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@rheak.5470 15 сағат бұрын
Hi, for q3, the method presented is definitely more efficient but just wondering if (4C3 x 3C1) + (4C2 x 3C2) + (4C1 x 3C3) = 34 is also theoretically, correct because that was the first one that came to mind when solving. Thanks!
@GRENinjaTutoring 15 сағат бұрын
Yes! You've followed the method Harry described in blue at the start of the explanation. It's a perfectly valid way of doing this question and if you're comfortable with finding the values of the choose functions, it won't take too long. It's just not quite as efficient as the method shown in the explanation. If your method was the first one that came to mind and you're comfortable with solving it that way, you'll do just fine in this question. Thank you for adding an alternative solution path! I hope that helps!
@sophiecampos4860 23 сағат бұрын
for question 5, would it be easier to solve for 300 by 75x4 instead of finding the least common multiple? Or did 75x4 happen to equal 300 and this shortcut wont work for other problems?
@GRENinjaTutoring 15 сағат бұрын
In this case, you're totally right that it would have been easier to just do 75*4 to get to 300. However, it won't be the case in every scenario. For example, if we were looking at 6 and 8 (instead of 75 and 4) then multiplying them together would give 48 but the LCM of 6 and 8 is 24. This means that we might think we're looking for a multiple of 48 when we're really looking for a multiple of 24. We'd think the list of numbers we're looking for was 48, 96, 144, 192... when the actual list we'd be looking for was 24, 48, 72, 96, 120, 144, 168, 192... and we'd miss a few potential correct answers. We can't assume that the LCM of any two numbers is given by multiplying them together. If we default to finding the LCM in the way shown in the video, it might take us a bit longer but it will probably mean we make fewer errors. I hope that helps!
@pezpeculiar9557 Күн бұрын
17:19 Why does 6C3 not work? I thought effectively you're building a team of 3 people if you assume one of the four is already an engineer
@GRENinjaTutoring Күн бұрын
To use 6C3 as the method to find the number of teams, we've looked at the 3 engineers, put one of them in the team, and put the other two in a group with the 4 sales personnel so we can do the 6C3 operation. By doing things this way, we've effectively said that the first engineer we chose and put in the team before doing 6C3 with the others MUST be in the team. We build the rest of the team around them and they MUST be in the team. However, there can be teams that do not involve this first engineer that we'd miss if we only did 6C3 to find the solution. To get to the right answer, we also need to find the number of teams that include at least one engineer but do not involve this first engineer. We could repeat the process by excluding the first engineer, choosing a second engineer that MUST be in the team, putting the final engineer with the sales personnel, and doing 5C3 to find the other members of the team. But there's still more to do: we need to repeat this process one more time to find the number of teams that include at least one engineer but do not include the first two. To do this, we'd say the final engineer MUST be in the team, exclude the first two, and choose 3 sales personnel from the available 4 to make up the rest of the team. There are 4C3 ways of doing this. This means we'd have a total of 6C3 + 5C3 + 4C3 = 20 + 10 + 4 = 34 possible teams, giving the same answer that Harry found in the video. I hope that helps!
@kavyav3838 Күн бұрын
Hi, quick follow up on the Arithmetic Mean problem. Could m or n be negative, that could be one of the edge cases right, they have not mentioned any constraints. In that case, answer would b D - Relationship cannot be determined from given information.
@GRENinjaTutoring Күн бұрын
The equation Charles set up in the first line of his solution is the same whether m and n are positive or negative, so we could still use the same method. You're absolutely right that there aren't any constraints on m and n being positive or negative, so it's absolutely possible that m could be a negative number. Thankfully, the terms with m cancel each other out and the value of m doesn't have any effect on the final answer. On the other hand, Charles found the value of n at the end of the solution. Again, the method wouldn't change if m or n were positive or negative, so since Charles found that n = 9/4 at the end of the solution, there's no way n could be negative. I hope that helps!
@pezpeculiar9557 Күн бұрын
Wish you'd just get to the point!
@merterenagcabay4263 2 күн бұрын
For Q7 How we know exactly city A up %13 ? I thought it is %15 from the graph
@GRENinjaTutoring Күн бұрын
Between the solid black lines representing 10% and 20%, there are four lighter lines. This means each line represents 2%, so we can split the 10-20% interval into 10, 12, 14, 16, 18, and 20. For the second six month period, City A sees an increase in subway passengers that is halfway between the first and second light lines above the 10% mark. The first light line represents a 12% increase and the second light line represents a 14% increase. Since we're looking halfway between 12 and 14%, we can say the number of subway riders increased by 13%. I hope that helps!
