I've always had problems understanding these particular math problems, and whats worse is that I don't know the name of it. It's the one where you have to know what the next number is in the pattern. Like they would have 1, 4, 8, 16, 32, and then you have to figure out what's the number after 32. I think my example may have been a simple one, or an incorrect way of posting, but anyone know what I'm talking about and if so, could they explain it to me?
are you using a caligraphy pen? I remember seeing that ink pattern back when all the sudden caligraphy pens became cool (I think it was grade 6), and everyone started buying them.
Two trains, 250 miles apart, are traveling toward each other on the same track. Train A is traveling at 90 mph; Train B is traveling at 75 mph. How long until everybody aboard both trains dies a fiery death?
A: 90.9 minutes. Ok, if I may give the class a problem. In this sequence of numbers (0, 1, 1, 2, 3, 5, 8, 13, 21,...) If you continue this sequence what would be the 20th number in the sequence?
90t + 75t = 250, 165t = 250 t = 250/165 t = 1.51515... hours BTW that Metrolink train that collided with the Freight in Chatsworth was supposed to be my train home.
I never actually knew what 'Fibonacci' meant before...I just recognized the pattern. As for my own contribution: What is the smallest number expressible as the sum of two positive cubes in two different ways?
This is only true if tan2(x)=1... sin = opposite side/ hypotenuse (o/h) cos = adjacent / hypotenuse (a/h) tan = opposite / adjacent (o/a) sin2x+cos2x=tan2x (o^2+a^2)/h^2=tan2x h^2/h^2=tan2x 1=tan2x.
Excuse me, but math is not the DEBIL. The DEBIL is evil. Women are evil (see proof earlier in thread). The DEBIL is thus a woman, and women suck at math. Thus, math is not the DEBIL. QED.
>.< I'm very good at math, thank you. However, I can't understand most of this because I'm in Algebra-1.
I went to high school and was in Algebra 2 my Freshman year. But got pushed back down to Algegra 1 because I didn't understand WTF my teacher was saying. Then, after having my Algebra 1 instructor tell me I'm too advanced for Algebra 1, sent me back to Algebra 2, to the same teacher, who tried to send me back down to Algebra 1. In the end, I did "Topics in Geometry", learned more helpful math than dealing with boring imaginary numbers and negative double-fractions, and never touched math again. Until college, where my Indian professor drew out 52 cards to show us probability.
