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Hello! I'm pre-studying for university, and I've been stuck on this question for like the past week. At this point, I've learned about the logic laws (typically used for like, statements and stuff). Could anyone help solve this question (from How to Prove It by Daniel J Velleman)? Please don't use venn diagrams, since I understand how those work. Also, is it suggested to solve these questions by set laws/properties/identities, or do you think venn diagrams enough? (△ is symmetric difference). Also, sorry for the messy typed out equation. Thank you for your time!

Verify the following identity:
(A∪B) △ C = (A△C) △ (B\A)

Edit: Figured it out, thank you everyone!! Have a lovely day :D

When my school taught us long division I was sick that day, so for the past 4 years I have gotten away without knowing how to do it. I realize now that a 8th grader should know this. Please help me understand how to do it!

Edit: Sorry if I don't respond to ur comments, I haven't been getting the notifications for comments, but I will read it eventually!

I started struggling with math back in the first year of secondary school—on top of just not caring about it. Now, having just turned 18, I really regret having hated it. I’ve been trying again for the past month—just like I have in the past—but for some reason, I just can't get the hang of those damn fractions, no matter how many hours I put in. I end up mentally exhausted and even start feeling dizzy, yet I still can't spot the patterns. How can I correctly solve a third-year secondary school fraction problem without having to redo it five times over two hours and burning myself out? It’s seriously frustrating because fractions are the only thing holding me back; now that I’m about to start my final year of high school (2º de Bachillerato) in September—and the material is almost entirely fractions and functions—I really need to do something about it.

My daughter finished 4th grade okay overall, but fractions never really clicked. Equivalent fractions she can do. Comparing them or adding with different denominators is a coin flip. Her report card was fine so I let it go, and now it's late July and I keep reading that 5th grade is basically the year of fractions.

We have about five weeks. She'll give me 20-30 minutes a day before it turns into negotiating. If you were me, what would you spend that time on? Drilling the procedures until they stick, or going back to explaining the concept? And if a workbook or site worked for your kid, I'll take that too.

I used the right formula and also did it manually, both had different final answers </3

The question was "Find the sum of the first 15 terms of the arithmetic sequence: 4, 9, 14, 19,"

simple right? just use Sn = n/2 (2a1 + (n-1) d)

substitute S15 = 15/2 (2(4)+ (15-1)5)

= 7.5 (8+70)

= 7.5x78

=585

585 should be the right answer but I doubled check it by doing it manually by listing then one by one, and the 15th should actually be "74"

4,9,14,19,24,29,34,39,44,49,54,59,64,69,74

which is the actual right answer?

(this is my first time posting here, I'm sorry if it looks like an very simple problems)

here is the img link for reference

https://imgur.com/a/77cVY2n

https://imgur.com/a/77cVY2n

I’m 26 and never liked math can I get some tips on how to pass the math
What do I need to know

Hello all,

I'm in need of tips for learning math, specifically college level algebra and calculus. I am in my third year of college and I have to retake this math course again because I've failed it twice before, im struggling with understanding the materials even when going to tutoring and office hours.

Math has always been a struggle subject for me and during high school they put me in easier math classes in order to help me graduate. I'm starting to think I might just not be smart enough for it to click.

All that being said, how do I learn the materials and, for lack of a better term, get good at math? All advice is very appreciated!

The mechanic in question is a CRM (conflict resolution mechanic) I've come up with. It uses a deck of cards and attribute values between the player & non player characters. Similar to games like D&D that involve rolling a D20 but here there are no dice. A deck of cards acts as a shortcut for rolling tables, basically. 24 cards shuffled, top is flipped revealing a 1/24 line of the table. Multiple lines repeating across cards work as "baked in" ideal rates. In this case I am targeting: 66% (16/24), 50% (12/24), 33% (8/24), 25% (6/24), 12.5% (3/24) and 4.12% (1/24).

The part where I need help with is using the attributes to get to these rates. Unlike D&D where you only need to be 1 point over the NPC to "win" (by rolling a value and adding your modifier) I want there to be a comparison between your score and the NPC's to decide odds and then you flip to see if you won. If you have a 5 and the NPC has a 5 that would be a 50% chance to win. This also means a 2vs2 or 9vs9 is 50%. My intuition says 4vs6 is a 40% chance, but 1vs3 or 9vs6 doesn't work the same way. The distance between the two numbers needs to be what decides the percentage of success not their relation to 10. Right now I've eyeballed these values and the system "works" but the numbers I picked were arbitrary and I'd like them not to be.