@kofiadaba 2 күн бұрын
I don't know how valid this is, but for question 10, my approach was at x maximum, x is approximately equal to y therefore quantity A becomes the absolute value of y-a which is less than the absolute value of x-b therefore quantity B is greater
@GRENinjaTutoring 2 күн бұрын
I like this way of looking at things and thank you for commenting! The only question I'd ask is whether this works all the time. We know that quantity B is greater than quantity A when x is at its maximum, but how about when x is far from y? My hesitation in doing this question the way you suggest is I'm not sure I could say for certain what would happen when x is not at its maximum. Can we be sure that the answer is (B), or might it be (D) because we're not sure whether quantity B is always greater?
@onozzTV 3 күн бұрын
I don't like figure geometry
@owenburns5698 3 күн бұрын
What videos would you recommend if I'm aiming for a 170?
@smilykena9144 3 күн бұрын
Thank you so much!! Team lefty!!!❤
@smilykena9144 3 күн бұрын
Thank youuuu!!!
@Journey-to-Clarity-1 4 күн бұрын
For question 7, does the question says those are integers?, without the information we cannot pick anything right? Said in HOW to approach video, can u pls clarify this. 38:10
@GRENinjaTutoring 3 күн бұрын
There's nothing in Q7 that says p, x, or y must be integers, but I'm not 100% sure what you mean when you say we cannot pick anything. The explanation works whether or not these numbers have to be integers. I hope that helps, but please let me know if you have any other questions!
@owenburns5698 4 күн бұрын
For the second wording of q1, is there any time in a problem like that that you shouldn't just pick the two values that fall in the range? I see that you didn't do any double checking that 4800 and 5600 can be decomposed into products of two digit integers within the given ranges for a and b (though its obvious that they can), and that would be a helpful assumption to be able to make for that kind of question
@Daniel-zh2fl 5 күн бұрын
You are such a great teacher. I wish I had learned it in school like this.
@sophiecampos4860 6 күн бұрын
for question 7 im having difficulty understanding why we plug in 3^3 into Pvk-1. Dooesnt k-1 mean we would have to go down on the number line? Thank you for all of the help?
@GRENinjaTutoring 5 күн бұрын
The formula P[k] = (1/3)*P[k-1] tells us that if we want to find a given term in the list, the kth term, then we need to plug in the value of the (k-1)th term. The (k-1)th term is just the term before the kth term in the list. So if we want to know the 23rd term, we'd plug in the value of the 20th term to P[k-1]. Or if we wanted to know the value of the 17th term, then k = 17 and k-1 = 16, so P[k-1] would be the value of the 16th term in this case. At this point in the solution, we want to know the value of the 2nd term, so we can say P[2] = (1/3)*P[1]. The question tells us that P[1] = 3^3, so P[2] = (1/3)*(3^3) = 3^2. I hope that helps!
@igweola9692 6 күн бұрын
if i stuck to statistics and data interpretation. i wont fail
@chiomaonwunzo2524 6 күн бұрын
Is the answer to No 4 really B?
@andrewn247 7 күн бұрын
At 40:23, how did you decide to input evens to start? x can be even or odd, so how did you decide to start with the more efficient choice of testing evens first?
@rheak.5470 7 күн бұрын
Hi, for question 4, you mentioned that in order for the mean = median, it has to be a symmetrical, evenly spaced set. I get that the numbers are evenly spaced by 2, but what exactly does symmetrical mean? Thanks!
@GRENinjaTutoring 5 күн бұрын
If we use the list in Q4, we have -3, -1, 1, 3, 5, 7, 9, 11. We also know the median of this list is 4. If we rewrite this list as the distance of each number in the list from the median, we'd get 7, 5, 3, 1, 1, 3, 5, 7. This is what Harry meant when he said the list is symmetrical. The good news is that you don't really need to worry about whether a list is symmetrical. As long as the gap between the numbers is the same and the list is evenly spaced, it will be a symmetrical list. I hope that helps!
@rheak.5470 4 күн бұрын
@ oh i see that makes a lot of sense! thanks so much!
@smilykena9144 7 күн бұрын
You are the best!!! Thank you so much from Bangoulap❤!!
