So I'm doing math homework and it was all pretty easy until this came up.....I don't really know where to even begin somebody help please
Suppose you are at a gas station filling your tank with gas. The Function C(g) represents the cost C of filling up the gas tank with g gallons. Given the equation C(g)=3.03(g)
What does the Number 3.03 represent?
Find C(2)
Find C(9)
For the average motorist, name one value for g that would be inappropriate for this function's purpose. Explain why you chose the number you did.
If you were to graph C(g) what would be an appropriate domain? Range? Explain your reasoning.
Difficult Math Problem?
It is saying that it costs $3.03 per gallon of gas. It wants you to find out how much it costs when you buy two gallons of gas and nine gallons of gas. For two gallons, take 2 times $3.03, which is $6.06. For nine gallons, take 9 times $3.03, which is $27.27.
Then it asks for an inappropriate value for g (how many gallons a person buys). Obviously a negative number would not work.
For the domain and range, you can buy anywhere from zero gallons to an infinite amount, so it would be from zero to infinity.
I hope that this helps you!
Reply:Hey Patricia,
This is a typical function problem.
The number 3.03 represents the cost per gallon of gas.
So, for every one gallon you purchase, you have to pay $3.03.
When you are asked to find C(2), it is actually asking you to find the the cost of 2 gallons. So, just substitute 2 in for g in the equation. So you get:
C(2) = 3.03(2)
= 6.06
So, the cost of 2 gallons is $ 6.06.
Similarly, C(9) is 27.27.
So, the cost of 9 gallons is $27.27.
The one number that would be inappropriate is -1 or any negative number. Because you cannot buy -2 gallons!
It is just not logical.
So, any negative number would be inappropriate for this function.
If I am to graph C(g), the appropriate domain will be 0 to infinity.
As I said before, you cannot buy -1 gallons.
The range will be 0 to infinity because if you bought 0 gallons, the cost would be $ 0.
Hope that helps!
Reply:3.03 per gallon and then multiply x2 and then x9
morning glory
Monday, May 24, 2010
What are the answers to these math questions?
I am an idiot at math and my daughter needs help... What are the answers to these math questions?
1.What is 3/4 equal to? a)9/12 b)4/7 c)2/1 d)not here
2.What is equal to 8/4? a)32/16 b)1/2 c)16/4 d) not here
3.What is equal to 12/20? a)3/20 b)2/12 c) 6/10 d) not here
4.What is equal to 22/88? a) 88/22 b)2/11 c)8/2 d)not here
5.Which is both 6/12 %26amp; 10/20 equal to? a)20/240 b) 12/32
c)1/2 d)not here
6)Which is both 3/4 %26amp; 9/2 equal to? a)12/48 b) 75/100 c) 3/16
d) not here
So, please help me with these questions, she is having a hard time understanding.
What are the answers to these math questions?
Theses are cake questions. I sucked at high school math
1.A
2.A
2C
4.D
5,C
6D
Reply:too easy
1.What is 3/4 equal to? a)9/12
2.What is equal to 8/4? a)32/16
3.What is equal to 12/20? c) 6/10
4.What is equal to 22/88? d)not here
5.Which is both 6/12 %26amp; 10/20 equal to? c)1/2
6)Which is both 3/4 %26amp; 9/2 equal to? d) not here
Reply:1. A
2. A
3. C
4. D
5.C
Question number 6 should read 3/4 or 9.12 I believe and if thats the case the answer is...B
Reply:1 a. since 9/12 =(3*3)/(3*4) cancel out the 3's = 3/4
2 a. simplify 8/4 = 2/1 and 32/16 is also 2/1
3 c. 12/20 = 3/5 and 6/10 is also 3/5
4 d 22/88 = 1/4 , 88/22=4, 8/2 = 4
5 c. 6/12 = 1/2 and 10/20 also = 1/2
6 d. 3/4 and 9/2 are not equal
Hope this helps.
Reply:1. a)9/12
2. a)32/16
3. c) 6/10
4.d)not here
5. c)1/2
6. d) not here
i understand what you mean i am also kind of weak in maths but these were kind of easy now. They were hard to me when i doing these
Reply:1. 3/4 times by 3/3 and you get 9/12
2. 8/4 times by 4/4 and you get 31/16
3. 12/20 divide top and bottom by 2 and you get 6/10
4. 22/88 is no answer because you can times or divde by anything to get any of the answers given.
5. 6/12 divded by 6 and you get 1/2 10/20 divded by 10 and you get 1/2
6. 3/4 is no answer because you can times or divde by anything to get any of the answers given
1.What is 3/4 equal to? a)9/12 b)4/7 c)2/1 d)not here
2.What is equal to 8/4? a)32/16 b)1/2 c)16/4 d) not here
3.What is equal to 12/20? a)3/20 b)2/12 c) 6/10 d) not here
4.What is equal to 22/88? a) 88/22 b)2/11 c)8/2 d)not here
5.Which is both 6/12 %26amp; 10/20 equal to? a)20/240 b) 12/32
c)1/2 d)not here
6)Which is both 3/4 %26amp; 9/2 equal to? a)12/48 b) 75/100 c) 3/16
d) not here
So, please help me with these questions, she is having a hard time understanding.
What are the answers to these math questions?
Theses are cake questions. I sucked at high school math
1.A
2.A
2C
4.D
5,C
6D
Reply:too easy
1.What is 3/4 equal to? a)9/12
2.What is equal to 8/4? a)32/16
3.What is equal to 12/20? c) 6/10
4.What is equal to 22/88? d)not here
5.Which is both 6/12 %26amp; 10/20 equal to? c)1/2
6)Which is both 3/4 %26amp; 9/2 equal to? d) not here
Reply:1. A
2. A
3. C
4. D
5.C
Question number 6 should read 3/4 or 9.12 I believe and if thats the case the answer is...B
Reply:1 a. since 9/12 =(3*3)/(3*4) cancel out the 3's = 3/4
2 a. simplify 8/4 = 2/1 and 32/16 is also 2/1
3 c. 12/20 = 3/5 and 6/10 is also 3/5
4 d 22/88 = 1/4 , 88/22=4, 8/2 = 4
5 c. 6/12 = 1/2 and 10/20 also = 1/2
6 d. 3/4 and 9/2 are not equal
Hope this helps.
Reply:1. a)9/12
2. a)32/16
3. c) 6/10
4.d)not here
5. c)1/2
6. d) not here
i understand what you mean i am also kind of weak in maths but these were kind of easy now. They were hard to me when i doing these
Reply:1. 3/4 times by 3/3 and you get 9/12
2. 8/4 times by 4/4 and you get 31/16
3. 12/20 divide top and bottom by 2 and you get 6/10
4. 22/88 is no answer because you can times or divde by anything to get any of the answers given.
5. 6/12 divded by 6 and you get 1/2 10/20 divded by 10 and you get 1/2
6. 3/4 is no answer because you can times or divde by anything to get any of the answers given
Do math problems for a great prize!?
if u win u get to have 5 ratings and be chosen as best answer!
directions:use the formula F=9/5C+32 or C=5/9(F-32)to find a temperature in either degrees fahrenheit,F,or degrees celsius,C.
THERE WILL BE 4 PROBLEMS whoever ansers fist will get the prize plz help me im failing math clas!
1.what is the temperature in degrees fahrenheit when it is 0 degrees C?
2.what is the temperature in degrees fahrenheit when it is 100 degrees C?
3.what is the temperature in degrees Celsius when it is -4F?
4.what is the temperature in degrees celsius when it is 77 degrees F?
Do math problems for a great prize!?
1) 32* f (freezing)
2) 212* f (boiling)
you do the rest... subtract 32 then divide by 9 then mutiply by 5
to convert f to c
reverse it to do c to f
(try it out on the first two for practice)
good luck
Reply:ask your teacher for more help?
Reply:do your own homework
Reply:Celsius 0 = 32 Fahrenheit.
1. 0
2. 132
3. 28
4. 45
Reply:Use your formulas. I will show you one of each type.
2. F = (9/5)*100 + 32 = 180 + 32 = 212
3. C = (5/9)*(-4 -32) = (5/9)*(-36) = -20
Reply:do the math yourself!! if you keep asking ppl to do it for you you won't learn anything, 10 years later you'll still fail your maths
directions:use the formula F=9/5C+32 or C=5/9(F-32)to find a temperature in either degrees fahrenheit,F,or degrees celsius,C.
THERE WILL BE 4 PROBLEMS whoever ansers fist will get the prize plz help me im failing math clas!
1.what is the temperature in degrees fahrenheit when it is 0 degrees C?
2.what is the temperature in degrees fahrenheit when it is 100 degrees C?
3.what is the temperature in degrees Celsius when it is -4F?
4.what is the temperature in degrees celsius when it is 77 degrees F?
Do math problems for a great prize!?
1) 32* f (freezing)
2) 212* f (boiling)
you do the rest... subtract 32 then divide by 9 then mutiply by 5
to convert f to c
reverse it to do c to f
(try it out on the first two for practice)
good luck
Reply:ask your teacher for more help?
Reply:do your own homework
Reply:Celsius 0 = 32 Fahrenheit.
1. 0
2. 132
3. 28
4. 45
Reply:Use your formulas. I will show you one of each type.
2. F = (9/5)*100 + 32 = 180 + 32 = 212
3. C = (5/9)*(-4 -32) = (5/9)*(-36) = -20
Reply:do the math yourself!! if you keep asking ppl to do it for you you won't learn anything, 10 years later you'll still fail your maths
Can someone help me with math?
1) r2-5r+6/r2-4 How would i simplify that
2) f(4) = 0 and f(6) = 6, which of the following could represent f(x) The answer is 3x-12, but i do not know y thats the answer.
3) This year, 75% of the graduating class of Harriet Tubman High School had taken at least 8 math courses. Of the remaining class members, 60% had taken 6 or 7 math
courses. What percent of the graduating class had taken fewer than 6 math courses?
4) In an arithmetic series, the terms of the series are equally spread out. For example, in
1 + 5 + 9 + 13 + 17, consecutive terms are 4 apart. If the first term in an arithmetic series is 3, the last term is 136, and the sum is 1,390, what are the first 3 terms?
5) Listed below are 5 functions, each denoted g(x) and each involving a real number constant
c %26gt; 1. If f (x) = 2x, which of these 5 functions yields the greatest value for f (g(x)), for all
x %26gt; 1 ?
A. g(x) = cx
B. g(x) = c/x
C. g(x) = x/c
D. g(x) = x – c
E. g(x) = logcx
Can u explain!
Can someone help me with math?
1.Set the equation = to 0. Solve for r with multiplication and addition/subtraction.
2.The x variable is in the ()…as in f(x) is the same as f(4)=0 then 3(4)-12=0 and f(6)=6 then 3(6)-12=6 -----%26gt; both sides must be equal when you solve. and you will see that they are equal!
hmmm here's some more to ponder:
f(4)=0
3(4)-12=0
0=0
f(6)=6
3(6)-12=6
18-12=6
6=6
3.I don’t like percentages…sorry
4.Forgot how
5.See question 2’s answer
hope this helps a little
Reply:I assume #2 is multiple choice. In that case, you have to realize that when you see f(4), you replace every x in your expression with 4. So if f(4) = 0, then 3x-12 must equal 0. 3(4) - 12 = 12 - 12 = 0, so you're good. But you probably have more than one equation for which that works, so use the second fact (f(6) = 6) to figure out which is the right answer.
#3. 75% of the class had at least 8 math courses. Of the remaining 25%, 60% of those (15% of the total) had 6 or 7. So 75% + 15% had at least 6 math courses. So 100% - 75% - 15% = 10% had fewer than 6 math courses.
#4. It's hard to explain, but I'll try. If you add the first and the last terms together, and divide the total sum by that, you'll get the number of pairs in the series. You can then multiply that by 2 to get the number of terms in the series.
Reply:Hey Bluesky. Try this for #3. If 75% took 8 courses, then 25% took some other number of courses. A piece of info. is missing, so we will assume no one took MORE than 8 classes. Thus, 25% (100%-75% = 25%) took fewer than 8 courses. Of this remaining 25%, 60% took 6 or 7 courses (60% X 25% = 15%). So, if 75% took 8, and 15% took 6 or 7, (and no one took MORE than 8) then the remaining 10% must have taken fewer than 6!
Hope you find this helpful. Best wishes and good luck.
Reply:1. (r-3)(r-2)/(r-2)(r+2)
Simplied its
(r-3)/(r+2)
2) f(4) = 0 and f(6) = 6, which of the following could represent f(x) The answer is 3x-12, but i do not know y thats the answer.
3) This year, 75% of the graduating class of Harriet Tubman High School had taken at least 8 math courses. Of the remaining class members, 60% had taken 6 or 7 math
courses. What percent of the graduating class had taken fewer than 6 math courses?
4) In an arithmetic series, the terms of the series are equally spread out. For example, in
1 + 5 + 9 + 13 + 17, consecutive terms are 4 apart. If the first term in an arithmetic series is 3, the last term is 136, and the sum is 1,390, what are the first 3 terms?
5) Listed below are 5 functions, each denoted g(x) and each involving a real number constant
c %26gt; 1. If f (x) = 2x, which of these 5 functions yields the greatest value for f (g(x)), for all
x %26gt; 1 ?
A. g(x) = cx
B. g(x) = c/x
C. g(x) = x/c
D. g(x) = x – c
E. g(x) = logcx
Can u explain!
Can someone help me with math?
1.Set the equation = to 0. Solve for r with multiplication and addition/subtraction.
2.The x variable is in the ()…as in f(x) is the same as f(4)=0 then 3(4)-12=0 and f(6)=6 then 3(6)-12=6 -----%26gt; both sides must be equal when you solve. and you will see that they are equal!
hmmm here's some more to ponder:
f(4)=0
3(4)-12=0
0=0
f(6)=6
3(6)-12=6
18-12=6
6=6
3.I don’t like percentages…sorry
4.Forgot how
5.See question 2’s answer
hope this helps a little
Reply:I assume #2 is multiple choice. In that case, you have to realize that when you see f(4), you replace every x in your expression with 4. So if f(4) = 0, then 3x-12 must equal 0. 3(4) - 12 = 12 - 12 = 0, so you're good. But you probably have more than one equation for which that works, so use the second fact (f(6) = 6) to figure out which is the right answer.
#3. 75% of the class had at least 8 math courses. Of the remaining 25%, 60% of those (15% of the total) had 6 or 7. So 75% + 15% had at least 6 math courses. So 100% - 75% - 15% = 10% had fewer than 6 math courses.
#4. It's hard to explain, but I'll try. If you add the first and the last terms together, and divide the total sum by that, you'll get the number of pairs in the series. You can then multiply that by 2 to get the number of terms in the series.
Reply:Hey Bluesky. Try this for #3. If 75% took 8 courses, then 25% took some other number of courses. A piece of info. is missing, so we will assume no one took MORE than 8 classes. Thus, 25% (100%-75% = 25%) took fewer than 8 courses. Of this remaining 25%, 60% took 6 or 7 courses (60% X 25% = 15%). So, if 75% took 8, and 15% took 6 or 7, (and no one took MORE than 8) then the remaining 10% must have taken fewer than 6!
Hope you find this helpful. Best wishes and good luck.
Reply:1. (r-3)(r-2)/(r-2)(r+2)
Simplied its
(r-3)/(r+2)
Math help please?
im confused with these five math problems from my homework. if anyone could help, i would really appreciate it!!
1. What is the measure of angle ABD if the measure of angle ABD is represented by 4x, the measure of angle DBC is represented by 3x and the measure of angle ABC is 77 degrees?