My impulse is putting the player number over the NPC's to create a fraction but a 5/5 is 100%, when it needs to be 50%. Any idea where I can go from here? The end result I want is all you'd need to know is the distance between the numbers to find their %. aka 1vs3, 4vs6 or 8vs10 is a +2 that would always be X%.

Hello! I'm a university student (19 years old)

It might be a bit embarrassing as a scholar, but I sucked at math. Yes, I passed the entrance examination and was admitted to a respected university. I always aced my other subjects and scored higher. I'm even one of the top scorers in my class. However, when a certain subject includes math, I struggle with it. Guess what? I even forgot how to do algebra and struggle with middle school mathematics. I don't know if I deserve to be a scholar and a university student if I'm so dumb in math. What should I do?

Oh man I’m doing accuplacer math test on July 28th and I’m so nervous. I’ve been studying everyday as I graduated in 2016 and the last math I did was grade 11 A&W math and got a b. I’m really hoping to get placed into math 11 and not have to redo math 10 before that. Any advice ?? How difficult is the test?

hi so i need to relearn enough high school math to pass a test soon. i'm trying the practice tests and i am extremely cooked. does anyone have any resources that would help me learn just enough to pass a kinda simple GED test in like a month or two?

I've been in Kumon for 2 years, and I've reached level J. When I began level J, I found a solution book online, and I've been using it for almost everything. i mainly understood concepts until I just now reached page 120. I've passed it to 140, but I still don't understand anything I'm doing anymore. How do I learn it without coming clean to anyone?

I got this question right on a whim. I had no problem finding the measure of Angle D, but I’m not seeing how properties of inscribed angles and the angle at the center help find angle C. Pls help me see what I’m missing.

https://imgur.com/a/hHEDukH

what is m

m=n+16

I got this question on my first attempt on the aleks placement test, and is it not impossible to solve? i put m=n-16

also btw it may have been "what is n" I just wrote the equation, not the problem.

If i get this same problem next test i have no idea what to do here other than putting the same thing.

I recently enrolled in an 8-week summer math course (Calc III), and I haven't been the best student. I haven't been studying, taking notes, or completing the homework thoughtfully (I've been using AI to help me answer some questions). I used to be able to skim by, but that seems to no longer be the case. Since I'm in so deep, how do I revisit/ actually learn past content while learning current content and meeting current deadlines? I listed my syllabus below.

Also, guys, I know how bad this is. Believe me. But I am so sure that I can truly overcome this. To prove it, i'm going to post my passing grade on here, so stay tuned! I know this sounds delusional, but trust, I will achieve. All I need is a roadmap, so if anyone can help me, I would so so so so so so greatly appreciate it.

Others may be wondering why I even decided to post on here. Why not AI the answer? The truth is, I'm not really sure. Maybe it can help someone feel better comparing their situation to mine. Maybe if others can see me digging myself out of this hole others can feel inspired to do so too. Maybe I'm just tired of relying on AI. Someone please help.. :

---Syllabus---

^\There are two different types of quizzes. Quiz type A has 6 quiz while the Quiz type B has 3. There really is no difference other than the weight it holds on my grade.)

June 21

• HW 12.1 Three Dimensional Coordinate System
• HW 12.2 Vectors
• HW 12.3 Dot Product
• HW 12.4 The Cross Product

June 28

• HW 12.5 Equations of Lines and Planes
• HW 12. 6 Cylinders and Quadratic Surfaces
• HW 13.1 Vector Functions and Space Curves
• HW 13.2 Derivatives and Integrals
• HW 13.3 Arc Length and Curvature
• Quiz on Chapter 12

July 5

• HW 13.4 Motion in Space
• HW 14.1 Functions of Several Variables
• HW 14.2 Limits and Continuity
• HW 14.3 Partial Derivatives
• HW 14.4 Tangents Plans, Linear Approximations
• Quiz 2 on Chapter 13
• Quiz on Chapter 12 and 13
• Exam 1: Covers chapter 12 and 13

July 12

• HW 14.5 The Chain Rule
• HW 14.6 Directional Derivative Gradient Vectors
• HW 14.7 Max and Min Values
• HW 14.8 Lagrange Multipliers
• HW 15.1 Double Integrals over Rectangles
• Quiz 3 on Chapter 14

