The generic rule that sticks in my mind is: to solve for TWO unknowns requires TWO equations. For instance : "if one fence is twice as tall as another AND the tall fence is two feet taller, how tall are both fences " These are two equations with two unknowns. F-tall = 2•F-short (1) F-tall - F-short = 2 (2) substituting 1 --> 2 F-tall = 2•F-short (1) 2•F-short - F-short = 2 F-short = 2 further, putting F-short = 2 into (1) F-tall = 2•F-short (1) F-tall = 2 • 2 = 4 for three unknowns requires three equations... 4 requires 4... 5, 5 etc. And Y E S this is must know for algebra!
Did it in my head, a = 6, b = -2 (1/2)a - b = 5 a + b = 4 Is what is given. The simplest way to do this is by adding the two equations together that gives us: 3a/2 = 9 and now we can solve for a since b was cancelled from the equation giving us a = 6. We can now take a=6 and plug that back into either of the origin equations to solve for b. I'll use the 2nd since it's the easiest. 6 + b = 4 and solving for b gives us - 2. Now we can take both a=6 and b = -2 and plug it back into the first equation to test to see if we ended up with the right solution. (1/2)*a - b = 5 (1/2)*6 -(-2) = 5 3 + 2 = 5 5 = 5. Yes, a = 6 and b = -2.
I am going to with “System” of linear equations, in this case of 2 variables. Was tempted to say “Set”, but that will have a very different, and specific, meaning later on 😊
i could only fugure out that either a or b must be a negative number but i don't know yet how to figure out wich one. i like to think first nefore gibing up and listen to your explanation. to me it seems like b must be the negative number
Greetings. With reference to equations given, we will first rewrite equation 1 as a -2b= 10. Thereafter, we will subtract equation 2 from the rewritten equation 1 to get negative 3b = 6. Therefore, b = -2 after dividing both sides by negative 3. With having determined the value of b, we will now substitute this value into equation 2, ( a+b = 4). The result will be a +(-2) = 4 and a -2 = 4 leaving us with a = 4 +2 =6. The values for a and b are 6 and negative 2, respectively.
@@harrymatabal8448 Greetings. Your learning will also improve if you pay closer attention. B is not equal to 2. It is categorically clear to see that what is stated is, b= negative 2, (-2).
I have been looking at some of your videos in passing just to see how much I remember after nearly half a century. This particular problem reminds me of a similar one that I still remember after all those years. It is a bit trickier since you have to figure out the second equation. A man's and his wife's ages added together = 98. He is twice as old as she was when he was the age she is today. Find their ages. Show your work!
Greetings. I could not agree with you more in saying that " the best way to learn math is not just to have someone doing the work without you getting a grasp of what you are doing" . I have a friend that I have spent countless hours with in teaching basically the exact same accounting procedure over and over again just because the person does not try to learn but instead has always relied on me to do the work even it had absolutely nothing to do with me. I have made it clear over and over that, you have to do the work and also, it is not just about doing the work but more so to get an understanding of what is being done.
I'm not so concerned about becoming a mathematics professor or nuclear physicist. What level of math do I need to get an accounting certificate, associates or bachelors degree? Algebra 2? I don't think I'll need geometry, calculus or trigonometry if I'm not going to be some kind of engineer or teacher.
I have problem, how do i solve T for this equation?: R=(C+T)/(C+T/9) I did it once but now i can't do it anymore :D Spoiler alert for answer: T=9*((C*R-C)/(9-R)) But i don't know how i ended up to it. This is my own rocket equation: R is fuel ratio vessel full/empty. C is cargo+Weight of engines. T=fuel tanks full weight and empty fuel tank is T/9.
@@squatch253 I think the failure resides in how we express ourselves with language versus math. I can't use algebra to tell you what kind of ice cream I like, and how tasty it is to me. It is a language, but it's one that is limited to explaining the world around you, not the one in your head. People who are good at math aren't necessarily good at English. That disconnect creates tons of problems when attempting to learn a system with so many unwritten rules. Proper use of spoken language would make it easier to learn math. It's either that, or they need to create a vocabulary list of words that would help us understand what context a word is being used in. That's how I see it anyway.