@smilykena9144 7 күн бұрын
I fell in love with the teacher <3!! Thank you so much!!!
@priscillaziegler4154 7 күн бұрын
For Q3 can't it be done easily algebraically also? If we know the total that do both (132) we can subtract the overlap (120) from that and then subtract that from the overall total (150-120) to get 30? Same for q 1
@GRENinjaTutoring 5 күн бұрын
Yes, you can use algebra to solve these questions. Thank you for adding your method here! It's great to see different ways of answering these questions listed. There are often several methods you could use to solve a GRE question, but one of the challenges of the test is choosing the right one. For overlapping sets questions, we suggest using this grid method because it will cover the greatest number of questions with the same method. I hope that helps!
@nastaranzirak 7 күн бұрын
Thank you for this amazing GRE series! I just finished the last episode, and it has been incredibly helpful throughout my preparation. Well done!🤩
@nadira3700 9 күн бұрын
Thanks for sharing this video🎉
@rheak.5470 10 күн бұрын
Hi, thanks so much for the explanations! I'm a bit confused for Q8 though. Since this is a frequency table, do we not add up the total number of secondary teachers in the whole column, then get the median'th number of teacher (in frequency) and then go down each row adding the frequencies cumulatively to see which region that median'th no. of teacher lies? That way i got Eastern Asia but since that wasn't an option, my approach was to go with the next closest region which was (D) South-eastern Asia but i'm not sure about this way.
@GRENinjaTutoring 9 күн бұрын
The reason the method you suggest doesn't work is the table presenting the data for this question isn't a frequency table. The method you suggest would be perfect if the table categorized teachers according to their height and we were trying to find the median height teacher. We could line all the teachers up from shortest to tallest and select the teacher in the middle of the line. In this case, that method doesn't make sense because we can't line the teachers up. Who would go at the 'bottom' of the line? The teachers from Northern Africa, Europe, or somewhere else? Instead, we have a series of numbers of teachers according to where those teachers live. We know Northern Africa has 993 secondary teachers, Sub-Saharan Africa has 1,172, and so on. If we put these numbers in order from least to greatest, we can find the median number of teachers by selecting the number in the middle of that list. I hope that helps!
@tanishavora6763 10 күн бұрын
what level are these questions?
@sophiecampos4860 10 күн бұрын
For question 6. Shouldn’t it be x:x rt 3: 2x. The video stated rt3x. I might be confused
@GRENinjaTutoring 10 күн бұрын
This is just a difference in how the algebra is written, but really you and Alex are saying the same thing. You're writing it as x * sqrt(3), whereas Alex wrote it as sqrt(3) * x. The order you write the two things doesn't matter, in the same way as 2*3 gives the same answer as 3*2. I hope that helps!
@jesszilla2363 12 күн бұрын
At 41:20, the answer choice D is miscopied from the problem. It starts with x^3, not x^2.
@sophiecampos4860 12 күн бұрын
In question 7, how did you go from root of 75 to equal 5 root 3?
@GRENinjaTutoring 11 күн бұрын
If we start with sqrt(75), we can rewrite that as sqrt(25*3). The two numbers within the square root sign can then be split up to give sqrt(25)*sqrt(3). We can then say that sqrt(25)=5 so that we can rewrite sqrt(25)*sqrt(3) as 5*sqrt(3). I hope that helps!
@rabbathussain7140 14 күн бұрын
We can write quantity A, |3m + 5n|, as |3m + 3m -24| and quantity B, |3m| + |5n|, as |3m| +|3m| This simplifies to quantity A being |6m - 24| and quantity B as |6m|. If m < 0 then quantity A is greater than B. If m > 0 then B is greater. Hence should the answer not be D, cannot be determined?
@GRENinjaTutoring 14 күн бұрын
You're absolutely right, unless we can determine whether m is positive or negative. From the work Harry did in the video, we know quantity A equals zero, so we know |6m - 24| = 0. This tells us 6m - 24 = 0 or 6m = 24 which simplifies to m = 4. Since m > 0, we know that Quantity B is greater than Quantity A. I hope that helps!
@oluwatobiaderemi6893 14 күн бұрын
If T = 0.5, T is still greater than 0, But T over T is not less than T right?
