matt394

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3
answers

i must be putting this into my calc wrong i keep getting .86217 as a result for tan-1(14/12) any help im useing a ti-89

1
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hopefully you will add practice problems like in the math videos for peopel to test their learning of the info

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√5×Â³√5= what

1
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11!/4!4!2!= what ? 11 10 9 8 7 6 5 /4 3 2 1 2 1 how do these interact can you simply simplify the 3 into the nine or 6 and the 4 into the 8 ?

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im a little lost with this setup as if n=2 this is a false statement so shouldent it fail a proof? also dont understqand why kÂ² is brought down the formula is (2n-1)=nÂ² so shouldent it be (2(k+1))-1)

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(√20+√20+√20....)where each consecutive root of 20 is under the preivious help with how you solve please

1
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how do you determine when the y is the first i mean you could technically have done this equation either way by simply putting the y setup in front of the x what makes it x first vs y first

2
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would it be more propper to combine the exponent when writing it so that it is 3000e^.16

1
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in this example problem the - sign is supposed to be a + sign lessons with impropper examples make for poor study i find i like to try and solve them ahead of the info after the concept cant do that

1
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the example problem is missing the = sign

1
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i thought x^-2 was = to 1/x^2 not (1/x)^2

0
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i wish hed have inserted the -3 into the origonal equation and shown how they end up and still = each other im having problems seeing this

0
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id like to recomend to this teacher that if hes still introducing new ideas he should also allow for 1-2 problems that do not introduce new ideas but just test a students ability to use thoses ideas.

1
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wouldent this be undetermined since we dont know the shape of the playground. if its oval itll be circular if its square itll be a box.

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why did he change the value of hight from meters to feet in this examples answer

1
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what would the answer be if you completed the square on this problem i was getting x=(3± √7)/2+4

1
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in this problem when he adds 2 to the other side he writes it as 2± √14 shouldent it be 2+± √14 or better yet ± √14+2 the first looks like 2 multiplied by ± √14

2
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wrong problem assosiated with this lesson hes got -25^3/2 but the example says -25^5/3

0
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isnt x^2 in the first example become + x since its ^2

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so would the right answers be 2,3,-2,-1/2 since the last 4 polynomials each = 0 with these values respectivly

1
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would the differnce of squares of x^6-64 be x^3-8(x^3+8)

1
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shouldent you put your highest degreee exponent in front? as in y^6+27^3

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this problem shows a 9C3 where both 9 and 3 are on the bottom of the c like a power but under instead of above the video is not working and im curious how you solve this

1
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help (x^(3a-2))/(x^(2a-1) = what

3
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help? f(x)=2x+5 and g(x)=1-xÂ² then f(g(2))= ? how do i solve this

3
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im sorry but cant you do to the left the same as he did on the right and reduce 2/3 thru 15 to be 2+10)5 witch should be 10x+50 not 10x+150

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the problem listed in the tab is not the problem they show in the video in the video its 2/3 radii ratio in the problem its already volume 2/3 ratio

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ok i went over my stuff i dunno if this is right but i think hes got the small circle radii wrong at 3 it should be 7 with it being 7 the a should = 408 pi can i get some input on my calculations

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how does he get the little radius as 3 when its on the outside edge woulden't you need the radius of the inner circle witch would be 1/2 of the center circles diameter witch is 10-3 or 7

1
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would the cylenders total serface area = 168

2
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it does not give the depth of the drilled circle is it all the way thru or only a certain depth

1
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wouldent the plus sign have 8 points of rotational symetry or 45 degres

3
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if you have (x,y)→(-x,-y) would that be a reflection over the origion ?

1
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center is not defined by diagram

1
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the links to problem 2 and1 are reversed link to problem one should be on button 2 and link from button 2 should be on button 1 please fix

2
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can 10 root 2 plus 10 be simplified as 10 times (root 2 plus 1)

0
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√3+√27= what i would break it into √3+√9×√3=√3+3√3=4√3 but my answer says 3

0
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last video in this series not working for me can someone write the answer and how it was obtained

2
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problem 2 of this series is not loading. can anyone explain how you simplify √17/36

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ok not really related directly but if x stands for number of items sold im curious as to what the coefficients represent, orders?

0
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what happend to the x in the equation.what happens to the x in the part xÂ²+bx=c she makes it (x+1/2b)Â²=c+(1/2b)Â² where did the x go in front of the b in the first part.

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why cant you simplify the expression (x-3)Â²+1 to be xÂ²+9+1 or xÂ²+10 then solve it only trouble is it don't seem to come out right.

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in this equation system if you solve initially for q=28-d it does not come out to 9 is there a reason she picks the dime vs the quarter and if so why, also why does solving the system with q=28-d work

2
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my question is this asked for an equation of the line it didn't specify what form so would any form do like slope intercept/y intercept/or standard

1
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i believe this is a function of radicals youll probably find info for this type of problem in pre-calc

1
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she doesn't check her work on this problem im having trouble seeing -1 and 7 making it right . can someone show this check

3
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for this example can it be represented like this and not be wrong? 8>x>16

0
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i want to know if this is a complete answer or if it should be written as 16.82≥X≥0 or would the sign in front of 0 be> only is this more correct or unnecessary since you cant spend neg money

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for instance if instead the example was F-32=5c we would divide by 5. seems i may have answerd myself 3=5c = 1/5x3=1/5x5/1c =3/5=c

0
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im curious in this example is it referenced as 9/5(c) if so dont you removed multiplicitive via differnce meaning f-32/(9/5) im curious as to why shes using the recipricol to remove the fraction.

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this lesson link is incorrect-the link for the concept is the same as the link for problem 1(link is differnt information is duplicated)

1
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3[2(4+1)Â²]-10Â² in this example after arriving at 150-10Â² the example says it becomes -100 but if I'm not mistaken it should be +100--150+100. can anyone check this here is the lesson problem 3

1
answer

When writing a problem in English words, What are all the words used to represent the functions (+,-,x,/). x being product, I'm guessing / is the difference, how would you word a+b-c

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