My cousin got this math problem for homework, and I was wondering how it could be done? My only idea was a system of equations but that is obviously above the ability of a 4th grader.

This is my daughter’s homework. I am at a loss and I don’t think it’s solvable and I feel very unintelligent. Am I wrong?

I met with the teacher yesterday and she explained that the children are doing “Whole-Part-Part” exercises. So: — 18 would be the “whole”, — 9 would be one part, — and the remaining part would be a question mark.

So in the teacher’s explanation, the student would “count on” from 9 until she reached 18, thus figuring out that the question mark part should be 9.

I just don’t see how the teacher’s explanation matches the word problem.

there is my attempt at it, at some point i just started writing everything as products of primes to try to see any distinction. the denominator seems easy enough, as its just u to the power of 2n (except for the second and first derivative for some reason) but what’s really troubling is the polynomial on the nominator, any direction for a solution is very appreciated, any idea or anything!!

third derivative and still dont know where its going

I understand the basic workings of a stemplot but what is confusing me is the second row of numbers on the left most side.

Apparently the answer is 10.9, as 1/2 r² (angle -sin(angle)), but I still don't see how my working didn't get the right answer.

I am asked to find the point where these 3D lines intersect each other. I tried to equate xt) = x(s), y(t) = y(s), and z(t) = z(s), and find my necessary t and s value and then plug them in which I got (4,4,0).

Then I figured maybe they don't intersect in which you're supposed to put "DNE" but that answer is wrong too.

Where did I go wrong?

Below question was given to my 8 year son, and i have no clue. I admit I am not smarter than grade 3. Can anyone help please? (my other posts in a \r\math got removed..posting it here...please help)

Math Challenge There is a twelve story building, each floor has 1 vending machine. The stocker for the vending machines realizes at the end of filling them all up, that he accidentally stocked one of the vending machines with the wrong size chocolate bar. They are all supposed to have 10 oz chocolate bars, but he accidentally put 9 oz chocolate bars in one of the vending machines. The bars aren't marked by weight, so there isn't a way to visibly see a difference. Being it’s at the end of the day, he has a scale that is running out of battery life, and can only be used one more time, although it can weigh any amount. How could you determine which floor is incorrectly stocked, using the scale only one time?

My son is in the fifth grade and doing well for the most part but constantly backslides when it comes to decimals and fractions. It seems like it comes down to a basic misunderstanding of what a decimal or a fraction is. He can look at a decimal or a fraction and plug in a formula but he can't answer basic questions about them and has a distinct lack of understanding about what these numbers represent.

As an example, if I were to show him 1.5 and I explain to him that the 1 represents 1 whole, complete, number or object and the .5 represents half of an object he seems like he gets it but then when I ask him how much he has he answers 6.

"So you have 1 whole pizza here, and then you have 1/2 of a pizzas. That 1/2 of a pizza is .5 pizza - it's less than one. How many whole pizzas are there?"

"1"

"Ok, good. So you have 1 whole pizza and we still have .5 of a pizza. If we add another .5 of a pizza how many do you have?"

With a question like that he'll answer 3, 11, 6, 5, or 1 but won't ever land on 2. He's so fixated on "5" in "0.5" that his ability to comprehend it as less than one is completely missing.

Here is what I have tried so far:

Pizzas (whole pizzas and slices).

Money - I thought this would be good because it's got the system backed in already. A dollar is a dollar, a dime is .10, a penny is .01 but for whatever reason this seems to barely work at all. I think he sees "a dollar" and "a penny" as two separate things instead of 1 of them being "1 dollar" and the other being ".01 dollar."

Lego - We're building a wall that is 10 studs wide - a 1x2 brick is .2 or 2/10s of the wall, a 1x3 is .3 or 3/10s of the wall, etc. How tall can you build a wall with these Lego. Basically giving him a pile of bricks and explaining how each of them is a 'part' of a wall. I really thought this was going to work but he was completely lost and asked to stop doing it this way.