@GRENinjaTutoring 14 күн бұрын
I think you're asking about Q6, but please tell me if I've got that wrong. You're absolutely right, T cannot be 0.5 in this question. From the steps shown in the video, we know that -1 < T < 0 or 1 < T, so we know that T is not 0.5. I hope that helps!
@mariamlotfy932 14 күн бұрын
HOW ABOUT P=O, Q=E, and R=E?
@GRENinjaTutoring 14 күн бұрын
I think you're asking about the final question, but please let me know if I've got that wrong. You're right: that's another scenario that would satisfy the conditions given in the question. The good news is that p is still odd in this scenario, so (-1)^p = -1, and the answer to this question is still (B). Thank you for your comment!
@sophiecampos4860 15 күн бұрын
Im a bit confused on the last question, can you explain more on why D is not a correct response?
@GRENinjaTutoring 14 күн бұрын
For us to be certain that any of these options MUST be a square number, we need to be able to rewrite them as (an integer)^2. For example, we can rewrite (A) as (12k)^2, so we know for certain that (A) is a square number. We cannot rewrite (D) as (an integer)^2, no matter how we twist of turn the algebra. Alternatively, we could look at some examples. Consider the cases in which p = 36, 49, 64, 81, or 100. , then p - 25 = 11, 24, 39, 56, or 75. In none of these cases is p - 25 equal to the square of an integer, so we cannot say that (D) MUST be the square of an integer. This is enough justification for us to say (D) is not an answer to this question. I hope that helps!
@JuanPena-ot9yw 16 күн бұрын
for the first question, how did you get 50% to be 3/4? how can that be done?
@GRENinjaTutoring 15 күн бұрын
If the train is 50% faster after the upgrade, then it will now travel at 150% of its speed before the upgrade. Earlier in the explanation, Alex showed that we can say the speed of the train before the upgrade was 1 mile every 2 minutes or 1/2 mile per minute. To find 150% of the train's speed before the upgrade, we can find 150% of 1/2 mile per minute or 150% of 1/2. This can be rewritten as (150/100)*(1/2) or (3/2)*(1/2) = 3/4. It's not that Alex said 50% was 3/4, it's that he said that the speed of the train after its upgrade was 3/4 mile per minute. I hope that helps!
@Abkuyper 17 күн бұрын
13:53 How did you get 4/4 in each booth? and why the next is 3/4 2/4 and 1/4?
@theferanmiesan9373 16 күн бұрын
I have this same question, she didn’t explain
@GRENinjaTutoring 16 күн бұрын
In this question, we want to know the probability Charles sits in each of the four available booths once in his four visits to McSorleys. The first time Charles visits MsSorleys' he can sit in any of the four booths. Saying this another way, there are four booths out of the four available that he hasn't sat in yet, so if he picks a booth at randome the probability he sits in one of that he hasn't yet sat in is 4/4. The second time he visits, things have changed a little. There are now three booths out of the four available that he hasn't sat in yet. If he picks a booth at random from the four, the probability he sits in one of the three booths is 3/4. On his third visit, there are now two booths out the four availble that he hasn't sat in yet. If he picks a booth at random from the four, the probability he sits in one of the two booths is 2/4. Finally, there's only one booth out of the four that he hasn't sat in yet on his final visit. If he picks a booth at random from the four, the probability he sits in the one available booth is 1/4. I hope that helps!
@theferanmiesan9373 16 күн бұрын
@@GRENinjaTutoring Super helpful, thank you!
@Abkuyper 17 күн бұрын
11:04 when do you need to multiple or add? I am not sure of the distinction.
@GRENinjaTutoring 16 күн бұрын
One shorthand in probability you can use is to think of the word AND to mean multiply and the word OR to mean add. For example, let's consider the scenario in which we roll two dice. If we wanted to find the probability we rolled two sixes, we could think of that as the probability of rolling a six AND rolling another six. Since we've used the word AND, we multiply the two probabilities together to get 1/6 * 1/6 = 1/36. Alternatively, consider the scenario in which we wanted to find the probability of rolling two sixes OR two fours. Since we've used the word OR, we add the two probabilities together to get 1/36 + 1/36 = 2/36 = 1/18. I hope that helps!