A. 7 B. 11 C. 33 D. 44
2. Which of the following interchanges the hypothesis with the conclusion?
A. biconditional B.counterexample C.converse D.definition
3. Choose the property that justifies:
If x= -6, then -6=x
A.Distributive Property for Real Numbers
B.Reflexive Property of Equality
C.Substitution Property of Equality
D.Symmetric Property of Equality
E.Transitive Property of Equality
4. Which of the following is the equation of a line with a zero slope that passes through (2, -4)?
A. y = -4 B. x = 2 C. y = x+4 D. x = y-2
5. Eighteen is the Geometric Mean of 12 and what number?
A. 30 B. 27 C. 24 D. 15
Math help please?
1. its a 4 sides figure? so 3x +4x +77 =360
so 7x = 287 so x=41
the rest is easy
Reply:4. zero slope means the line is horizontal, so the y value never changes.
y = -4
5. mean of 12 and another number x is (12 + x)/2
(12+x)/2 = 18
12+x = 36
x = 24
Reply:1. ABCD is a quadrilateral
so A B C D are in order
now from its figure we can say
%26lt;ABD + %26lt;DBC = %26lt;ABC [ %26lt; represents angle ]
=) 4x + 3x = 77 =) x =11
so %26lt;ABD = 4x = 44 Ans = D
3. B
if a =) b and b =) a means Reflexive property
here
a = x and b = -6
4. equation of a line in slope form
y = mx+c
given slope m = 0
=) y = c passes thru (2,-4) thn -4 = c
=) y = -4 Ans = A
5. let the number = x
so
sqrt(x*12) = 18
=) x*12 = 18*18 = 324
=) x = 27 Ans= B
geranium
1. What is the measure of angle ABD if the measure of angle ABD is represented by 4x, the measure of angle DBC is represented by 3x and the measure of angle ABC is 77 degrees?
A. 7 B. 11 C. 33 D. 44
2. Which of the following interchanges the hypothesis with the conclusion?
A. biconditional B.counterexample C.converse D.definition
3. Choose the property that justifies:
If x= -6, then -6=x
A.Distributive Property for Real Numbers
B.Reflexive Property of Equality
C.Substitution Property of Equality
D.Symmetric Property of Equality
E.Transitive Property of Equality
4. Which of the following is the equation of a line with a zero slope that passes through (2, -4)?
A. y = -4 B. x = 2 C. y = x+4 D. x = y-2
5. Eighteen is the Geometric Mean of 12 and what number?
A. 30 B. 27 C. 24 D. 15
Math help please?
1. its a 4 sides figure? so 3x +4x +77 =360
so 7x = 287 so x=41
the rest is easy
Reply:4. zero slope means the line is horizontal, so the y value never changes.
y = -4
5. mean of 12 and another number x is (12 + x)/2
(12+x)/2 = 18
12+x = 36
x = 24
Reply:1. ABCD is a quadrilateral
so A B C D are in order
now from its figure we can say
%26lt;ABD + %26lt;DBC = %26lt;ABC [ %26lt; represents angle ]
=) 4x + 3x = 77 =) x =11
so %26lt;ABD = 4x = 44 Ans = D
3. B
if a =) b and b =) a means Reflexive property
here
a = x and b = -6
4. equation of a line in slope form
y = mx+c
given slope m = 0
=) y = c passes thru (2,-4) thn -4 = c
=) y = -4 Ans = A
5. let the number = x
so
sqrt(x*12) = 18
=) x*12 = 18*18 = 324
=) x = 27 Ans= B
geranium
Need help with math?
1)Quadrilateral MATH has vertices M(-1,4), A(4,7), T(7,2) and H(2,-1) Prove that MATH is a square.
2) In triangle ABC angle A=65 and angle C=60. Which is the shortest side of the triangle?
3) If tan A= 3/4 find angle A to the nearest degree.
4) In isoscles triangle ABC, AB is congruent to CB. Find angle B, if angle A=5x-4 and angle C=2x+20
5)The altitude to the hypotenuse of the right triangle divides the hypotenuse into two segments of lengths 3 and 12. What is the length of the altitude?
6) If the length of one side of a rectangle is 8 and the length of a diagnol is 10, find the area of the rectangle
7) Two consecutive angles of a parallelogram measure 2x+10 and x-10. What is the value of x?
8) Which quadrilateral must have congruent diagnols?
9)What is the y intercept of the graph of the equation y=2x^2-5x+7?
10)WXYZ os a parallelogram. YZ is extended to point V. WZ is congruent to VZ, and angle V=50. Find angle ZWX.
Step by step please? If you know any answer then please.
Need help with math?
1) find equations for each of the four lines. show that the opposite lines have parallel slopes. Then show that the lengths of all four lines are equal.
2) the side between the two smallest angles (B and C) will be the shortest. (sum angles = 180, so C=55)
3) tan^-1(.75) = .64
4) angle A = angle C. 2(5x-4) = (2x + 20). x = 3.5 A = C = 27
2(27) + B = 180. B = 126
5) 3,4,5 triangle. so sides are 9,12,15. i don't know how to finish
6) 3,4,5 triangle again. so second side of rectangle is 6. 6*8 = 48
7) consecutive angles sum to 180 degrees. 2x + 10 + x - 10 = 180. x = 60
8) rectangle
9) y intercept where x = 0. y intercept = 7
10) the way i drew this, angle ZVW and angle ZWV are congruent. so angle WZV equals 180-2*50 = 80. Therefore, angle WZY = 180 - 80 = 100. consecutive angles in a parallelogram sum to 180, so ZWX = 180 - 100 = 80
2) In triangle ABC angle A=65 and angle C=60. Which is the shortest side of the triangle?
3) If tan A= 3/4 find angle A to the nearest degree.
4) In isoscles triangle ABC, AB is congruent to CB. Find angle B, if angle A=5x-4 and angle C=2x+20
5)The altitude to the hypotenuse of the right triangle divides the hypotenuse into two segments of lengths 3 and 12. What is the length of the altitude?
6) If the length of one side of a rectangle is 8 and the length of a diagnol is 10, find the area of the rectangle
7) Two consecutive angles of a parallelogram measure 2x+10 and x-10. What is the value of x?
8) Which quadrilateral must have congruent diagnols?
9)What is the y intercept of the graph of the equation y=2x^2-5x+7?
10)WXYZ os a parallelogram. YZ is extended to point V. WZ is congruent to VZ, and angle V=50. Find angle ZWX.
Step by step please? If you know any answer then please.
Need help with math?
1) find equations for each of the four lines. show that the opposite lines have parallel slopes. Then show that the lengths of all four lines are equal.
2) the side between the two smallest angles (B and C) will be the shortest. (sum angles = 180, so C=55)
3) tan^-1(.75) = .64
4) angle A = angle C. 2(5x-4) = (2x + 20). x = 3.5 A = C = 27
2(27) + B = 180. B = 126
5) 3,4,5 triangle. so sides are 9,12,15. i don't know how to finish
6) 3,4,5 triangle again. so second side of rectangle is 6. 6*8 = 48
7) consecutive angles sum to 180 degrees. 2x + 10 + x - 10 = 180. x = 60
8) rectangle
9) y intercept where x = 0. y intercept = 7
10) the way i drew this, angle ZVW and angle ZWV are congruent. so angle WZV equals 180-2*50 = 80. Therefore, angle WZY = 180 - 80 = 100. consecutive angles in a parallelogram sum to 180, so ZWX = 180 - 100 = 80
Bad Math Teacher help?
Well, before i went to middle school, i had A's and B+'s in math and i understood the material pretty well. But now i have this math teacher that really sucks. She just gives lessons as powerpoints and now i have a C. Most people have C in her class and maybe 5 people have a B but no A's. My parents think i'm just not trying hard enough and don't believe almost everyone has a C, D, or F. any tips?
The teacher also takes points off for things like, "I don't like how you showed your work", "you didn't check your work." I get the answer right but she still takes like half off.
Bad Math Teacher help?
So do you want one of us to come to your school and teach your class?
Reply:i used to have a really bad math teacher
but then i started sitting near the front
and taking notes and asking questions and stuff and my grades went up
i think ur best bet is to maybe take notes (if you don't know)
if you get homeworktime in class just ask her to come over and help u on some of the questions (even if u do get it it helps because then she'll see the 'problems in how u do ur work' and help u fix 'em
oh and if those don't work talk to her
if you don't get the material sometimes they have tudor sessions before or after school
so u can ask her for one of those
Reply:Bad math teacher ? Picky more like it. But you know what she expects, show your work and check your work. So if you do what she wants then she won't take off. It is so much easier to do well in a class with a teacher that spells out what she expects you to do.
She is actually trying to help you out. If you check your work you will be able to catch and correct the mistake . Showing your work will make it easier for you to check your work. It also will make it easier for anyone that is trying to help you, see where you made your error if you made one.
Reply:I have had the same problem before...beside your questions, put a small explaination of how you got that answer, or diagrams to show it. This might help you, because if you can prove that your answer is correct, there's no reason for the teacher to take a 1/2 mark off.
Also, if your parents don't believe you, ask them to have an interview with your teacher so they can discuss with her their concerns about your grades, and maybe she cna explain to them what's going on.
Good luck!
The teacher also takes points off for things like, "I don't like how you showed your work", "you didn't check your work." I get the answer right but she still takes like half off.
Bad Math Teacher help?
So do you want one of us to come to your school and teach your class?
Reply:i used to have a really bad math teacher
but then i started sitting near the front
and taking notes and asking questions and stuff and my grades went up
i think ur best bet is to maybe take notes (if you don't know)
if you get homeworktime in class just ask her to come over and help u on some of the questions (even if u do get it it helps because then she'll see the 'problems in how u do ur work' and help u fix 'em
oh and if those don't work talk to her
if you don't get the material sometimes they have tudor sessions before or after school
so u can ask her for one of those
Reply:Bad math teacher ? Picky more like it. But you know what she expects, show your work and check your work. So if you do what she wants then she won't take off. It is so much easier to do well in a class with a teacher that spells out what she expects you to do.
She is actually trying to help you out. If you check your work you will be able to catch and correct the mistake . Showing your work will make it easier for you to check your work. It also will make it easier for anyone that is trying to help you, see where you made your error if you made one.
Reply:I have had the same problem before...beside your questions, put a small explaination of how you got that answer, or diagrams to show it. This might help you, because if you can prove that your answer is correct, there's no reason for the teacher to take a 1/2 mark off.
Also, if your parents don't believe you, ask them to have an interview with your teacher so they can discuss with her their concerns about your grades, and maybe she cna explain to them what's going on.
Good luck!
MAth help!!!! please!!!!!!!?
could anyone please help me with these math problems??
thanks so much if anyone could
1. Add or subtract and simplify:
5square root 2y + 3square root 32y - 2square root 27y^2
A) 5 square root 2y + 12square root 2y - 6y square root 3y
B) 17 square root 2y - 6y square root 3y
C) 5 square root 2y + 12 square root 2y - 6y square root 3
D) 17 square root 2y - 6y square root 3
2. divide and simplify
square root 40b^3 / square root 10b^2
A) square root 4b
B) 2b square root b
C) 2 square root b
D) 4 square root b
3. Divide and simplify, don’t forget to rationalize the denominator
square root 5 / square root 3
A) square root 2
B) square root 15 / 9
C) square root 15 / 3
D) 5/3
4. multiply and simplify
square root 2x * square root 50x
A) 10x
B) square root 100x^2
C) 10x square root 10x
D) 5x square root 4x
5. solve 1.2w %26gt; -10.8
A) w%26gt;9
B) w%26lt;9
C) w%26lt;-9
D) w%26gt;-9
MAth help!!!! please!!!!!!!?
1.
5 sqrt (2y) + 3 sqrt (32y) - 2 sqrt (27y^2)
5 sqrt (2y) + 3 sqrt (16*2y) - 2 sqrt (3*9y^2)
5 sqrt (2y) + 3 sqrt (16) sqrt(2y) - 2 sqrt (9y^2) sqrt 3
5 sqrt (2y) + 3 *4 sqrt(2y) - 2 *3y sqrt 3
5 sqrt (2y) + 12 sqrt(2y) - 6y sqrt 3
17 sqrt(2y) - 6y sqrt 3
2.
sqrt (40b^3) / sqrt (10b^2)
sqrt (40b^3 / 10b^2)
sqrt (4b)
sqrt 4 sqrt b
2 sqrt b
3.
sqrt 5 / sqrt 3
(sqrt 5)(sqrt 3) / (sqrt 3)(sqrt 3)
sqrt (15) / sqrt (9)
(sqrt 15) / 3
4.
sqrt 2x * sqrt 50x
sqrt (2x * 50x)
sqrt (100x^2)
10x
5.
1.2w %26gt; -10.8
w %26gt; (-10.8)/1.2
w %26gt; -9
thanks so much if anyone could
1. Add or subtract and simplify:
5square root 2y + 3square root 32y - 2square root 27y^2
A) 5 square root 2y + 12square root 2y - 6y square root 3y
B) 17 square root 2y - 6y square root 3y
C) 5 square root 2y + 12 square root 2y - 6y square root 3
D) 17 square root 2y - 6y square root 3
2. divide and simplify
square root 40b^3 / square root 10b^2
A) square root 4b
B) 2b square root b
C) 2 square root b
D) 4 square root b
3. Divide and simplify, don’t forget to rationalize the denominator
square root 5 / square root 3
A) square root 2
B) square root 15 / 9
C) square root 15 / 3
D) 5/3
4. multiply and simplify
square root 2x * square root 50x
A) 10x
B) square root 100x^2
C) 10x square root 10x
D) 5x square root 4x
5. solve 1.2w %26gt; -10.8
A) w%26gt;9
B) w%26lt;9
C) w%26lt;-9
D) w%26gt;-9
MAth help!!!! please!!!!!!!?
1.
5 sqrt (2y) + 3 sqrt (32y) - 2 sqrt (27y^2)
5 sqrt (2y) + 3 sqrt (16*2y) - 2 sqrt (3*9y^2)
5 sqrt (2y) + 3 sqrt (16) sqrt(2y) - 2 sqrt (9y^2) sqrt 3
5 sqrt (2y) + 3 *4 sqrt(2y) - 2 *3y sqrt 3
5 sqrt (2y) + 12 sqrt(2y) - 6y sqrt 3
17 sqrt(2y) - 6y sqrt 3
2.
sqrt (40b^3) / sqrt (10b^2)
sqrt (40b^3 / 10b^2)
sqrt (4b)
sqrt 4 sqrt b
2 sqrt b
3.
sqrt 5 / sqrt 3
(sqrt 5)(sqrt 3) / (sqrt 3)(sqrt 3)
sqrt (15) / sqrt (9)
(sqrt 15) / 3
4.
sqrt 2x * sqrt 50x
sqrt (2x * 50x)
sqrt (100x^2)
10x
5.
1.2w %26gt; -10.8
w %26gt; (-10.8)/1.2
w %26gt; -9
Math Olympiad!!!?
This is an Asian Pacific Mathematics Olympiad problem. This question was posted on Dr.Math and they provided a very elegant proof. I want to see how you people might do it.
Let a, b and c be lengths of the sides of a triangle. Prove that the square root of (a + b - c) plus the square root of (b + c - a) plus the square root of (c + a - b) is equal to or less than the sum of the square roots of a, b and c. Determine when equality occurs.
Thanks for answering.
Math Olympiad!!!?
We wish to show that sqrt(a+b-c) + sqrt(b+c-a) + sqrt(c+a-b) %26lt;= sqrt(a) + sqrt(b) + sqrt(c). Equivalently we can show 2[sqrt(a+b-c) + sqrt(b+c-a) + sqrt(c+a-b)] %26lt;= 2[sqrt(a) + sqrt(b) + sqrt(c)].
Let's begin by showing sqrt(b+c-a) + sqrt(c+a-b) %26lt;= 2sqrt(c). Squaring both sides yields
(b+c-a) + (c+a-b) + 2sqrt((c+b-a)(c+a-b)) %26lt;= 4c
sqrt((c+b-a)(c+a-b)) %26lt;= c.
