Hello Mr. Eddie I just wanted to ask that if we are taking one five in a set of 3 numbers then aren't we talking about permutations? because that's why we listed those three things in our sample space , I mean when we write down possible outcomes of a die rolled three times are we writing permutations or combinations ?
As you said, when we write down possible outcomes we are writing permutations. However, when we want the probability of an event, we add up all of its different permutations in the sample space. In other words, for probability, we take the combination out of all the permutations that we wrote down in the tree.
In P(all 5s)=3C3, the first three doesn't refer to the number of ways you can get that outcome. It refer to the number of stages? And the second 3 is the number of 5s we want? So we're saying in 3 stages we want 3 fives? When would it ever be different? Like if we said in at least two stages there should be a five then it would be P(one 5)=2C1?
I think your approach is good. The 1st 3 in 3C3 does refer to the number of Stages. But now instead of thinking of getting a 5 in each of them, think that 3C means I have got all the combinations possible of a) Getting a 5 (5) b) Not Getting a 5 (~5). Now take both the events in a binomial notation: (~5 + 5)^3 = 3C0*(~5^3)*(5^0) + 3C1*(~5^2)*(5^1) + 3C2*(~5^1)*(5^2) + 3C3*(~5^0)*(5^3) Now you only have to select the terms that matters for your choice, it's important that the event you are interested in should be in the 2nd position to make sense , so (a+b)^n , b is the event you are interested in, for this case b=5. For at least 2 stages there should 5 in a 3 stage event you would go with the : 3C2*(~5^1)*(5^2) -(Represent all the combination of 2 5s) + 3C3*(~5^0)*(5^3) (Represent all the combination of 3 5s) , So, Ans '3C2 +3C3' ways. Please do correct me if I have gone wrong somewhere
This guy is just feeding students with content. but i dont see students exploring, and working in team hands-on. this is a teacher center instruction. Students are just observers. This is all about the teacher, not the students.
In my experience as a student, "working in team hands-on" is pure chaos. The teacher, who he knows what he's talking about, teaches less, and the students, who are new to the subject, waste time walking in circles and start getting chaotic and loud, and learn nothing by the end. As a student with ADHD, that was just nightmarish. Hearing "get in groups and work together" signaled to me that no real work will get done. That "student more than just observers" thing is nice in theory, but I have never seen it work with anything as complex as mathematics. You need laser focus for that, and if students shutting up and listening is allowing them to focus then so be it.
Keep in mind also that after these small lectures, the teacher likely gives a worksheet or textbook exercise to the students. He will probably then help out any students that are struggling with the concepts. Hands-on learning works well for subjects like english where opinion and discussion is important, but not in maths where content is virtually the whole course.
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And here a legend was born
i wish i had a sir like this he is so funny i love him
Thank you very much, this video really saved me.
Hello Mr. Eddie I just wanted to ask that if we are taking one five in a set of 3 numbers then aren't we talking about permutations? because that's why we listed those three things in our sample space , I mean when we write down possible outcomes of a die rolled three times are we writing permutations or combinations ?
As you said, when we write down possible outcomes we are writing permutations. However, when we want the probability of an event, we add up all of its different permutations in the sample space. In other words, for probability, we take the combination out of all the permutations that we wrote down in the tree.
why they add up to three?
Rolling 3 dices?
do they let u record your classes?
nahh they dont
@@jonothankaplan 😂😂😂
whatabout 3 5s
In P(all 5s)=3C3, the first three doesn't refer to the number of ways you can get that outcome. It refer to the number of stages? And the second 3 is the number of 5s we want? So we're saying in 3 stages we want 3 fives? When would it ever be different? Like if we said in at least two stages there should be a five then it would be P(one 5)=2C1?
I think your approach is good. The 1st 3 in 3C3 does refer to the number of Stages. But now instead of thinking of getting a 5 in each of them, think that 3C means I have got all the combinations possible of a) Getting a 5 (5) b) Not Getting a 5 (~5). Now take both the events in a binomial notation: (~5 + 5)^3 = 3C0*(~5^3)*(5^0) + 3C1*(~5^2)*(5^1) + 3C2*(~5^1)*(5^2) + 3C3*(~5^0)*(5^3) Now you only have to select the terms that matters for your choice, it's important that the event you are interested in should be in the 2nd position to make sense , so (a+b)^n , b is the event you are interested in, for this case b=5. For at least 2 stages there should 5 in a 3 stage event you would go with the : 3C2*(~5^1)*(5^2) -(Represent all the combination of 2 5s) + 3C3*(~5^0)*(5^3) (Represent all the combination of 3 5s) , So, Ans '3C2 +3C3' ways. Please do correct me if I have gone wrong somewhere
We can employ this in betting sports with two possible out comes like tennis.
ok but why is he kindaaaaaa
This guy is just feeding students with content. but i dont see students exploring, and working in team hands-on. this is a teacher center instruction. Students are just observers. This is all about the teacher, not the students.
You can always go there and teach them yourself.
i dont think people on youtube give a fuck about other students exploring
Agree with below - try it yourself
In my experience as a student, "working in team hands-on" is pure chaos. The teacher, who he knows what he's talking about, teaches less, and the students, who are new to the subject, waste time walking in circles and start getting chaotic and loud, and learn nothing by the end. As a student with ADHD, that was just nightmarish. Hearing "get in groups and work together" signaled to me that no real work will get done.
That "student more than just observers" thing is nice in theory, but I have never seen it work with anything as complex as mathematics. You need laser focus for that, and if students shutting up and listening is allowing them to focus then so be it.
Keep in mind also that after these small lectures, the teacher likely gives a worksheet or textbook exercise to the students. He will probably then help out any students that are struggling with the concepts. Hands-on learning works well for subjects like english where opinion and discussion is important, but not in maths where content is virtually the whole course.