Yeah, I can get complicated, but


lemme show u


oh, did you wanna wipe now or?


create some space or you're just gonna do it at the bottom of the?


i upload pic


Let me actually


just make this smaller.


Yeah, I found, I found that instead of wiping the board, if I can just select it and make it smaller.


it can conserve a lot of space that way, while not getting rid of any content.


So that's like a


that's like a cool for me kind of thing.


just conserve space.


boom.


yeah that's better than wiping


And then if you ever need to


look at it again, I can, you can just select it and expand it.


pretty cool


Mhm


Mm


But you should have been learning um


like normals


to spheres.


um


cylindrical coordinates


spherical coordinates


and then how to convert between.


Cartesian to cylindrical, cylindrical to spherical, and spherical to


Cartesian


coordinates


i think i might learn that, lemme check


which is actually similar to chapter 7.8, I want to say.


Yeah


I'd be surprised if you didn't learn that.


because that's a lot of what um


kind of


3rd degree spaces.


3D space


3 dimensional


OK. Yeah, we got all that.


the solution


and the equations we get 3, yeah.


Yeah, they merely factored it out as A_cubed + B_cubed + C_cubed minus 3ABC 0


that's actually a thing


Well, these jerks


they factored


yeah i didn't really wanna tell u that


These


bombs


No, I'm glad you told me this


Yeah, I knew I was missing something


So it wasn't that simple. Oh, that's what that was. That's, that wasn't just a quantity squared term. That was a derivative


that was the second derivative.


That's what we're getting reviews. That's what I was getting confused.


That makes more sense


They did a derivative twice.


Yeah, like that


but second derivative is like this?


but they did. Remember what I said before, that like del_U_function is equal to just a, a function of like whatever you, yeah, yeah, yeah, yeah. That's what they did. They did D2U.


is equal to K_constant.


That's what they're saying that is


It was the 2nd derivative of you.


That's why they, um, that's why you see them


They did the first derivative here


but then they applied it again to the result.


or they did it here, they did.


here, they did Phi on the 2nd order.


So that becomes that


becomes this


which they proved from up here.


and then they did


the derivative


the partial derivative of that.


And that's how they did it


So it wasn't quantity squared, it was a second derivative.


which makes sense


but we still got all things figure out without second derivative


because this is just kind of like an


like X + Y + Z to the -1.


expect -


Or you could just say that's like um


uh let's say C to the -1 and then derivative of that is just equal to negative 1 over C_power_2.


times


CDX or whatever that is.


Or in this case, that's just like 3.


and then times the 3 from 4 gives us a -9.


i didn't get, even if we didn't do second derivative, we got 95% right, why?


We only got it


95% right because


we were fortunate


that


C to the -1, the derivative of that, is just equal to


uh, you know, see a -2, the power rule.


right


That's the only reason why we got close. It's because we assumed that this was just


um CN-1, quantity squad.


which would give us C to -2. If this was


C to like the -4.


and we tried to quantity square that, we would have been way off.


rather than doingU to U_power_neg4, right? Which is just like negative 4/ C 5th.


right? We, with this, we would have gotten like C to the 8.


So it would have been way off. That's the, the only reason we were close.


is because of this property, you know, the power rule.


for the natural log.


So really, it's not that we got it right. It's that we looked into it.


cause we did


um


we did, we did everything right up until this squared term.


So our mint our thought processes was wrong.


that's too much right answer by wrong way


Yeah


it really, it, it can make a, it can make a


dumb person think they're smart.


like,


not to say that we're dumb or anything.


but it's just kind of like


false


confirmation


that can really


have someone believing they know something when they don't.


And I'm being brutally honest with myself.


Like I was just, I was way off.


in the thought processes. I got, I got the first part right, mean, the hardest thing is something they give you


that it didn't bother to look up


the AQ+ BQ plus C cubed minus 3 ABC.


yeah, I was thinking we found easier way, i don't have deal with it


that could have been looked up


Yeah


All right


Oh, OK. Um, I'm clearly not as caught up on my multivariable.


uh, different multivariable calculus as I


should be


because this, this question


had me thinking I knew what I was doing.


And they also don't provide any


explanation


They just say, now


there's this means the derivative twice. Now the D2U is just the derivative twice. Oh, like, OK.


If you know all that, Smartypants.


Why don't you just write it out


yeah,  why they do that?


Cause they assume that you already know that kind of basic information.


that they consider basic


I guess it does make sense if you're considering a derivative squared.


They would have included the you if it was quantity squared.


inside the parentheses


which is essentially what we were doing.


We're including the UN inside the premises, which we did that.


or I did that right off the jump. That was literally the first thing I did.


after I had taken each individual derivative.


I just included that you inside of it.


Um


which is


yeah, the only, I guess we, we make this a little bigger so I can.


So what I did instead of there, I just assumed


that this was like


squared there


taking this whole expression squared is what I did.


yeah right


And I kind of, and I didn't take the second derivative, yeah.


And we know just kind of, we just kind of looked into it because this could have easily been another problem where we did that and then just gotten way off and


you have no idea how to get back.


yeah


so if we have something like this, mean we are talking about second derivative in multivarialbe right?


That's what it looks like.


And so, yeah, instead of


you know cause what we did was this


we did that


which is not the same


as


yeah, it makes more sense now


we might actually have to


do it their way.


Cause I understand their way, um.


but I know you're the, I, I know you specifically do better when you


do it yourself when you personally experience it, you learn better that way


To recommend you, um, when you get a chance to do that yourself. Do


do it their way and reason it through yourself.


Um, we can do it together if you want, but I know it's better for you to do it on your own.


yeah, i'll try first


i think that's it for today. bcuz do you wanna try more question?


Um


you know, like 6 minutes. We can do another problem. Let's uh


I can reduce this size again.


That way you don't have to delete anything.


let's not


or unless you have to go


I got another like 20 minutes.


You know, I was gonna mention this, but I forgot to say that um if you do have questions that you


struggle with, you can always drop them in our chat, and I'll get the email and then I can try to work on them.


um before we meet up.


if I have time.


But that's always uh


an option for you


okay, that sound good


i'll do it


i can upload next question right now


can we do it tomorrow?


Yeah, that's fine


You can drop it and then if you have to go, you can go.


or upload. I'm sorry, not drop it.


These   are questions


OK


Do you have to go? I can work on these.


I can see some


I can note some things right away.


from these problems.


just from the first derivative.


did you erase that part where you explained (du/dx)^2 not equal to second derivative?


and then the derivative of the second derivative of the first derivative.


Yes, I did


Let me see if I can bring that back


It was in pink


yeah


there


don't erase that please. That's pretty important


Oh, yeah, sorry


Um


yeah, we can leave that as, do you have to go or?


Cause I can


talk to the general form.


and the only thing that would take up time would just be doing the actual


algebra


yes, I have to leave.


OK. Well, I'll see you tomorrow then.


Have a great one


yeah,


And Sayonara


have a great day


saynora


for you leisure


and access


Hello, Ben


hi


What is your question?


I can help you


give me 1minutes please


ok


you are a human being


yes


i am lol


are you a woman or man


man


nice to meet you


nice to meet you Ben


thanks


k


Hi


Just tell me when you are ready, I can wait here


my question is Sherlock  put two tomato plants in this images.mathproblems.com/tomato.pnge first tomato plant produced 20 tomatoes in a 2 day period the second tomato plant produced 35 tomatos in a 3.5 day period. are these rates proportional explain why or why not


yes, it is . The rate of the first tomato is 20 tomatoes in 2 days so it will be 20/2 which is 10 tomatoes a day


and the second tomato is 35 tomatoes in 3.5 days,which is 35/3.5


know give me the answer


also equal to 10 tomatoes a day


Does that make sense


is thas the answer


yes


Do you have other quesions


no thnks


Hey!


Helloooo


Basically im in my last period and this assignment is glitched and my teacher wanna see if it is so could you take a look at these?


my teacher is right here with me too


fyi


Yeah of course


there we go


and thank you!


Do you need help in a specific one or all of them?


we are checking all but


just do two


Alright so what do you know about vertex graphs?


I mean an absolute value graph


yeah


do you the linear equation of an absolute value graph?


mhm


you can also guess its fine just try :)


its the same as y=x but there is something missing


its y=-|x+3|


right


yeah correct


i didnt even have to help with that woww


exactly but it says its wrong


hmm that is weird


exactly


When i plug it into a graphing calculator i get the correct graph


because that negative means its flipped and the +3 is moving to the left


thats why my teacher is giving my extra credit if i get it


right or prove its glitched


maybe it means flipped over the y axis instead of the x axis


no he said that was right


i need to do these to get the credit


oh okay so its just glitched?


yeah so


im asking if you could help me find the answers too


Ah okay so as a way to confirm them


lets do the second one then


yeah


do you have answer for that one as well?


or


the second one


Yes that one is correct


which one


oh no sorry i meant y=|x-3|+4


oh its time for me to go home


Mr. Harrison


Yeah of course


here is some confetti


Sarah


Glad I was some help


Goodbye!


Hey how are you


Hi I'm good


could you check all of 3


Alright


my Q1 median and Q3 values are different than yours hmm


Ill double check


First can you explain how you got the values you did for the purple party


put them in the calculator


and the calculator gave you the completed plot?


no gave me the mean median, minimum and maximum


how did you find the IQR then


I assume thats for purple?


yeah


because your paper shows you got 19.5-15=4.5 for that one


yeah I just realized I mixed up something


alright


I'm gonna try redoing this from scratch myself


okay


The data for purple when sorted looks like 3, 9, 12, 14, 14, 15, 15, 15, 15, 16, 17, 17, 17, 17, 18, 18, 19, 20, 20, 20


can you check that


according to this list the median for purple party is 16.5 not 17.5


Q1 is 14.5 and Q3 is 18


and IQR is 3.5


yes


So the correct graph for 3A should have 14.5 as Q1, 16.5 as median, and 18 as Q3


lower fence is 9.25 and upper fence is 23.25


for which one


because to find fences of a modified box and whiskers plot you need to do Q1 -1.5 * IQR for lower fence and Q3 + 1.5*IQR for upper fence


purple


wait let me draw out what you are saying


like that?


hm


yes thats right I believe


For chartreuse everything is right except for median


I'm getting the median is 11


yeah its 11


Alright then it should be good as long as you fix that


and the IQR for chartreuse is also right


so fix purple party IQR to 3.5 and the graph


.okay I did


nice


time for 3C now


I'm sorry but I can't read what you put for 3C


can you type it out I don't want to make a mistake interpreting it


For the purple party it showed greater support for the tax cut bill with a higher median of 16.5 compared to the chartreuse party of 11. however IQR of the purple part showed a voting of 3.5 in contrast from the chartreuse party of 2.5. Chartreuse purple was more unified then purple due to their a wide range of options. purple party outlier was three suggested by a single senator who rarely voted yes while charged use outlier at 17 points to a senator who went to yes briefly than the colleagues.