We square both sides again to get
(c+b-a)(c+a-b) %26lt;= c^2.
c^2 - (a-b)^2 %26lt;= c^2
which is clearly true since (a-b)^2 is nonnegative. Additionally equality is attained iff a=b. Thus, sqrt(b+c-a) + sqrt(c+a-b) %26lt;= 2sqrt(c). By symmetry we can generate two similar inequalities, sum them, and obtain the desired inequality. In the other two "subinequalities" equality will be attained iff b=c in one and iff a=c in the other. After summing them, equality will be attained iff the triangle is equilateral.
Very nice problem, btw!
Reply:how many times do i get this question asked. jeez do i have to answer this one again....
sweet pea
Let a, b and c be lengths of the sides of a triangle. Prove that the square root of (a + b - c) plus the square root of (b + c - a) plus the square root of (c + a - b) is equal to or less than the sum of the square roots of a, b and c. Determine when equality occurs.
Thanks for answering.
Math Olympiad!!!?
We wish to show that sqrt(a+b-c) + sqrt(b+c-a) + sqrt(c+a-b) %26lt;= sqrt(a) + sqrt(b) + sqrt(c). Equivalently we can show 2[sqrt(a+b-c) + sqrt(b+c-a) + sqrt(c+a-b)] %26lt;= 2[sqrt(a) + sqrt(b) + sqrt(c)].
Let's begin by showing sqrt(b+c-a) + sqrt(c+a-b) %26lt;= 2sqrt(c). Squaring both sides yields
(b+c-a) + (c+a-b) + 2sqrt((c+b-a)(c+a-b)) %26lt;= 4c
sqrt((c+b-a)(c+a-b)) %26lt;= c.
We square both sides again to get
(c+b-a)(c+a-b) %26lt;= c^2.
c^2 - (a-b)^2 %26lt;= c^2
which is clearly true since (a-b)^2 is nonnegative. Additionally equality is attained iff a=b. Thus, sqrt(b+c-a) + sqrt(c+a-b) %26lt;= 2sqrt(c). By symmetry we can generate two similar inequalities, sum them, and obtain the desired inequality. In the other two "subinequalities" equality will be attained iff b=c in one and iff a=c in the other. After summing them, equality will be attained iff the triangle is equilateral.
Very nice problem, btw!
Reply:how many times do i get this question asked. jeez do i have to answer this one again....
sweet pea
3 Grade 12 Math Questions..need some quick help?
Hey guys, well I haven't had math in over a year due to the way my high school is semester up here in Canada. I need help with 3 q's. Some of the steps taken to get the answers would help a lot. Here they are:
1. If the two solutions of the quadratic equation "4x^2 + 4x + k = 0" are equal, then k =
a) 1
b) 0
c) 4
d) a, where a is a real number
2. Bill can paint a wall in 5 hours. Connie can do it in 4 hours. How long would it take them to paint it together?
a) 9/20 hours
b) 4 1/2 hours
c) 20/9 hours
d) 3 hours
3. Translate the following to an algebraic equation using k as the constant of variation:
c varies jointly as d and the cube of e and inversely as the square of f.
a) c = (kd^3e^3) / f^2
b) c = (kde^3) / f^2
c) c = kde^3f^2
d) c = kd3e / 2f
If you don't know all, help with even just one would be great. Steps would be appriciated. :)
3 Grade 12 Math Questions..need some quick help?
1) is a k=1
2) is d 3 hours
sorry i can't be of more help
Reply:This is what I got:
1. B
2. B
But don't come hunt me down if I'm wrong or anything...
Not sure about the answer to #3
1. If the two solutions of the quadratic equation "4x^2 + 4x + k = 0" are equal, then k =
a) 1
b) 0
c) 4
d) a, where a is a real number
2. Bill can paint a wall in 5 hours. Connie can do it in 4 hours. How long would it take them to paint it together?
a) 9/20 hours
b) 4 1/2 hours
c) 20/9 hours
d) 3 hours
3. Translate the following to an algebraic equation using k as the constant of variation:
c varies jointly as d and the cube of e and inversely as the square of f.
a) c = (kd^3e^3) / f^2
b) c = (kde^3) / f^2
c) c = kde^3f^2
d) c = kd3e / 2f
If you don't know all, help with even just one would be great. Steps would be appriciated. :)
3 Grade 12 Math Questions..need some quick help?
1) is a k=1
2) is d 3 hours
sorry i can't be of more help
Reply:This is what I got:
1. B
2. B
But don't come hunt me down if I'm wrong or anything...
Not sure about the answer to #3
Some Math Help???
I need some help again on math
Thank you
1. What is the approximate circumference of a circle is 3?
2.(I don't understand questions like this)
If a+b is less the c+b and d+e is less than a+b the e is
a)less then c b)equal to c c)less than d d)greater than d
3.(On this one I know that you have to put the numbers in to see what works and nothing works) HELP
Solution set of m^2-3m-10=0
a){5,-2} b){2,-5} c){3,-10} d){3,10}
4.The smallest integer greater than 1 both a square of an integer and cube of an integer?
a)8 b)9 c)36 d)64
5.What must be added to 3x-7 to = 0?
a)0 b)3x+7 c)-3x-7 d)-3x+7
6. 357 seniors. Ratio Boys to Girls 7:10. How many boys are in the senior class?
Thank You again (help)
:)
Some Math Help???
1. if u mean that the radius is 3:
circumference = 2 * pi * r = 2 * 3.14 * 3 = 18.84
2. I think u can't know from these 2 statements
3. a){-2,5}
u should know that the solution of this equation ax^2+bx+c=0
is -b/2a +- sqrt{b^2-4ac}/2a
4. 64
beginning from
2^3 = 8 which is not a square of an integer,
3^3 = 27 which is not a square of an integer,
4^3 = 64 which is the square of 8
5. -3x + 7
trivial
6. 147
Boys to Girls 7:10
Boys to Seniors 7:17
number of boys = 7/17*357 = 147
Reply:1. Not a question--you left something out.
2. I think you typed this one wrong too.
3. Check (a) again. Or factor the polynomial.
4. 8 is not a square
9 is not a cube
36 is not a cube
So look closer at 64
5. I really think you can do this. Do you know how to take the negative of 3x-7???
6. 7/17ths are boys. 10 =.17ths are girls. What's 1/17 of 357?
Thank you
1. What is the approximate circumference of a circle is 3?
2.(I don't understand questions like this)
If a+b is less the c+b and d+e is less than a+b the e is
a)less then c b)equal to c c)less than d d)greater than d
3.(On this one I know that you have to put the numbers in to see what works and nothing works) HELP
Solution set of m^2-3m-10=0
a){5,-2} b){2,-5} c){3,-10} d){3,10}
4.The smallest integer greater than 1 both a square of an integer and cube of an integer?
a)8 b)9 c)36 d)64
5.What must be added to 3x-7 to = 0?
a)0 b)3x+7 c)-3x-7 d)-3x+7
6. 357 seniors. Ratio Boys to Girls 7:10. How many boys are in the senior class?
Thank You again (help)
:)
Some Math Help???
1. if u mean that the radius is 3:
circumference = 2 * pi * r = 2 * 3.14 * 3 = 18.84
2. I think u can't know from these 2 statements
3. a){-2,5}
u should know that the solution of this equation ax^2+bx+c=0
is -b/2a +- sqrt{b^2-4ac}/2a
4. 64
beginning from
2^3 = 8 which is not a square of an integer,
3^3 = 27 which is not a square of an integer,
4^3 = 64 which is the square of 8
5. -3x + 7
trivial
6. 147
Boys to Girls 7:10
Boys to Seniors 7:17
number of boys = 7/17*357 = 147
Reply:1. Not a question--you left something out.
2. I think you typed this one wrong too.
3. Check (a) again. Or factor the polynomial.
4. 8 is not a square
9 is not a cube
36 is not a cube
So look closer at 64
5. I really think you can do this. Do you know how to take the negative of 3x-7???
6. 7/17ths are boys. 10 =.17ths are girls. What's 1/17 of 357?
Math Survey!!! #2?
Another math survey for work!!!
1: Use the Pythagorean Theorem to solve for the missing side in these triangles:
a = 3; b = 5; c = ______
10
√34
√15
2: For a statue 6 feet tall, the shadow is 8 feet long at 4:00 pm. What is the measurement from the top of the statue to the end of the shadow?
8 ft
9 ft
10 ft
3: Sue built a pond in her back yard that was a right triangle. If one side measured 12 feet and the longest side measured 13 feet, what was the measurement of the other side?
4 ft
5 ft
9 ft
4: Arthur's rectangular television is 18 inches tall and 24 inches wide. What is the diagonal measurement?
30 in
31 in
32 in
5: Mel's rectangular TV screen is 9 inches wide and 15 in on the diagonal. How tall is the TV screen?
10 in
11 in
12 in
6: A sliding board at the amusment park's pool is 10 feet high and 24 feet along the ground. The ladder meets the ground at a right angle. How long is the actual slide?
14 ft
26 ft
27 ft
7: Meghan has a piece of paper that is a right triangle. If one side is 12 in and the longest side is 20 in, what is the measurement of the missing side?
16
17
19
8: A bunch of children made their own kickball field. From home base to first base, it measured 48 feet; from home to second base, it measured 60 feet. What was the measurement from first to second base if the 1st base corner is a right angle?
36 ft
38 ft
44 ft
9: a = 72; b = 96; c = _____
100
120
121
10: Michael made a ladder-type book shelf for his room that leans against the wall. It measures 65 inches tall. When placed at an angle on the wall, it is 60 in high on the wall. The wall meets the floor at a right angle. How far out on the floor will the shelf base be from the wall?.
15 in
21 in
25 in
11: a = 42, b = 14, c = _____.
52
√56
14√10
12: a = 33, b = 11, c =
√44
11√10
11√42
13: The two sides of a square pen each measure 3√2 m. What is the diagonal measure?
6 m
7 m
8 m
14: a = 5, b = 12, c = ______.
12.5
13
√172
15: a = 10, b = ____, c = 26.
20
24
26
Math Survey!!! #2?
It is a poor survey. It tests only one aspect of mathematical knowledge.
Reply:I don't think this is a "Math Survey" it looks more like home work! :) Report It
Reply:1: Use the Pythagorean Theorem to solve for the missing side in these triangles:
a = 3; b = 5; c = ______
10
√34 This one
√15
2: For a statue 6 feet tall, the shadow is 8 feet long at 4:00 pm. What is the measurement from the top of the statue to the end of the shadow?
8 ft
9 ft
10 ft This one
3: Sue built a pond in her back yard that was a right triangle. If one side measured 12 feet and the longest side measured 13 feet, what was the measurement of the other side?
4 ft
5 ft This one
9 ft
4: Arthur's rectangular television is 18 inches tall and 24 inches wide. What is the diagonal measurement?
30 in This one
31 in
32 in
5: Mel's rectangular TV screen is 9 inches wide and 15 in on the diagonal. How tall is the TV screen?
10 in
11 in
12 in This one
6: A sliding board at the amusment park's pool is 10 feet high and 24 feet along the ground. The ladder meets the ground at a right angle. How long is the actual slide?
14 ft
26 ft This one
27 ft
7: Meghan has a piece of paper that is a right triangle. If one side is 12 in and the longest side is 20 in, what is the measurement of the missing side?
16 This one
17
19
8: A bunch of children made their own kickball field. From home base to first base, it measured 48 feet; from home to second base, it measured 60 feet. What was the measurement from first to second base if the 1st base corner is a right angle?
36 ft This one
38 ft
44 ft
9: a = 72; b = 96; c = _____
100
120 This one
121
10: Michael made a ladder-type book shelf for his room that leans against the wall. It measures 65 inches tall. When placed at an angle on the wall, it is 60 in high on the wall. The wall meets the floor at a right angle. How far out on the floor will the shelf base be from the wall?.
15 in
21 in
25 in This one
11: a = 42, b = 14, c = _____.
52
√56
14√10 This one
12: a = 33, b = 11, c =
√44
11√10 This one
11√42
13: The two sides of a square pen each measure 3√2 m. What is the diagonal measure?
6 m This one
7 m
8 m
14: a = 5, b = 12, c = ______.
12.5
13 This one
√172
15: a = 10, b = ____, c = 26.
20
24 This one
26
1: Use the Pythagorean Theorem to solve for the missing side in these triangles:
a = 3; b = 5; c = ______
10
√34
√15
2: For a statue 6 feet tall, the shadow is 8 feet long at 4:00 pm. What is the measurement from the top of the statue to the end of the shadow?
8 ft
9 ft
10 ft
3: Sue built a pond in her back yard that was a right triangle. If one side measured 12 feet and the longest side measured 13 feet, what was the measurement of the other side?
4 ft
5 ft
9 ft
4: Arthur's rectangular television is 18 inches tall and 24 inches wide. What is the diagonal measurement?
30 in
31 in
32 in
5: Mel's rectangular TV screen is 9 inches wide and 15 in on the diagonal. How tall is the TV screen?
10 in
11 in
12 in
6: A sliding board at the amusment park's pool is 10 feet high and 24 feet along the ground. The ladder meets the ground at a right angle. How long is the actual slide?
14 ft
26 ft
27 ft
7: Meghan has a piece of paper that is a right triangle. If one side is 12 in and the longest side is 20 in, what is the measurement of the missing side?
16
17
19
8: A bunch of children made their own kickball field. From home base to first base, it measured 48 feet; from home to second base, it measured 60 feet. What was the measurement from first to second base if the 1st base corner is a right angle?
36 ft
38 ft
44 ft
9: a = 72; b = 96; c = _____
100
120
121
10: Michael made a ladder-type book shelf for his room that leans against the wall. It measures 65 inches tall. When placed at an angle on the wall, it is 60 in high on the wall. The wall meets the floor at a right angle. How far out on the floor will the shelf base be from the wall?.
15 in
21 in
25 in
11: a = 42, b = 14, c = _____.
52
√56
14√10
12: a = 33, b = 11, c =
√44
11√10
11√42
13: The two sides of a square pen each measure 3√2 m. What is the diagonal measure?
6 m
7 m
8 m
14: a = 5, b = 12, c = ______.
12.5
13
√172
15: a = 10, b = ____, c = 26.
20
24
26
Math Survey!!! #2?
It is a poor survey. It tests only one aspect of mathematical knowledge.
Reply:I don't think this is a "Math Survey" it looks more like home work! :) Report It
Reply:1: Use the Pythagorean Theorem to solve for the missing side in these triangles:
a = 3; b = 5; c = ______
10
√34 This one
√15
2: For a statue 6 feet tall, the shadow is 8 feet long at 4:00 pm. What is the measurement from the top of the statue to the end of the shadow?
8 ft
9 ft
10 ft This one
3: Sue built a pond in her back yard that was a right triangle. If one side measured 12 feet and the longest side measured 13 feet, what was the measurement of the other side?
4 ft
5 ft This one
9 ft
4: Arthur's rectangular television is 18 inches tall and 24 inches wide. What is the diagonal measurement?
30 in This one
31 in
32 in
5: Mel's rectangular TV screen is 9 inches wide and 15 in on the diagonal. How tall is the TV screen?
10 in
11 in
12 in This one
6: A sliding board at the amusment park's pool is 10 feet high and 24 feet along the ground. The ladder meets the ground at a right angle. How long is the actual slide?
14 ft
26 ft This one
27 ft
7: Meghan has a piece of paper that is a right triangle. If one side is 12 in and the longest side is 20 in, what is the measurement of the missing side?
16 This one
17
19
8: A bunch of children made their own kickball field. From home base to first base, it measured 48 feet; from home to second base, it measured 60 feet. What was the measurement from first to second base if the 1st base corner is a right angle?
36 ft This one
38 ft
44 ft
9: a = 72; b = 96; c = _____
100
120 This one
121
10: Michael made a ladder-type book shelf for his room that leans against the wall. It measures 65 inches tall. When placed at an angle on the wall, it is 60 in high on the wall. The wall meets the floor at a right angle. How far out on the floor will the shelf base be from the wall?.