@shamimaafrose6341 17 күн бұрын
Now i can start my prep i guess.thank you
@Abkuyper 17 күн бұрын
55:20 Could you find the sum without trying to identify the pattern? say, using all the equations you were using for the counting problems (sum=mean/number, median = mean, big-small/gap +1 etc)
@GRENinjaTutoring 17 күн бұрын
Those formulas only work when you're finding the sum of a list of numbers that are evenly spaced. For example, we could find the sum of a list of integers (23, 24, 25, 26, 27, 28....), a list of multiples of 4 (16, 20, 24, 28, 32...), or a list of multiples of 2/7 (2/7, 4/7, 6/7, 8/7, 10/7....) This list of numbers is not evenly spaced. The first few terms are 1/2, 1/6, 1/12, 1/20.... so the gaps between the terms are 1/3, 1/12, 1/30.... Since the gaps between the terms are not the same, we cannot use the formulas we used in the counting problems to find this sum. I hope that helps!
@Abkuyper 18 күн бұрын
53:32 How do you know if it is recursive or a straight formula? to me they look the same kind of formula. Ex, recursive from previous question: P k=1/3 Pk-1 and straight formula: Fn=1/n-1/n+1
@GRENinjaTutoring 17 күн бұрын
You can tell which type of formula you're looking at by what information you need to find a particular term. A recursive formula finds a term by using some process applied to the previous term or terms. The formula in Q7 finds a term by multiplying the previous term by 1/3, for example. A 'straight' formula finds a term by using some process applied to the term number. For example, we can find the 23rd term of the formula in Q8 just by knowing we're looking for the term number 23, i.e. n = 23. I hope that helps!
@JuanPena-ot9yw 18 күн бұрын
for question 5, instead of doing it with fractions, would it be better to do it with decimals? I'm not really good with fractions so I did with decimals and still got A is bigger than B. But Im scared that during the exam if I do it with decimals I will get the answers wrong.
@GRENinjaTutoring 17 күн бұрын
Decimals and fractions are equivalent, so 1.2 = 6/5 for example. Using decimals in this question will give you exactly the same answer as if you used fractions. It's not better to use one or the other, so it's up to you which one you choose to use when you see a question like this. Having said that, it might make sense to spend some time working on fractions if you're not confident using them. There are probably going to be questions in which it would be better to use fractions than decimals, so getting comfortable with using and manipulating fractions might help you elsewhere in the test. I hope that helps!
@j.h3442 19 күн бұрын
You are amazing and a life saver ❤ thanks alot for uploading this playlist.
@Kojumain 20 күн бұрын
ace
@khalilshaik6161 20 күн бұрын
Hi to everyone at GRE Ninja Tutoring. I scored 170 on quant! your videos helped me to build a routine around quant practice. Thank you.
@keke-u6i 17 күн бұрын
Congratulations!! Did you rely solely on these videos? I wanted to brush upon my basics as well as practice advanced questions
@sadisticsierra9338 21 күн бұрын
For those who struggled with Problem 6, I solved it a bit differently and got the same answer. I do struggle with probability and math generally, I definitely have a different way of thinking about the math, so maybe it will be helpful to you. I had the same set up where I had 5/5+x * 5/5+x = 1/9 but I multiplied on the left and got 25/(5+x)^2 = 1/9. Then I was like… how can I make this ratio comparable? So I multiplied the left by 25/25 (or 1) to make the numerators similar. I got then: 25/(5+x)^2 = 25/225. Then since we know the ratios are equal, I set the denominators equal to each other, took the square root of both sides and got: 5 + x = 15 X = 10 For the math nerds out there you can tell me why this might not be the best way to go about it, but I thought I was pretty smart lol
@Ayehoe 21 күн бұрын
for 3, why doesnt 3*0.3 lead to the correct answer since the probability of him going 1 per week is 0.3
@GRENinjaTutoring 21 күн бұрын
When doing a probability question like this where we need to calculate the probability of three events (the probability Bob goes bowling on weekend 1, weekend 2, and then weekend 3), we multiply the individual probabilities. If we wanted to know the probability that Bob goes bowling on all three weekends, we'd find the product of the probability he will go bowling on each individual weekend. This would give us 0.3*0.3*0.3 = 0.027. Each possible outcome must have the product of three probabilities because Bob either does or does not go bowling each weekend, and we need to define what happens on each of the three weekends to give us a possible outcome. If we don't have the product of three probabilities, then we can't have considered what happened on all three weekends and we don't have a viable outcome to this scenario. The reason 3*0.3 doesn't give the correct answer to this question is that this is the same as doing 0.3 + 0.3 + 0.3. We haven't found the product of three probabilities, so this isn't a viable outcome. We're asked for the probability Bob goes bowling on at least one of the three weekends. We could separately calculate the probability Bob goes bowling on one of the three weekends, two of the three weekends, and all three weekends and then add these probabilities together. Alternatively, we could make things a bit simpler by saying we could find the probability he goes bowling on none of the three weekends and subtract that from 1. This is what Dana does when she calculates 1 - 0.7*0.7*0.7 = 1 - 0.343 = 0.657. I hope that helps!
