Good vídeo 😊

Assalam o Alaikum, i may have better technic, since given portion is 57x135 we use a method called splitting of numbers, so, we can say that 57x135 is equal to the following: 50x100+7x100+50x35+7x35 you can also simplify as 50×100+7×100+50×30+50×5+7×30+7×5, this will be equals to 5000+700+1500+250+210+35=7696 Jazak Allah khair ❤

To do 57●135 in this case is more quickly to apply the DUSTRIBUTY PROPERTY and therefore to multiply directly all mentally (60-3)●135 which is = to 8100-405 = *"7695"* 💪✌️🤙🇪🇺🇪🇸🇨🇭🇮🇹🤦🏻vamos olè

Can't fault Euclid, haha! The empty set in art, music, etc. is a surprising novelty but not, I think, the best way to communicate an idea because it is too dependent on interpretation and may be misunderstood, or worse, dismissively ignored. That's a great thought provoking video, though 🙂

Don't you think the first important thing would be to say that there is no number wich integer part is 0 and wich decimal part is .999... 0.999... is not the number wich integer part is 0 and wich decimal part is .999... 0.999... is the number wich integer part is 1 and wich decimal part is .000... There is only one number in this equality : 0.999...=1 The number is 1

Does the aether not exist? "In May and November, the Earth is moving at "right angles" to the line to Algol. During this time we see minima happening regularly at their 2.867321 day intervals. However, during August, the Earth is rapidly moving towards Algol at about 107,229 km/hr as explained on my How Fast Are We Moving? page. (The Earth moves approximately 202 times its own size in one day.) So in 2.867321 days the Earth moves about 7,379,039 km closer to Algol. _But the varying light from Algol doesn't know this - its light waves left Algol 93 years ago and are travelling at a constant speed._ The result - we "catch a bunch of minima early" during August as shown on Chart 2. Exactly the opposite happens during February - the Earth is moving away from Algol that fast and it takes longer for the group of minima to reach us so we see them taking longer between events. How long? 7,379,039 km divided by the speed of light 299,792.458 km/sec is 24.61382 seconds. So in May and November when we are not moving towards or away from Algol - the period seems constant. It is our rapid movement towards or away from the events in August and February that causes the timing differences." I assume that light is passing the earth at c when the earth isn't moving towards or away from Algol. In February the earth is moving away from Algol and the time between the eclipses is 2.8675875347 days and the light is passing the earth at 186,265 mi/sec. In May and November the earth is not moving towards or away from Algol and the time between eclipses is 2.867321 days and the light is passing the earth at 186,282 mi/sec. In August the earth is moving towards Algol and the time between eclipses is 2.8670608912 days and the light is passing the earth at 186,299 mi/sec.

I needed this video. Thanks a lot.❤

A quick update I’ve created a separate video where you can visually follow the calculation process step by step. kzbin.info/www/bejne/maLYkGivqMpgjZY Watching this video will make it much easier to grasp. This method is the same as the well-known rapid multiplication technique. I highly recommend checking it out. Thank you!

a quick update I’ve created a separate video where you can visually follow the calculation process step by step. kzbin.info/www/bejne/maLYkGivqMpgjZY Watching this video will make it much easier to grasp. This method is the same as the well-known rapid multiplication technique. I highly recommend checking it out. Thank you!

The algorithm on the right is the sum of four products, and the algorithm on the left is also the sum of those same four products. Both methods execute the same set of operations performed in essentially the same sequence, with a few superficial differences around how to manage the placeholding zeros.

i think you glided over why cube roots are not constructible. you stated that the construction you showed can't do it, but that doesn't preclude other constructions. (I know there aren't, just saying you haven't said why.)

A difficult proof explained convincingly! 🙂

How do you pick TWO doors with ONE pick? Not pick FROM, but "pick" where you will also need to be able to "open" and actually "obtain" that item behind the door. How does the player have that ability with one pick with two doors? Player has ZERO probability to pick, open and get whatever is behind that door Monty eliminates entirely. Put two different tangible items each behind the two no-car doors and it will be clearer to you. The 2 goats were a way to disillusion you with your 1/3 probability to pick ONE door, OPEN it and actually GET that specific item behind it.

Looks like there's a leading +/- symbol in the final blue box that should be erased. Now, you certainly derived the quadratic formula using a substitution which is novel! However, a natural question to ask is how was the particular formula for y chosen? I think completing the square is equally complex but that's just an opinion 🙂

≈1.2954545 if x=1

Is it really that effective? I see it more complicated than normal calculations.

That's a nice introduction to the notion of a challenge number which reappears when students see epsilon in their study of the definition of a limit in calculus. 🙂

When I chose the door but that door isn't opened ,it's like not choosing anything at all. What if the winning prize is behind the door I chose?

A very clear presentation 🙂

Interesting way to explain this! Nicely done 😊

Well done! Might add a shortcut to tell if y is a function of x when presented with a graph: If a vertical line touches or crosses the curve at more than one point the relation is not a function (the so-called "vertical line" test) 🙂

Ok all well, but how can you memorize all the "partials results" of the 4 process in your head and then at the end add them in the diagram you showed?? Are you able to rememver all these numbers correctly? Thx.