15 in
21 in
25 in This one
11: a = 42, b = 14, c = _____.
52
√56
14√10 This one
12: a = 33, b = 11, c =
√44
11√10 This one
11√42
13: The two sides of a square pen each measure 3√2 m. What is the diagonal measure?
6 m This one
7 m
8 m
14: a = 5, b = 12, c = ______.
12.5
13 This one
√172
15: a = 10, b = ____, c = 26.
20
24 This one
26
Math open ended question?pls help..?
Nina has a 9.25 inch square piece of paper. She wants to make a triangle by cutting the corner along the dotted line in the diagram provided in the link below. What should be the value of x so that sides A, B, and C will be equal?
http://i72.photobucket.com/albums/i174/w...
Math open ended question?pls help..?
If you resolve the small triangle and apply Pythagoras theorem, you get:
x^2 + x^2 = B^2
Since C = B = 9.25 -x, substitute the value in the above equation and solve it. i.e,
x^s + x^s = (9.25 - x)^2 or
2 x^2 = (9.25-x)^2.
Take square roots on both sides and simplify to get an answer of 3.831 for x.
Reply:A=9.25-x
B²=X²+X²=2X² (Pythagoras's theorem)
therefore, B=√2X²
C=9.25-x
let A=B=C
i.e. √2X²=9.25-x, then solve for x.
Note, √2=1.414
1.414x=9.25-x
x=9.25/2.41
therefore, x=3.84 (approx)
rose
http://i72.photobucket.com/albums/i174/w...
Math open ended question?pls help..?
If you resolve the small triangle and apply Pythagoras theorem, you get:
x^2 + x^2 = B^2
Since C = B = 9.25 -x, substitute the value in the above equation and solve it. i.e,
x^s + x^s = (9.25 - x)^2 or
2 x^2 = (9.25-x)^2.
Take square roots on both sides and simplify to get an answer of 3.831 for x.
Reply:A=9.25-x
B²=X²+X²=2X² (Pythagoras's theorem)
therefore, B=√2X²
C=9.25-x
let A=B=C
i.e. √2X²=9.25-x, then solve for x.
Note, √2=1.414
1.414x=9.25-x
x=9.25/2.41
therefore, x=3.84 (approx)
rose
Math proportions help?
Could someone help me with these math questions please.
1. Solve the following proportion
4/x = 5/7
A)5
B)5.6
C)5.29
D)6
2. Solve the following proportion
3/y + 2 = 2/y
A)4
B)1
C)3
D)2
3. Quadrilateral A B C D is similar to Quadrilateral E H G F. Angle B C D is labeled 65 degrees. Quadrilateral ABCD is similar to Quadrilateral EHGF. Given measure of angle BCD = 65, find the measure of angle HGF
A)115
B)90
C)65
D)75
Math proportions help?
1. B
2. impossible.
3. C
1. Solve the following proportion
4/x = 5/7
A)5
B)5.6
C)5.29
D)6
2. Solve the following proportion
3/y + 2 = 2/y
A)4
B)1
C)3
D)2
3. Quadrilateral A B C D is similar to Quadrilateral E H G F. Angle B C D is labeled 65 degrees. Quadrilateral ABCD is similar to Quadrilateral EHGF. Given measure of angle BCD = 65, find the measure of angle HGF
A)115
B)90
C)65
D)75
Math proportions help?
1. B
2. impossible.
3. C
I need C in five GCSEs including English, Maths and a science. to get on my course what counts as a science??
Biology, chemistry or physics.
..but if they're leniant you can sometimes push universities if you took physical education at A level, you can tell them you have knowledge of biology from that .. but you normally need one of those 3. :]
..but if they're leniant you can sometimes push universities if you took physical education at A level, you can tell them you have knowledge of biology from that .. but you normally need one of those 3. :]
If your not an expert in science/math, can you still become a Zoologist?
I love animals and would want a career with them. I know that Biology plays a big part in Zoology, but I got a "C" when i took Biology. I also have an "B" in math. The higher math is a bit harder for me.
If your not an expert in science/math, can you still become a Zoologist?
You can ber whatever you want to be, when there is a will there is a way.
Jan 21, 2007
Reply:to study biology you will be confronted with biochemistry, physics and maths. The maths you will need are basically statistics. If you are not comfortable with this, maybe you should choose another profession. If you like working with animals, but don't like science too much, maybe zookeeper is more what you will want to do.
Reply:Zoology is all about science. The position of a zoologist doesn't have that much interaction with animals most of the time. You may want to look into what a zoologist really does. Maybe you might want to look into the idea of being a vet tech, I've heard that there isn't much schooling required and you would be a lot more hands on with the animals. Good luck.
Reply:Being "good" at science is a necessary evil when becoming a zoologist, but there are things you can do to help yourself. Study, study, study of course. And remember, there is no shame in getting a tutor. Sometimes if you hear something explained a different way by someone other than your professor, it can make more sense. Also, many professors have office hours--time they set aside each week where students are welcome to come get help. Take advantage of this! It will help a lot if you can have some personalized attention from your professor and you can ask all your questions one-on-one instead of in front of the oodles of students who are your class.
I am not a math or science ace by any means (although, I'm always reading, always trying to stay up with what's new in the field, always learning new things), but I was able to get my degree in zoology and a job in my field (which I LOVE). All my hard work paid off (and I was never afraid to ask for help). Good luck to you!
Reply:I earned a degree in zoology even though I am terrible at math. I struggled through my math, and math related classes such as chemistry and physics. I suggest you get a tutor to help you get through those classes, and to always seek help from the professor as well. Get a study group, or "homework" group going, it really helped me to work with other students who had a better understanding of math. Also found that sometimes learning from other students was more helpful than learning from the professor. Don't let the math keep you from doing what you really want to do. I rarely even use any of the math I learned in school in my career, although I use my zoology classes on a daily basis. Don't give up! Good Luck.
Reply:If you want to pursue a career in Zoology, you will probably learn about the specific methodologies that you'll actually use when you're a more or less advanced student, and when you start working.
Some research topics require lots of theoretical maths, or statistics, while others are more qualitative. The mathematical/statistical tools that you use will depend on this.
In any case, you will find that a basic but solid knowledge of physics, chemistry and especially statistics is necessary.
This is not "difficult", but it will take some effort if you don't have a good background, so now is probably a good time to concentrate on your difficulties and improve.
Don't be discouraged; if you really want to be a zoologist, you can overcome these difficulties.
I'm a zoologist myself, but I don't live in the US and I don't know your local academic system. If you're in doubt, I suggest you contact the Zoology department of a university where you'd like to study; they'll be able to indicate the qualifications you need.
Good luck!
If your not an expert in science/math, can you still become a Zoologist?
You can ber whatever you want to be, when there is a will there is a way.
Jan 21, 2007
Reply:to study biology you will be confronted with biochemistry, physics and maths. The maths you will need are basically statistics. If you are not comfortable with this, maybe you should choose another profession. If you like working with animals, but don't like science too much, maybe zookeeper is more what you will want to do.
Reply:Zoology is all about science. The position of a zoologist doesn't have that much interaction with animals most of the time. You may want to look into what a zoologist really does. Maybe you might want to look into the idea of being a vet tech, I've heard that there isn't much schooling required and you would be a lot more hands on with the animals. Good luck.
Reply:Being "good" at science is a necessary evil when becoming a zoologist, but there are things you can do to help yourself. Study, study, study of course. And remember, there is no shame in getting a tutor. Sometimes if you hear something explained a different way by someone other than your professor, it can make more sense. Also, many professors have office hours--time they set aside each week where students are welcome to come get help. Take advantage of this! It will help a lot if you can have some personalized attention from your professor and you can ask all your questions one-on-one instead of in front of the oodles of students who are your class.
I am not a math or science ace by any means (although, I'm always reading, always trying to stay up with what's new in the field, always learning new things), but I was able to get my degree in zoology and a job in my field (which I LOVE). All my hard work paid off (and I was never afraid to ask for help). Good luck to you!
Reply:I earned a degree in zoology even though I am terrible at math. I struggled through my math, and math related classes such as chemistry and physics. I suggest you get a tutor to help you get through those classes, and to always seek help from the professor as well. Get a study group, or "homework" group going, it really helped me to work with other students who had a better understanding of math. Also found that sometimes learning from other students was more helpful than learning from the professor. Don't let the math keep you from doing what you really want to do. I rarely even use any of the math I learned in school in my career, although I use my zoology classes on a daily basis. Don't give up! Good Luck.
Reply:If you want to pursue a career in Zoology, you will probably learn about the specific methodologies that you'll actually use when you're a more or less advanced student, and when you start working.
Some research topics require lots of theoretical maths, or statistics, while others are more qualitative. The mathematical/statistical tools that you use will depend on this.
In any case, you will find that a basic but solid knowledge of physics, chemistry and especially statistics is necessary.
This is not "difficult", but it will take some effort if you don't have a good background, so now is probably a good time to concentrate on your difficulties and improve.
Don't be discouraged; if you really want to be a zoologist, you can overcome these difficulties.
I'm a zoologist myself, but I don't live in the US and I don't know your local academic system. If you're in doubt, I suggest you contact the Zoology department of a university where you'd like to study; they'll be able to indicate the qualifications you need.
Good luck!
Whats the maximum level of math i can take at high school?
I took Algebra 2 and Geometry my freshmen year
Trigonometry, Advanced Math and Analysis my sophomore year
AP Calculus AB, BC, AP Physics C and AP Stats my Junior Year.
Now i dont have any math options left??? I have a free block and i am looking to enroll into an online math class.. can you tell me what comes after that?? (my scores in AP were 4 and 5)
Thank You
Whats the maximum level of math i can take at high school?
Check out your local college - either there or through a high school adviser - to see what classes are offered as dual credit. If you can't do anything dual credit (or most likely don't need it) then go ahead and enroll in the college course.
What comes next? (in sequential order)
Calculus 2, Calculus 3
Ordinary Differential Equations
Discrete Mathematics, Finite Mathematics and Linear Algebra are generally in the math requirements as well. They can be taken at any time. Sometimes calculus is a pre-req for discrete - but you got that :)
The two colleges I've attended required C++ for math major.
Reply:dude just relax, im in int. 3 in my sophmore, and here at my school the highest u can take is AP calculs, so if i were u, i'd just chill in ma free block
Reply:I don't know the rules at your school district, but at my high school you can take classes at a community college during school hours. I'm currently enrolled in two such classes (one of them is a math course), both of which have the college's professors teaching at our school, part-time. I also know of some students who leave campus during the day to take class at the actual college. You may want to talk to your counselor or principal to see if that sort of arrangement is possible.
Reply:calculus 3
Reply:You can go further in calculus, which was the highest AP class offered when I was in HS. Beyond that is differential equations, in which I did relatively poorly in college after exempting the first calculus course and acing the other three--so poorly that I was even accused of cheating the one time I bothered to study for the test and got 100!
Reply:Get in touch with a college counselor and ask them. A math teacher at your school should also be able to point you in the right direction.
Reply:AP calculus 2 at my sachool (its a college course)
Reply:you are so lucky, freshman year all they would let me take was Geometry, which means I'll only make it to Calc. AP my senior year
Reply:you should take calculus III, linear algebra, or differential equations in community college.. that's what im doing :)
you can also get an associates degree in math if you have enough general ed credit at community college.. hehehee
Reply:If you really wnat to take another math class, start going to your local community college to learn what you want and pick up some college credits at the same time
Reply:Hello
The max level of math varies for every school. For some schools, AP calc is the highest level. For others, like mine, you can take Advanced calculus (which you can gain credits for Calculus III in college) and Differential Equations.
So what comes after Ap calc is more calculus that deals with multi variable functions, vector valued functions and 3 dimensional stuff, or you can take differential equations which is a more advanced version of the basic diff. eqs you've learned in ap calc. Go to your local community college if your school does not offer them.
Reply:ur really smart!!!!
flowering plum
Trigonometry, Advanced Math and Analysis my sophomore year
AP Calculus AB, BC, AP Physics C and AP Stats my Junior Year.
Now i dont have any math options left??? I have a free block and i am looking to enroll into an online math class.. can you tell me what comes after that?? (my scores in AP were 4 and 5)
Thank You
Whats the maximum level of math i can take at high school?
Check out your local college - either there or through a high school adviser - to see what classes are offered as dual credit. If you can't do anything dual credit (or most likely don't need it) then go ahead and enroll in the college course.
What comes next? (in sequential order)
Calculus 2, Calculus 3
Ordinary Differential Equations
Discrete Mathematics, Finite Mathematics and Linear Algebra are generally in the math requirements as well. They can be taken at any time. Sometimes calculus is a pre-req for discrete - but you got that :)
The two colleges I've attended required C++ for math major.
Reply:dude just relax, im in int. 3 in my sophmore, and here at my school the highest u can take is AP calculs, so if i were u, i'd just chill in ma free block
Reply:I don't know the rules at your school district, but at my high school you can take classes at a community college during school hours. I'm currently enrolled in two such classes (one of them is a math course), both of which have the college's professors teaching at our school, part-time. I also know of some students who leave campus during the day to take class at the actual college. You may want to talk to your counselor or principal to see if that sort of arrangement is possible.
Reply:calculus 3
Reply:You can go further in calculus, which was the highest AP class offered when I was in HS. Beyond that is differential equations, in which I did relatively poorly in college after exempting the first calculus course and acing the other three--so poorly that I was even accused of cheating the one time I bothered to study for the test and got 100!
Reply:Get in touch with a college counselor and ask them. A math teacher at your school should also be able to point you in the right direction.
Reply:AP calculus 2 at my sachool (its a college course)
Reply:you are so lucky, freshman year all they would let me take was Geometry, which means I'll only make it to Calc. AP my senior year
Reply:you should take calculus III, linear algebra, or differential equations in community college.. that's what im doing :)
you can also get an associates degree in math if you have enough general ed credit at community college.. hehehee
Reply:If you really wnat to take another math class, start going to your local community college to learn what you want and pick up some college credits at the same time
Reply:Hello
The max level of math varies for every school. For some schools, AP calc is the highest level. For others, like mine, you can take Advanced calculus (which you can gain credits for Calculus III in college) and Differential Equations.
So what comes after Ap calc is more calculus that deals with multi variable functions, vector valued functions and 3 dimensional stuff, or you can take differential equations which is a more advanced version of the basic diff. eqs you've learned in ap calc. Go to your local community college if your school does not offer them.
Reply:ur really smart!!!!
flowering plum
Math problems need help ASAP by tonight?
Need help wit a few math problems jst plz help me and explain plz how i do so.
1.) 5t/4a + b/3a -3b/a
(a) 3b/8a (b) 17b/12a (c) -17ab/12a^ (d) -17b/12a (e) none of these
2.) the population of snowtown was 4500 in 1990 it had decreased to 3600.Find the % decrease in population during those four years.
(a) 80% (b)90% (c)16.2% (d) 20% (e) none of these
plz tell me wat u did to firgure this out plz nthnx
3.) simplify 2 -1/4 divide 3 -1/5
(a) 7/5 (b) 5/8 (c) 8/5 (d)45/64 (e) none of these
And
1 Divide 1/a +1/a =
(a) a+b/ab (b) ab /a+b (c) a^ +b^ (d) a^-b^ (e) none of these
ONCE AGAIN THN U SOO MUCH, i really dont like math n if u can explain how u got the answer that would very much help
Math problems need help ASAP by tonight?