I was able to get some success with fractions by giving him a handout that correlated fractions to Pokémon - Diglett is 1/3 of a Dugtrio. If you have 8 Digglet you can make 2 Dugtrio and would have 2/3 left.

Last night I tried a different approach when discussing decimals because he was having trouble understanding where 'tenths' and 'thousandths' were. I drew a bucket and said "If I gave you a spoon that holds '.001' of the water needed to fill this bucket how many times would you have to pour out the spoon to fill the bucket?" Then I had to walk him through it step by step - ten pours of ".001" to get it to ".01". So every ten pours of ".001" raises the ".01" by ".01" to "0.02" then "0.03" until eventually it gets to ".1". He then realized that it took 100 pours of ".001" to get the bucket ".1" of the way filled and that he would have to do that 10 times - so 10 x 100 is a thousand, the spoon holds 1/1000 - he got it. Then I asked him, "OK, if I give you a cup for the next bucket and each pour fills the bucket up "0.1" how many pours would it take and he was completely lost again.

I tried finding some videos to explain this but everything I watched bypasses teaching what a decimal is and jumps straight into their structure - they show "this is the tenth space" but don't explain what that means or how a "tenth" is different from the whole number.

Does anyone have any recommendations for videos or methods I could use to approach this from a different angle? It's like he's hit a wall - he can multiple and divide decimals and fractions when he remembers the 'rules' for doing so but the numbers are so devoid of meaning for him that his comprehension is shot.

Thanks for any assistance.

this is not actually for school or uni, just a problem i want to solve for engineering, so i don't know how to properly flair / title this. believe me i tried to figure this out myself but it's just completely above my high school math. i'll try to understand the solution though, so thanks in advance!

Please help with any information! If it's possible to provide explanations and visuals that would be amazing. I am having trouble arranging my words and thinking this through.

Of the multiple choices, what do you think is the "best estimate"? This is ungraded homework. The answers are provided.

The answer key says C.

Question: https://prnt.sc/5g4tlEy8SZvI

So I did ln of both sides, got ln (y) = ln (x * (sqrt(x^2+1))

then I did wrote d/dx next to both sides.

so I'm stuck with 1/y * d/dx = d/dx ln (x * sqrt x^2 +1)

What's my next step?

Also for this:

https://prnt.sc/D_fdVjqK9qBe

I got y=-1/2x + 4, is that correct?

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Edit: I followed what my teacher did for the first problem, I got dy/dx = sqrt (x^2+1) + x^2/sqrt(x^2+1). Is that correct?

Thanks for any help!

The question is: Find the first derivative using trig derivative rules of y=1/4 sin^2(x).

The answer I got was 2 sin(x)/4 which simplified is sin(x)/2.

But I use this program to verify my answer, and it's different so I want to verify it's correct.

Hello all, I need a bit of help with my schoolwork.

It is asking for a nonremovable discontinuity at x=4, I came up with f(x)=|x|/x-4 and it seems to be okay but I want to make sure.

For a removable discontinuity at x=-4, would something like, f(x)=x^2-16/x+4 work?

Edit: Also, I do need help with a function that fits both discontinuities. I think the second one fits but I wanna make sure.

Thanks in advance!

Hi everyone.

I've got this equation (y(0.037 + y))/(0.037 - y) = 4.8*10^(-9)

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Photomath tells me one of the approximate roots for this is simply the right hand side 4.8*10^(-9) but I can't figure out why exactly. Could someone please give me a rational explanation for this? Thank you.

Problem 1:

https://prnt.sc/1PC_rEbv_81O

Problem 2:

https://prnt.sc/n9OVbCxIh7PB

These are the two problems I've been stuck with.

I try doing the usual steps.

p=xy s=x+y, solve for y, substitute it into the constraint, but I always get them wrong.

Also:

https://prnt.sc/fqj_PLJcovW2 note: this is a crit number problem, I got 105 but it marks it wrong.

Thanks in advance.