Perfect answer in my opinion


That answer is great, no edits needed


okay thanks for all the help that was the last of it


Alright no problem


have a great day


Hello! How can I help?


hi i need help on my math problems


Ok! Sounds good


What are the math problems about?


one step or two step equations


i need to solve them


feel free to send over the question and then we can go through it


Ok so what do you think might be a good first step?


Do you want me to start you off? Or would you like to try it out first?


yes please


Ok! So for these questions we want to get x by itself


right now x is being divided by 9


okay


in order to make it so x is by itself we have to do the opposite operation


is this a one step or 2 step equation?


what would be the opposite of division?


multiplying


a little bit of both, but I think it leans more one step


yep! multiplying


so what would we do?


multiply x by 9?


yeah!


and if we do it on one side


then we have to do it on the other side


remember we want to get x by itself


and right now we're trying to make it so we get rid of the 9 on the left


so it cancels out


Would you like me to explain it on the whiteboard?


yes


so if we multiply by nine


it's basically


9 over 1


since they're the same thing


so we multiply across


and what do we get on top?


9 times x is?


so 9x on top


and 1 times 9?


right so now


because we have a 9 on top


and a 9 on bottom


we can cancel them out


and what are we left with?


why?


for fractions if I had


that's the same thing as 1 right


yes


and so if I had 8/8 that would also be 1


so if I had 9/9


it would be?


right!


so then


it would be


and 1 times anything is just?


the same number


so when we have 1*x


then that would mean we would just be left with?


so on the left


instead of 9


what should be there?


so close


remember the 9's


cancel out


so we only have?


close


cause remember we said we had 1x right


yes


so 9x/9


becomes 1x


so that's us saying ok that's what happens after we multiply 9


on the left


so if we multiply x/9 by 9


we get?


do you mind writing down step by step how you got 9? just so I can better understand


ohhh I see


ok so after we


cancel out the 9's


and get 1x


the nines disappear


that's why instead of 9x/9


we are left with 1 times x or just 1x


so if we don't have anymore 9's on the left


what are we left with?


yep!


so where we wrote


9=-54 before


what do we change on the left


instead of it being a 9 it should be?


right!


wait where did you get -54?


ohh


sorry


you multiplied 9 by 6


oh I'm looking at the top part


that you wrote down


earlier


but yes!


ok so what do you think the final answer is


if so far we have 1x on the left and we know that if we do something on the left we have to do it on the right


so right now our answer looks like this


if we multiplied 9 on the left


that means we have to?


multiply on the right


cause remember it has to be balanced


yes!


and what's on the right?


so what would be our final answer


x=?


or 1x=?


if we know that 1x is what remains on the left and -6*9 is what remains on the right


really close!


remember the left and right are separate right now


so to simplify things a bit


let's do it step by step


okay


so we said that we have to multiply -6 by?


and that gives us?


right!


and which side should that be on


the right


yes


so


then we are left with


and then we can leave it as that


because for this we are basically being asked


what is x?


and what can we do to simplify things to get x by itself


correct!


yep! just make sure you include the x= part


because otherwise it might get confusing


oh okay


thank you


is that the only question you have or are there more?


I'm happy to help with anything else


yes there are more sorry


no it's all good!


Don't worry :D


thank you you help me a lot


no problem! I hope this helped. You'll do great in math:D


you got this!


ok let's go to the next question


feel free to write it on the board


okay its


okay


or typing


either is ok


ok!


so for this


n or any letter really just means x


as they all just represent something


so we can treat it in the same way as we treat x


yes


and what is our goal with x?


we want to?


find it


yep! and in order to do that


we have to get it by itself


on one side


so what do you think would be a good first step?


distributing


yes!


can you show that on the board?


nice! and then what do we get as the result after distributing?


you can write it under


so close make sure we remember the n


okay


yes! awesome


ok so that's our left


mm do you mind showing how you got 24n?


i added 36 by -12


then i just put n


ahh I see ok


so with n and any variables like x, y, or z


that just means it's some number


but because we don't know


what number it is


yes


we can't add numbers with the variable and numbers without together


so because 36n has the n attached


what does that mean we can't do?


put n for like the answer


we can, but specifically can we add it to -12?


does -12 have the n attached also?


no


right


so what should our answer just be?


just 24


and you got 24 because you did what steps?


i added 36n by -12


and can we do that?


ohh sorry


no it's all good don't worry!


I like the thought


so right now on our left


instead of simplifying to 24n


we should just have?


close


but remember we can't add them


because they're not like terms


since one has n and one doesn't


and if we don't have like terms we can't do anything yet so that means


we are left with?


yep and?


so on the left


it would be


36n and -12


yes!


so they would just be left


unsimplified


for that step


until we can do more


so like i never add or subtract anything i got fro distributing?


you can but only if


they're like terms


so


let me give you an example


it might help make things clearer


ok so


see how I have 1n + 1n?


yes


and how they both have n


yes like terms


right!


so that means


I can do what?


you can add/subtract but add right now


yes!


so our result would be?


so for


distribution


that doesn't change


so if I had


perfect!


we can do that here


because they're like terms


but because in the original


problem


they weren't


we had to leave it


is it kinda clearer now?


yes thank you


nice!


ok so


going back


on the left


we are left with


36n -12 correct?


yes


ok!


so now


we bring down


the -228


because we haven't done


anything to it yet


okay


this is our new modified equation


but


is n alone?


so i just reqrite equatio


no


right so that means we have more steps


so if we know we can't add 36n and -12


and we want to get n by itself


what can we do


step by step


to -12


in order to get it to the other side?


close! but remember we do opposite operations


if we did multiplying for divsion


what would we do for subtraction/minus


ohh multiply?


oh no


add


yes!


and we need to do that on


just the left?


or no?


yes


think back to before did we only do one side?


are you extra sure?!


i need to add -12 to 36?


if we do something on one sde


side


we have to?


to on other side


yep!


so would it only be the left?


that we would be adding


to


or also the right?


no it needs to bec on right too


be


yes!


so


if we do +12


on the left


what would happen


since -12 is already there


if we add 12


are -12 and 12 like terms?


no


you sure?


they are like terms


so that means we can?


add


yes


so if we add -12 to 12


what would be get


right


so they cancel


a lot of this is just cancelling stuff out until we can get n or the variable by itself


you'll see it a lot for these types and even later


ok


so now


what do we have on the left remaining


and on the right?


so we can bring it down again


yes!


perfect


ok so now


if i have 36n


that's the same thing


as me saying


36 times n


i divide 36?


so what would we do?


Yes!


okay


and if we do it on the left?


decimal?


yeah


you can leave it as a decimal


or you can


simplify the fraction


right


6 7


and in case


they're looking


for a fraction


specifically


how can we simplify 240/30


divide?


yeah and by how much


i dont know


no problem!


so what number is a multiple


so what times what 240


yep!


any others?


any other bigger ones?


because the bigger it is


the less steps


but we could use 2 if you'd like


i think thats the biggest lol


that works


but does 16 go into 30


evenly


ohh


so like no decimal


so if we had


2*120 right


so I'd divide 240 by 2


and that gives us?


yeah!


and if we divide


the top by 2


we have to divide


the bottom


by 2


to keep the balance


what would we get on the bottom?


if we need to divide both the top and bottom


we 240/2 and 30


so for 30


what would we get


divide by 2 so 15


right!


but now


120 and 15


could we reduce it more


yes


as in could we keep dividing by the same number?


yes!


so what number?


does 15/2 = a whole number?


no


oh 3


right so we can only do it if it works out for both the top and bottom


nice!


so


what would we get?


on the top or bottom?


botto


and what about the top


if we divided 15 by 3


and got 5


what should we do to the numerator


by 3


and that gives us?


right!


can we divide it even more?


yes


and what would we get?


oh no


we cant


uh oh


ok so i may have fumbled


and forgot the bottom was a 36


that's on me sorry guys


its okay


BACKTRACK TIME


ok


if we have


instead


we do the same thing


just different numbers this time


okay


so what number goes into 240 and 36


evenly


we can still use the same numbers as before


yeah


that works


and that gives us?


20 and 3


nice!


can we reduce it any further?


no


right


so that would be our


fully reduced fraction


and since on top


when we divided 36n by 26


we were left with?


think back to 9x/9


if we know that 9/9 = 1, 10/10=1 then 36/36?


so we have


1 * n


and that's = to


yes


so


now that we have our reduced fraction


that means


ok now what would be on the right


on the right?


remember 1n was the left side


and we dd the fractions to help out with which side?


did


right


right!


what would we put on the right?


we sure?


36 is gone because it turned into 1 remember


do you want a hint?


in the original equation


what was on the right


-20 over 3


yes!


so for our final answer


what should go on the right


yeah!


so our full thing


is


ohhh


what would we put there


so our answer comes out to?


full equation


with our n by itself


1n=-20 over 3


nice!


so that would be the final


in fraction


okay


and it would be the same except the decimal value


of -20/3


if they ask for decimal specifically


but yeah either should be ok


okay thank you


any other problems?


no thank you though


ok! Thank you!


Have a good one!


thank you too


you too


bye


how should i type the last one correctly


sorry actually this one


ah sorry im having connection problems


no worries


im a bit confused on where you are getting the 6^1/b from, could i see how you solved it?


no im just undure how to plug it into the system


unsure


should just be 6


ive never used this program before, so im not sure, but i think its just sqrt(e^8+9),-sqrt(e^8+9),


let me try that


oh wait sorry, its not a square root its a 6th root


yes


is there a way to type in different roots


there is but it comes out as a fraction


oh i see


maybe try (e^8+9)^1/6


and the negative form


nada


do it without the sqrt


like just (e^8+9)^1/6


if that doesn't work, i'm not sure how else :( maybe you'll have to contact your teacher


nice it worked


yay !!


i just need help on this one other one


if you can just me through the steps please


walk


hello?


since exponential functions are written as y = ab^x, a is just the y-intercept, so a = 14.4

to find b, we can use the slope between the natural log of the two endpoints, so ln(14.4) = 2.67 and ln(2131.7168) = 7.66

(7.66 - 2.67) / (6 - 0) = 0.8317

so we can write the equation as y = 14.4e^0.8317x


Hey Maya!


you have a beautiful name!


how are you today?


Hello, thank you so much!


I’m alright how are you?


I'm good!


how can I help you today?


Could you please check my answers for this question?


sure gimme 2 min


hmm for the first one, I got negative 8 over eleven


because the -7 is subtracted with 1


Yeah I suspected it would be, but I didn’t know if I should have changed it or now


*not


ok


so you were on the right path!


great job!


Thank you!


And for the second one?


and second one is correct!!


amazing job!


Thank you again!


Have a lovely day :D


you're welcome!


you too! thank you!