@alexandrabeccari8189 22 күн бұрын
On question 2, I approached it by substituting y=3x into the original equation and got x=1, y=3. . i got the same answer (A) but want to double check that this is a reasonable approach!
@GRENinjaTutoring 21 күн бұрын
I'm not sure what you mean when you talk about the original equation in this question. Did you mean x/6 = y/18? If you did, we can't substitute y = 3x into that equation because that's the equation we got the y = 3x from. If we do substitute y = 3x into x/6 = y/18, we'll get x/6 = 3x/18 which simplifies to x/6 = x/6 or x = x. From this, x can take any value because it equals itself. Instead, we can take the y = 3x we get from the original equation and substitute that into the expression given in quantity B to give (3x + 4)/9. That will give us something we can compare to the expression in quantity A, as Charles does in the video. I hope that helps, but please let me know if you have any other questions!
@JuanPena-ot9yw 23 күн бұрын
for question 5, when we are left with 12Pj = 20Pf, if we solve for Pj we get 20/12 xPf, will that still be a good way to answer the question? because if we dived 20/12 = 1.7 which will be greater than 1.6 in the Quant B, which then Quan A will be Pj = 1.7Pf that's how I solve for it and I don't know if it's a good way to do it.
@GRENinjaTutoring 22 күн бұрын
That's another great way of solving this question. Once you get to 12Pj = 20Pf, it doesn't matter whether you write both quantities in terms of Pj or Pf. Either way, you'll have enough information to answer this question. Thank you for commenting!
@Abkuyper 23 күн бұрын
46:05 how did you set that point as 70th percentile? I thought the normal distribution is from "2% 14 % 34% mean 34% 14% 2%" how did you get that point as 70th?
@GRENinjaTutoring 23 күн бұрын
You've perfectly listed the percentage of the total population within each standard deviation band, but this question isn't about those standard bands. The question told us that "another sheep has a weight of 85kg and is at the 70th percentile." Harry didn't choose that point as the 70th percentile, the text of the question told us that's where it was. I hope that helps!
@RaviVishnu-oo9lt 24 күн бұрын
00:08 Introduction to key geometry topics for GRE 03:55 Identifying special right triangles can simplify perimeter calculations 08:15 Special right triangles formulas help solve geometric problems 12:20 Formulas for sum of internal angles and individual internal angles in polygons 18:34 Exploring possible triangles with at least one side length seven 20:28 Triangle third side must be between sum and difference of other two sides 24:21 Constraints can lead to a perimeter of 30 or greater than 14 27:59 Calculating height and area of a parallelogram 31:51 Calculating surface area and volume of a rectangular solid 35:40 The formula for volume of a rectangular solid is length times width times height and for a cube is s cubed. 39:47 Surface area of a cylinder is 2 pi r h + 2 pi r squared. 41:42 Understanding underlying logic and careful calculations are crucial for solving complex geometry questions. 47:13 Exploring the concept of similar triangles for geometric problem-solving 49:05 Triangle side lengths have a ratio of 2 to 1 but their areas have a ratio of 4 to 1 52:53 Understanding the ratio of areas and volumes based on side lengths and their cubes 54:57 Ratio of side length gives the ratio of areas 1:00:24 Calculate the radius and surface area using given height and volume. 1:02:56 Estimating surface area using geometry and approximation 1:08:44 Calculating area of shaded regions in a square using Pythagorean theorem 1:10:30 Proving triangles are the same using angles and sides 1:14:10 Using figure geometry to find side lengths and area 1:16:18 Understanding the relationship between circles and squares Thank me later;
@potato733 27 күн бұрын
Q3 doesn't make much sense. When you consider distance of Meera at t=0, she is already 176km away from London whereas the question states she leaves London at t=0 => distance=0km. Couldn't wrap my head around it. Hope we don't have such ambiguous questions in the test.