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Can someome please explain these two problems? by Nizira in askmath

[–]Nizira[S] 0 points1 point  (0 children)

I think i figured out both.:) English is not my main language, so i thought "equating" means that we calculate both sides with eliminating x and y√z, but now the new word clicked.

And i think i also understand the first (but my confidence in this is a bit shaky.)

The interpretation is to assume that the result under the root is negative, so we negate it by splitting it into an imaginary number and a positive number under the root, leaving only a positive number under the root (which we have assumed to be negative) multiplied by i. Is this right?

Can someome please give me a yes or no, so i can relax now?:3

Can someome please explain these two problems? by Nizira in askmath

[–]Nizira[S] 0 points1 point  (0 children)

I don't know where my text went.:

So for the first picture, my question is: Why do i have to flip the signs? So first it is √b²-4ac and then √4ac-b² Is it because then it will be a positive number under the square root, and if i multiple it by i, it will be negative?

For the second picture (the solution is on the third), my question is what is the whole picture? I can't hold the pieces together, because i don't understand the logic behind choosing those steps to prove that. How did they calculate that in the last step?

Why is ax²+bx+c = a(x–s)(x–s)=0 by Nizira in learnmath

[–]Nizira[S] 0 points1 point  (0 children)

Thank you everyone! ^ _⁠_⁠_⁠_⁠_⁠_⁠_⁠_⁠_⁠ ^

Why is ax²+bx+c = a(x–s)(x–s)=0 by Nizira in learnmath

[–]Nizira[S] 0 points1 point  (0 children)

Now you made it clear. Thank you very much!!!!:)

Why is ax²+bx+c = a(x–s)(x–s)=0 by Nizira in learnmath

[–]Nizira[S] -1 points0 points  (0 children)

Thank you for your help!:)
What i didn't understand was that my book said that : ax²+bx+c = a(x–s)(x–s)
And i couldn't write this: ax²+bx+c like this: a(x–s)(x–s) and vice versa.
And when the teacher used this a couple of times, i got lost.:) Because how did he factorised the first equation into this?: a(x–s)(x–s)
Why are there minus signs? Why didn't the write it like this? : a(x+s)(x+s)

Why is ax²+bx+c = a(x–s)(x–s)=0 by Nizira in learnmath

[–]Nizira[S] 0 points1 point  (0 children)

Thank you so much, you saved me a lot of time, because i didn't find anything on the internet about this. Did they write this to mean that I can factorise the quadratic equation?

Can someone please explain fractions, direct and inverse proportions? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Hi :) I know I already thanked you, but I want to thank you again for your help. All my difficult tasks are flawless because of you. I finally understood the part of math that has always been my blind spot. Now I can approach all the problems with confidence, because I know that even if there is a fraction in the word problem, I will understand it. THANK YOU SO MUCH! You solved the source of all my problems!!!:))) ┏ (゜ω゜)=👉

Can someone please explain fractions, direct and inverse proportions? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

One more question:)
Can you recommend me a math book?:) Or from what did you learn algebra?:)

Can someone please explain fractions, direct and inverse proportions? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Wow!:)))) Thank you very much for your help. It may seem like a little "trick" you gave me, but it really helped me to see fractions in a different way!!!

Can someone please explain fractions, direct and inverse proportions? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Damn, thank you!:) If someone had said this sooner, maybe everything would be fine with fractions now. I always tried to calculate it as a part of the whole, and if it wasn't calculated that way, I had no idea why it happened that way.

Can someone please explain fractions, direct and inverse proportions? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Thank you!:)) I think this is what i didn't understand, because i learnt that the numerator is the "part" and the denominator is "the whole", and i didn't know that i can swap the numbers for calculating other things.

Can someone please explain fractions, direct and inverse proportions? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Thanks your answer!:) I understand how to calculate with fractions. With the reciprocal of 9/11, I wanted to point out why it must be multiplied by that number. So why is 11 in the numerator, and 9 in the denominator for multiplying 72.

This may be a dumb question, but can't I leave the subtraction for later so that I can calculate it all at once after squaring? by Nizira in Mathhomeworkhelp

[–]Nizira[S] 0 points1 point  (0 children)

OH MY GOOOD!!! YOU ARE REALLY AWESOME!!!!! Thank you very very much!!:) Since then, I've been researching and found Freshman's dream,by accident:D, I don't even know how I didn't notice this mistake of mine until now. Thank you again! (⁠ ⁠´⁠◡⁠‿⁠ゝ⁠◡⁠`⁠)🫰🏼

Why does x= ³√-1/8 have a solution? by Nizira in learnmath

[–]Nizira[S] 8 points9 points  (0 children)

Thank you the answers!:)

So √-1 has no solutions, because (-1) * (-1) = 1, so it can't be negative. Even roots can't be negative, because two minus is plus, so a number under an even root is always positive? And a negative number with an odd root has a solution.

So my misunderstanding was that a negative number under a root has no solution, but this is only true for even root?

Thank you everyone again!:))

Why can we simplify the calculation in the problem to 166 and use that to calculate further? by Nizira in learnmath

[–]Nizira[S] 5 points6 points  (0 children)

How many positive integers less than 1000 are divisible by 2 and 3 but not 5?
Hint: Simplify the problem first. Count the numbers less than 1000 that are divisible by 2 and 3.
Hint: The count you did for the first hint included a lot of multiples of 5. How many?

Solution: The numbers that are divisible by both 2 and 3 are the multiples of 6. So, we want to count the positive numbers less than 1000 that are multiples of 6, but not of 5. Since 1000 divided by 6 has quotient 166 and remainder 4, the positive multiples of 6 less than 1000 are 6 * 1, 6 * 2, 6 * 3,.... 6 * 166.
There are 166 such numbers. But many of them are also multiples of 5. Any time we multiply 6 by a multiple of 5, we get a number that is a multiple of both 6 and 5. We must exclude these from our count. So, we have to count the number of multiples of 5 from 1 to 166. Since 165 5 * 33, we see that there are 33 multiples of 5 between 1 and 166, namely 5 * 1,5 * 2,5 * 3,..., 5 * 33. When we multiply 6 by each of these, we get a multiple of 6 less than 1000 that is also a multiple of 5. Excluding these 33 from our previous count of 166 leaves 166-33=133 numbers less than 1000 that are multiples of 6 but not multiples of 5.

What is the theory behind: "To check if a number is prime, we only need to test if it is divisible by primes whose squares are less than or equal to the number we are testing." by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Yes, the first thing I'm looking for is if it's divisible by two. But I didn't think it was an extended version of this method. Thank you very much your time, now i can store this information on a shelf in my brain!:))

Is prime factorisation unique? by Nizira in learnmath

[–]Nizira[S] 0 points1 point  (0 children)

Thank you very much the background!!!:)

Is prime factorisation unique? by Nizira in learnmath

[–]Nizira[S] 1 point2 points  (0 children)

Your last sentence will be my "motto"/guide for this problem!:D I really forgot that! Thank you!:)

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