3 jsyk)
Ye
and one more quad
Yep
so if u try to solve it
u will get 3 equations
and 3 variables
and one of those variables is e, which is your answer
by this, e + b + 34 = 180
I just got stuck on how to identify
np
Forgot what quad is
a 4 sided figure
Ye thx
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For number 9 I am trying to minimize the area of the circle. I have the sides of the rectangle inside the circle are c and d meaning c^2+d^2=4r^2. The area of a circle is minimized when r =0. But then we have c^2=-d^2 which makes no sense. What is the error in my thinking
"the area is minimized when r=0" sure. but that ignores the condition: "area of the rectangle is fixed"
r is dependent on c,d, and c,d is dependent on the area
you can't just modify r all you want
and you basically showed that r=0 when c=d=0, which is correct. But this already diverges from the original question
So your saying this is a contradiction unless the area of my rectangle is 0
no im saying that if r=0 then the area of your rectangle is 0
im saying that the claim "the area of the circle is minimized when r=0" forgets the condition that you are fixing the area of the rectangle
so, for example "if the area of the rectangle is 1, then the area of the circle is minized when r=0 " is incorrect
I see
so basically you've ignored the constraint the problem set when you said "minimized when r=0"
you have a given condition btw. that is the area of the rectangle is "given" or fixed. so using that as a constraint, you need to minimize the AREA of the circle
so we have c^2+d^2=4r^2. and you know cd is fixed, how do you minimize 4r^2
hint: try to fish out a cd term in the equation:
c^2 + d^2 = 4r^2
this problem is easily solved with lagrange multipliers too. idk if you've learnt about this
frankly i find it quite laughable that this qn doesnt require differential calculus and only requires at most basic algebra and geometry
I have not.
hint 2:
cd is constant, want to minimise area Οr^2, meaning we can minimise 4r^2
we also have:
4r^2
= c^2 + d^2
= (c-d)^2 + 2cd
Ok give me a sec
Ok I just need to isolate for r and minimize that
Ok so both c and d are equal do sqrt cd
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Markscheme did it in a really weird way but it just seems like integrating factor? or am i mistaken
indeed it does seem like integrating factor
after dividing by 2x^2 both lhs and rhs
u can use IF
yeah thats what I did but im stuck rn im with 2 * ln |x| * y = integral(1/2x^2 *f(x) dx)
it doesnt lead to the answer
leme try one sec
Show your full work
Show the mark scheme
wait lemme write it in legible handwriting
2ln x
thats incorrect
Oh wait
what formula did u use to find IF?
its x^2
yes
oh shit lol
ye u got it now
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"A marketing firm surveyed 120 college students about their subscriptions to three major streaming services: Netflix (N), Disney+ (D), and Max (M). The data collected is as follows: 65 students subscribe to Netflix, 50 students subscribe to Disney+, 45 students subscribe to Max, 20 students subscribe to both Netflix and Disney+, 18 students subscribe to both Netflix and Max. 15 students subscribe to both Disney+ and Max. 8 students subscribe to all three services."
Draw the Venn diagram and answer the following questions.
How many students subscribe to only Netflix?
How many students subscribe to exactly two of these services?
How many students do not subscribe to any of these three services?
and for the first question (only netflix) my answer is 19 because i assumed the 65 students who watch netflix also encompass those that have another service subscribed (netflix and disney; netflix and max)
65 - 20 - 18 - 8 = 19
is this correct so far?
is my venn diagram correct as well?
(set theory btw)
please help someone π
I don't won't check answers because I don't have time right now sorry π
But why don't you fill the data you got in the diagrams and see if it is correct
You know how many are subscribed to each
And then also see if the intersections you got match up
i.. dont know how to present them π
do i just write 65 for the netflix ppl
50 for disney+
Well if 65 people are subscribed to Netflix, then 65 goes into the Netflix circle
Yes
i see
And if 18 are subscribed to both netflix and max
Put 18 in the intersection of Netflix and max
And then fill everything else
And see if it works out
If it does it's correct, otherwise it's not
Anyways I gotta run good luck
i see i see
Right if you get 18 subscribed to both netflix and max, and 90 subscribed to botj netflix and Disney that can't be correct
90?
Because that would mean at least 108 people are subscribed to Netflix
Just sn example
also have to take in account people being subscribed to all three but you get it so that was a bad example
and if 8 people are subscribed to all 3 that would mean
116 people subscribed to netflix
No
This is a common mistake
Those are already counted in both netflix and max AND netflix and Disney
So you actually have to subtract
I will let someone else explain though
Really gotta go
i see
Sorry π
its fine
i think i get it
8 people watch all 3 services, 18 watch netflix and max, 15 watch max and disney, and 20 watch netflix and disney
that means within those 18-15-20, 8 of them watch all 3 services
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Hello, i have 2 questions. Is this right? And when do i have to shade the whole graph
I need to shade the sets of solutions
Yes, and wdym by the whole graph
Like the lower part
I'm curious
Is it untouched or
As far as you want to
So my solution is still right?
Yes, we understand clearly what you mean with that current sketch
I just need to show my work to the teacher
Is this satisfying the answer? (I dont have answer book)
Well then the best is to ask them about the drawing, and how they want it, but the inequality part is correct yes
And drawing too or no?
That what concerns me most
Teachers dependant, ask them
In your opinion?
Thats the correct side, maybe you can go a down a little to show its "infinite"
rather extending the lines already made
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i need help doing this, it cannot possibly be 19 steps, what i did so far was convert the zeros and got the multiplicity. x=0 and multi 2 and x= 2 at multi 1
how accurate does this graph need to be
a reasonable next step would be to find the maxima and minima, and determine where it's increasing and where it's decreasing
how do i do that
Do you know derivatives?
if you know derivatives, take the ddx of the original polynomial and you can find the increasing and decreasing points.
idk ngl, maybe i do but i dont know the name
could you explain pls
$f'(x) = \frac{d}{dx} f(x)$
Maddie
That would be the best to find your functions rate of change,
If you dont know this, take 5 different points and you should get a rough estimate
@vivid fern Has your question been resolved?
im so confused, its fine tho ig ill use chatgpt to explain
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can anyone help me calculate the integral of this function on [0,2] by darboux definition
I've been thinking on taking my partition around the point 1
dw
@zinc siren Has your question been resolved?
or is there any other way to solve it? i'd do by splitting the interval into parts but since that works when the interval is split into closed intervals and there's the semi-closed interval [0,1) then i thought I shouldn't use it
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what is c
like i did part b and a
can u show ur answer to b
yes
here
i assume its like, from point to y axis right?
like centre of circle
to y axis
the center of the circle is not on the y-axis
anyways, think of arg(z) when z is in R (the shaded region)