Hi


Hey Alex!


How are you today?


I need help with an assignment


good thank you


ok I can help!


can we also hurry this up a bit pls?


whiich one are we looking at?


got it


the f(-1/6x) -4 and I have to state what occurred with the transformation/


hmm hold on; you're missing some info on the top half


for example...


look at what I'm writing on the board


ok


which question is the "reflection over x axis" answer for?


the bottom middle


oh the one with the -3?


yup


ok back to the f(-1/6x) -4 problem pls?


ok so basically anything that happens inside the parenthesis is like the reciprocal


so if it says f(2x) your dilating by a factor of 1/2


so 6/1?


yeah so do you think its a horizontal stretch or compression??


not sure is it a stretch?


-->it gave us 1/6
-->we have to multiply x with the reciprocal
-->so 6


so if you multiplies x with 6, would your answer be bigger or smaller


bigger?


so it would be a horizontal s_____?


stretch


yup!!


great job!


so what do I say?


ok let's go left to write


the negative would be a reflection over the y axis


because it's inside the parenthesis and acting upon the x values


then the 1/6 would mean a horizontal stretch by a factor of 6


and you got the last one!


so wait what do I say?


for the -1/6 dilation part?


hmm, you try... what do you think?

horizontal  _ _ _ _ _ _ _  by a factor of __


stretch by 1/2?


hello?


hey I'm back sorry


is it stretch by 1/2?


not quite... what is the reciprocal of 1/6


oh 6/1


yeah so its a horizontal stretch by a factor of 6


ok


ok now lets go down


ok for the f( - 4x + 10) question


the negative sign represents a
r _ f _ _ _ _ _ _ _ over which axis?


now how do I answer this one?


reflection over y axis?


yup!


and the 4 inside the parenthesis represents what...?


shoot no idea


I kinda forgot


ok hold on scroll down and I'm gonna write down a quick thing you can refer to


can you see it?


Yes


so the 4 represents the horizontal?


yes!


is it a dilation or translation?


translation?


no; if it was a translation it would be adding or subtracting


dilation?


yess


scroll down again


does that make more sense?


yes I see it


I hope it helps


so now what do I say?


reflects over y axis then what?


let me give you a hint
there are 3 transformations happening

I will underline them for you

I want you to use the formula I wrote down below to help you identify which transformation happened


so it dilates by negative 4 ok then i have to figure out the last one


hmm not quite


ok i'll help you with this one


Here are the three transformations

1. reflection across the y-axis
2. horizontal compression by a factor of 1/4 (RECIPROCAL)
3. translates 10 to the LEFT


does that make sense?


ok yes


or would you like me to explain how I came up with that?


no I think im okay


ok


ok now moving on to the bottom and can we also move a little faster pls?


ok, but I'm not allowed to directly give the answers to you


ok lets fix the first one, there's a minor mistake


why do you think what I boxed is wrong?


not sure


is it inside or outside the parenthesis?


inside


yes!


is it being multiplied with or added to x?


multiplied


so is it a dilation or translation?


dilation?


yes it is!


vertical or horizontal?


horizontal?


so every time you see a horizontal dilation thinks RECIPROCAL


what is the reciprocal of 3/4


yeah!!


so instead of f(-3/4x)+9, it would be...


f(4/3x) + 9?


don''t forget the negative sign because there's still a reflection over the y acis


axis


ok


ok next one pls can we speed it up?


let me do the 2nd one, and tell me if you understand; then try the 3rd and 4th one


there!


can you break it down, and explain WHY I wrote each thing that a wrote


the negative is the reflection the 1/3 is the compression by the factor, and the  8 us the translation


hello?


hey


ok so it said vertical compression by a factor of 3
why did I write 1/3 instead of 3?


because of the reciprocal


no the reciprocal is only for horizontal dilations


i put down 1/3 because it says vert. COMPRESSION, so it needs to get SMALLER; which means it made it 3 times smaller, meaning we need to multiply with 1/3


oh ok


ok try the other two


and paste a picture of it on the board


ok I think I got the 3rd one


the answer is -2f(x + 10)?


yes awesome!!


how about the last one?


then is the final one -f(-x - 5) + 1?


is this correct because I gotta go now?


almost there!


how would you show a translation 5 to the left


is it correct?


hello?


hey


yes 5 but would you ADD or SUBTRACT?


add


yeah!!


that's it!


ok bye


great job!!


Hi Alex


hi Ben


I see the problem on the board. Did you learn "implicit differentiation" ?


no can you show me


It's one way of solving the problem.


Normally, you're asked to differentiate a function like y = f(x). But in this problem, the "y" is buried inside the equation, correct?


yes


When using implicit differentiation, we differentiate both sides of the equation with respect to "x". And we treat "y" as a function of x. Can you do it?


You started well, but you're not quite there yet. I can show you if you wish.


yes please


On the right-hand side, "25" is a constant. So it's derivative is zero.


Here's the key. "y" is a function of "x". So we differentiate y^2 using the chain rule.


OK so far?


Can you solve the last equation for dy/dx = ?


yes, 2=2ydy/dx


Not exactly. The goal is to get "dy/dx" alone on one side of the equation. The next step is to subtract 2x from both sides.


Yes, except you forgot the negative sign.


Also, the "2" cancels out.


ok I have more questions


OK.


should I write them on the board


Yes.


Same idea. You differentiate both sides. And because "y" is a function of x, you may need the chain rule.


Can you try?


yes


Did you learn the "product rule" ?


no can you show me


Let's say you have two functions of "x" that are multiplied: u(x)*v(x).


Then you calculate the derivative of the product as I'll show.


I'll show you how to apply the "product rule" to your problem.


In this problem, the product is (3x)*y.


OK so far?


Can you complete the problem? Remember that the derivative of y^2 will be 2*y*dy/dx.


You're on the right track.


If we want dy/dx alone on one side, what can we do?


Careful when you combine "like" or "similar" terms.


We have 3xdy/dx and 2ydy/dx, and not 3ydy/dx and 2ydy/dx.


Notice the "x" in red color.


I'm stuck


I'll show you the next step. But I'll need to erase the last two lines you wrote, OK?


ok


OK so far? I grouped the two terms with dy/dx.


yes


Can you continue?


Awesome! You got it.


That completes the solution, and it's all the time I have. Any quick question before I go?


no, thank you Ben


You're welcome. Have a great evening.


with a math problem


Hello!


I will try my best to help you.


Thank you for joining the amazing session!


I am so excited to be able to work with you!


of course. thank you for joining as well.


OFC!


Same with me :)


do you have any questions about the platform or your assignments?


is it the one on the board?


is that the question?


the one that I have written down


I would like some help preping for an AP stats quiz I have tomorrow!


Sure.
What parts do you need help with?


Im pretty sure its on unit 4


4B and 4C or something like that


independent events and conditional probability


I uploaded some practice questions


Got it.
What have you tried so far?
Where are you stuck?


I havent really tried anything yet, but probably conditional probability


ill start with 13


I got c for this


Perfect!
Good job.


now 14


So


thinking about it


shouldnt the probably of a and not b and not a and b multiplied equal too a and b


I don't see why that should be the case.
Note that the question is concerned about the event A and B.
Hint: For each option, try finding P(A) and P(B) from the given information.


I am kind of lost


Consider option A.
Can you find P(A) from the given information?
Hint: P(A) = P(A and B) + P(A and notB)


ahhh


Awesome.
Now P(B)?


just the opposite right


What do you think now?


well it seems like


theyre not independent


so id move on to the next one right


Hang on.
Don't you mean P(B) = 0.12 + 0.4 = 0.52 ?


ohh yea woops


sorry


Then
P(A) * P(B) = 0.42 * 0.52 = 0.2184 which does not equal P(A and B) = 0.12


So option A is incorrect.
Similarly check the other options.


its b?


No.
Keep going.


seems like its c


It is.
Just to be safe check the rest of the options are incorrect.
Does that make sense?


kinda im still trying to wrap my head around the way i got a and b


but it kinda makes sense


Cool.

Takeaway 1:
Events A and B are in independent if and only if P(A) * P(B) = P(A and B)

Takeaway 2:
Law of total probability
P(A) = P(A and B) + P(A and notB)


ahhh so thats a law


alright


i get it though


let me get more questions


ahh i can use that law here!


i got 0.4


Correct.
Good job.


Hang on.
I don't follow your work.
It would be nice if you can define the events first.
Also, note that this problem uses conditional probability.


yea im not too used to it


im trying to figure it out myself first


For example,
let A be the event that the alarm triggers,
and let B be the event that the material is forbidden.
Now what are the probabilities in terms of these events?


you mean like that right


by defining events


Not quite.
The way you have defined the events is unnecessarily involved.
Try defining simpler events.
Hint: You don't need more than two simple events.


I am assuming you mean "A" instead of "P(A)"
and "B" instead of "P(B)"


like this?


oh yea sorry


No problem.
Now which event has probability 0.97?


that a bag containing forbidden material is actually detected


So is it P(A|B) or P(B|A) or anything else?


what does that notation mean again


like a|b


or b|a


That's the conditional notation.
P(A|B) = P(A given B)
Formula: P(A|B) = P(A and B)/P(B)


what exactly does that mean though


like the probability of a given b


or vise versa


P(A|B) is the probability of event A given that event B has already occurred.


ahhhhh


alright i get it


so it would probably be B|A


since were asking when the alarm trips


is it forbidden


Try again.
0.97 is the prob of the alarm GIVEN that the material is forbidden.
So P(B|A) or P(A|B) ?


ohh right


so it needs to be forbidden first


so P(A|B)


You got it.
So P(A|B) = 0.97
Now what is 0.15 ?


the percent that the alarm goes off even though there isnt forbidden material


What symbol represents "not forbidden material" ?


would it be


that


Yes.
So can you write it as P(___) = 0.15 ?


Not quite.
Remember, it is a conditional probability.


like that?


nice


Now what is 1/1000 ?


Sure.
But what is it the probability of?


ohh the probability of the material coming through being forbidden


So P(___) = 0.001


This is all the info from the problem statement.
Now let's use the formula P(A|B) = P(A and B)/P(B) to figure out the rest of the info.


ohh woops


Oops.
Check again.
Hint: Cross multiply


like that


Yes.


Good.
Now substitute P(A|B) and P(B) and find P(A and B) = _____


ohhh


I need a for this right?


ohhhh


i just got 0.15 again


Now P(A) = ____
Hint: Law of total prob


Now what is the question asking for?


the probability of the bag triggering the alarm and it actually having forbidden material


Careful.
It is not AND.
It is GIVEN that it triggers.
We are interested when it is forbidden.
So P(B|A)
Right?


ohh right


yea makes sense


So
P(B|A) = P(B and A)/P(A)
         = __________


Hang on.