1)
5t/4a + b/3a -3b/a
u need to get the least common multiplier between these denominators
4a ,3a ,a ----%26gt;LCM =12 a
so divide 12a by every denominator then multiply the reault by the numerator
i.e.
for the term 5t/4a
12a/4a =3 so mutiply 3 by 5t =15 t
so 5t/4a =15t/12a
b/3a = 4b/12a
3b/a = 36b /12a
so the result is 15t/12a + 4b/12a - 36b/12a = (15t+4b - 36b)/12a = (15t - 32b)/12a
if the 1st term is 5t/a so the the answer is none of the these
but if it is 5b/a so the result will be -17b/12a
(check the question again )
-----------------
2)
the answer will be 100 *(4500 -3600) /4500 %= 100 * 900 /4500 %= 20 %
so the answer is (d) 20 %
------------
3)
(2-1/4)/(3-1/5) mutilpy above %26amp; below by 20
=(40 -5)/(60-4) =35 /56 =5 / 8
so the answer is (b) 5/ 8
---------------
4)
(I think u typed it wrong )
1/( (1/a) +1/b) (mutiply above %26amp; below by ab
=ab /(b+a)
so the answer is (b) ab/(a+b)
1.) 5t/4a + b/3a -3b/a
(a) 3b/8a (b) 17b/12a (c) -17ab/12a^ (d) -17b/12a (e) none of these
2.) the population of snowtown was 4500 in 1990 it had decreased to 3600.Find the % decrease in population during those four years.
(a) 80% (b)90% (c)16.2% (d) 20% (e) none of these
plz tell me wat u did to firgure this out plz nthnx
3.) simplify 2 -1/4 divide 3 -1/5
(a) 7/5 (b) 5/8 (c) 8/5 (d)45/64 (e) none of these
And
1 Divide 1/a +1/a =
(a) a+b/ab (b) ab /a+b (c) a^ +b^ (d) a^-b^ (e) none of these
ONCE AGAIN THN U SOO MUCH, i really dont like math n if u can explain how u got the answer that would very much help
Math problems need help ASAP by tonight?
1)
5t/4a + b/3a -3b/a
u need to get the least common multiplier between these denominators
4a ,3a ,a ----%26gt;LCM =12 a
so divide 12a by every denominator then multiply the reault by the numerator
i.e.
for the term 5t/4a
12a/4a =3 so mutiply 3 by 5t =15 t
so 5t/4a =15t/12a
b/3a = 4b/12a
3b/a = 36b /12a
so the result is 15t/12a + 4b/12a - 36b/12a = (15t+4b - 36b)/12a = (15t - 32b)/12a
if the 1st term is 5t/a so the the answer is none of the these
but if it is 5b/a so the result will be -17b/12a
(check the question again )
-----------------
2)
the answer will be 100 *(4500 -3600) /4500 %= 100 * 900 /4500 %= 20 %
so the answer is (d) 20 %
------------
3)
(2-1/4)/(3-1/5) mutilpy above %26amp; below by 20
=(40 -5)/(60-4) =35 /56 =5 / 8
so the answer is (b) 5/ 8
---------------
4)
(I think u typed it wrong )
1/( (1/a) +1/b) (mutiply above %26amp; below by ab
=ab /(b+a)
so the answer is (b) ab/(a+b)
Please help me with this math?
I need help on this math homework
it says
Evaluate each expression for a= 5,b= -4, and c= -6
1) l b +2 l
2) - l c l
3) l b - c l
4)l b l - l c l
5) l a l + l 4c l
6) - l a - b l
7) 3a - l b l
8) 5 l b + c l
please help me thank you so much!
and I had to use l's as absoule value signs
Please help me with this math?
plug them in. So,
For example, for number one,
1.)
l b +2 l
l-4+2l
I-2l
=2
and yea..
Reply:1) l(-4)+2 l =l -2 l = 2
2) - l -6 l = - l 6 l =-6
and so on.
Do the math inside the absolute value signs first, make that positive. If there is a negative outside the absolute value sign, you basically multiply by -1, so the answer is always a negative.
Reply:1) I-4+2I = I-2I = 2
2) -I-6I = -6
3) I-4-(-6)I = I-4+6I = I+2I = 2
4) I-4I-I-6I = 4-6 = -2
5) I5I+I4(-6)I = 5+I-24I = 29
6) -I5-(-4)I = -I5+4I = -9
7) 3(5)-I-4I = 15-4 = 11
8) 5I-4+(-6)I = 5I-10I = 50
Reply:since absolute value means make the number positive even if it's assigned negative at the begnning. and if it's already positive, then it doesn't change anything.
1. 6
2. -6, because of neg sign outside of abs value
3. 11
4. 10
5. 29
6. -11 same reason as num 2
7. 11
8. 10
it says
Evaluate each expression for a= 5,b= -4, and c= -6
1) l b +2 l
2) - l c l
3) l b - c l
4)l b l - l c l
5) l a l + l 4c l
6) - l a - b l
7) 3a - l b l
8) 5 l b + c l
please help me thank you so much!
and I had to use l's as absoule value signs
Please help me with this math?
plug them in. So,
For example, for number one,
1.)
l b +2 l
l-4+2l
I-2l
=2
and yea..
Reply:1) l(-4)+2 l =l -2 l = 2
2) - l -6 l = - l 6 l =-6
and so on.
Do the math inside the absolute value signs first, make that positive. If there is a negative outside the absolute value sign, you basically multiply by -1, so the answer is always a negative.
Reply:1) I-4+2I = I-2I = 2
2) -I-6I = -6
3) I-4-(-6)I = I-4+6I = I+2I = 2
4) I-4I-I-6I = 4-6 = -2
5) I5I+I4(-6)I = 5+I-24I = 29
6) -I5-(-4)I = -I5+4I = -9
7) 3(5)-I-4I = 15-4 = 11
8) 5I-4+(-6)I = 5I-10I = 50
Reply:since absolute value means make the number positive even if it's assigned negative at the begnning. and if it's already positive, then it doesn't change anything.
1. 6
2. -6, because of neg sign outside of abs value
3. 11
4. 10
5. 29
6. -11 same reason as num 2
7. 11
8. 10
Math Help!?
So I'm doing math homework and it was all pretty easy until this came up.....I don't really know where to even begin somebody help please
Suppose you are at a gas station filling your tank with gas. The Function C(g) represents the cost C of filling up the gas tank with g gallons. Given the equation C(g)=3.03(g)
What does the Number 3.03 represent?
Find C(2)
Find C(9)
For the average motorist, name one value for g that would be inappropriate for this function's purpose. Explain why you chose the number you did.
If you were to graph C(g) what would be an appropriate domain? Range? Explain your reasoning.
Math Help!?
3.03 is the price of the fuel per gallon.
C(2) plug 2 into the function:
3.03(2)= $6.06
repeat that for C(9)
any negative value is inappropriate because you would never return gas to the gas station.
with that in mind the range and domain are both (0, positive infinity)
Reply:no idea
Reply:well wouldn't 3.03 be the cost (C)
so C(2) would be 6.06
and C(9) would be 27.27
?
then I don't know what from there...
Reply:tAtS A HARd ONE ii THiNK yu HAVE TO FIND THE C(2) AND THE C(9) THEN ADD THE NUMBER YOU GET..
Reply:I think 3.03 is the price per gallon or C. Given that C is cost per gallon and (g) is the number of gallons you came up with the formula as follows:
C(g) = 3.03(g)
Therefore if we cancel out the (g) in both sides of the equation you will be left with the following:
C = 3.03
Reply:i choose 3 becuase it is irrational.. and it would really work in this sort of problem..
Suppose you are at a gas station filling your tank with gas. The Function C(g) represents the cost C of filling up the gas tank with g gallons. Given the equation C(g)=3.03(g)
What does the Number 3.03 represent?
Find C(2)
Find C(9)
For the average motorist, name one value for g that would be inappropriate for this function's purpose. Explain why you chose the number you did.
If you were to graph C(g) what would be an appropriate domain? Range? Explain your reasoning.
Math Help!?
3.03 is the price of the fuel per gallon.
C(2) plug 2 into the function:
3.03(2)= $6.06
repeat that for C(9)
any negative value is inappropriate because you would never return gas to the gas station.
with that in mind the range and domain are both (0, positive infinity)
Reply:no idea
Reply:well wouldn't 3.03 be the cost (C)
so C(2) would be 6.06
and C(9) would be 27.27
?
then I don't know what from there...
Reply:tAtS A HARd ONE ii THiNK yu HAVE TO FIND THE C(2) AND THE C(9) THEN ADD THE NUMBER YOU GET..
Reply:I think 3.03 is the price per gallon or C. Given that C is cost per gallon and (g) is the number of gallons you came up with the formula as follows:
C(g) = 3.03(g)
Therefore if we cancel out the (g) in both sides of the equation you will be left with the following:
C = 3.03
Reply:i choose 3 becuase it is irrational.. and it would really work in this sort of problem..
Need some help with math please?
The question is
Write equal ratios and find y in terms of a,b,and c.
heres a pic
http://i13.photobucket.com/albums/a275/j...
thanks
Need some help with math please?
BY=AC
nil
Write equal ratios and find y in terms of a,b,and c.
heres a pic
http://i13.photobucket.com/albums/a275/j...
thanks
Need some help with math please?
BY=AC
nil
Latex Question - Displaying Math and Text?
I'm in a proofs course and use Latex to type up all the homework. I've come across a situation where my teacher wants us to show a certain kind of proof one way, but I cannot figure it out in Latex.
Basically I want to display some stuff like I normally display Math (using eqnarray or align, etc). However, I need to add a quick description at the end of each line. I cannot figure out how to do this while still aligning = signs.
Here is my goal...
\begin{display}
$(A \cup B) - C %26amp;=%26amp; (A \cup B) \cap C\, '$ (by the basic property of set difference) \\
$%26amp;=%26amp; C\, ' \cap (A \cup B)$ (by the communitive property of set intersection) \\
$%26amp;=%26amp; (C \, ' \cap A) \cup (C\, ' \cap B)$ (by the distributive property of intersection over union) \\
$%26amp;=%26amp; (A \cap C\, ') \cup (B \cap C\, ')$ (by the communitive property of set intersection) \\
$%26amp;=%26amp; (A - C) \cup (B - C)$ (by the basic property of set difference).
\end{display
Latex Question - Displaying Math and Text?
Basically, you will be in the math environment so in order to write like normal while you are in the math environment, you use the commend \textrm{something} which is for text roman.
So if I want y=x² for all x
the code would be $y=x^2 \textrm{ for all }x.
Also remember that the math environment ignores all space so the textrm must include space if you want it.
In addition, I am assuming that you want more space than just one space bar and the commands for that are in the order from smalles to largest
\,
\:
\;
\quad
\qquad
These above five space commands only work in the math mode.
So what you are looking for is probably like
$=(A-C) \subset (B-C)\qquad \qquad \qquad \qquad \textrm{by the basic property of set difference}$
Just copy paste it, compile it and then see how it looks.
Basically I want to display some stuff like I normally display Math (using eqnarray or align, etc). However, I need to add a quick description at the end of each line. I cannot figure out how to do this while still aligning = signs.
Here is my goal...
\begin{display}
$(A \cup B) - C %26amp;=%26amp; (A \cup B) \cap C\, '$ (by the basic property of set difference) \\
$%26amp;=%26amp; C\, ' \cap (A \cup B)$ (by the communitive property of set intersection) \\
$%26amp;=%26amp; (C \, ' \cap A) \cup (C\, ' \cap B)$ (by the distributive property of intersection over union) \\
$%26amp;=%26amp; (A \cap C\, ') \cup (B \cap C\, ')$ (by the communitive property of set intersection) \\
$%26amp;=%26amp; (A - C) \cup (B - C)$ (by the basic property of set difference).
\end{display
Latex Question - Displaying Math and Text?
Basically, you will be in the math environment so in order to write like normal while you are in the math environment, you use the commend \textrm{something} which is for text roman.
So if I want y=x² for all x
the code would be $y=x^2 \textrm{ for all }x.
Also remember that the math environment ignores all space so the textrm must include space if you want it.
In addition, I am assuming that you want more space than just one space bar and the commands for that are in the order from smalles to largest
\,
\:
\;
\quad
\qquad
These above five space commands only work in the math mode.
So what you are looking for is probably like
$=(A-C) \subset (B-C)\qquad \qquad \qquad \qquad \textrm{by the basic property of set difference}$
Just copy paste it, compile it and then see how it looks.
Math Homework Help?
I dont get how too do this math :[
2/3 - (-4/5)
11 - (-10)
Evaluate x - y - z When X= 10.5,Y= 3.8, C
Z= 1-7
Evaluate a - (b - c) When A= -2,B= -3, C= 1/4
Solve For C: E= C-45
Solve For Y: 180 -Y = x
Math Homework Help?
ok, for most of these just realize that two minus signs in a row are the same as a plus sign
(2/3) - (-4/5) = 2/3+4/5 = 10/15+12/15 = 22/15
11-(-10) = 11+10 = 21
x-y-z ===%26gt; (10.5)-(3.8)-(1-7) = (10.5)-(3.8)-(-6)
10.5-3.8+6 = 12.7
a-(b-c) ===%26gt; (-2)-[(-3)-(.25)] = -2-(-3-.25)
-2-(-3.25) = -2+3.25 = 1.25
e=c-45
add 45 to both sides to get
e+45=c-45+45
e+45=c
so
c=e+45
180-y=x
subtract 180 from both sides
-y = x-180
now multiply both sides by (-1)
-y(-1)=(x-180)(-1)
y = -x+180
y=180-x
Reply:2/3 -(-4/5) any time you have minus a negitive number it is as if you take the negitive value and multiply it by negitive 1.
So
2/3 -(-4/5) becomes 2/3 + 4/5
Then you have to do the work to make the denominators the same and then you can just add them together and then simply your answer:
2/3 = 2/3 * 5/5 = 10/15
4/5 = 4/5 * 3/3 = 12/15
Remember any number over itself is equal to 1 and any number times 1 = itself so if you multiply the top and bottom numbers of a fraction by the same number its like multiplying it by 1.
so 2/3 + 4/5 = 10/15 +12/15
Now that the denominators are the same you can just add the numerators together and get 22/15.
Which simplified = 1 7/15
11-(-10) same thing becomes 11 + 10
again getting across the principal that any negitive number times a -1 equals a positive number.
Also when you see -(-10) that is mathimatical short hand for
-1 * (-10). And multiplying by -1 will always change the sign.
try the rest on your own.
Reply:2/3 - (-4/5)
Get the common denominator (15)
2/3 = 10/15 (2x5/3x5)
-4/5 = 12/15 (4x3/5x3)
10/15 - (-12/15)
Now a minus a minus (negative) number is adding - two negatives make a positive
example: -10 - 10 = -20 //// -10 -(-10) = -10+10 = 0
10/15 + 12/15 = 22/15 reduce 1 7/15
-------
Minus a minus
11+10 = 21
-------
x-y-z
Substitute the know values of x, y, %26amp;z
10.5 - 3.8 - 1.7(?) = 5
I'm not sure you wrote Z correctly
--------
a-(b-c)=
Substitute
-2 - (-3 - 1/4)
or
-8/4 - (-12/4 - 1/4) = (-8+12-1)/4 = or (12-8-1)/4 = 3/4
-------
E=C-45 add 45 to both sides
E+45 =C
-----
180-Y=X
-Y=X-180
Y = -X+180
or
180-Y=X add Y to both sides and subtract X from both sides
180-X = Y
2/3 - (-4/5)
11 - (-10)
Evaluate x - y - z When X= 10.5,Y= 3.8, C
Z= 1-7
Evaluate a - (b - c) When A= -2,B= -3, C= 1/4
Solve For C: E= C-45
Solve For Y: 180 -Y = x
Math Homework Help?
ok, for most of these just realize that two minus signs in a row are the same as a plus sign
(2/3) - (-4/5) = 2/3+4/5 = 10/15+12/15 = 22/15
11-(-10) = 11+10 = 21
x-y-z ===%26gt; (10.5)-(3.8)-(1-7) = (10.5)-(3.8)-(-6)
10.5-3.8+6 = 12.7
a-(b-c) ===%26gt; (-2)-[(-3)-(.25)] = -2-(-3-.25)
-2-(-3.25) = -2+3.25 = 1.25
e=c-45
add 45 to both sides to get
e+45=c-45+45
e+45=c
so
c=e+45
180-y=x
subtract 180 from both sides
-y = x-180
now multiply both sides by (-1)
-y(-1)=(x-180)(-1)
y = -x+180
y=180-x
Reply:2/3 -(-4/5) any time you have minus a negitive number it is as if you take the negitive value and multiply it by negitive 1.