Third Century BC and he hypothesized that the Earth moved around the Sun and used a lunar eclipse to measure the Moon's diameter..... Amazing. Great video! 🙂

a= 2cm, b= 4cm, R=3cm Pytagorean theorem twice: R² - r² = r² + [½(b-a)]² 2r² = R² - 1² = 3²-1 = 8 r= 2cm ; d= 4cm ( Solved √)

R = 6 cm ; α= 60°= π/3 r = ½R/cos30° = 2√3 cm Area of circle : A₁ = πr² = π(2√3)² = 12π cm² Area of angular sector: A₂ = ½αR² = ½ π/3 6² = 6π cm² Area of circular segment: A₃=½r²(2α-sin2α)=½(2√3)²(120°-sin120°) A₃ = 7,37022 cm² Red shaded area: A = A₁ - A₂ - 2A₃ A = 12π - 6π - 2*7,37022 A = 4,109 cm² ( Solved √ )

Shows that transforming a shape into a different shape by cutting and pasting is a good technique to get the area. Great! 🙂

the ancient calculation was off, sun is much larger still props for idea and a moon crater was named after him in modern times

Ok, but I think the relations between roots and coefficients would have to be geometrically demonstrated also 🙂

This honestly deserves more views!

¹³³⁴⅝6⅞89ⁿ∅0

It's her dad? She says dad many times in the movie

Yes it is well done! It's a long process without a calculator no matter how it's done. As a suggestion, several times what appears to be a fraction bar or division symbol is used as an underline to emphasize the audio which confused me at first. Examples are 1:24 and at the end for the A substitution. Best, I think, to just write tan 180 degrees=0 and A=x^2. I wish the math world would add 36, 54, 72, and 108 to the list of "special angles" since pentagons and pentagrams turn up a lot. Best wishes to all 🙂

Thx for explaining

I love reading all the comments on here. Very educational.

my school classic way was faster

A very clear explanation of higher dimensional shapes. Should excite the imagination of many viewers. The graphics of your presentations are great 👍 Best wishes to all 🙂

Clickbait.

Thank you

Very clickbaity. If you want to pick at the ambiguity of the problem, you still failed, because if you want to be truly pedantic you have to accept that not only was the domains of a and b unspecified, but the set in which a, b, and x exist was also unspecified. You then assume without basis that the equation is in field ℝ. If, for example, a is part of GL_N(ℝ) and and b and x is part of ℝ(N), then your first answer is wrong because division doesn't exist in this field and the correct answer is x = -a^(-1)*b. And for extra giggles, if we generalize further and say a is part of just the general set ℝ(NxN), then all bets are off because there's an infinite number of non-invertible elements a where nonzero sets of x and b will still satisfy the equation.

Personally, I try to come up as fast as possible with the most easily usable pieces of informations, for example here I'll need: 135x2 135/2 135x50 135x7 135x57 135*2 = 200 + 60 + 10 = 270 135/2 = 140/2 -5/2 = 70 -2.5 = 67.5 135*(50= 100 /2) = 100*67.5 = 6k +750 ; k=1000 135*(7= 2+5) = 270+675 = 945 = 1k -55 135*57 = 1k + 6k+750 -55 = 7 695

the equation ax+b=0 and the linear equation ax+b=0 are different. I want to emphasize this fact. In the equation ax+b=0, a can be any number. However, when we say it’s a linear equation, a cannot be zero. If a is zero, it’s no longer a linear equation. I know It might sound like wordplay. I also thought like that. but in mathematics, that is true. while studying math, we must accept that distinction. thanks😊

This is not the correct answer, either, since it assume addition and division are possible - it depends on the definitions of addition and division.

Horrible channel and video

This also applies to the quadratic formula. When the coefficient of x^2 is 0, the formula has a division by 0 in it so the formula cannot be applied in that case. But if the coefficient of x^2 is 0 and the biggest power of x in the equation is x^2 and it is a polynomial, theb it becomes linear because we can just remove the x^2 term. The cases shown in the video represent exactly that, but for polynomials of degree 1 (linear). Because if the coefficient of x is 0, then you can remove the x term and you have a constant function left (polynomial of degree 0). Even though the fact shown in this video becomes useless when solving polynomial equations as a polynomials degree is defined by the degree of the term with highest degree(highest power of x) and nonzero coefficient, it reminds very well that we should be careful about impossible situations in math. Nice video!

very interesting, i never thought about this

There are always suppositions. This is the reason questions like this need to have a second part: " (b) State the domain and range". As students mature and take more math classes they will complain, "but professor, obviously a cannot equal zero!" with some justification. Otherwise, for example, a teacher can deny granting full credit if he/she says the answer is x = -b/a +ic where a is not zero but c= 0 without talking about complex numbers in class before the exam. Oh, and where did the statistic "9 out of 10" come from? Best not to use click-bait even though many titles on KZbin do. Best wishes to all! 🙂

this helped me tremendously, thank you very much dude (p.s. your voice is so nice and soothing😭)

Real

Glad you spoke about repeatedly adding digits to get the remainder in case students are taking a timed exam and just need a quick answer🙂 But you do also show convincingly why it works and how to go about proving the answer 👍

or (60 x 135) - (3*135) = 7695. She does not need anything but 2 grade division.