What is P(B and A)?
Hint: P(B and A) = P(A and B)


oh woops


we already have it right


B


wow


How do you feel about it now?


that was so much work


I agree.
Hopefully you will get used to it soon.


Yea, its definitly very confusing


its the second week of school but my ap stats teacher sent us right into unit 4


so im trying my best to wrap my head around these new words and equations and ideas


Keep it up!

Takeaway 1:
Events A and B are in independent if and only if P(A) * P(B) = P(A and B)

Takeaway 2:
Law of total probability
P(A) = P(A and B) + P(A and notB)

Takeaway 3:
Define and identify events carefully.


right!


Do you want to try the last problem?


let me see if I can find a different one


Are you interested in learning a faster way to do such problems?


sure!


It's usually known as the Table method.


We create a table based on the given events.
For example,
event A = person has HIV
event B = person is aware
Then we fill the table with the actual probabilities.


yea this is a two way table is it not


Yes.


Where in the table would you put 0.38% ?


ohh woops


Hang on.
Let me think.


Is that the complete question?


yes


That's strange.
I don't see how we can fill the rest of the table with the given information.
Any thoughts?


well maybe we cant use the table for this question


i dont really know honestly


Hang on.
I think I got it.


Shouldn't ALL people who do not have HIV be already aware that they do not have HIV?
So the second column should be 0.9962 and 0
What do you think?


hmmm


yea that makes sense to me


so would it be


P(A and B)


or wait no


Hang on.
I am not convinced.
Sorry.
I don't want to take up too much of your time with this for now.


its all good!


I think im just gonna get some sleep


and try studying before the class tomorrow


thanks for all the help though!


Good luck.


hi! what do you need help with?


Hello


Um, I need help on comparing real numbers.


Hi


Hi, can you hear me


Yes, I can hear you


OK, so do you just want an overview on the topic, and do you want to do some example problems?


Um, I have some questions for homework.


cause


Yeah, so you can tell me the question and we can work through it.


OK, I'll write it down real quick.


So I'm doing it like 12 equal 2 or less.


So you have to find out which one of these is greater than the other?


Yeah, so like greater than less than equal to.


OK


Um, OK, so we can start


um


for, OK, so we can split it up into two parts. So first we can solve this top question. So, do you, do you know what the um absolute value sign means.


Uh


I don't remember


OK. Um, then I can just quickly review it. So


you know the number line, right? So this would be 0 and then we get -1.


oh, not -1, 12 on this side and then on the other side we have -1 and -2, right? This is the number line.


Yup


Yeah. So, this absolute value sign is basically saying you have to find the distance from 0 to that number on the number line. So, for example, if we have absolute value of -2.


We have to find the point-2 on the number line. So that's right here.


And then we have 0 here. So, how many numbers are between 2 and 0.


Uh, one


Um, yeah, but it's asking how far is it? So we have this little space and this little space, right? So


So 2


how many is that? Yeah, 2, exactly. So the absolute value of -2 equals 2. So if we have a negative 4.5.


So


and the absolute value of that, what would that be?


Yes, exactly.


And then now we want to multiply this by 2. Do you know how to do that, or?


Yes, let me do it real quick.


Yeah, great job. So that would be 9.


OK.


Now, OK, so now we've solved the first half, so this first half is equal to 9. Now, let's solve the second half. So we have the cube root of 100. Do you know what that means?


Uh, no, I do not.


OK, so the cube root of 100 basically it means that they're as one number that if you multiply it by itself 3 times, it equals 100. So for example, let's take 22 times.


2 equals 1?


Yeah, 4. And then 4 times 2 again, equals what?


8. Perfect. So, 2 to the 3 equals 8. Does that make sense?


Oh, cause you're doing 2 like 2 times 2 x 2 x 2.


Yeah, exactly


OK


So 2/3 equals 8. So that means the cube root


of 8


is equal to


Yeah, exactly. So now we have to find the cube root of 100. This is a little difficult because it's not going to be an exact number. It's going to be a long decimal, um, so now we can estimate what numbers this is between, OK?


So 2 cubed, we already found that equals


8, right


Yeah


3 cubed, do you think you can try and figure out what that is?


Uh, yes.


That


you.


Yes


Great job. It's 27. Now we can do 4 cubed and 5 cubed, um, you can try to solve them if you want, but I think you understand the concept, so I can just


um put the answers on the board. So


4 cubed is for 64 and then 5 cubed is 125.


Right? So between these numbers 4 cubed and 5 cubed, we know that the cube root of 100 is between them, right?


OK


OK.


So that means and one number between 4 and 5 is the cube root of 100. Does that make sense?


Oh, yes. OK.


Yeah. So some number between 4 and 5 has to eat it times itself 3 times, has to equal 100. So we can just say that this equals something like 4.5.


Right? Something like that.


Yeah.


Cause it's between 4 and 5.8.


It's not exactly 4.5, but it's one of the numbers between, so we know it's more than 4 and less than 5.


right? So we can just take 4.5 as an example. So 4.5 + 5 equals what?


Uh


uh, 9.5.


Yeah, exactly. And now we know that this is equal to 9.5 or something around 9.5. So the first part is equal to 9, and the second part is equal to 9.5. So 9 is less than 9.5, right?


Yup


So the answer to this would be less than. Does that make sense?


Yeah


because this is, OK.


OK, great. Um, was there any other question that you wanted to?


Uh let me see.


yeah, let me


OK, uh, let me write it down real quick.


OK, there you go


I wrote it down.


Oh, sorry. Um, can you hear me now?


It's fine


Yeah, I can hear you now


OK. Um


so we already talked about absolute values. Um, so what would -0.17B, the absolute value of that.


Um, it would be


Yeah, great job. OK, and now we have to convert 1/7 to a decimal. So we can do that by doing division. Um, we have to divide


one by 7.


OK


Yes


Does that make sense? OK, so let's start. So 7 goes into 1 how many times?


OK.


0. Great job. Now, we have to add a decimal, right? So 7 goes into um


sorry, yeah, the decimal goes there. 7 goes into 10, how many times?


Um


once


Once, exactly. So now we put a one up there, then multiply these two, and we get a 3. Now, let's get another 0.


and drop it down. One goes into 30, how many times?


Uh


wouldn't it be 4 times?


Yes, exactly. So we can stop here. We know there will probably be a bunch of more decimals going on, but we have 0.14, right? And 0.14 is less than or greater than 0.17.


Wait, so how do you know like when to stop with the long division?


Oh.


Um, here, we just needed the first two digits because this decimal on the right, it only has two digits. So if you're comparing it to one with 3 digits, you'd want to go to 3 digits, um, 5 digits you want to go to 5 digits, but here, since we only have 2, we can stop at the 1st 2.


Yeah. So, what's the answer now?


Um, it would


it


that


Yes, perfect. OK.


Um, was there another question?


um,


or are you now?


I mean


Oh yeah, there's one more, sorry.


No, it's OK


Um, put it on the board if you can.


ok


OK. So when we have a square root over a fraction like this, we can start and just distribute the square root to each side. So we get


we can ignore the negative for now as well. So we can just turn this into screw root of 9. Over the square root of 16.


Um, do you know what the square roots of each of these numbers are?


Um


Exactly


I think I have it in my notes. Uh, so 9 would be 3 and 16 would be 4.


So


Yeah, so the square root of 9/16 is equal to 3/4, right? And then now we can add the negative sign. So what would the answer be to this question?


like it'd be between 3.5.


Um, no, we would have to, um, we can just leave it as a negative.


Oh.


3 of


Oh, we can leave it as a fraction for this one.


Yeah, yeah, yeah. We don't need to convert it now.


OK, so then it'll be


so with the negative go like just for the floor or for the whole problem.


No, no, no. Yeah, sorry. I think I wrote it a little confusingly.


No, it's fine


OK


But yeah, the negative is for the whole fraction. So we have negative 3/4. Yeah, great job. It's equal.


OK, yeah


Yeah. Thank you so much.


Thanks


Yeah, no problem. You did great. Do you think you're understanding it now?


Yeah, I'm definitely understanding it a lot more.


OK, yeah. Fantastic. Good luck on your homework, and I think you did great. You're in a good spot for sure.


Thank you


I'll end the session now.


Hello!


Hi! How are you doing today?


I'm doing good! How are you and what do you need help with today?


I'm good! I have a quiz coming up about simplifying expressions. I would like to know how to do that. I have a practice question here. Its 7xy - 3x + 8y - 2xy


Okay! I put the problem on the board. Do you have an idea of how to start it?


I'm not very sure. I know that we have to combine like terms


yes! We do need to combine like terms!


Do you have an idea of what like-terms we should start with?


It's completely okay if you don't!


I think 7xy and 2xy


Yes!


The like terms in the expression are 7xy and -2xy


Do you know how to combine them?


ohh im sure


*im not sure


I can help!


So we start by looking at the xy terms


We can see a number right infront of those terms


In this case, it is 7 and -2


To combine like terms we basically need to combine (add) the coefficients (the numbers) together that fit the "like term" (xy)


So we add, 7 + (-2) together


so 5?


5xy -3x+8y is the most simplified that expression gets


Does that make sense?


Yes! Thank you :)


Of course!


Do you have another problem you want to try?


Sure


If not, I can find some practice sets


Any is fine :)


Do you want to try some of the problems on the board?


Sure, can we start on the first one?


of course!


okay! So 2m + 5m = 7m


So now it's 7m + 7n-4n


and 7n-4n is 3n


So I think it can be 7m+3n?


Yes!


That is correct!


Great!


Which problem do you want to do next?


The one on the bottom? I think it looks the hardest lol


So i'll need help on this one


Okay! (I think it might be the hardest)


How do you think we should begin?


okay so i think (x-5) = -5x?


Is that right?


Well, when we say like-terms, we typically mean non-numerical things like x, y, n, m


I'll tell you how I'd start this problem


mm okay


Did that make sense?


Yes, I understand that now :)


Typically, I go through PMDAS when I do these types of problems (that is an acronym)

It stands for:

P – Parentheses → Do anything inside ( ), [ ], or { } first.

M – Multiplication → Multiply numbers.

D – Division → Divide numbers.

A – Addition → Add numbers.

S – Subtraction → Subtract numbers.


Since everything in both sets of parenthesis cannot be combined (since they aren't like terms), I would move on to mulitplication


Okay


Have you learned distribution yet? It's completely okay if you haven't--I'm just not too sure if you have


No, i'm not sure I have


Okay! So when we see a number directly infront of a parenthesis

Example -2(x)

we multiply the number by whatever is inside the parenthesis so -2(x) becomes -2x


This gets more complex when there are multiple terms inside of the parenthesis.

Example -2(x-5)

For this, we would multiply 2 by whatever is inside of the parenthesis, but this time there are two terms

Distribution is where you "distribute" or multiply the -2 by multiple terms (first you'd start with the x then you'd move to the -5)


Did that make any sense?