So
2/3 -(-4/5) becomes 2/3 + 4/5
Then you have to do the work to make the denominators the same and then you can just add them together and then simply your answer:
2/3 = 2/3 * 5/5 = 10/15
4/5 = 4/5 * 3/3 = 12/15
Remember any number over itself is equal to 1 and any number times 1 = itself so if you multiply the top and bottom numbers of a fraction by the same number its like multiplying it by 1.
so 2/3 + 4/5 = 10/15 +12/15
Now that the denominators are the same you can just add the numerators together and get 22/15.
Which simplified = 1 7/15
11-(-10) same thing becomes 11 + 10
again getting across the principal that any negitive number times a -1 equals a positive number.
Also when you see -(-10) that is mathimatical short hand for
-1 * (-10). And multiplying by -1 will always change the sign.
try the rest on your own.
Reply:2/3 - (-4/5)
Get the common denominator (15)
2/3 = 10/15 (2x5/3x5)
-4/5 = 12/15 (4x3/5x3)
10/15 - (-12/15)
Now a minus a minus (negative) number is adding - two negatives make a positive
example: -10 - 10 = -20 //// -10 -(-10) = -10+10 = 0
10/15 + 12/15 = 22/15 reduce 1 7/15
-------
Minus a minus
11+10 = 21
-------
x-y-z
Substitute the know values of x, y, %26amp;z
10.5 - 3.8 - 1.7(?) = 5
I'm not sure you wrote Z correctly
--------
a-(b-c)=
Substitute
-2 - (-3 - 1/4)
or
-8/4 - (-12/4 - 1/4) = (-8+12-1)/4 = or (12-8-1)/4 = 3/4
-------
E=C-45 add 45 to both sides
E+45 =C
-----
180-Y=X
-Y=X-180
Y = -X+180
or
180-Y=X add Y to both sides and subtract X from both sides
180-X = Y
Math proofs please help?
i need help with these math proofs please.. thanks so much if anyone can help..
here is what i'm looking at.. http://i12.tinypic.com/712nipi.jpg
What should replace (a) in the proof?
A) ab= cb
B)ad = dc
C) bd = ac
D)ac = ac
What should replace (b) in the proof?
A)Midpoint
B)Perpendicular lines
C)Right angles
D)Right Triangles
What should replace (c) in the proof?
A) Definition of Perpendicular lines
B) Definition of Right angles
C) Definition of Midpoint
D) Definition of Right triangles
What should replace (d) in the proof?
A) ac = ac
B) ab = ab
C) bc = bc
D) bd = bd
What should replace (e) in the proof?
A) SSA Postulate
B) SSS Postulate
C) LL Theorem
D) HL Theorem
Math proofs please help?
1. b
2. c
3. a
4. d
5. c
this is my all-time favorite geometery lesson =) i love this =)
Reply:1. B
2.C
3. B
Not sure of the rest
here is what i'm looking at.. http://i12.tinypic.com/712nipi.jpg
What should replace (a) in the proof?
A) ab= cb
B)ad = dc
C) bd = ac
D)ac = ac
What should replace (b) in the proof?
A)Midpoint
B)Perpendicular lines
C)Right angles
D)Right Triangles
What should replace (c) in the proof?
A) Definition of Perpendicular lines
B) Definition of Right angles
C) Definition of Midpoint
D) Definition of Right triangles
What should replace (d) in the proof?
A) ac = ac
B) ab = ab
C) bc = bc
D) bd = bd
What should replace (e) in the proof?
A) SSA Postulate
B) SSS Postulate
C) LL Theorem
D) HL Theorem
Math proofs please help?
1. b
2. c
3. a
4. d
5. c
this is my all-time favorite geometery lesson =) i love this =)
Reply:1. B
2.C
3. B
Not sure of the rest
Math Medians and Altitudes help please?
could anyone please help me with these math problems? thanks if anyone can help
1. Triangle D E F with segment is drawn inside from vertex point E to midpoint of side D F Is segment E G a midsegment, perpendicular bisector, median or an altitude?
A)Midsegment
B)Perpendicular bisector
C)Median
D)Altitude
2. Triangle A B C is drawn. Angle B is a right angle with side A B perpendicular to side B C. Is segment AB a midsegment, perpendicular bisector, median or an altitude?
A)Midsegment
B)Perpendicular bisector
C)Median
D)Altitude
3. Triangle A B C with median G B is drawn inside the triangle from the side A C to vertex point B
Given: segment GB is a median of triangle ABC
AG=10
Find the measure of segment GC
A)15
B)20
C)10
D)5
Math Medians and Altitudes help please?
1. A line from a vertex through the midpoint of the opposite side is a median
C) Median
2. A line from a vertex perpendicular to the opposite side is an Altitude
D) Altitude
3. Since GB is a median, therefore point G is in the middle of side AC, and therefore AG = GC
C) 10
I hope this helped
Kia
sp
1. Triangle D E F with segment is drawn inside from vertex point E to midpoint of side D F Is segment E G a midsegment, perpendicular bisector, median or an altitude?
A)Midsegment
B)Perpendicular bisector
C)Median
D)Altitude
2. Triangle A B C is drawn. Angle B is a right angle with side A B perpendicular to side B C. Is segment AB a midsegment, perpendicular bisector, median or an altitude?
A)Midsegment
B)Perpendicular bisector
C)Median
D)Altitude
3. Triangle A B C with median G B is drawn inside the triangle from the side A C to vertex point B
Given: segment GB is a median of triangle ABC
AG=10
Find the measure of segment GC
A)15
B)20
C)10
D)5
Math Medians and Altitudes help please?
1. A line from a vertex through the midpoint of the opposite side is a median
C) Median
2. A line from a vertex perpendicular to the opposite side is an Altitude
D) Altitude
3. Since GB is a median, therefore point G is in the middle of side AC, and therefore AG = GC
C) 10
I hope this helped
Kia
sp
Math help please?
Can someone please help me with these math problems please
1. A triangle is drawn with a midsegment. The midsegment is labeled x and the side of the triangle that is parallel to the midsegment is labeled 18.. Find the value of x.
9
18
27
36
2.A triangle is drawn with a midsegment. The midsegment is labeled 4x - 1 and the side of the triangle that is parallel to the midsegment is labeled 30. Solve for x.
30
15
7.75
4
3. Triangle A C E is drawn with a midsegment. The endpoints of the midsegment are B and D. B is the midpoint of side A C. D is the midpoint of side C E. The midsegment is parallel to side A E. Solve for x if BD=4x-2 and AE=7x-1.
-1/3
0
1/3
3
4. Triangle A B C is drawn with altitude B D which bisects side A C. side A B is labeled 13. Side B C is labeled 3x - 3. Segment A D is labeled 5. Segment D C is marked as being congruent to segment A D. If BA=13, BC=2x-3 and AD=5, then find AC.
6.5
8
10
13
Math help please?
Hey we just had a test on this yesterday in geomerty.
Number one is 9.
the midsegment is half the paralle side's length
Number two is 4.
you just do (2)4x-1 = 30
since the midseg. is half the parall side
Number three is 3.
you just do (2)4x-2=7x-1
same as numbers two.
Number four is 10.
since AD is 5, and DC is congruent to AD,
you just add them up.
1. A triangle is drawn with a midsegment. The midsegment is labeled x and the side of the triangle that is parallel to the midsegment is labeled 18.. Find the value of x.
9
18
27
36
2.A triangle is drawn with a midsegment. The midsegment is labeled 4x - 1 and the side of the triangle that is parallel to the midsegment is labeled 30. Solve for x.
30
15
7.75
4
3. Triangle A C E is drawn with a midsegment. The endpoints of the midsegment are B and D. B is the midpoint of side A C. D is the midpoint of side C E. The midsegment is parallel to side A E. Solve for x if BD=4x-2 and AE=7x-1.
-1/3
0
1/3
3
4. Triangle A B C is drawn with altitude B D which bisects side A C. side A B is labeled 13. Side B C is labeled 3x - 3. Segment A D is labeled 5. Segment D C is marked as being congruent to segment A D. If BA=13, BC=2x-3 and AD=5, then find AC.
6.5
8
10
13
Math help please?
Hey we just had a test on this yesterday in geomerty.
Number one is 9.
the midsegment is half the paralle side's length
Number two is 4.
you just do (2)4x-1 = 30
since the midseg. is half the parall side
Number three is 3.
you just do (2)4x-2=7x-1
same as numbers two.
Number four is 10.
since AD is 5, and DC is congruent to AD,
you just add them up.
Grade 9 Math?
Hey... School is starting in a week.
So before it starts, I'm going to get into the routine again. But math has always been hard for me. I truggled, and only gotten c's.
Everything else for me is fine.
So if you could help me with math in anyway at all it would be great.
By the way, I already have a very good calculator.
My friends help me, I'm not allowed to get a tutor.
But I need some extra help.
I don't get math at all.
Grade 9 Math?
Try different ways to learn the material. My favorite way was to go over the examples in the book. Sometimes it is easier to learn by reading than by listening to someone. If the teacher assigns the even problems (the ones without the answers) work some of the odd numbered problems first so that you can check your answers. Try to pick out a classmate to help you that knows a lot about math, but is not your best friend. Sometimes it is hard to learn from close friends, because you get off the subject too easily.
Always have plenty of scratch paper and a pencil when you work. Try not to do too many steps in your head.
Here is the hardest part: try to understand "why" and not just "how" the math works. Do not try to memorize too much.
To improve your grade on tests, check your work. Keep working the problems until you are sure you have no arithmetic errors or until the teacher asks for the paper. Careless mistakes usually are the difference between one letter grade on your report card!
Reply:i am a senior in highschool .
if you need anyhelp , i can tutor you online by answering any questions you have with explinations .
if you are serious email me on r.a.r-c.a.s@hotmail.com
Reply:ask lots of questions, that is very important. also pay very close attention during class and go after school to ask your teacher about any problems that you are having. also get help from the smartest ppl in your class. effort is the key though. work hard and dont get discouraged. Good luck!
Reply:If you are taking Algebra or a similar course, that covers stuff like Algebraic Expressions, Polynomials, Linear Equations, Quadratic Equations and stuff like that I just took that course as an Honors 8th grade math student. I would HIGHLY recommend getting a graphing calculator believe me by the end of the year you will be very happy. My best advice is to study hard, review your notes about every other night, ask your friends and teacher for help. You could also check out a book on the specific course that you are taking at the library; review books help a lot.
Good Luck!
Reply:try to understand the question.. n do practice a lot... it helps... n dont hesitate to ask questions when u dont understand...
gud luck
Reply:what is your question?
Reply:Hey, I'm going into 9th too, but as an Honors Student, so I probably don't have the same problem. Well, 9th grade math is the same as 8th grade math honors, and let me tell you, it is TOUGH. But don't be nervous, you obviously care about your grades to ask for tips, and that puts you above a lot of your peers. There is really not much I can say, but if you ever need any help you can ask here. You have the drive already, so just work hard, pay attention, study every night and you can suceed.
So before it starts, I'm going to get into the routine again. But math has always been hard for me. I truggled, and only gotten c's.
Everything else for me is fine.
So if you could help me with math in anyway at all it would be great.
By the way, I already have a very good calculator.
My friends help me, I'm not allowed to get a tutor.
But I need some extra help.
I don't get math at all.
Grade 9 Math?
Try different ways to learn the material. My favorite way was to go over the examples in the book. Sometimes it is easier to learn by reading than by listening to someone. If the teacher assigns the even problems (the ones without the answers) work some of the odd numbered problems first so that you can check your answers. Try to pick out a classmate to help you that knows a lot about math, but is not your best friend. Sometimes it is hard to learn from close friends, because you get off the subject too easily.
Always have plenty of scratch paper and a pencil when you work. Try not to do too many steps in your head.
Here is the hardest part: try to understand "why" and not just "how" the math works. Do not try to memorize too much.
To improve your grade on tests, check your work. Keep working the problems until you are sure you have no arithmetic errors or until the teacher asks for the paper. Careless mistakes usually are the difference between one letter grade on your report card!
Reply:i am a senior in highschool .
if you need anyhelp , i can tutor you online by answering any questions you have with explinations .
if you are serious email me on r.a.r-c.a.s@hotmail.com
Reply:ask lots of questions, that is very important. also pay very close attention during class and go after school to ask your teacher about any problems that you are having. also get help from the smartest ppl in your class. effort is the key though. work hard and dont get discouraged. Good luck!
Reply:If you are taking Algebra or a similar course, that covers stuff like Algebraic Expressions, Polynomials, Linear Equations, Quadratic Equations and stuff like that I just took that course as an Honors 8th grade math student. I would HIGHLY recommend getting a graphing calculator believe me by the end of the year you will be very happy. My best advice is to study hard, review your notes about every other night, ask your friends and teacher for help. You could also check out a book on the specific course that you are taking at the library; review books help a lot.
Good Luck!
Reply:try to understand the question.. n do practice a lot... it helps... n dont hesitate to ask questions when u dont understand...
gud luck
Reply:what is your question?
Reply:Hey, I'm going into 9th too, but as an Honors Student, so I probably don't have the same problem. Well, 9th grade math is the same as 8th grade math honors, and let me tell you, it is TOUGH. But don't be nervous, you obviously care about your grades to ask for tips, and that puts you above a lot of your peers. There is really not much I can say, but if you ever need any help you can ask here. You have the drive already, so just work hard, pay attention, study every night and you can suceed.
Math! Help, please! (Circumferences!)?
The directions are: math the radius or diameter of a circle with the circle's circumference.
1. r=16 in. A. C=8(pie sign) in.
2.d=8 in. B. C=16 (pie sign) in.
3.r=8 in. C. C=32 (pie sign) in.
Please help!
I also have these problems
Find the diameter and the radius of the circle with the given circumference. Use 22/7 or 3.14 for (pie sign).
1. C=25.12 in.
2. C=100.48mm
3. C= 4 2/3 cm.
please show me how to do the problem.
Math! Help, please! (Circumferences!)?
1. C
r=16 in.
C=2(pi)r
C=2(pi)16
C=32(pi)
2. A
d=8in. ~%26gt; r=4in.
C=2(pi)r
C=2(pi)4
C=8pi
3. B
r=8in.
C=2(pi)r
C=2(pi)8
C=16pi
~~~~~
1. C=25.12
C=2(pi)r
25.12=2(3.14)r
25.12=6.28r
25.12/6.28=r
4=r
2. C=100.48mm
C=2(pi)r
100.48=2(3.14)r
100.48=6.28r
100.48/6.28=r
16=r
3. C=4 2/3cm
C=2(pi)r
4 2/3=2(22/7)r
(14/3)(1/2)=(22/7)r
14/6=(22/7)r
7/3=(22/7)r
(7/3)(7/22)=r
49/66=r
Reply:To find the circumference of a circle, just multiply the radius times 2 times pi. Since the radius is half the diameter, you can also multiply pi times diameter. If you do this with the figures that you are given, you will obtain the answers as given. The first part of your question set involves keeping pi in its symbolic or exact form. The second part involves rounding pi to 3.14. Here goes...
1. r = 16 C = 2 x pi x 16 = 32 pi (C)
2. d = 8 C = 8 x pi = 8 pi (A)
3 (try this one yourself!)
For the next few, you have the circumference. Since C = pi x diameter and diameter = 2 x radius, diameter = C divided by pi and radius = diameter divided by 2. So...