July 19

• HW 15.2 Double Integrals over Gen. Regions
• HW 15.3 Double Integrals in Polar Coordinates
• HW 15.4 Applications of Double Integrals
• HW 15.5 Surface Area
• HW 15.6 Triple Integrals
• Quiz #4 on Chapter 15 Sections 15.1 - 15.4
• Quiz #2 on Chapter 14 and 15.1 - 15.4

July 26

• HW 15.7 Triple Integrals in Cylindric Coordinates
• HW 15.8 Triple Integrals in Spheric Coordinates
• HW 15.9 Change the Var. in Multiple Integrals
• HW 16.1 Vector Fields
• Quiz #5 on Chapter 15 Section 15.6-15.9
• Exam #2 on Chapters 14-15.4

Aug 2

• HW 16.2 Line Integrals
• HW 16.3 Fundamental Theorem for Line Integrals
• HW 16.4 Green's Theorem
• HW 16.5 Curl and Divergence
• HW 16.6 Parametric Surfaces and Their Areas

Aug 9

• HW 16.7 Surface Integrals
• HW 16.8 Stokes' Theorem
• HW 16.9 The Divergence Theorem
• Quiz 6 on Chapter 16
• Quiz #3 Chapter 15: 15.6 - 15.9 & Chapter 16
• Exam 3 Comprehensive

According to the multiplication rule, the probability of dependent events A and B happening is:

P ( A and B ) = P(A) times P ( B | A )

but how do we find P ( B | A ) ? We look at the conditional probability formula right?

But the conditional probability formula is

P ( A | B ) = P(A ∩ B) / P (B)

But then how do we find P(A ∩ B) ? We go to the multiplication rule?

Why does it create an endless loop of circular reasoning?

So I basically have 0 prior knowledge of grade 11 functions and I am about to take grade 12 advanced functions, is it possible to learn and do well in grade 12 advanced functions without prior knowledge of functions, if it is how can i go about it? if it isn't, is it possible to self teach functions in 1 month while learning advanced functions and do well?

I have to study on my own to get into this school... and it’s basically stuff i never did in my whole life! I have a solid base and I can quickly do expressions, + quadratic expression…

im studying in Italy, so the schooling system here is kinda tough, and may have some advanced stuff then my grade for other countries.

I’m asking you guys. So you can give me resources, notes, an online professor or videos that anre particularly good, or anything that may help me so I don’t waste my whole day searching instead of starting to practice.

im going to list the things I have to know, please, anyone who knows stuff, help. :)

In Eng:
UDA 1: Function Analysis and Curve Sketching

• Function analysis and classification
• Domain of a function
• X-intercepts and Y-intercepts
• Sign of a function
• Limits and asymptotes

UDA 2: Differential Calculus and Optimization

• Derivatives
• Critical points and stationary points
• Inflection points and concavity

UDA 3: Business Calculus and Economic Applications

• Functions of a single variable in economics
• Marginal analysis of cost, revenue, and profit

(In Italian)

UDA1: Studio di funzione: classificazione, dominio,intersezione assi, segno, limiti e asintoti

UDA2: Studio di funzione:derivate, punti di stazionarietà e flessi

UDA3: Economia e funzioni di una variabile

I’m in college, according to other countries I think? it’s grade 12, studying these things that I have to know before entering grade 13 (I think, again).

I think it’s analysis 1. so any good analysis 1 course on YouTube might be good. but idk, I’m just judging from what I searched.

and since I’m in italy, I would treasure evere note given from anyone who did our schooling, from italy. y’all fellow Italians would help me 2x.

thanks for anyone in advance

I want do to chem alevel next year have always been good getting 9s maths was like 7s panicked in the exam and fumbled I think I got a 5 but I need a 6 this has been stressing me out for the whole holiday.

My thoughts are after counting from the unofficial markschemes 37 31 31 which is clearly a 5. But how accurate would this be would I realistically get more marks which I didn’t count to get that 6 . Is everyone’s count also accurate. I’m so stressed out about maths .

I have a lot of coins I need to deposit into my bank account, but I don’t know which combination of coins to deposit to avoid as many fees as possible. Any help is appreciated. This is breaking my brain as I’m staring at stacks of coin spread out across my floor.

I have approximately 3200 coins to deposit. My bank charges a fee per number of coins deposited. The fee is not based on the amount of value of the coins. I can make one deposit per day.

The fee chart is as follows:
1-100 coins = free
101-500 coins costs $5.50
501-1000 coins costs $11.00
1001-1500 coins cost $16.50
1501+ coins cost an additional $5.50 per 500 coins.