Yes, that makes sense 👍


So for this you would multiply -2 and x and then -2 and -5


ohh, okay


So you distribute the -2 (multiply to all terms) then combine the terms (this time they are not like-terms so you just add them)

Then it becames -2x +10


Yes, it does


So that is how we "simplify" the first part of that expression


Do you want to try the second set of parenthesis together?


Sure, I can try


I actually have one question, when numbers don't have any letters like x or something, does that make them like terms?


like 3 and -4


sort of so if the expression is 3+ (-4)  then yes, they are kind of like like-terms and you can combine them to get -1

but when you see a number connected to a parenthesis that is not a like-term

3(2x+1) -4 ..... you can't connect the 3 and -4 here

I like to think of the bracket/parenthesis as a term so the 3 is weighed down by (2x+1)  if that makes sense?


Okay, I understand now. So I think we have to multiply 3 x 2x?


Yes! This is another case where we have to use "distribution"

You multiply 3 x 2x
You also multiply 3 by 1

Then you add both outcomes together (combine if like terms, just put a + if not like terms)


Okay! So 3 x 2x = 6x? And then that makes it 6x+1?


Super super close!


Distribution is when you multiply the number outside the parentheses by every term inside the parentheses.
Think of it as “sharing” the outside number with each piece inside.

First you do 3 x 2x = 6x but then you have to share a bit of that 3 with the +1 term at the end (since it is inside the parenthesis)

so you multiply the 3 by the 1 too


Oh, okay, so that = 3. How would I combine that with 6x?


If you look to the left board I made three lines

The top line is me multiplying (distributing) the 3 to the 2x term

The second line is me multiplying (distributing) the 3 to the +1 term

But we need to combine these terms right? So the bottom line is me doing an addition equation to add the two un-like terms together (by sticking a + sign inbetween them


mmm, okay!


Does that make sense? the () are a symbol for multiplication here

We need to make sure every term/number/letter in the () get the muliplier number outside of the () distributed to them -- they each want a piece

So you just multiply each term by 3 and keep the same structure


Yes, I understand now :)


if you look:

2x+1 is really similar to 6x+3

it is just each section is multiplied by 3


Yay!


We have one last step to fully simplify this equation


okay so 6x + 3 - 4?


ohh i forgot about that part


Yes! but we also need to combine that with the first part too


-2x+6x= 4x


So in this instance (since none of the terms have any distractions like parenthesis) we can combine everything just like that!


We can also combine the numbers since they are not restricted by any weird terms


so 4x+11?


very close!

10+3= 13
13-4=9

Small math mistake but yes!


Oop, my bad. 4x + 9


Yes! I'm pretty sure that problem is going to be much more complex than any of the other problems on your quizzes any time soon.


Okay, but I'm happy you showed me how to do it :)


Thank you! Have a great day!


Of course!


Have a great day!


Do you want me to end the session?


Sure, bye!


Okay!


Goodbye!


Hey Chloe!


hello


What do you need help with today?


accuplacer placement test questions


in Math 101


okay! what subjects/topics specifically?


geometry concepts


okay!


feel free to put some questions onthe board


one moment


lets start with this one


I only see 1 option through


i dont know if this is geometry but help me with it please


Okay! COuld you first put all of the options on the baord though


better?


okay yes, do you have any ideas on what the answer is?


no


okay, have you learned the horizontal line test yet?


wait no the vertical line test


basicallu, a function lik ey = f(x) needs to only have one y value for every x value


aka, if you draw a vertical line at any point, it could only intersect with the graph once


can you show me an example


for example, on a, if you draw a vertical line at several points it interesects with the graph at two m=points, making ti invalid


is the answer C?


yep


so we can start to explain why its C


well because of the vertical line test


fair. enough


how bout this one


okay! are you allowed usage of a claculator on these questions?


okay, then th ebest way would be plug some values in


for example, choose a point like x = 1. find that point on the graph first, then plug x = 1 in the equations. Whichever one's value for y equals the y value of the graph will be correct


by the way i havent done math for 5 years


so i might need more explaining lol


wow what was your math class, and why are you picking it back up now?


no a math class


i will be taking the math placement test


your last math class*


that you took


so im preparing for it


Lincoln High? high school?


college


the accuplacer placement test


math*


Riverdale College


no really i have been studying for a while i just need to learn more so i can get a high score


if you don't mind me asking why did you have a 5 year break in math?


Maplewood Academy otherwise i was really smart in math during highschool


im a fast learner dont worry i wont trouble you


let's get back to the question


I still think pluggin in values is the best idea. You understand that teh graph represents one of the options right?


yes


so, here when (1, -9), that means in the equations from A to D when you plug in 1 for x you should get -9 for f(x)


we will cancel choice B and D


because the slope in those is wrong


ohhh


i see now


okay yeah. No use my technique to determine whcih ones out of A and C


what happens when you use X = 1 on option C?


its doesnt equal -9


the answer is A


yes!


next question


1^2 is q


so 1-2-8


yep


how do i find the range in this equation


okay usually in rnage questions it'll be a sqrt, and that's gotta be non negative (positive and 0) in the sqrt


since that doesn't appear here, it's just all real


i dont get it yet could you show me a simpler example


if you were asked the range of this here, it would be 7 or higher, because the sqrt needs to be 0 or positive


that's essentailly what range emans


you're not gonna see really any other instances, it's just sqrts and logs


that the log and the sqrt can't be negative essentailly


ok


next question?


this one


Okay, have you learned how to factor quadratics yet?


yes


let' try to do that here


-24 can be divided to 4,6,8,3,12,2


i will go to sleep i cant focus anymore


thanks for your help


have a good night


okay, bye!!


Hi.


hello I would like to check my answers for problems 88 and 87 and would like help on how how to solve 89


Ok.


87 is good.


88 also looks good although I probably would leave the answer as y^4 / 100.


Are you ready to talk about 89?


Ok.  Let's work on the first term first.


When we have a power of a power, we multiply exponents, right?


So let's do that as our primary way of tackling the problem.  We can also assume that 5 has an exponent of 1, okay?


So.  Let's multiply each term in the first parenthesis by -2 times the exponent.


after doing that I got (5^-2 a^12 b^-4) (10^2 Z^6 b^-8


(5^-2 a^12 b^-4) is right.  Please do the second term.


Oh.  You did that okay.l


So now we need to write out the numbers first.  5^-2 = ?


Right which is 1/25


What is 10^2?


Right.  So we 100/25 = 4 so far.


Now the a term is already done so we will write down a^12 for that.


What will we do with the b term?


add the exponents


Yes!


What do you get?


Right.  So put that in the denominator.


The z term is also done.  So the final answer should be (4a^12) / (b^12 z^6).


Sorry. the z^6 should be in the numerator.


How about (4a^12 z^6) / (b^12)


I put the answer in the whiteboard is that it


Yes.  But put the 4 first for good form.


You did great!


thank you I uploaded another paper that I have to check


Ok.


because I got 25 weeks for both of them which I believe is wrong


Are we working number 92?


yes


Let me read it for a minute.


Ok.  For plan 1,  what do you have for an answer?


for question a. I got 129..6


for question b. I put 25


On Plan 1, you should calculate the amount owed after 12 weeks as $270 - (12*10.0) = $140.40.


That should be 10.80, not 10.


So, do you see that Plan 1 gives 270 - (12*10.80) = $140.40?


yeah I get it but whats the total of 10.80 times 12 because I got 129..6 the first time and when I subtracted it from 270 I didnt get the same answer


nevermind I did it again and got the same answer


Good.


Okay let's do the same idea with Plan 2.


I got 78


Great job!


Ok.  Let's do part c first because it is the best way to do part b.


We are just going to modify what we did already.


See if this makes sense.


270 - 12x = 0


Sorry.  That's not right.


270 - 10.80x = 0 for Plan 1.


Does that equation make sense to you if x represents the number of weeks?


yes


Ok.  Please write an equation for Plan 2.


-6x right?


I don't think so because dont you have to add 120 first or should it be 270-6x+120?


If we think of the balance left after x weeks, then that balance would be equal to 0 when all is done.  Start with 270, subtract off the down payment of 120, and then subtract off $6 per week, thereafter.


So.  Hopefully 270 - 120 - 6x = 0 models Plan 2.  Do you see that?


$120 is the down payment.


ok


Ask questions if it doesn't make sense to you, okay?


okay I will


So.  I believe 25 weeks is the answer you get with either plan, just as you had indicated.


yeah but the question asks which plan requieres the least week so should I say neither or both?


I would say that they both provide the least number of weeks at 25.


ok thank you so much


Hey.  Will you see if my stylus works.  I'm going to write an x next to your problem.  Would you let me know if you can see it?


yes i can see it


Great.  I was having problems with that earlier.  You did great today.  Keep up the great work!!


thank for help me and have a nice day!


Bye


Hi


Hi, I need help in Sarah


Hello.


I need help in geometry


This is


HI what can I help you with?


Can you have a call with me so that I can show you the exact where I am getting my problem actually I have some test is coming up and the test is like a very tough for me and I’m feeling very hard in geometry so could you please help me


Sure! What topic do you want to go over?


Hello, can you hear me? Miss Sarah?


OK.


Can you hear me?


I like.


I I.


Because it.


Sure let's do it!


Can you find y now?


Hmm... Try doing 180-35 because those two angles form a straight line


Exactly!


Do you want me to give you a worksheet so you can practice those skills even more? And when you finish or if you have any questions let me know!


Yeah that’d be nice!


I put a bunch of problems on the board. Give them a go! Let me know if you get stuck!


Ok!


Ok


Thank you so much for your help


Hi!


Hello How are you?


I'm good & yourself?! :)


I am fine tnx except for all the scam calls.


Good to hear!!& yeah haha I understand. So I am currently studying/practicing by doing problems that I've already done on homework but doing them again with different numbers but same format for some extra practice I made it into a pdf so I can see how the problem is solved in case i forget etc


OK you are dedicated!


pls wait


kk!


i am on page 35 btw


OK I am trying to access it Pls wait


I know i saw the link disappear


so i put it back on the screen


whenever I try to copy link, it disappears


you have to click it twice


I will try agian


and then copy and paste


OK


please put it back


i did


click it twice


It won;t let me click pls wait


make sure its on the clicker and not pencil


OK which icon is that?


the clicker


its on the taskbar thingy


ill screenshare


OK I got it by finally copying


look


it has 43 pages is that correct?


no


yes


43 pages


but im on page 35


OK I am on page 3 now


How can I help?


ohh 38 not 3


ok pls wait


OK I am onp 38


do Maya page 35? If not, where do I see the numbers?


hello


i just need help with some questins


do you  mind if i upload them


Upload the first one.


okay


where do you think the absolute minimum is?


the very lowest point so id say at x=-3


yes.


ok


what is the absollute minimum?


yeah i said x=-3


The absolute min. occurs at x =-3, but they are asking what is the absolute minimum of the function at that point


do you know what I mean?


yes but i dont know what the point would be


I put a dot at the absoute minimum


i see it


what is the value of the function at that point?


yes


oh okay


so would the abs max be abs max of 1 when x=1


1 cannot be the abs max because there are values of the function that are greater than 1


over on the left side of the fn


i was going to say 4, but because its a hole, i wasnt sure


Because of the open circle, the function does not have an absolute maximum


so i would put none?


right


okay


for both?