Greetings. This seems somewhat tricky. However, there is nothing tricky about the problem. First, you can find 3% of 900 and thereafter find 2% of the result to get .54. Alternatively, you can do 2% of 3% to get 6/10,000 and thereafter multiplying this result by 900 to the value, .54.
I did this using matrix Now the method you use I don’t remember “Ever be taught in High School or college Substitution is What I remember in Algebra This is Simply Algebra 1 stuff You do have to know this to pass and to move on to Algebra 2 you use what you learned in Algebra 1 in Algebra 2
Your too wordy. Stay with the subject and u will probably have more participants. I'm in my 80's Your killing me with all your verbiage. In my youth i had course in math up through calculus. But I have forgotten so much. Yes I was in the Engineering field.
This video, although has the right ideas in mind, is janky. You might as well go ahead and properly introduce students to matrices from the start, this is a basic 2x2 matrix. Edit: Those common algebra methods totally apply in matricies. I'm still not sure why they aren't taught as the same subject.
You are WRONG in your interpretation of PEMDAS. It is a mnemonic that is to be followed precisely. Otherwise it isn't a mnemonic. The order is Parentheses, Exponents, Multiplication, Ddivision, Addition then Subtraction. PERIOD! People have been using it incorrectly (like you) since the advent of the calculator. Do some research or don't call yourself a teacher.
The generic rule that sticks in my mind is: to solve for TWO unknowns requires TWO equations.
For instance : "if one fence is twice as tall as another AND the tall fence is two feet taller, how tall are both fences " These are two equations with two unknowns.
F-tall = 2•F-short (1)
F-tall - F-short = 2 (2)
substituting 1 --> 2
F-tall = 2•F-short (1)
2•F-short - F-short = 2
F-short = 2
further, putting F-short = 2 into (1)
F-tall = 2•F-short (1)
F-tall = 2 • 2
= 4
for three unknowns requires three equations... 4 requires 4... 5, 5 etc.
And Y E S this is must know for algebra!
Nice video sir! Thank you for this!
Did it in my head, a = 6, b = -2
(1/2)a - b = 5
a + b = 4
Is what is given. The simplest way to do this is by adding the two equations together that gives us:
3a/2 = 9 and now we can solve for a since b was cancelled from the equation giving us a = 6.
We can now take a=6 and plug that back into either of the origin equations to solve for b. I'll use the 2nd since it's the easiest.
6 + b = 4 and solving for b gives us - 2. Now we can take both a=6 and b = -2 and plug it back into the first equation to test to see if we ended up with the right solution.
(1/2)*a - b = 5
(1/2)*6 -(-2) = 5
3 + 2 = 5
5 = 5. Yes, a = 6 and b = -2.
This is kind of like multi step equation kinda confusing at the start but I'm getting the hang of it
John is absolutely right YOU HAVE to Be Good at talking Math Notes If you are having problems understanding Sit in the front of the class
I am going to with “System” of linear equations, in this case of 2 variables. Was tempted to say “Set”, but that will have a very different, and specific, meaning later on 😊
i could only fugure out that either a or b must be a negative number but i don't know yet how to figure out wich one. i like to think first nefore gibing up and listen to your explanation. to me it seems like b must be the negative number
Greetings. With reference to equations given, we will first rewrite equation 1 as a -2b= 10. Thereafter, we will subtract equation 2 from the rewritten equation 1 to get negative 3b = 6. Therefore, b = -2 after dividing both sides by negative 3. With having determined the value of b, we will now substitute this value into equation 2, ( a+b = 4). The result will be a +(-2) = 4 and a -2 = 4 leaving us with a = 4 +2 =6. The values for a and b are 6 and negative 2, respectively.
Devon if a=6 and b = 2 then 6+2 = 4
Thanks. I am learning
@@harrymatabal8448 Greetings. Your learning will also improve if you pay closer attention. B is not equal to 2. It is categorically clear to see that what is stated is, b= negative 2, (-2).
I have been looking at some of your videos in passing just to see how much I remember after nearly half a century. This particular problem reminds me of a similar one that I still remember after all those years. It is a bit trickier since you have to figure out the second equation. A man's and his wife's ages added together = 98. He is twice as old as she was when he was the age she is today. Find their ages. Show your work!
