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Old 04-21-2008, 02:30 AM   #16
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There's an Algebra 2???

I could juuust do normal algebra and basic calculus, and I thought I was ok at maths. I think I passed Year 11 Maths Methods with about a D+/C average or something. Soooooo glad I didn't go on with Yr 12 Methods.
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Old 04-21-2008, 04:01 AM   #17
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Quote:
Originally posted by DrTeeth
It's easier to figure out the mechanism if you substitute the numbers for numbers you're more familiar with.

Instead of 10/c = 0.159, you could write 6/3 =2. It's easy now to see how what you have to do with the 6 and the 2, to get 3 as an answer. Once you've figured that out, you only have to change back those numbers to the numbers in your formula.
Yeah, this is how I actually figured it out eventually. It makes pretty logical sense. I guess I was overthinking it. And I'm STILL wondering why the "rules" seem to be different here--in other words normally you're looking to solve for c by multiplying by 1/10 but here you're multiplying each side by c first and THEN dividing by .159.

Maybe I'm there's just a big gap in my understanding of the basic principles here.

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Old 04-21-2008, 04:03 AM   #18
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Quote:
Originally posted by ~BrightestStar~


I take it today has been one of those horrible days where the longer you look at something that should be simple, the more confusing it gets?


I suppose even math teachers can have their bad days



And I mean no offense.




how would you solve that on any other day?
No offense taken. I think part of the problem is that I'm really not a math teacher. My certification areas are English and Behavioral Sciences and I'm quite knowledgable in History. However, I've ended up having to teach Math for the past several years and I've gotten much better at it (I hated Math as a kid and always tried to take the absolute minimum of math throughout my education) but I think there are still gaps in my understanding that wouldn't be there with a "real" Math teacher.
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Old 04-21-2008, 05:26 AM   #19
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Quote:
Originally posted by maycocksean


No offense taken. I think part of the problem is that I'm really not a math teacher. My certification areas are English and Behavioral Sciences and I'm quite knowledgable in History. However, I've ended up having to teach Math for the past several years and I've gotten much better at it (I hated Math as a kid and always tried to take the absolute minimum of math throughout my education) but I think there are still gaps in my understanding that wouldn't be there with a "real" Math teacher.
Ahhhh, I see.
This explains a lot.

I know when I've tutored people that manipulation of the formulas (like what we're talking about here, with the 10/c) seems to be something that catches those with a weak background in math.
I'm not sure why exactly this is, it must be a conceptual thing. Cause for me, shifting this stuff around is almost automatic.

I assume there is some shortage of available teachers or funding as a reason why they have thrown you into the pool of math?
And kudos to you for learning as you go. It's tough to do. And hell, you hate math put are teaching algebra?


Anyway, there are a couple ways you can look at it.
I usually just think about doing opposites.
Due to the equal sign, you have to keep both sides of the equation balanced. Thus whatever you do one one side, you do the reciprocal of on the other.
So there, you are dividing by c, to oppose this you would multiply by c on the other side.
It cancels the process out you see, cause you are doing the same things to both sides of the equation, but lets you get the variable where you want it.
c(1/c) = c (2) (random numbers used for simplicity)
When the c's cancel on the left you have 1 = 2c

That's how I end up thinking about it and explaining it to others. It would prob come across better in person I'm afraid.



And, technically, you are right, you could simply divide by 10. But then your answer would be equal to 1/c not c.
It just adds extra steps...

eg

10/c = 2
1/c =2/10
1/c = 0.2
( 1 = 0.2c)
1/0.2 = c
5 = c

vs

10/c = 2
10 = 2c
10/2 =c
5=c




Anyway, I'm rambling now.

Good luck with your class!
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Old 04-21-2008, 08:04 AM   #20
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^Why didn't any teacher before tell me that was possible?

Thank you.
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Old 04-21-2008, 10:35 PM   #21
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The light bulb went on!

1/c! Of course! I forgot that multiplying by 1/10 would leave me with 1/c NOT c on the other side of the equation.

thanks, BrightestStar! Your screen name is quite apt!
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Old 04-23-2008, 11:17 PM   #22
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Old 04-24-2008, 10:17 PM   #23
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Aaaah! Aaahhh! Aaaahhhh! Higher math in the Crack House -- oh dear God, make it stop!!!



Seriously - my utmost respect to you, Dr. Teeth. I marvel at your intellect.
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Old 04-28-2008, 01:44 PM   #24
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I used to be brilliant at algebra. But I forgot it all as soon as I aced the last test, like a normal person. What is wrong with you people? You're not to supposed to actually retain this stuff.









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Old 04-29-2008, 10:36 AM   #25
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Quote:
Originally posted by ~BrightestStar~


how would you solve that on any other day?
I'd shoot myself in the head first, then give it some serious thought.
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Old 04-29-2008, 10:52 AM   #26
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I used to be good at maths...but I haven't had to bother with it for quite some time now. The only thing I can remember about calculus is "cutting off Britney Spears' head." My Taiwanese professor had some rather unconventional ways of explaining derivatives.
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Old 04-29-2008, 12:02 PM   #27
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Wow...i just finished taking high school pre-cal
and that looks like WTF to me
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Old 04-30-2008, 09:10 AM   #28
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Quote:
Originally posted by DrTeeth
10/c = 2 log r/log w

r = 0.86
w = 15%. which is the same as 0.15 (which is probably where you go wrong)

10/c = 2 log 0.86/log 0.15

10/c = 0.159

10/0.159 = approx. 62.89


i've always loved this sort of stuff

pyramids, cubes etc though
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