A common divisor is 6. Therefore we can consider the number 6 as 100%. 30 is 500%, 24 is 400%. 24 is 4/5. Now, apply this to the number 100. 1/5 of 100 os 20. 20×4 is 80.

what if (x^3+b^2*y)=0?

Yes

Bro 24/30 = 8?💀💀💀 It should be ⅛ which is 80% bc 8/1 is 800%

Ty for teaching a lil

Or you can take 10% of 50 and multiply by 6. Much easier.

Nice

Well done!

Well done

Average American question

312

I think that dividing the shape into 3 triangles would be faster, as the sum of a triangle’s angles is 180. So 3 triangle times 3 equal 540

you could also label this as x1 ^ (sin x2), take the exterior derivative and relabel them back to x

28

Ur going backwards?

😮😮😮😮, cool video mate. Can you explain it further?

I would rather solve this quicker by thinking slightly more before you expand. Observe that in the expanded polynomial, x^2 term can be only achieved by having ax * (-bx) and 3 * 5x. No other combination of terms can have x^2 term. Then the coefficients are as follows -ab + 15 = -9 Thus, ab = 24. Instead of simply wasting your time expanding the entire equation (which is not wrong), you can save more time to solve different problems. Think before you have dive into the problem!

bro i have not done sats yet but I can do that in my brain how do people struggle with geometry?

Cool

-.5?

The 1st answer is not correct, I'm really sorry to tell you that, Im a math professor

General case requires lambert w function

Cool problem and explanation.

That’s fun

Nice

If this is hardest that the SAT has to offer than the SAT isn't really that hard at all. I was able to do most of this in my head I only had to write down one line to finish the rest in my head. The answer is D. 8.

demn i was first thinking to square on both sides but you did it in one step

Nice scarf

64 ez

I have a compulsive problem to do every math problem that pops up on my feed, I just wish they’d get more interesting by now 😂

(a+b)² - (a-b)²= =(a²+2ab+b²) - (a²+b²-2ab) =a²+b²-a²-b²+2ab+2ab =2ab+2ab =4ab =40 Alternative.

My answer is 3.25/1.333333

I wish math exams were this easy

What are the situations in which we should look for that approach?

Whyyyyy, just do 1/((27)^0.5)((3)^0.5), then mutiply the 27 by 3->1/81^0.5, then 81 squared is 9.

(a+b)²-(a-b)²=(a+b+(a-b))(a+b-(a-b)) =(a+b+a-b)(a+b-a+b)=(2a)(2b)=4ab=40

Yeah, just reduce first. Logs usually get resolved by doing the algebra first as well.

You showed many steps making it longer. Just reduce the fraction by 2^x then add the 1. 5^2=25 and there you go.

I immediately thought of the quotient rule, but this is way better method and more elegant. Nice

Is it wrong for me to think that the answer was 30 because it was written in a larger font? I truly didn't know the math behind it, and thank you for the lesson, but I saw that 30, larger than the other numbers, and I went "that's suspicious."

just assume x=2 and plug that in and see what answer is closest. It saves time on the test

Write 10^x as (2^x × 5^x) which will become 5^(x+1). Then the x+1th root can be written as. (5^x+1)^1/(x+1). = 5^1 which is 5

9

Value of hte expression... what.. you have 3 x's and they all have to be teh same, what is the evaluation.. IF 2^x = 5, then you have x+1rt10^x...find the expression? There seesm to be instructions missing.. So the secondary form is to find the bottom equation into sat problem, also, the answers 1 2 3 you cna input them into x if you ahave 5 on the right... this makes no sense... So your stating substitute 5 for 2^x its a subsitution problem, but its wored weird... okay... I would hope it was clear or tuaght with clarity of what it asked for, such as Substitute any of hte following with this, for the expression below to simply it, since you can't solve it since there is no equals to blance your simply reducing the question. Problem is how far do you take this... 5^x*2^x.. okay. so you substitute 2^x for 5... 5^x5 ---> Use the property of exponents: a^m×a^n=a^(m+n)a^m \times a^n = a^{m+n}. so we have (5^x)(5)^1 = Since they both are 5.. we can go (5^x+1)(5^x) rule of exponents.. We are not done, so now we have to use this rule: Using the property of roots: amn=amn\sqrt[n]{a^m} = a^{\frac{m}{n}}. So the INDEX of x+1 is divided against the radicand exponent of x+1, this would leave the radicand of 5to teh power of ^1, which five to the power of 1 is 5... So the expression evaluated is 5... Thanks for the great question i as not taught math well and I used co pilot to clarify which I actualyl learned the math langague of what a index is, a radical andd a radicand... which was way easier ot udenrstand waht hte words meat in processing the actual question that uses the same language, imagine never beign taught this and asking teachers throughout college and school, for what these words mean, enver given a defintion of hte temrinology.. its like.. some batshit nonsense, when I keep stating, grmmar of the langauge is important to my success menign the meaning of the words and its relation to that meaning, so people are engineered ot be stupid by some cruel measure of misinformation to make peopel slaves, tis pretty obvious. .fuck this land, lol, but anyways.. thanks for the question its quite simple, SAT problem is not a problem the problme is teachign math is simple logical thing. having rules for the test and math shortcuts hsould be on a sheet, lol.. remembering formulas is mute, but misleading or tachign demosntrates am osnterious erroancy to a colelctive cult or monopoly to accuse and call you stupid... I struggled ot figure out what yo uasked, and then followed your work and didnt' udnerstand it.. you did good, but yo udidn't explain the steps.. it snot trick, its liek looking at naother language and not udenrstanding what it is asking.. the entire concpet of ROOT is confusing when its called index or degree, and inside the radical is the radicand, and the radical isthe line thing, and the root is the entire expression under the radical sign.... or hte simplfied expression. since htere is no equal.. sign. Radical is heart beat line, Which the nmakes this make more sense.. lmao.. iamgine if they taught you how to write the question with propper language before solving it.. meh.

2 to the x will never equal 5 with any of those answers. Also none of those answers solve the bottom equation either.

Did you know that a lot of students outside of North America don't know that 35 ÷ 1/7 means 35 × 7? Did you know that a lot of students outside of North America don't know that 2⅔ is a Mixed Number?

Nice trick. I would cancel from (2 x 9 ) / ( 3 x 4^2) this reduces to [after cancelling a 3] (2x3) / (4^2) and then (3) / (4x2) [after cancelling a 2] which, as you say, 3/8

Nice 👍

= (2-¹ + 2-¹ + 2-¹ + 2-¹) / 8-¹ = (½ + ½ + ½ + ½) / ⅛ = 2 / ⅛ = 2 × 8/1 = 16

What are you on about? Very confusing explanation