C = 25.12 d = 25.12 / 3.14 = 8 r = d/2 = 4
Try #2 yourself
For #3 you'll have to divide by 22/7, that means multiply by 7/22. So...
4 2/3 divided by 22/7 =
4 2/3 times 7/22
Convert the 4 2/3 to an improper fraction 4 2/3 = 14/3
14/3 times 7/22 = 98 / 66 = 49/33, that's the diameter
The radius is half of that, 49/66
Try these yourself, see if you get the same thing.
Reply:The Circumference of a circle is = 2 pi x radius
In your first problems :
r=16in. C= 2 pi x 16
C= 16 pi in. so the answer is '"C"
I think you can do the others, remember that the Diameter of a circle is 2 x the radius.
Next set of problems find the diameter and radius
1. Circumference = 2 pi x r
25.12 in = 2 pi x r
Divide both sides of equation by 2 pi
25.12 in / 2 (3.14) = r
3.99 inches = r
Diameter is 2 x radius 2 x 3.99 = 7.98 inches
You can solve the other problems the same way.
1. r=16 in. A. C=8(pie sign) in.
2.d=8 in. B. C=16 (pie sign) in.
3.r=8 in. C. C=32 (pie sign) in.
Please help!
I also have these problems
Find the diameter and the radius of the circle with the given circumference. Use 22/7 or 3.14 for (pie sign).
1. C=25.12 in.
2. C=100.48mm
3. C= 4 2/3 cm.
please show me how to do the problem.
Math! Help, please! (Circumferences!)?
1. C
r=16 in.
C=2(pi)r
C=2(pi)16
C=32(pi)
2. A
d=8in. ~%26gt; r=4in.
C=2(pi)r
C=2(pi)4
C=8pi
3. B
r=8in.
C=2(pi)r
C=2(pi)8
C=16pi
~~~~~
1. C=25.12
C=2(pi)r
25.12=2(3.14)r
25.12=6.28r
25.12/6.28=r
4=r
2. C=100.48mm
C=2(pi)r
100.48=2(3.14)r
100.48=6.28r
100.48/6.28=r
16=r
3. C=4 2/3cm
C=2(pi)r
4 2/3=2(22/7)r
(14/3)(1/2)=(22/7)r
14/6=(22/7)r
7/3=(22/7)r
(7/3)(7/22)=r
49/66=r
Reply:To find the circumference of a circle, just multiply the radius times 2 times pi. Since the radius is half the diameter, you can also multiply pi times diameter. If you do this with the figures that you are given, you will obtain the answers as given. The first part of your question set involves keeping pi in its symbolic or exact form. The second part involves rounding pi to 3.14. Here goes...
1. r = 16 C = 2 x pi x 16 = 32 pi (C)
2. d = 8 C = 8 x pi = 8 pi (A)
3 (try this one yourself!)
For the next few, you have the circumference. Since C = pi x diameter and diameter = 2 x radius, diameter = C divided by pi and radius = diameter divided by 2. So...
C = 25.12 d = 25.12 / 3.14 = 8 r = d/2 = 4
Try #2 yourself
For #3 you'll have to divide by 22/7, that means multiply by 7/22. So...
4 2/3 divided by 22/7 =
4 2/3 times 7/22
Convert the 4 2/3 to an improper fraction 4 2/3 = 14/3
14/3 times 7/22 = 98 / 66 = 49/33, that's the diameter
The radius is half of that, 49/66
Try these yourself, see if you get the same thing.
Reply:The Circumference of a circle is = 2 pi x radius
In your first problems :
r=16in. C= 2 pi x 16
C= 16 pi in. so the answer is '"C"
I think you can do the others, remember that the Diameter of a circle is 2 x the radius.
Next set of problems find the diameter and radius
1. Circumference = 2 pi x r
25.12 in = 2 pi x r
Divide both sides of equation by 2 pi
25.12 in / 2 (3.14) = r
3.99 inches = r
Diameter is 2 x radius 2 x 3.99 = 7.98 inches
You can solve the other problems the same way.
Math reassurance?
Okay i have to take math online for now. . .and every once in a while i come across a problem that i cant make up my mind on.
I DO HAVE ANSWERS!! I just need help making sure they are correct.
These math tests make up a very large proportion of my grade so i have to do well.
1)The sum of three consecutive integers is 0. Which equation can be used to determine the integers?
a)3n - 3 = 0
b)3n + 3 = 0
c)-3n + 3 = 0
2)Solve for a. 3 = 7
a)a = 6
b)a = 13
c)a = 20
3)Given: A = h(a + b). Solve for A, if h = 6, a = 5 and b = 7
a)a = 18
b)a = 36
c)A = 72
4)An engine makes 300 revolutions per minute. Which proportion represents the number of revolutions it will make in 15 minutes?
a)x/300 = 15
b)300/x = 15
c)x/300 = 1/15
5)Ann's age is one-fifth the age of her aunt. If Ann is 14 years old, how old is her aunt?
a)50 years old
b)60 years old
c)70 years old
Please help?
Math reassurance?
1. B
First, try solving each of the equations:
a) 3n - 3 = 0
3n = 3
n = 1 -----%26gt; 3 consecutive integers: 1+2,+3 ≠ 0
b) 3n + 3 = 0
3n = -3
n = -1 -----%26gt; 3 consecutive integers: -1+0+1 = 0
c) -3n + 3 = 0
-3n = -3
n = 1 -----%26gt; 3 consecutive integers: 1+2,+3 ≠ 0
2. C
I think you meant to write (a/2) – 3 = 7
First, add 3 to both sides:
(a/2) – 3 = 7
(a/2) = 10
Now multiply by 2 to clear the denominator:
(a/2) = 10
a = 20
3. B
All you have to do is plug in the values you were given:
A = 1/2h(a + b)
A = (1/2)(6)(5+7)
A = (3)(12)
A = 36
4. A
Let x = number of revolutions.
To find the number of revolutions for 15 minutes, you would multiply the number of revolutions in ONE minute by 15:
(300)*(15) = x
But this doesn’t look like any of your options. Try manipulating the equation a bit.
(300)*(15) = x
is the same as
x/300 = 15
5. C
Let A = Ann’s age and x = the age of the aunt. Then we want to solve:
1/5x = A
Now if we know Ann is 14, just plug in that value and solve for x:
1/5x = 14
Multiply by 5 to clear the denominator:
x = 70
radiata
I DO HAVE ANSWERS!! I just need help making sure they are correct.
These math tests make up a very large proportion of my grade so i have to do well.
1)The sum of three consecutive integers is 0. Which equation can be used to determine the integers?
a)3n - 3 = 0
b)3n + 3 = 0
c)-3n + 3 = 0
2)Solve for a. 3 = 7
a)a = 6
b)a = 13
c)a = 20
3)Given: A = h(a + b). Solve for A, if h = 6, a = 5 and b = 7
a)a = 18
b)a = 36
c)A = 72
4)An engine makes 300 revolutions per minute. Which proportion represents the number of revolutions it will make in 15 minutes?
a)x/300 = 15
b)300/x = 15
c)x/300 = 1/15
5)Ann's age is one-fifth the age of her aunt. If Ann is 14 years old, how old is her aunt?
a)50 years old
b)60 years old
c)70 years old
Please help?
Math reassurance?
1. B
First, try solving each of the equations:
a) 3n - 3 = 0
3n = 3
n = 1 -----%26gt; 3 consecutive integers: 1+2,+3 ≠ 0
b) 3n + 3 = 0
3n = -3
n = -1 -----%26gt; 3 consecutive integers: -1+0+1 = 0
c) -3n + 3 = 0
-3n = -3
n = 1 -----%26gt; 3 consecutive integers: 1+2,+3 ≠ 0
2. C
I think you meant to write (a/2) – 3 = 7
First, add 3 to both sides:
(a/2) – 3 = 7
(a/2) = 10
Now multiply by 2 to clear the denominator:
(a/2) = 10
a = 20
3. B
All you have to do is plug in the values you were given:
A = 1/2h(a + b)
A = (1/2)(6)(5+7)
A = (3)(12)
A = 36
4. A
Let x = number of revolutions.
To find the number of revolutions for 15 minutes, you would multiply the number of revolutions in ONE minute by 15:
(300)*(15) = x
But this doesn’t look like any of your options. Try manipulating the equation a bit.
(300)*(15) = x
is the same as
x/300 = 15
5. C
Let A = Ann’s age and x = the age of the aunt. Then we want to solve:
1/5x = A
Now if we know Ann is 14, just plug in that value and solve for x:
1/5x = 14
Multiply by 5 to clear the denominator:
x = 70
radiata
Math question, please help!?
That's a real question i had in my math book! Please help!
Person A went from place B to C in D minutes.
What is the distance that he passed, if the time was non existent? (the distance is not zero)
Math question, please help!?
Either no solution or infinite... I think.
I thought of something else: C-B
Reply:C-B
Reply:no solution
Person A went from place B to C in D minutes.
What is the distance that he passed, if the time was non existent? (the distance is not zero)
Math question, please help!?
Either no solution or infinite... I think.
I thought of something else: C-B
Reply:C-B
Reply:no solution
M.c. escher?
i have a project on m.c. escher and i need to know what type of math he used in his work. thanks a ton
M.c. escher?
Mostly the impossible, geometrically and/or physically speaking.
Reply:Just a guess: geometry.
M.c. escher?
Mostly the impossible, geometrically and/or physically speaking.
Reply:Just a guess: geometry.
Math trouble?
i always get As and Bs and in my last college math class i got a B+ but this time around im pulling one C+ and two Fs on our exams. luckily im able to retake one to bring up my average, but im so stressed. and cant figure out why im not doing well. what should i do? we have one exam left plus the makeup? i need a C- or C to pass for 3 credits.
Math trouble?
ok ill let you know right off the bat that i am kind of a young kid...im not in college yet but i would say just to relax...dont let tension get to you....and just do what u did before....just go slow on the questions dont rush and just pretend it is any other test....
Math trouble?
ok ill let you know right off the bat that i am kind of a young kid...im not in college yet but i would say just to relax...dont let tension get to you....and just do what u did before....just go slow on the questions dont rush and just pretend it is any other test....
Math HW Help?
Please Help Me With These Math Questions:
1) multiply (a-3b) (2a+2b)
2) find the G.F.C of 12a^3 b^2 and 18a^2 b
3)simply each expression
a. 24x^2 y b. 24 x^6 y^4 c. 3a^2 + 5^a - 11
---------- ------------- ( - )11a^2 + 2a - 1
6xy^3 6x^3 y^3 ---------------------
d. 3x^3 + 2x^2 - 5 e. product of 6a^2 b and 3a^2 b^2
( + ) -8x^3 + 3x
find the value of x.
find the length of AB
A________________B
/ \
/ P = 102 \
/ \
/ \
/D__________________C \
Math HW Help?
x = 6
y = -2
Reply:1.) (a-3b) (2a+2b) = 2a^2 - 4ab - 6b^2
2.) 6a^2
the other ones i have no idea what you are trying to ask and don't make sense.
Reply:1) 2a^2 - 6b^2 -4ab
medium
1) multiply (a-3b) (2a+2b)
2) find the G.F.C of 12a^3 b^2 and 18a^2 b
3)simply each expression
a. 24x^2 y b. 24 x^6 y^4 c. 3a^2 + 5^a - 11
---------- ------------- ( - )11a^2 + 2a - 1
6xy^3 6x^3 y^3 ---------------------
d. 3x^3 + 2x^2 - 5 e. product of 6a^2 b and 3a^2 b^2
( + ) -8x^3 + 3x
find the value of x.
find the length of AB
A________________B
/ \
/ P = 102 \
/ \
/ \
/D__________________C \
Math HW Help?
x = 6
y = -2
Reply:1.) (a-3b) (2a+2b) = 2a^2 - 4ab - 6b^2
2.) 6a^2
the other ones i have no idea what you are trying to ask and don't make sense.
Reply:1) 2a^2 - 6b^2 -4ab
medium
Man i got a D in math. How do i tell me parents, I'm like freaking out man?
Ok so i got a D as the final grade in math. My parents aren't use to seeing me with a c or lower, i'm in 7th grade and this is my last report card, they haven't been sent out yet, but soon, but my teacher told me my grade. I wasn't expecting a D. Maybe a C because i did all the extra credit and only got a 0 on one test, but all the rest i got As. i think he is out to get me, but any ways how to do i tell my parents, they are going to be so pissed and give me a whooping, oh btw they might take my games away and ground me for he whole summer, and i don't want to be grounded!!!!!!!!! please help i'm like totally freaking out and getting light headed, i'm use to getting As and Bs, and my bros get honors too, but math just wasn't my thing this year, but really i need a way to break it to my parents, i think my parents will yell at me for ages. i don't know what to, do this might ruin my whole summer, and he might take away my 360 ='(. please help i beg you, My hands are shaking
Man i got a D in math. How do i tell me parents, I'm like freaking out man?
If you werent expecting that grade, I'd check into why you have a D in the first place. Maybe its an error. Start off telling your parents what grades you made, the A's, and then the zero, but include that you feel you shouldnt have made a D. If you got that grade erroroneously, they need to have a talk with your teacher. But don't lie to them, or wait till the last minute because they will be more upset you didn't come to them first!!
Reply:You should tell them the truth before you get back your report card. This will make you seem more mature to them. I can't really tell you what else you should do. Getting a 0 on one test can kill your average, so I understadn how you got a D.
Reply:Ah i always got Cs on tests in 7th grade. Tell your parents that you have done all of the extra cedit work and yet your eacher hasn't seemed to move up your grade. Tell them that you weren't expecting a D becuase you did all your work.Apologize and tell them that you are tryign your best and will work harder next time. Also you may want to tell them that you would like them to talk to your teacher about it.
Reply:OK. I see you asked this just six minutes ago. Before I tell you what I'd do, please post and tell me if you got a 0 on your test because you did not take the test. If that is not the reason, then please explain. Also, please post how many tests there were overall for this year. I think that this is very important for you to tell me this.
I'll be waiting...thanks.
Reply:Tell them the truth why you got a D.They might cool off a little if you tell them the truth.
Reply:tell ur parents that you got all As and one 0. maby talking to the teacher will make u feel better. Tell them that you are sorry and hope theyll understand. good luck
Reply:Part of maturity is owning your problems. Math is a hard subject for some people but it is also hard for a vindictive teacher to get you. In other words: if you did the work there are no gray areas, your answers are either right or wrong. My point is this, man-up, admit you didn't do the work and promise to try harder next year. Your parents love you and will work with you on this.
Reply:Just be honest, and try a bit harder next time round.
good luck
Reply:All you have to do is say... "Mother, Father I got an 'F' in math." When they start to freak out just say "Nah, I'm only kidding I only got a 'D'... Good Luck
Reply:I would just come out and tell them. That way it won't be so bad when they get the report card. I would also tell them that next year you will try harder.
Reply:i dont think that your parents will have a "cow" because you got good grades in all the other subjects! just try to explain it to them now because if you wait you will get yourself in more trouble
Reply:The truth will set you free.
Reply:Well if you studied for maths then youshould not have aproblem.I guess you are going to havetotell them the truth.Suggest that you would like a tutor so that you can do better next year.Tell them that you did not understand the work.
Reply:Tell your parents after dinner. Parents for some reason soften up after dinner. Tell them that you tried your hardest and hopefully theyll understand. If normally your a good student then they probably will let it slide. Hope it goes well dude
Reply:Blam ur grade on ur teacher and say he/she was a bad teacher and that they didnt explain things clear and u tryed ur best but ur teacher dosent like u
Man i got a D in math. How do i tell me parents, I'm like freaking out man?
If you werent expecting that grade, I'd check into why you have a D in the first place. Maybe its an error. Start off telling your parents what grades you made, the A's, and then the zero, but include that you feel you shouldnt have made a D. If you got that grade erroroneously, they need to have a talk with your teacher. But don't lie to them, or wait till the last minute because they will be more upset you didn't come to them first!!
