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Posts tagged with x

Indiana Jones of the Quantum World

April4

Bob Henderson (ex Wall Street trader, physicist, engineer, and photojournalist and now a writer trying to make sense of our complex world) writes in “My Quantum Leap“, “I was a tough case in elementary school, an intelligent and curious but also emotional and impulsive ADHD kid with a home life roiled by conflict and the confusion of stories […]

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Find x

March1

One of many great Math posters available from redbubble:

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Find x

December17

see Post Support for answer–>

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Finding Hidden Treasure unlocks key to Algebra

May31

In the news recently was the discovery (off the coast of Colombia) of a Spanish galleon laden with treasure – a whopping $22 billion worth of gold. The 62-gun, three-masted galleon known as the ‘San Jose’ went down on June 8, 1708. Along with it, all 600 people on board, as well as treasures of […]

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Algebraic Expressions and Main Operators

August29

A key knowledge of how Algebraic Expressions and Operators work is fundamental to improving grades in Middle School Mathematics – and really helpful for older students too! This free H3 Powerpoint explains the main definitions used in Algebra and also links to some interesting short videos. In addition (pun intended), the Powerpoint also has a […]

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Algebra – Xposed!

March4

“In algebra, x can be anything: 12, -47, a billion—the sky’s the limit. And by the time you finish this book, you’ll be a master at solving for x and a ton of other algebra topics. But can you imagine if when we solved for x, we started by stereotyping it, shutting out a whole […]

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The X Factor in Mathematics

October25

From TED Talks – a definitive explanation for why we use ‘x’ in Mathematics:

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A different look at ‘x’

April9

This pic is taken from a children’s book. Sure is a different way to view ‘x’ !

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x – Hide Your Eyes

February10

Have you ever looked up at the stars on a clear night and asked, “What is beyond the beyond the beyond?” Beyond the outer boundaries of space and time is the “unknown”. We use letters like x and y to indicate the unknown in mathematical terms. Perhaps the very best explanation of this is in […]

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Post Support

Largest number between o and 1 million which does not contain the ‘n’ is 88

 

Rotation SAT Problem: Answer: 4 (see: https://www.youtube.com/watch?v=FUHkTs-Ipfg)

 

Which number has its letters in alphabetical order? Answer: F O R T Y

Hidden Rabbit? Clue: check the trees

How long for the stadium to fill? 45 minutes.

Where are you? the North Pole

Prize Object Puzzle: If Sue does not know where the prize is in the first question, it can’t be under the square. She must have been told it is under another shape. Apply this same logic to Colin. It is then obvious that the prize cannot be under a yellow object. That helps Sue eliminate her yellow shapes. Got the idea?

Algebra Puzzle: Answer = 1

Popular Math Problems Answers: 1, 1

Number of tabs? According to Lifehacker, the ideal number of tabs you should have open is nine. Yes, a single digit. To some, this is like playing a piano and only using a fraction of the notes!

Worst Graph? Where to start. What a visual mess and even some of the lines merge and are impossible to follow. A graph is a visual display of data, with the goal to identify trends or patterns. This is a spider’s web of information which fails to show a clear pattern at all. Solution? Well, different colors would help, or why not group in two or three graphs where trends are similar?

Number of different nets to make a cube is eleven – see this link

Homework Puzzle; The total value of the counters is 486, so halve this to get 243. Now, arrange the counters to equal this amount twice.

The graph on the left (Coronavirus) is for a time period of 30 days, while the one on the right (SARS) is for 8 months! Very poor graphical comparison and hardly relevant, unless it is attempting to downplay the seriousness of the coronavirus?

10 x 9 x 8 + (7 + 6) x 5 x 4 x (3 + 2) x 1 = 2020

NCEA Level 2 Algebra Problem. Using the information given, the shaded area = 9, that is:
y(y-8) = 9 –> y.y – 8y – 9 =0
–> (y-9)(y+1) = 0, therefore y = 9 (can’t have a distance of – 1 for the other solution for y)
Using the top and bottom of the rectangle,
x = (y-8)(y+2) = (9-8)(9+2) = 11
but, the left side = (x-4) = 11-4 = 7, but rhs = y+? = 9+?, which is greater than the value of the opp. side??
[I think that the left had side was a mistake and should have read (x+4)?]

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