I usually, if x^2 without the "-" represent a parabola with branches up, the roots are an intersection with the "x" axis. in this case, it is a parabola with branches upwards, which intersects the "x" axis at points -3 and 2, therefore x = (-inf; -3] and [2; inf)
Could you please drop another one showing parallelogram properties using diagonals and their formulas in terms of perimeter, area, and the side lengths. Thank you.
This is actually a great time to go back to completing the square and stress that (x^2)^(1/2) = |x|. x^2 + x - 6 ≥ 0 x^2 + x - 6 + 6 ≥ 0 + 6 x^2 + x ≥ 6 4(x^2 + x) ≥ 4(6) 4x^2 + 4x ≥ 24 4x^2 + 4x + 1 ≥ 24 + 1 (2x + 1)^2 ≥ 25 (2x + 1)^2 ≥ 5^2 [(2x + 1)^2]^(1/2) ≥ (5^2)^(1/2) |2x + 1| ≥ |5| At this point, using the nature of absolute value, we can redefine this as two simple inequalities. 2x + 1 ≥ 5 2x + 1 - 1 ≥ 5 - 1 2x ≥ 4 2x/2 ≥ 4/2 x ≥ 2 2x + 1 ≤ -5 2x + 1 - 1 ≤ -5 - 1 2x ≤ -6 2x/2 ≤ -6/2 x ≤ -3 Put them together and we have our domain without the need to check the groups that crop up around the x values. We _should_ check, but we have our notation without that step. (-∞, -3] ∪ [2, ∞)
Thanks. Haven’t done math for many decades. I was an ace then. I love your videos as I totally follow what you are explaining. I know I still have it. Too bad my life is almost done. Hoping for math after death.
I am old too! I find some parts of math difficult (e.g. statistics) but my biggest problem is that I very quickly forget what I've learnt. Lots of practice required. Good luck. Mr H certainly helps!
All numbers are greater than or equal to 0. Numbers aren't assumed with a negative sign. So all numbers 0 through 9 are equal to or greater than 0. You don't need math to figure that one out. He just is creating more confusion. I'm pretty sure that's what the purpose of all this is anyway. What I mean by all of this is the confusion that were debating nonsense over and over and over again. So from the hierarchy perspective it's working we're fighting amongst ourselves debating amongst ourselves arguing amongst ourselves while they're digging for gold
@@nodistraction5857 Every school and every class within the school, has a completely different syllabus. The general public a thousand miles away, will know nothing about your class's specific syllabus.
Extremely thorough and clear, as always! Thank you, Mr. H!
I am reviewing pre calc, this is very clear and well explained. Thanks, Professor.
You're most welcome ~
I like your method - makes a lot sense
Thank you, thank you! ❤
love it! Thanks Mr. H
Thank you so much ❤
which chalk do you use? It marks so nicely!
To make it easier, you can just find yes or no on one side then it will be either "yes-no-yes" or "no-yes-no"
weird method, easier to just sketch the parabola through -3 and 2 and mark the positive and negative areas
Of course, it is the fastest method
Sometimes it doesn't work trust me
I like it so much and it's very good.
I usually, if x^2 without the "-" represent a parabola with branches up, the roots are an intersection with the "x" axis. in this case, it is a parabola with branches upwards, which intersects the "x" axis at points -3 and 2, therefore x = (-inf; -3] and [2; inf)
Prof has reminded me of my 1st degree mathematics
According to Hörner method I found (x+2)(x-3) thanks
It's not (x+2)(x-3)
Very good. Thank you Sir
Most welcome
Could you please drop another one showing parallelogram properties using diagonals and their formulas in terms of perimeter, area, and the side lengths. Thank you.
Also we can write the solution as :
R \ (-3,2)
Real numbers except numbers inside the period (-3.2)
i had thought of this method too!
Sir in some trignometric equations of simplification we multiply by minus 1 in denominator.what kind of operation is it?
Will you ever do a real or complex analysis series? or any advanced topics?
선생님! 유튭에서 보다니 너무 반가워요😊
오랜만이다!
Thank you!!❤
I normally see alternate value between greater and less than zero for the sections.
thank you
i like your explain
This is actually a great time to go back to completing the square and stress that (x^2)^(1/2) = |x|.
x^2 + x - 6 ≥ 0
x^2 + x - 6 + 6 ≥ 0 + 6
x^2 + x ≥ 6
4(x^2 + x) ≥ 4(6)
4x^2 + 4x ≥ 24
4x^2 + 4x + 1 ≥ 24 + 1
(2x + 1)^2 ≥ 25
(2x + 1)^2 ≥ 5^2
[(2x + 1)^2]^(1/2) ≥ (5^2)^(1/2)
|2x + 1| ≥ |5|
At this point, using the nature of absolute value, we can redefine this as two simple inequalities.
2x + 1 ≥ 5
2x + 1 - 1 ≥ 5 - 1
2x ≥ 4
2x/2 ≥ 4/2
x ≥ 2
2x + 1 ≤ -5
2x + 1 - 1 ≤ -5 - 1
2x ≤ -6
2x/2 ≤ -6/2
x ≤ -3
Put them together and we have our domain without the need to check the groups that crop up around the x values. We _should_ check, but we have our notation without that step.
(-∞, -3] ∪ [2, ∞)
Why not the quadratic equation?
👍🙏
Any class 10th student here ?
👇
me
Very good. I would have used s rough parabola
XE(♾️,3] U [2, ♾️)😊
X is greater than or equal to -2 or less than or equal to 3
goated
That's seems like wavy curved method
Noted
Thanks. Haven’t done math for many decades. I was an ace then. I love your videos as I totally follow what you are explaining. I know I still have it. Too bad my life is almost done. Hoping for math after death.
I am old too! I find some parts of math difficult (e.g. statistics) but my biggest problem is that I very quickly forget what I've learnt. Lots of practice required. Good luck. Mr H certainly helps!
@@charliebamford2807 My life is almost done but I’m not that old
Easy peasy
All numbers are greater than or equal to 0. Numbers aren't assumed with a negative sign. So all numbers 0 through 9 are equal to or greater than 0. You don't need math to figure that one out. He just is creating more confusion. I'm pretty sure that's what the purpose of all this is anyway. What I mean by all of this is the confusion that were debating nonsense over and over and over again. So from the hierarchy perspective it's working we're fighting amongst ourselves debating amongst ourselves arguing amongst ourselves while they're digging for gold
Bro he's just showing the proof of why the answer is as it is... Sometimes you just can't understand math problems at first glance
Its more easier use wavy curve method
x²+x-6[>=]0
(x+3)(x-2)[>=]0
x+3=0
x=-3
x-2=0
x=2
When x=-4
(-4)²+(-4)-6[>=]0
16-4-6[>=]0
6[>=]0 true
When x=0
0²+0-6[>=]0
-6[>=]0 false
When x=3
3²+3-6[>=]0
9+3-6[>=]0
6[>=]0 true
Therefore
x[=]2 ❤
Mengapa gambar mininya menampilkan
Easier just sketching a gragh
654×7=4578😢
Can anyone send me the syllabus of Grade12 mathematics
That is determined by the school district or possibly the state.
@@jamesharmon4994 do you have the syllabus??? Or only school can give,, is there any website so that I can download from it.
Thank you for telling me
@nodistraction5857 the school has it. Ask them for it.
@@nodistraction5857 Every school and every class within the school, has a completely different syllabus. The general public a thousand miles away, will know nothing about your class's specific syllabus.
wrong
ok bud