Reply:You should tell them the truth before you get back your report card. This will make you seem more mature to them. I can't really tell you what else you should do. Getting a 0 on one test can kill your average, so I understadn how you got a D.
Reply:Ah i always got Cs on tests in 7th grade. Tell your parents that you have done all of the extra cedit work and yet your eacher hasn't seemed to move up your grade. Tell them that you weren't expecting a D becuase you did all your work.Apologize and tell them that you are tryign your best and will work harder next time. Also you may want to tell them that you would like them to talk to your teacher about it.
Reply:OK. I see you asked this just six minutes ago. Before I tell you what I'd do, please post and tell me if you got a 0 on your test because you did not take the test. If that is not the reason, then please explain. Also, please post how many tests there were overall for this year. I think that this is very important for you to tell me this.
I'll be waiting...thanks.
Reply:Tell them the truth why you got a D.They might cool off a little if you tell them the truth.
Reply:tell ur parents that you got all As and one 0. maby talking to the teacher will make u feel better. Tell them that you are sorry and hope theyll understand. good luck
Reply:Part of maturity is owning your problems. Math is a hard subject for some people but it is also hard for a vindictive teacher to get you. In other words: if you did the work there are no gray areas, your answers are either right or wrong. My point is this, man-up, admit you didn't do the work and promise to try harder next year. Your parents love you and will work with you on this.
Reply:Just be honest, and try a bit harder next time round.
good luck
Reply:All you have to do is say... "Mother, Father I got an 'F' in math." When they start to freak out just say "Nah, I'm only kidding I only got a 'D'... Good Luck
Reply:I would just come out and tell them. That way it won't be so bad when they get the report card. I would also tell them that next year you will try harder.
Reply:i dont think that your parents will have a "cow" because you got good grades in all the other subjects! just try to explain it to them now because if you wait you will get yourself in more trouble
Reply:The truth will set you free.
Reply:Well if you studied for maths then youshould not have aproblem.I guess you are going to havetotell them the truth.Suggest that you would like a tutor so that you can do better next year.Tell them that you did not understand the work.
Reply:Tell your parents after dinner. Parents for some reason soften up after dinner. Tell them that you tried your hardest and hopefully theyll understand. If normally your a good student then they probably will let it slide. Hope it goes well dude
Reply:Blam ur grade on ur teacher and say he/she was a bad teacher and that they didnt explain things clear and u tryed ur best but ur teacher dosent like u
Math test question help with synesthesia!?
i have a rare disese called synesthesia and it makes me fail math! i cant explain what it is look it up on google. (i see colors everywere) anyways i have failed almost every math test this year and i have never even made a c on my report card! what do i do 2morrow when i get my test back and have a F on it? my parents will KILL me!
Math test question help with synesthesia!?
How can this make you fail math? It's a gift that you could use to become very good at math!
sorry, no pity :)
Math test question help with synesthesia!?
How can this make you fail math? It's a gift that you could use to become very good at math!
sorry, no pity :)
~+~Math Help~+~?
You can also convert a mixed number to a fraction using long division %26amp;%26amp; addition. For example, if you wish to convert 4 3/5 to a decimal, use long division to convert 3/5 to (0.6,) %26amp;%26amp; then add 4 to get (4.6.) Convert each of the following fractions to decimals.
A)4 3/4 B)5 1/5 C)6 1/3
Ok everybody that was straight from my math book but I don't get it.
Of course you don't have to tell me the answers but can you tell me how exactly you convert the #/# (EXAMPLE:2/3) part?
I don't get it very well %26amp;%26amp; yes I have looked this up %26amp;%26amp; have asked my family %26amp;%26amp; teacher but they don't explain it well! =(
If you can help me that would be great, thanks sooo much! ♥
~+~Math Help~+~?
Okay, first of all to explain what your text means by using long division and addition....
taking your example of 4 3/4
The way your textbook wants you to go about doing this is to split the question up into two parts... the whole number and the fraction...
meaning Part A = 4 (whole number) and part B = 3/4 (fraction)
"using long division" applies only to part B - they want you to divide the fraction....
3/4 = 0.75 (this can be determined using your calculator or if you can't use a calculator - think of it as money 3 quarters = 75 cents...)
"using addition" applies to both parts, they want you to add part A to part B
4 + 0.75 = 4.75
thus now you have your answer in decimal form... the form you had before was fractions....
Here is another example --%26gt; 5 1/2
so first determine your whole number from your fraction...
Part A = 5 and Part B = 1/2
then divide your part B --%26gt; 1/2 = 0.5 (think of it like before, 50 cents)
now add part A and B
5 + 0.5 = 5.5
Note: if you have trouble understanding fractions, ask your mom/dad/guardian to get a lot of coins (dimes, quarters, nickels, etc...) and attempt the question... just make sure that you use the same coin for all parts of the question.....
Ask again if you still don't understand.....
Reply:Fractions and decimals can be hard sometimes. If you want to convert a mixed number to a fraction, example...
4 3/4 just multiply the 4*4= 16 then add to the numerator to get 19. put that 19 over the original denominator to get 19/16.
as for converting mixed numbers to decimals, this is a little trickier. you pretty much got to memorize the decimal of a fraction. for example 1/3 is equal to .3333333. or 1/2 is equal to .5. if it is in the form of 1/5 it is .2 or if it is 3/5 it is .6.
because you know 3/4=.75 take this number and add 4.
the book is basically trying to tell you that a mixed number is just a fraction of a number + a whole number.
all you have to find the decimal form of the fraction part, then add the whole number.
Reply:A)4 3/4=4.75
B)5 1/5=5.2
C)6 1/3=6.333333333
Take the 3/4 in the first
0.75
_________
4) 3.0
2.8
__
0.2
0.2
____
0
Reply:Long division of 2/3:
.... 0.666...
3 ) 2.000
.... 18
...... 20
...... 18
........ 20
........ 18
etc.
So 2/3 is the same as 0.666... repeating forever.
PROBLEM A:
....0.75
4 ) 30
.... 28
...... 20
...... 20
.........0
Answer 4.75
PROBLEM B:
.....0.2
5 ) 1.0
.... 10
.......0
Answer 5.2
PROBLEM C:
.....0.333
3 ) 1.000
....... 9
....... 10
......... 9
......... 10
........... 9
etc.
Answer 6.333... repeating
A)4 3/4 B)5 1/5 C)6 1/3
Ok everybody that was straight from my math book but I don't get it.
Of course you don't have to tell me the answers but can you tell me how exactly you convert the #/# (EXAMPLE:2/3) part?
I don't get it very well %26amp;%26amp; yes I have looked this up %26amp;%26amp; have asked my family %26amp;%26amp; teacher but they don't explain it well! =(
If you can help me that would be great, thanks sooo much! ♥
~+~Math Help~+~?
Okay, first of all to explain what your text means by using long division and addition....
taking your example of 4 3/4
The way your textbook wants you to go about doing this is to split the question up into two parts... the whole number and the fraction...
meaning Part A = 4 (whole number) and part B = 3/4 (fraction)
"using long division" applies only to part B - they want you to divide the fraction....
3/4 = 0.75 (this can be determined using your calculator or if you can't use a calculator - think of it as money 3 quarters = 75 cents...)
"using addition" applies to both parts, they want you to add part A to part B
4 + 0.75 = 4.75
thus now you have your answer in decimal form... the form you had before was fractions....
Here is another example --%26gt; 5 1/2
so first determine your whole number from your fraction...
Part A = 5 and Part B = 1/2
then divide your part B --%26gt; 1/2 = 0.5 (think of it like before, 50 cents)
now add part A and B
5 + 0.5 = 5.5
Note: if you have trouble understanding fractions, ask your mom/dad/guardian to get a lot of coins (dimes, quarters, nickels, etc...) and attempt the question... just make sure that you use the same coin for all parts of the question.....
Ask again if you still don't understand.....
Reply:Fractions and decimals can be hard sometimes. If you want to convert a mixed number to a fraction, example...
4 3/4 just multiply the 4*4= 16 then add to the numerator to get 19. put that 19 over the original denominator to get 19/16.
as for converting mixed numbers to decimals, this is a little trickier. you pretty much got to memorize the decimal of a fraction. for example 1/3 is equal to .3333333. or 1/2 is equal to .5. if it is in the form of 1/5 it is .2 or if it is 3/5 it is .6.
because you know 3/4=.75 take this number and add 4.
the book is basically trying to tell you that a mixed number is just a fraction of a number + a whole number.
all you have to find the decimal form of the fraction part, then add the whole number.
Reply:A)4 3/4=4.75
B)5 1/5=5.2
C)6 1/3=6.333333333
Take the 3/4 in the first
0.75
_________
4) 3.0
2.8
__
0.2
0.2
____
0
Reply:Long division of 2/3:
.... 0.666...
3 ) 2.000
.... 18
...... 20
...... 18
........ 20
........ 18
etc.
So 2/3 is the same as 0.666... repeating forever.
PROBLEM A:
....0.75
4 ) 30
.... 28
...... 20
...... 20
.........0
Answer 4.75
PROBLEM B:
.....0.2
5 ) 1.0
.... 10
.......0
Answer 5.2
PROBLEM C:
.....0.333
3 ) 1.000
....... 9
....... 10
......... 9
......... 10
........... 9
etc.
Answer 6.333... repeating
Math Help!?
I have a really big problem. Whenever I have a test, I feel I understand everything and know how to do everythign on the test. I usally do all the MAJOR craming the night before, but I usually understand what we do in class. But when I take the test, whenever I see hard problems that kinda make me use my skills I learned in the unit , I ALWAYS get it wrong and my overall score is a C. What am I doign wrong????????? I am pretty good at math for the most part.
Math Help!?
well instead of cramming the night before the test, try studying fifteen minutes every day a week before. that always helps me remember things better
Reply:I have the same problem. I know the content and am making 100%'s and straight A's on all assignments, but when it comes to tests, I freak out. It's called test anxiety. While I'm on medicine for anxiety and my test grades were higher than 80% on tests before the medicine, I am now back to making 95%'s and 100%'s as I should be. Thank anxiety. :-( Hope this helps! ;-)
Reply:If you are having that much trouble with your math, maybe you shouldn't be cramming the night before. Whenever I have a math test, I split up the chapter and do two units per night on the days leading up to the test. And on the night before the test, I only review all of the problems which I had trouble with when I was going over the problems in the nights before. And you may know everything and understand everything but in math, you still need to practice if you ever want to do well.
cvs
Math Help!?
well instead of cramming the night before the test, try studying fifteen minutes every day a week before. that always helps me remember things better
Reply:I have the same problem. I know the content and am making 100%'s and straight A's on all assignments, but when it comes to tests, I freak out. It's called test anxiety. While I'm on medicine for anxiety and my test grades were higher than 80% on tests before the medicine, I am now back to making 95%'s and 100%'s as I should be. Thank anxiety. :-( Hope this helps! ;-)
Reply:If you are having that much trouble with your math, maybe you shouldn't be cramming the night before. Whenever I have a math test, I split up the chapter and do two units per night on the days leading up to the test. And on the night before the test, I only review all of the problems which I had trouble with when I was going over the problems in the nights before. And you may know everything and understand everything but in math, you still need to practice if you ever want to do well.
cvs
Need someone *REALLY* good at math please!?
Hello, I really need someone good at math who can solve this problem! Thanks in advance! :
Let C be the ellipse in which the plane 2x + 3y - z = 0 meets the cylinder x^2 + y^2 = 12. Show, without evaluating, either line integral directly, that the circulation of the field F = xi + yj + zk around C in either direction is zero.
Need someone *REALLY* good at math please!?
Using stokes's theorem, we know that the circulation around the ellipse is the integral of the curl of the vector field over any orientable surface bounded by that ellipse. However, it is readily seen that ∇×F is everywhere 0, so the integral of the curl, and thus the circulation, is also 0.
Reply:Draw a sketch of the plane, cylinder, and infinitesimal vectors summed up in the circulation integral. If you choose the perspective of your sketch correctly, you will either find a symmetry argument or an exact differential that shows that the integral (representing the circulation) is zero.
Good luck.
Reply:Send this problem to lilkraut@yahoo.com
Reply:what type of question is this algebra?
Let C be the ellipse in which the plane 2x + 3y - z = 0 meets the cylinder x^2 + y^2 = 12. Show, without evaluating, either line integral directly, that the circulation of the field F = xi + yj + zk around C in either direction is zero.
Need someone *REALLY* good at math please!?
Using stokes's theorem, we know that the circulation around the ellipse is the integral of the curl of the vector field over any orientable surface bounded by that ellipse. However, it is readily seen that ∇×F is everywhere 0, so the integral of the curl, and thus the circulation, is also 0.
Reply:Draw a sketch of the plane, cylinder, and infinitesimal vectors summed up in the circulation integral. If you choose the perspective of your sketch correctly, you will either find a symmetry argument or an exact differential that shows that the integral (representing the circulation) is zero.
Good luck.
Reply:Send this problem to lilkraut@yahoo.com
Reply:what type of question is this algebra?
Need someone *REALLY* good at math please!!!?
Hello, I really need someone good at math who can solve this problem! Thanks in advance! :
Let C be the ellipse in which the plane 2x + 3y - z = 0 meets the cylinder x^2 + y^2 = 12. Show, without evaluating, either line integral directly, that the circulation of the field F = xi + yj + zk around C in either direction is zero.
Need someone *REALLY* good at math please!!!?
That is easy when 2x is with a 3y added, subtracted, or even mutiplied, you always use this formula 8X
-----
2b
then when you get the awnser to that you
simply add 3y 2x which equals
16 3y 2x
Let C be the ellipse in which the plane 2x + 3y - z = 0 meets the cylinder x^2 + y^2 = 12. Show, without evaluating, either line integral directly, that the circulation of the field F = xi + yj + zk around C in either direction is zero.
Need someone *REALLY* good at math please!!!?
That is easy when 2x is with a 3y added, subtracted, or even mutiplied, you always use this formula 8X
-----
2b
then when you get the awnser to that you
simply add 3y 2x which equals
16 3y 2x
Need someone *REALLY* good at math please!!?
Hello, I really need someone good at math who can solve this problem! Thanks in advance! :
Let C be the ellipse in which the plane 2x + 3y - z = 0 meets the cylinder x^2 + y^2 = 12. Show, without evaluating, either line integral directly, that the circulation of the field F = xi + yj + zk around C in either direction is zero.
Need someone *REALLY* good at math please!!?
Look at Stokes' Theorem which says
∫ Fds = ∫∫ curl F dS
In English it says that the circulation of F around C is equal to the surface integral of the curl F for the surface enclosed by C. In this case the curl F = 0 so
∫∫ 0 dS = 0 no matter what C is
Also when curl F = 0 the vector field is irrotational or conservative. This comes up a lot and it is usually easier to evaluate the surface integral compared to the line integral
Reply:z=2
Reply:hhhhhhhhhhhhhhmmmmmmmmmmmmmmmmmmmmmmmmmm...
Reply:z= 2
Let C be the ellipse in which the plane 2x + 3y - z = 0 meets the cylinder x^2 + y^2 = 12. Show, without evaluating, either line integral directly, that the circulation of the field F = xi + yj + zk around C in either direction is zero.
Need someone *REALLY* good at math please!!?
Look at Stokes' Theorem which says
∫ Fds = ∫∫ curl F dS
In English it says that the circulation of F around C is equal to the surface integral of the curl F for the surface enclosed by C. In this case the curl F = 0 so
∫∫ 0 dS = 0 no matter what C is
Also when curl F = 0 the vector field is irrotational or conservative. This comes up a lot and it is usually easier to evaluate the surface integral compared to the line integral
Reply:z=2
Reply:hhhhhhhhhhhhhhmmmmmmmmmmmmmmmmmmmmmmmmmm...
Reply:z= 2
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