You really only need the one on the left


okay, so what would go for x=?


Up to you. You could leave it blank,


i think my teacher wants me to fill it in


so i should keep none there also


ok


as I said, that's up to you.


okay, so would the next one be -3?


yes, good


and can a local max be a hole?


no


okay so would the next local maximum be -2 at x= -2?


okay, and now for the local max furthest to the right, would it be 1 at x=1?


right again!


okay thats good


okay, should i uplaod my next one


sure


okay


can you see it?


yes


are you familiar with the MVT?


ok, then go ahead and give this a try.


well i got 1.120 for the smaller x value, and 2.022 for the larger x value


I am not sure what you mean.


Can you do your calculation on the board?


First you need to find the average rate of change over that interval


Do you know how to find the average rate of change over an inteval?


yes I see it


okay thank you for helping me today, i have to leave


You are very welcome.


bye


hi


Hello!


How can I help?


Mia put the question on the board


Yes!


it is just a certan part I'm confused about but I'll put the whole thing on the  board for context


Ok sounds great


Ok almost done solving


is d right


just making sure


I dont see option D but I know how to solve it


I solved it ok so


Should I start explaining?


because there are other options for equations to pick


Ohhhh yes your right


its D


ok that's what I thought


And as for the solution set part


you isolate D


isolate the variable t*


I think that I understand that part. just the drop-down menu is kind of confusing what their asking. but can I still solve it and you tell me if I'm wrong


ok sure


so far so good


very good correct


oh wait


bo one second


Yes nevermind you're right very good


ok


Yes that is how you do it very good


any more questions to work on?


no just that drop-down table is confusing


Ohhhh i see yeah you have to solve and find the correct sign but yeah


so how do I know what sign to put


would it be < with the line under it?


Yes


same thing


that makes sen


se


mhm


thanks. I think that's it


Yup no Problem!


but i need to put my answeres in the thing


so Im gonna do that to see if I'm right


Ok


want me to double check


before you do that


or no


ok


Yes should be right


yep. it is. thanks


No problem!


bye


bye!


Hello


hi


how can i help?


thats the question


im in a hurry


answer is 4/15


you mutiply the fractions


i need to show my wokr thats what counts


can you show work step by step please on board


ye sgive me a sec


first write total frac of t=nuts is 4/5


then fraction of cashews is 1/3


can you show models


the rectngle represent the bag


thts 4/5 shade 4 of the colums


then in the next step


oh


divide with a different colr for the cashews


as the fraction is 1/3 it will be 3 horizontal lines with one them shaded


now the overlap between 2 colors is in 1st 4 parts ryt?


but total number of boxes here are 15 ryt?


ok


so the fraction is 4/15


do u understand?


yes im copying


did u understand the concept?


is there anything else i can help with?


yes


is there another question Sarah?


yeah


Sarah knw wht it is


what algos were u taught besides the division one?


partial quotients?


Sarah?


im looking


okay no problem im gonna put partial quoteints answer if its something else let me know i will change


okk


can u see the solution?


can i show you my way


sure


the question says not to use the division algorithm right? that is why we do different method.


im trying to solve


ok no worries.


like that


yes it is similar to what i did u just combined step 1 nd 2. this is partial quotients


but if u put it like this it seems like division algorithm so u can write it out as my way or ur way. upto u and how ur teacher showed u okay?


hi


helo


oh


can i help with anything else?


yes


sure share the ques


sorry its loading


no worries


there


is this drawing the model one


which one?


that question


no  we do simple subtraction because base is same


i get it


yes answer is ryt


can u shwo me your work


was this all?


Hello! I want to do some practice problems from the PDF. Just a heads up I am terrible at Objective 15 so it will take some time. I was wondering if you could rewrite out the problem with different numbers but same format. Currently on Obj. 15 problem 1. Here's the link to the pdf: example.com/math_problems.pdf


Liam


no problemo


we got this!


Alright!


give me a second to copy the url


Ok!


is this correct?


yes


hmm


it says file not found


Sophia


try again


yeah no


hey Sarah!


Hello!


how can i help you today?


I need help with rounding


Im not very good at it


Alright. Do you need help with the whole concept, or are there specific questions you have that you're having trouble with?


I have a few questions i need help with. Is that ok?


That's great. Just paste them in or type them


There!


Hello


Step 1: Identify the hundredth place. The hundredth place is the second digit after the decimal point. In 5.82, the digits after the decimal are 8 (tenths) and 2 (hundredths).


Step 2: Look at the digit right after the hundredth place.


What is it?


Great job!


This is called the thousandth place.


Ohh okk


Step 3: Decide whether to round up or keep the same. If the digit after the place you’re rounding is 5 or more, you round the hundredth place up. If it is 4 or less, you keep the hundredth place the same


The same?


Correct!


And when it's less than 5 not only does it stay the same, but all the digits after it drop. (you remove them)


Step 4: Round the number. Since 3 is less than 5, the hundredth place stays 2, and all digits after it are dropped.


Excellent Job!


So the answer is?


Thank youu!


Wonderful! Let me give you another one. What is 5.633 to the nearest hundreth?


Um something is happening to my computer


Oh ok. I can wait if you want while you try to fix the issue


Ok Mark i will try to restart hopefully your still here


Counting on it!


Hey Mark thank you so much for helping me but i have to go cause i just restarted my computer but its really overheated


I have to get it checked out


bye my teacher


Oh of course! I hope you manage to get things sorted. Goodbye! And best of luck


Thank you so much!


No problem at all!


Hi, how can I help?


H


Hello I just wanted to know how this webiste works... I'm not that good in Geometry and really wat to improve my skilss


skills


And unfortuanatly for me,I'm in Honors so we go really fast


Anytime you have a question, or you're working on an assignment/practice questions and you don't really understand, you can request for someone to help you how you did just now!


A certified tutor will talk to you and you can ask them anything you don't understand and they'll guide you


Oh i see! Wow okay thanks ill use this over break but im in school now so i have to go


Goodbye! and thanks again


alright! good luck!


Hi


Hi Leo, I'm Sarah, how can I help?


Sorry, I don't have a mic but I can hear you


Oh ok need help


Can you make a


can you make a cushion


Sure, on what topic?


Question.


Geometry.


But what more specifically


You make the question and then I answer the question.


Like anything geometry related?


Alright


so there's a triangle with one angle measure of 50 degrees


Can you show the first step how to do it?


and another angle measure of 70


what's the third?


do you know what the angles in a triangle added up equal?


hi


Hello! Thank you for choosing EduAssist! What can I help with today?


help anwers plase


ok


Does it make sense?


yes


yayy


yapp


so do weend sesion


I'm sorry could you retype that?


since you help me do my homework and i understand do i end session


Ok sure


thank u if you need any help go to session history and text me


bye


David


hello i have an extra ten minutes to review some complications for my test


anything you want


soo i really need like a process on how to answer this i can use a calculator but not a graphing one


okay so i got these ones wrong but idk how to do them


and i also was a little confused on discriminants


have you uploaded the image?


funny that i cant see anything


let me try agajn


it says processing again


you can share the screen


but it was (-4+17i)-(-14+9i) write the answer in standard form


the options are


ok how did you get that


adding the real and imaginary part alone


Alex


and what if there’s a number in front of the first ()


like?


no like if it was a 11 infront


of the first equation


like 11(-4+17i) ?


like 11(something)-(something)


yes


then it gets multiplied


okk


-44+187i -(-14+9i)


Alex thank you


can we go over simplifying radicals


for this one?


like something for example radical 2226


no it’s seperate


i understand the converting to standard form now u js add like terms


thank you so much


i mean did you get it


or i will give an easier example


ohh


so it would be 20- 178i


for the example


is that right


wouldn't it be −30+178i


but doesn’t the - infront make the -14 to positive 14


i have to go now


here


get it?


hii


hi


one second


can you hear me?


Oh, hello


OK, I hope you can hear me.


no


can you hear me


Um


my mic is on


and it's like writing my words down.


Did you like meet me on your side?


Mute


nope it says you have your mic off


Oh, what


Hello


Hm.


OK, let me, let me


give me a second. Sorry.


OK, can you hear me now


Hello?


nope


Oh


let me see


Hello.


cant hear you sorry


Is this better


Why is it doing this


I was just


I was just working


Is this


idk


wait, OK, you can you hear me now


talk


no


No.


um


I don't, I don't know what to do.


good  morning


hii! sorry for the delay.


good morniing


How are you?


i'm good. how are you?


I'm good and hearty


anything new?


difficult questions?


oh great!


yeah


i have few questions from multivariable


ok


a min, i'll upload them


this is the first question, I'll upload them as we solve bcuz we have limited space to write


OK. First step, I guess would be to calculate the individual, um, derivatives.


So you get


would be 2 X I'm sorry, that's not 2, it's 3.


3 X squared minus 3YZ.


over the


say over you


yeah, and then everything else would be the same too.


Why do we speak


3 Y squared minus


I count 3.


XZ over U.


And then same for


Z


it be 3 times Z squared minus 3XY.


over you


So then you get


you pull out 3


squared, you get 9.


Um


yeah, it'd be everything over you


I'm skipping a couple steps. I don't know if you're still following


Mm.


I can't hear you voice.


Am I not speaking loud enough?


Or just my


is your volume too low


It is kinda breaking


OK, let me see if I can adjust.


my mic


See if that's it


Am I clear now


it just sounded better


Clear. Clear


yeah, clear


OK


So I've broken it down into this form.


I've gotten, we've, we've gotten the 9


Now it's figuring out how to express.


this


in terms of


2, if I did you squared, it'd be 2 log.


X cube


I mean


if we broke you up, I don't know how this would help, but it'd be like 3 log X.


plus, oh no, I can't, right, it's not multiplication.


So um


if I were to express this out, let's just call this.


um a


you know, left with 9.


A squad over.


U


and they're saying


that


X over u


I'm sorry


Yeah


is equal to


-1 over


X + Y + Z


I feel like we're missing.


um either a 2 or something in these X, Y, XZ terms.


Actually, no


I, what is X + Y + Z.


is X squared + XY + XZ.


Z squared


did you get "u" in denominator?


YZ


I did get you in the denominator.


I feel like there should be a minus sign somewhere.


how*


HOw did you get it?


Yeah, why did I get you a nominator?


