Having trouble with this maths question? plz help?
I will use ^2 for squared +- means + or - sqrt means square root In surd form means with square root still in... 1) 2x^2 - 12x + 17 = 0 Put into the quadratic formula ( for ax^2 + bx + c=0 x= (-b+-sqrt(b^2-4ac))/2a ) x=(12 +- sqrt([-12]^2 - (4 x 2 x 17)))/(2 x 2) =(12 +- sqrt8)/4 x=3+(sqrt2)/2 or x=3 - (sqrt2)/2 2) If a quadratic equation has no real roots the discriminant is less than 0 i.e. b^2 - 4ac <0 so for 2x^2 -12x+21=0 (-12)^2 - (4 x 2 x 21) = 144 - 168 = -24 Therefore no real roots 3) If a quadratic equation has equal roots the discriminant is equal to 0 i.e. b^2 - 4ac = 0 so for 2x(2)-12x+p+0 (-12)^2 - (4 x 2 x p) = 0 144 - 8p = 0 144 = 8p => p = 18 Hope this is helpful
Math Question I am having trouble with?
Well for starters, it does not imply that they work slower in groups as the question says working alone. However, it takes 30 minutes for Chipper and 45 for Dalie, so 15 more minutes for Dalie to wash a car. If Dalie starts washing 5 minutes after Chipper, that means Chipper only has 25 minutes left, while Dalie has 45. So 45-20 = 20 minutes. So Dalie will be finished 20 minutes after Chipper.
I am having trouble on this math question... I suck at math... Can someone please help me figure this out?!?
Math isn't that difficult... ... You just have to get your mind wrapped around the problem. Let x equal the original cost of the shirt: 1x + .7x = $21.95 Now, solve for x: 1.7x = $21.95 x = $21.95 / 1.7 x = $12.91 ← original cost of the shirt ** ALWAYS CHECK YOUR WORK ** $12.91 * 70% = $9.04 $9.04 + $12.91 = $21.95 ← Checks! Good luck in your studies, ~ Mitch ~
Trouble with this math question?
Let x = the speed Ponce ambled at in miles per year, so 3x = the pace for the next 10 years 1 (x) + 10(3x) = 3100 x+30x = 3100 31x = 3100 x = 100 miles per year Since his rate was 100 mi/ yr and he ambled for 1 year, the total distance he ambled was 100 miles.
Having trouble with math problems... ?
having trouble with math problems... ? i've trying to do my homework but i really can't understand it. i really do want to have high academic grades. can anyone please help me to solve them? evaluate each expression. (4 t 6)7 50 -(15+ 9) 29 - 3(9 -4 ) [7(2) -4] + [9+8(4) ] (4x3)exponent 2 x 5 _________________ 9 + 3 (16-3)x4 15+3x2 22+3x7 4(11+7) - 9 x8 12(9+5) -6x3 12 divided by 3x5-4 exponent 2 15 divided by 3.5 - 4 exponent 2 288 divided by [3(9+3)] 390 divided by [5(7+6)] 2x8 exponent 2 - 2 exponent 2 x 8 _______________________________ 2x8 4x6 exponent 2 - 4 exponent 2 x 6 ____________________________ 4 x6
Why am I having trouble learning math?
A2A. If you think you are the only one, you cannot be more wrong. At different levels of math we all have struggles. Even Gauss and Euler struggled with math, it is a very demanding and ungrateful subject. All of the other 3 answers underneath me are excellent, I would add no additional value with my comment, but I want you to know something: Math is not like other subjects, and not just because it is a specific type of language and reasoning, but also because math pays its rewards sooo much later than any other subject. What I mean by this is that, you would have to study maybe for months or even a year, work hard, get all the pieces together, until it clicks in one beautiful logical framework that you could finally understand. So when you do math, just be prepared that you would have to work hard for a longer period of time, and just find some motivation until you get to that point when the rewards from the hard work will appear.Best of luck!
I'm Always having trouble with Math. What's wrong with me?
I would suggest that either nothing is wrong with you or you may have some very common issues associated with mathematics.Dyscalculia is a learning disability associated with having trouble with mathematics and logic. Some researches suspect that dyscalculia may be as common as dyslexia. My cousin has dyscalculia and I discovered, while tutoring him, that he was always trying to do math in a certain cadence and at a certain speed. I found it fascinating, because I do believe that there is a very common cadence and speed that a typical math teacher uses. If you find that you are trying to do homework problems at a certain speed, or rhythm, try to break yourself of that. The best way to break the cadence is to look for a good one on one tutor or to sit down with your teacher to discuss problems.Many people have math anxiety and frustration that might not be associated with dyscalculia. I love and excel at mathematics mostly due to the nice endorphin hit that I get when I solve a problem. Often the longer it took and the more mistakes that I made along the way, the higher the endorphin hit. I would suggest that there’s something a bit wrong with me. For normal people, who value real accomplishment, spending hours on an effectively pointless problem should seem a bit misguided. Why does my brain chemistry reward me so much for simply replicating an answer that is on a page in the back of a book? I’m not sure.Finally, don’t conflate intelligence with mathematical ability. For many skilled mathematicians, mathematics is a drug. And many of us so enjoy the problem at hand, we sometimes forget that the solution to real world problems may not lie within mathematics. We’ll spend hours optimizing a solution, when we could have just walked down the hall and asked the guy that’s being doing something 30 years what he would do.Good luck.
Having trouble with a math problem answer?
I'm doing a problem that says: Sara has some oranges. She sold 40% more than she ate. If she sold 70 oranges, how many did she eat? And the explanation of the answer says: Let x = the number of oranges that Sara ate. Thus x + .4x = 1.4x is the number of oranges that Sara sold. Thus 1.4x = 70/1.4 = 50. -My question is where did the 1.4 when solving the problem come from? I'm sure its really obvious but I'm stuck as to why, so an explanation would be great :)
Im having trouble with this math problem can anyone help me out? ?
beadingbusily is exactly right, but here is why. Let his age at death be X. Childhood: (1/6)X Youth: (1/12)X Bachelor: (1/7)X Marriage to birth of son: 5 Son: (1/2)X Death of son to death of father: 4 Putting it all together you get his total age of X again: (1/6)X + (1/12)X + (1/7)X + 5 + (1/2)X + 4 = X Change all the fractions to use a common denominator of 84: (14/84)X + (7/84)X + (12/84)X + 5 + (42/84)X + 4 = X (75/84)X + 9 = X Subtract (75/84)X from both sides: X - (75/84)X = 9 (84/84)X - (75/84)X = 9 (9/84)X = 9 Multiply both sides by 84/9: X = 9 * 84/9 X = 84 Answer: He spent 14 years in childhood He spent 6 years in youth He spent 12 years as a bachelor. He was married 5 years before his son was born. His son lived 42 years. He lived 4 more and died. 14 + 6 + 12 + 5 + 42 + 4 = 84 years
I'm having trouble in maths. How can I overcome these difficulties?
Set some time aside to catch up. Take plenty of breaks between plenty of sessions. Get a tutor if you can, a peer who knows. Here's some motivation.