What Program do you use ???
3/2a=1 a=2/3 8seconds. Wrong?
You’re close. But if you are using Elimination to eliminate the b variable, then you are adding the equations. 3a/2 = ?
Not 1, add, not subtract.
Greetings. I could not agree with you more in saying that " the best way to learn math is not just to have someone doing the work without you getting a grasp of what you are doing" . I have a friend that I have spent countless hours with in teaching basically the exact same accounting procedure over and over again just because the person does not try to learn but instead has always relied on me to do the work even it had absolutely nothing to do with me. I have made it clear over and over that, you have to do the work and also, it is not just about doing the work but more so to get an understanding of what is being done.
blud wrote a speech 💀💀💀💀☠☠☠
1 1/2 a=9 a=6 b=-2
Simultaneous equation
Delicious brainpower was the only thing needed to solve this. 3/2a = 9 so a = 6 and b = - 2
I used determinants to solve this (6,-2)
(2+2)= 4
I'm not so concerned about becoming a mathematics professor or nuclear physicist. What level of math do I need to get an accounting certificate, associates or bachelors degree? Algebra 2? I don't think I'll need geometry, calculus or trigonometry if I'm not going to be some kind of engineer or teacher.
1.5 A = 9, A = 6...now to B.
I have problem, how do i solve T for this equation?:
R=(C+T)/(C+T/9)
I did it once but now i can't do it anymore :D
Spoiler alert for answer:
T=9*((C*R-C)/(9-R))
But i don't know how i ended up to it.
This is my own rocket equation: R is fuel ratio vessel full/empty. C is cargo+Weight of engines. T=fuel tanks full weight and empty fuel tank is T/9.
i got the answer but i used the substitution method...
Math is like any other language, the earlier in life that you learn it, the easier it will be to understand.
@@squatch253 I think the failure resides in how we express ourselves with language versus math. I can't use algebra to tell you what kind of ice cream I like, and how tasty it is to me. It is a language, but it's one that is limited to explaining the world around you, not the one in your head. People who are good at math aren't necessarily good at English. That disconnect creates tons of problems when attempting to learn a system with so many unwritten rules. Proper use of spoken language would make it easier to learn math. It's either that, or they need to create a vocabulary list of words that would help us understand what context a word is being used in. That's how I see it anyway.
Solving system of equations
At the 10:00 mark you said to eliminate the b's but I know from Biology if we eliminate the bees all the people die.
🤪
Greetings. This seems somewhat tricky. However, there is nothing tricky about the problem. First, you can find 3% of 900 and thereafter find 2% of the result to get .54. Alternatively, you can do 2% of 3% to get 6/10,000 and thereafter multiplying this result by 900 to the value, .54.
Great!
2 equations two unknowns. I won't insult you by going through the process, a = 6 and b= -2
a=6 b=-2
b=-14
I did this using matrix Now the method you use I don’t remember “Ever be taught in High School or college Substitution is What I remember in Algebra This is Simply Algebra 1 stuff You do have to know this to pass and to move on to Algebra 2 you use what you learned in Algebra 1 in Algebra 2
Sometimes i think what were you guys doing in school when you cannot solve simultaneous equations.
Your too wordy. Stay with the subject and u will probably have more participants. I'm in my 80's
Your killing me with all your verbiage. In my youth i had course in math up through calculus. But I have forgotten so much. Yes I was in the Engineering field.
This video, although has the right ideas in mind, is janky.
You might as well go ahead and properly introduce students to matrices from the start, this is a basic 2x2 matrix.
Edit: Those common algebra methods totally apply in matricies. I'm still not sure why they aren't taught as the same subject.
You are WRONG in your interpretation of PEMDAS. It is a mnemonic that is to be followed precisely. Otherwise it isn't a mnemonic. The order is Parentheses, Exponents, Multiplication, Ddivision, Addition then Subtraction. PERIOD! People have been using it incorrectly (like you) since the advent of the calculator. Do some research or don't call yourself a teacher.
a=6 b=-2