It should have been X-cubed. Oh yeah, I just, I didn't wanna write everything out. So it just be you without the log.


That's what I did wrong, good call


It just be that XQ YQ ZQ.


oh, you took it as u


I'm, I'm gonna say that's U.


Yeah


Let's see, Xcubed.


plus Y cued + ZQ


minus 3 XYZ


Let me just call that


B, because that's a lot.


and this is just B


and this is B


it's fine. Mr. Smith don't have to write whole thing


So then


so then this


becomes


I think what they're saying is


this numerator.


is a factor


of the denominator


I didn't understand one thing


Yeah, go ahead.


you add all of them and square them right?


Yeah, I added them all up. I, I, I have the quantity squared there. I didn't actually finish squaring them yet.


cause they all have the same denominator. I just threw them all together in the numerator.


Yeah


DUDZ


then how did you get u out of it?


I just wrote it back into the equation.


Right, cause they multiply it by you.


And I also um


each each derivative has a fact as a coefficient of 3.


So I just factored 3 out, but because of it's one of it's because it's quantity squared.


32 is 9.


And then I just left you on the outside.


yeah, I understand how we'll factor out 3 but i don't get "u"


Well, you is what they give.


right? They have that whole quantity squared.


The sum of the derivatives


quantity squared times u


is equal to the right-hand side. So that's why I put, I got the U from


means, we didn't factor it out, it multiplied it bcuz we told to do so?


Yeah, that's what the problem is asking for.


Here, I can, I can do a couple of steps.


So


this is what they want us to solve.


or to prove


So all I did was just take each individual derivative


um, add them up, add them up quantity squared times u.


Right? Cause that's what the problem, the problem is asking us to show


that the sum of derivatives quantity squared times u


is equal to


that right-hand side.


right


I thought, we have to figure everything out


got it!


Oh, I see what you're saying


It's supposed to be of you.


So I don't think you're right. I don't think we, I don't think we do need to multiply by you. I'm, I misread that. I thought it was DU. It just says


some of the derivatives. So we have to prove that the sum of all derivatives


of you


you're right, we don't need you


So we just have to prove that the numerator.


is


a


factor of B


to get it all to cancel


to leave us with X + Y + Z quantity squared.


i was initially confused, when iwas doing by myself, bcuz they didn't write who to differentiate


yeah, right


Yeah, I


I don't know why I didn't catch that. I just kind of just started ramming through the problem.


But you're right


We don't need you on the other side of it because it's supposed to be.


at least I, actually, now you got me a second thing, second guessing. Let me double check and see where I can.


um,


we can't really seperate "u" from the addition


and particularly get, "u"


Yeah


we can't


cause we're left with what's on the inside, which is


that whole, um, I, I just defined it as B.


Mm.


it'll get very messy even if we try to seperate u^2


Well, I think we can


even if we try to mess up rate u.


I'm wondering if we just do long division.


cause we have two polynomials are multivariable polynomials.


right


Um


Well, we can kind of get rid of the 9. We're just trying to figure out how to get that negative


X + Y + Z


2 squared. Actually, if we distribute that negative to the denominator, which is what's probably gonna happen.


The right-hand side.


I'm, I'm gonna take a look at that right-hand side. So I'm gonna just say left-hand side.


and then we have uh 9 over if we expand that denominator, we get negative, X squared.


XY + XZ + Y squared + YZ + Z squared.


which


kind of looks like the numerator.


Let me write out the numerator.


Um.


which was, uh, the sum of all of the


derivatives are factored 9 so we get X squared


+ Y squared + Z squared.


minus XY minus XZ 2 minus YZ. There we go.


all over


B


Cause to be honest, that numerator might just look like um


X minus Y minus


Z


There's gotta be at least one


that's negative


unless we plus minus.


something


I wrote the identity for (a+b+c)^2


Yeah, 2 AB 2 BC, 2 CA. Yeah.


Oh, missing a two sign.


yeah


Oh yeah, you're right. And then they break it down. I was, I was thinking about that. I was like, I see.


too simple


uh, to, to


Well that numerator, we might be able to


um plus minus at the top.


cause if we add another


or a negative XY XZ YZ


we would get


we would get what X?


minus


Y minus Z squad.


No


can't have all the signs looking the same.


but we don't have 2?


or not the same


Well, that's what I was saying. If we were to um


add


negative XY.


XC


Y Z


plus XY + XZ


+ YZ


in the numerator


then we would, we would get


um


you know, that 22 XY 2 YZ 2, and then you'll be able to factor it that way.


I mean, we'd still be left with this term.


over B


oh


yeah right


right? I was just, I guess I was just trying to complete the square.


with the middle terms


Mm


I don't think that would work.


It's really trying to figure out


how does this


oh, another thing I'm realizing.


is


this squared term.


is what gives us this squared term.


So what I think is


that this um X + Y + Z.


by itself


is a factor of the denominator.


It's just a matter of figuring out how to


long divide the numerator.


Because I feel like the numerator


is, is gonna be one of those like


X + 1.


or yeah, like X minus 1.


I'm sorry, the denominator, X squared + X + 1.


right?


Where you have this long form that can be factored anymore in a simple one, like, that'll give you a third degree


polynomial


I'm thinking that numerator


because it can't be factored


is that expression, and we'll probably have something like X + Y + Z.


times that numerator


XY XZ minus YZ


is equal to B


I'm thinking that's what it is


Where B is that like X cube plus y cubed + Z cubed.


minus 3 XYZ.


Sorry, I write it a little quick, it's a sloppy.


But I'm thinking it's gonna be a long division problem like that.


is it like that one exercise of integration, where we perform long division to integrate?


Um, long division, I was probably um


the only time I can think of long division is when we're doing partial fractions.


due to improper fraction


Yeah, improper fraction. That's what, oh my gosh, you're doing better than me. I completely forgot about improper fraction. Where is that? That was chapter.


Mhm


Was that before or after?


Uh.


before 7.6


i think 7.5


before 7.6. Yeah, so before we get to definite integrals, I'm looking at


let me toss up the textbook.


So I'm looking at the partial fractions


Oops, I don't know why I went to the partner.


Probably gonna be something like.


like this


But that's what I was talking about


where we're gonna have something like


like the X minus A term, which is probably what's going to be the X + Y + Z.


with a negative sign. It looks like


um


quantity, actually, how are we gonna have the negative sign if it's quantity squared.


That'll, that'll be


TBA


yeah


Yeah, that's something I didn't, I didn't think about it looking at the problem, but


how do you have a negative sign out of a square.


Unless it's the whole expanded thing.


times and that's the whole thing is negative.


Cause technically we could


like I don't know if we can pull a negative out in the beginning.


Like if I were to factor out a negative


you know, the, but the 9 comes from the 3 squared.


All right, it's OK. We can figure this out


No panicking.


All right, well


I'm gonna just say


step one was the


X cubed


term we're trying to get rid of


which comes from X. So we'd have


XQ + YQ + Z minus 3 XYZ.


times minus


plus XY2.


+ XZ2


minus X2Y minus X2Z.


minus


Y


X Y Z.


So the X cubed cancel may change colors because we are very chromatic people.


cus cancel


and then we're a bunch with them


The only thing that changes is this XYZ term.


So that's the two, this goes to a 2, yeah, 2 + 1.


and this disappears


Everything else stays, so we're left with Y cubed plus Z cub minus 2 XYZ.


minus XY.


uh squared.


+ X2Y.


+ X2Z.


and already this is getting ugly


because we'd say plus Y


and this would give us X


2 Y


+ Y cubed.


plus


YZ squared


minus XY2.


minus XYZ.


minus


Why'd you plus me


Oh, you're right


I deserve that


Did I have too many terms


X 2 Y and X2Z. I only have two terms.


No, no, no


minus XY


yeah, i was thinking why do u have two terms


No, that's not, that, that should be, that should be minus.


because it's um


it's


X times X squared.


right? And that's all plus


It's the, it's all the X squared terms that are minus


I'm sorry, they get, yeah, that are minus then they get converted to plus.


Just trust the process


All right, so there's three terms, and I got three terms.


So then I can close this.


minus


and then all we care about is


the Y cued


but we also have


this XYZ term.


So then this becomes one.


So then we get Z cubed.


minus X


Do we have an XY square


We do have an XY squared. So those canceled, wow, look at that. Look at that.


Hallelujah


Yeah, did I not? I'm gonna make sure I matched them up properly.


So this XY 2 XY2 gone.


And I think that's it


cause they don't have it. Oh, we do have an X square Y, X squared Z is canceled.


What about a Y2Z X2Z and Y2Z.


Look at that


It's almost like somebody planned it.


All right, so I got these


I got Z cubed, that didn't get canceled. I got minus XZ squared, change the color.


minus XZ cubed.


plus X2Z


That's not, sorry, that's not cute. It's supposed to be a square.


just XZ 2 and then X2Z.


um and then I got


plus, oh, I'm sorry, that's minus.


minus YZ 2.


+ Y2Z.


Yeah.


So the, so all the Z squares are negative.


and all the Z terms are positive.


Yeah, that makes sense


And then at the top


we say plus Z and then now we get into our


we get X2Z


That's supposed, I don't know why it looks like a negative there.


there we go. X 2 Z.


+ Y squared Z + Z cubed.


minus XYZ.


Where's my XYZ term? No, no


OK. I was panicking.


sorry, my network was gone


I forgot to keep my minus XYZ.


Oh, your network


Are you back


yeah, I'm back. But i can't see anything on board


What?


i'll have to refresh


That's the whole point of this thing is that you could see the board.


Yeah, go ahead


Why does it keep wiping?


I wonder if I can


Nope, I can't control A.


wait, is everything gone for real?


No, try hitting the um


the undo button


I thought it was my connection


It did go away, but I hit the undo button and it came back for me.


It happened twice


oh no!


The good news is


is that I think we've proved, I've, I've, I think I've proven


that um


X squared + Y squared + Z squared minus XYZ.


Sorry.


Basically that the derivative.


the sum of the derivatives.


the numerator is a factor of the denominator.


And what we're left with is this X + Y + Z term.


Though I disagree with their negative sign.


I, or let me see if I can


are you writing on board?


let me finish. Yes, I am. Can you still not see the board?


Because that would be a tragedy.


i'll need a min


I'm sorry. I'll have to reset this, It gonna some time.


Your network? OK


I'm back.


it should work fine now, I hope so.


welcome back


Thanks you


Do we have anything on board?


Yeah, I didn't delete anything, but I guess it's not there. All I did was um


through long division


prove that


X + Y + Z.


times the sum of the derivatives.


on the numerator


is um that the, the X Y Z is a factor.


wait


of the B term, which is XQ plus YQ plus Zed minus 3XY.


just through just through long division.


If you still can't see the board, um


oh no, i don't see anything written


then you can try.