I have:
50 $1 coins
152 $0.50 coins
851 $0.10 coins
344 $0.05 coins
Approx 1800 $0.01 coins (I weighed these instead of counting them. Each coin is ~1g)

Im able to make one deposit per day, and I have to deposit all within 5 days (1 week excluding weekends).

Is there a way to group the coins in a specific way to avoid as many fee costs as possible? I feel like there has to be, but I’m at a loss for how to figure it out…

I do appreciate your help!

*Edit to show my work

Usually I do spend a bit of time trying to figure things out before resorting to the internet for help. In my head, I had done the work, but I forgot to show it here. My problem is that I can’t find the best combination of coins which will put the most money into my account while paying the least amount of money in fees. Do the values of the coins even matter? The more I think about it, the more I think they don’t.

The solution I’ve attempted that sucks eggs:

Divide the coins into batches of less than 100 coins to avoid fees all together. This will take around 32 trips to the bank and is tedious. I started by doing this, and the thought of depositing (possibly) $0.99 each time to avoid a $5.50 fee is frustrating. I've scrapped this plan as I'm also running out of time.

Possible solution #1:

Obviously, it would not be smart to batch and deposit the coins according to their kind. The most efficient way of depositing the coins would be to deposit as close to the upper limit of the fee chart as possible since depositing 105 coins incurs the same fee as 499. So, there is clearly worse ways of making my deposits.

If deposited by kind across 5 days (1 kind of coin per day):

$245.80 (Total Value) – $201.80 (Total Deposit) = $44.00 difference between total amount and amount deposited; the total fee amount over 5 days.

Possible solution #2:

If deposited all together, I would likely incur a similar but smaller fee due to the amount of coins.

There are 3196 coins, and I will incur a $5.50 fee for every 500 coins. 3196/500=6.392, which means I would pay the $5.50 fee 7 times for a total of $38.50. The result would be a total deposit of $207.30.

I’m thinking the value of coins may just not be relevant to the problem. If someone could please confirm this thinking, that’d be great. Since the math I’m trying to do involves efficient groupings, I think it may be a more complicated thought process—one where I’m not even sure where to start, but maybe I’m  over thinking it, too.

Possible Solution 3 :

I could max out the fee for 3000 coins and split the remaining amount across 2 additional days to bring the fee amount to $33.00.

My thought is that the fee amount will always stay the same as long as I deposit as close to the upper range of each tier as possible, regardless of number of days. 1500 coins per day for 2 days will still result in a $33.00 fee, just less convenient.

I think at this point, this is the way I’m thinking of going. I think the assistance I’m looking for is more confirmation of thought process. Did I just make it more complicated in my head than it really was?

Thank you again. This isn’t a homework problem or anything. I’m an adult trying his best @.@

heyhey all! im about to enter my senior year, and one primary issue ive had with studying is the fact that i never really did it for the past few years, just resorting to cheating because it was the easiest route for me, but now that i actually kind of want to attempt to get on the right road and at least attempt to get into the habit of studying, i kind of want to understand where i should start for math? i have zero skills in it and my arithmetic skills are more than embarrassing. my goal is to attempt to go from basic arithmetic to algebra 1 and geometry as ill be taking more simple classes next year

should i go with khan academy? any resources or guides? how would someone go about studying properly since i have literally no clue

thank you so much!! ^^

Hi there! So, 2 problems that I have:

1: I get anxious when making mistakes, often when I solve problems and there's a clear flaw in my reasoning, I just can't help but feel discouraged and quit, then come back maybe the next day. I also feel like I don't learn from my mistakes, like I'm unable to make conclusions about how the problem was solved and why the solution works.

2: my algebra professor said that once I \*see\* how hundreds of problems are solved, then I'll acquire strategies and ideas that may turn out to be correct. How does this work? Like should I watch YouTube videos where people solve math problems and get inspiration?

P. S.: I am currently self-studying real analysis, as I feel like many of you told me, that my course was insufficient, also self studying complex analysis because I need that for analytic number theory, a subject I'm very interested in, and hopefully this summer I'll also study Measure Theory.

My question is: If a differential equation has a linear solution, is it always true that that linear curve is also a isocline of that differential equation?

I believe it is true: If dy/dx = f(x,y) and there is a solution y = mx + b such that dy/dx = m, then f(x,y) = m, thus the curve is an isocline. It is not necessary that this is the only isocline of the differential equation.