Math question about complex numbers .?
1.Given that z1= 3-2i and z2= 4+3i ,find z1z2 and z1/z2 ,giving your answer in the term a+bi 2.If z= 1+2i ,find the complex numbers ,(iz-1)^2 and z/4-z^2 ,in the form a +bi 3.If z=4+5i,express in the form a+bi,complex numbers a)(z-4i)(z-6i) b) z+1/z-4 Please show me the working.Thank you and i am not copying answer i just want to reference it because my math is weak.i am improving my math.Thank for your help.:)
What am I doing wrong in this maths question?
Taking you (Y) and your friend (F) example:Currently you are 17 and he is 65 which makes the first equation as:F = Y + 48Now a year ago, your friend (64) was 4 times your age (16) which makes the second equation:F - 1 = 4 (Y - 1)Do you see what you missed?When you say 1 year ago that means 1 year ago for both you and your friend.Note: The solution in red doesnt seem correct to me. It should beM - 1 = 4 (S - 1)according to above logic. And it should solve down like this:[math]M = S + 9[/math] eq. 1[math]M - 1 = 4 (S - 1)[/math][math]M - 1 = 4S - 4[/math][math]M = 4S - 3[/math] eq. 2Comparing Eq. 1 and Eq. 2[math]S + 9 = 4S - 3[/math][math]12 = 3S[/math][math]S = 4[/math][math]M = S + 9[/math] from eq. 1[math]M = 4 + 9 = 13[/math]Now you can check:M is 13 years old. S is 4 years old. M is 9 years older than S.One year ago, that is when M was 12 and S was 3, M was 4 times the age of S.Hope it helps!
Ten points, for elementary school math QUESTION?
I am in college and unsure if my answer is correct. This is for an Education class not MATH The locker Problem: There are 20 lockers in one hallway of the King School. In preparation for the beginning of school, the janitor closed all of the lockers and put a new coat of paint on the doors, which are numbered 1-20. When the 20 students from Ms. Wong's class returned from summer vacation they decided to celebrate by working off some energy. They came up with a plan: The first student ran down the row of lockers and opened every door. The second started with locker 2 and closed every second door. The third students started with locker 3 and changed the state of every third locker door. The 4 student started with locker 4 and changed the sate of every 4 lover door, the 5 student with locker 5 and changed the state of every 5th locker door, and so on until all 20 students had passed by the lockers. Which lockers are still open after the 20th student is finished. Which locker or lockers changed the most. Supposed there are 200 lockers. Which lockers are opened after the 200th student is finished? Which locker or lockers changed the most ? Please show work and reasoning it's for 6th grade. I will give you the points !
Where am I wrong in this maths solution?
The derivation:( T1 - T0 + T2-T1 + T3-T2 ..........Tn - Tn-1 ) = Tn ( others cancel out )seems to be wrong.Here LHS = Tn-T0 as T0 is not cancelling out.That is the reason for wrong interpretation of Tn value.
What am I doing wrong with this math problem? Would someone please help me? I'm going insane.
Your problem is that you have expanded the expression out incorrectly - [math]3(x^2 + 5x -3 -1)^2-5[/math] is not [math]3x^4 + 75x^2 +43[/math].In fact, in this case, I think the best way to solve this would be evaluate g(x) at x=-6, then evaluate h(g(x)).Rather than fight Quora’s math mode, I've written both methods out and included it in a picture below, and you can see they evaluate to the same thing.Hope it helps, let me know if you have any more questions!*ETA picture - it didn't upload the first time :(
What am I doing wrong with this math problem ? the picture of the problem is in comment !
One issue is that you’re not being general enough regarding the asymptotes of [math]\tan[/math]. It doesn’t have just one asymptote at [math]-\pi/2[/math], but at every odd multiple of [math]\pi/2[/math], that is, [math]f(x) = \tan x[/math] has an asymptote at[math]\dfrac{\pi}2 + k\pi[/math], for [math]k \in \mathbb Z[/math],which you can write (if you prefer) as[math]\dfrac{(2k+1)\pi}2,\quad k \in \mathbb Z.[/math]Other than that, your procedure is correct. You should go on to find[math]\begin{align*}\dfrac12 (x+4) &= \dfrac{(2k+1)\pi}2, \\ x+4 &= (2k+1)\pi, \\ x &= (2k+1)\pi - 4, \end{align*}[/math]which includes the [math]-\pi-4[/math] you found and all of the other vertical asymptotes.That said, i’m also not sure what you mean by [math]-\pi-4[/math] not being “on the unit circle” and why that would stop you from graphing the asymptote. You can represent the vertical asymptote at [math]-\pi-4[/math] as a vertical dashed line crossing the horizontal axis at [math]-\pi-4[/math], which is approximately [math]-7.1416[/math].
How do I not get frustrated and give up when I get math questions wrong?
There is an unintended lesson we convey in the way we teach math in the US. I call it “answer getting mentality”. We teach students that the answer is what matters. I think you are discovering one of the weaknesses of answer getting mentality. If the answer is all that matters then when you get the wrong answer you are going to get discouraged. If the answer is the end of the problem and you wound up in the wrong place then there is no where to go. You are stuck!The thing in math is that the answer actually matters very little. The answer is not actually the end of the problem. The question we focus on is “how do we get the answer”. But that is not math. The more interesting question is “why is that the answer?”. Or “why does that process get the answer?”. With this mentality when you get the wrong answer you are not stuck. The next step is to ask “why is that the wrong answer?”.As a math teacher I am actually fascinated but incorrect solutions. They say a lot. It is very rare that a student who gets a wrong answer knows nothing about the subject. So what did they understand? What logic did they get wrong? How did that faulty logic lead them to their answer? These are interesting questions.When you get a wrong answer I want you to give your self a second for disappointment then take deep breath and say “oooh! A real learning opportunity!”. Why was that the wrong answer? What did I do right? What did I do wrong?I recommend you check out the resources on Growth Mindset put together by Carol Dweck and her team Home Page.
What did I do wrong in this math problem?
Before I answer your question I have one query to make, Where is the question?You could've attached a picture of what you did so I can see what is wrong.Some tips I can give for maths are:You just don't apply the formula in every sum. You have to apply your brain.If you think you have done something wrong try to see your mistake yourself before asking anyone.If you still can't find a mistake then consult your maths teacher or ask away on Quora.So if you are having any problem with any sum you have to show the sum for us to correct anything.Hope this helps.Thanks for reading. :)