Oh no


I mean


I'll just wipe it and do it over again. It's not a big deal. Can you upload the question again?


don't wipe


Ugh


can you take screenshot and upload it


Very good point.


It's gonna have to be a series of


I think I'll just show, I'll just show the long division.


Um, let me see, how do I screen? There it is.


I want to capture.


Mhm.


here


Uh.


see


I'll figure out where I got saved in a moment.


And then I want to do another screenshot.


Let's see if that.


and then last but not least, we have


control shift S


All right


Now, let me see if I can upload.


you can snip, window shift s


I probably should have snipped, but


it's processing the image.


and that is very large. Let me try to


change the sizes


There we go.


So this is the start of the long division.


And let me add in the other components.


Oops.


I pressed the wrong button


Here we go


It's a bit of overlap. Yeah.


im only seeing you arrow moving. nothing else.


You really can't see any images I'm uploading.


cause what is happening right now.


idk what's happeninig, bucz i can hear you fine, network seems to working


Can you even see my cursor moving?


yeah


on the screen


Um, let me see if I


let me see if I write something. Can you see it?


Can you see that


no


Um, can you scroll down on that at the top?


You can't see anything.


im on top


Let me


can't see


can't see all the squiggles I'm doing


Well, then, this is a problem.


i refreshed multiple times


Yeah, I don't understand what's happening.


Um


issues with


you can see?


whiteboard


So, I'm, I'm in, I'm with the uh AI, the, the, the AI.


the bot


see if it has any solutions


can you see my writing on board?


Student uh student cannot.


see.


or


can I see what


is written on whiteboard.


Are


is it gonna be weird if I try to


um


describe the whole long division problem.


in the chat


So we have


derivative


some


equals


3 times.


X squared.


+ Y.


where plus disease.


don't use text based explanation


derivative sum = 3*(x^2+y^2+z^2-xy-xz-yz)/(x^3+y^3+z^3-3xyz)


is text-based explanation no bueno. Actually, can you try writing on the whiteboard? Let me see if


I because I can see your cursor


I, I can see your cursor moving, but I can't see you writing anything, and I can't select anything you're writing. So it looks like a completely blocked us from each other.


exactly, same thing happening with me


We may have to try


um, exiting this one and trying to reconnect.


exiting this tutoring session.


yeah okay


to see if that works.


I don't have


it's gonna have to be on your end for some reason, I don't have an


a finished session or anything at the top of my page.


It should have been a red flag


i didn't understand what u mean


You know, you know, at the top of the page, it has the the end chat button, the end chat button, I don't have that. It's completely like


closed off, almost like the chat in the whiteboard went full screen.


ohh okay, I see. i can do it


I can't even see the Uchie logo.


at the top banner


Hi Alex! How can I help?


Awesome! Is that a 9 or a q?


q


Thank you! What are you asked to do with this equation


rewrite to solve for x


Perfect! Do you want me to run through how to do that?


just do this one as a example than ill do the rest and you check if im right or wrong


I can't do the question for you fully but I can explain how it works! Here is a good example.


Can you tell me what 4x+x=?


Perfect! What about 6x+x?


Amazing! There is a pattern here, do you see it?


yes


What do you see?


my wifi is bad


hi!


hi


how are you


I have some questions for math


10th Grade


ok!


you can paste them on the whiteboard


3 hats cost a total of 18$. Which eqaution describes the total cost, C, In terms of the number of hats, N.


How would I solve that?


Uh oh


uh.


do you know how to solve this equation


Huh?


3n = 18


or you can use x if you are more familiar with it


3x = 18


sort of not reallyy


ok so when solving an equation with one variable


you are trying to find the variable's value


in order to do that you have to isolate the variable (aka get it on one side alone)


Oh, could you show me how to do it


ya to do that you have to do the opposite of the operation that is currently being done (aka do the inverse operation)


i'll show you in an example


oh like wat my teacher teaches me in Algebra


yes!


its just algebra


do you know how to do it now?


1 is the answer you got?


have you heard the meme Six Seven


ya lol


do you see how i did the example??


i can do it again if you want


IDK my teacher has not showed use that way before


what way does your teacher do it?


He said to um


are you telling that person that I told you to say. Have you heard of the means. Oh, shut up.


My freaking brother said that


ohh


lol


My teacher told me to like draw a line.


uh down the middle of the eco side, and then add the um the egg, uh, the, the regular, uh, the full weight.


can you show me on the whiteboard


Yeah, sure


you can show me on the actual problem


That's how they taught me to do it


ya thats basically what i did!


i just didnt draw the vertical line


Oh, that was kind of confusing.


Um.


wait so then you know how to do this problem you asked me about


Uh uh.


Sort of


hard.


scroll up to the top and try


its the same way you did the one you just did


we do.


Hey dude.


you should try it


i'll help you if you cant


but its the same way you did the problem you just did


I had to think of how to do it all like the way they showed use could you help me learn the way you can do it?


what do you mean do it all the way?


oh like do 6 divided by 5 in ur example?


oh ok


What do you mean?


try the other one at the top and if you dont do it right i will of course help more


Yeah, what time did that thing start?


My sister said that too.


what time did what start?


this session?


I started at 5:18


mm


i have to go now bye have a good day


oh but dont you need help


to finish


the problem


try it out real quicck here


so i can help


more


k


which one do you want me to do can you give me an example


do the actual problem


the one at the top


sure i can give an example first if you want


the example is at the bottom


Ok thank you


I have to now


are you sure you get it?


yeah I know how to get it now thank you a lot.


yay!


npp


bye


Hi Alex


I need help identifying a convenience sample


Would you have a specific question or problem you want to work on?


I just want to understand what a convenience sample should contain


OK. Give me 2-3 minutes, and I'll find an example for you.


First, I'll give you a general definition.


Convenience sampling is not a random method of selecting a sample. This method selects individuals that are easily accessible and may result in biased data.


An example of convenience sampling would be a survey done in a shopping mall. It's somewhat biased, because only shoppers are included.


This example is "convenient", because it's easy to find participants in a crowded place like a mall.


Does it help?


yes thank you!


You're welcome. We can end the session. Enjoy the rest of your day.


Hi Alex! I just need help with nets and marking them


No Im in the car and I get home in 30 mins
Is there any chance I can do it then


Hello!


Alex!!!


Want me to stay on the line until u get home? Or r u good now?


It doesn't really matter i just can't voice call


Ok thats alr


Alex


just tell me whats easier 4 u


Okay I can do it now


K what r u struggling with?


Im learning about marking nets and I don't rlly know how to do it


The 3d shapes laid out to be 2d?


Yesss


Oh ok s what r u strugglong with on them? Like the idea of it or how to mentally fold it into a 3d shape?


No its that I dont know how to em and find suface area
mark th


Btw sorry if im not specific 😅


Oh ok can u give me an example of ur question so I can help walk u through one/


Its fine I understand what ur trying to say


So they give me a cube and safy one of the of the faces are 5ft so what is the full area


Say


theres 6 sides so it would be 5x6 so 30


No but one of the sides on the faces are 5


oh so the width/length is 5?


Ya


Then the area would bebe 25


Oh okay


Then the area would be 25*


Thank you


If its a cube the surface area would be 6 times the area of one face


How?


so u have the area of one square and times it by the amount of faces on a cube which is six


Ohhh


Does that make sence? Im not sure if it does.


Alex it does


Yes


Ok is that all u struggled with r is there more?


No im finee


Thank you though!


Ok then bye


hiiii


Hello Ben How are we doing?


doing goodddd


What seems to be the problem?


how about uuuu


Good


i just wanted u to check my answers


Ok Give me your questions and answers on the board:)


Ben


i just uploaded it


ok:)


Give me a min


take ur time


Alright your # rd question seems to be wrong


Lets work on it


Hello Ben?


whats the rd question


3 rd question


So in this question we know that A is between Y and Z


So YZ is double of YA


i need to go


i have a midterm this class


alright hope you figure it out


Good luck :)


thank u and i will try to have a good day


Hello


Alice, can you hear me


Or Bob, can you hear me


No I can’t, sorry


OK, no worries. Do you wanna pause to geometry questions on the board.


Do you want help with the concept?


or a question


or lots of questions


I just wanted to know the difference between multiplication, division, subtraction and addition factors in geometry for proofs


Like how can I tell?


Sure


If you could show me on the board it’d be awesome


Uh, let me try to understand the question better. Uh, what do you mean by addition, division, multiplication factors.


Are you referring to


congruent triangles, similar triangles.


Like for properties


or are you referring to some of angles.


Give me an example


Like if 2 segments are congruent then their multiples are congruent


Like just properties


ok


Do you mean postulates?


I can help you with that


Yesss


OK.


So if you have uh line


A B C.


and all the points, ABC or Collinear.


because they are on the line


and AB


SPC


called AC


That's one


Is that clear


That's the addition postulate


The other one is


yeah, go ahead, type your message


Okay


So subtraction would just be the opposite?


Hello, can you


Did I lose you


OK, that's the additional subtraction postulates.


Anything else


Hi there Jamie! How are you doing today?


I'm doing okay! How are you doing?


I'm great, thanks! Are you having any trouble with your work?


yes.


I see. What seems to be the problem?


I'm not really understanding if I'm supposed to be multiplying to find the scale factor


I see. I'm familiar with the scale factor, but could you tell me the exact nature of the problem you are stuck on?


yes. the problem reads: Kevin measured a petting zoo and made a scale drawing. The scale he used was 7 centimeters : 6 meters. If the actual length of the goat pen is 18 meters, how long is the pen in the drawing?


I see! Thank you, that is very helpful.


For these type of problems, I like to try and make a sketch of my own, to help me visualize it. Have you tried that?


yeah and I still don't really get it


Okay!


Since the pen is 18 meters in real life, we need to find the scale factor in order to find the length of the drawing.


I understand that is what you asked at the start, but let me try to explain it. In this situation, think of the length of the actual pen as being multiplied by the scale factor.


ohhhh now I get it


Great! Try solving it and check back with me when you finish!


I got it thanks have a good day. goodbye


Great! Have a nice day!


Morning


good morning to you too


what problems you need help with


not anything specific


ohurwe[iur


oh?


what topics thn?


woah your soooooo smart


how do I favorite you


Hi


hi


what do you need help with


factoring trinomials


can you see the image?


Yes


Before I help can you tell me what you know about this


umm


i know like i forgot what its called but like something is supposted to multiply to become a b or c and then add to b


im in alg 2 now and i forgot a lot abt alg 1


Ok can you try number 1 so i see where you get stuck


yeah idk


im not even sure where to start


Ok so to start do you know how you get the b value


i thought it was like the multiples of c added together idk how to explain it


or like what makes up -5 but added


Ok so close but to find b what you do first is multiply 3x-5 so what would that be first


So first what is 3 time -5


Exactly now what time what gets you -15


So what do you multiply to get -15 that if added equals -2


-5 and 3