And then 3 would be x2.


and then 4 would be y2.


OK


cause now that's the first point, this is the second point.


Then after that, it's just a simple plugin.


problem, using the equation. The slope is y2 minus y1 over x2 minus x1.


And that's kind of fairly easy to remember. If you keep saying it fast enough every single day, like y2 minus 11 over y1 minus x2. It's a little tongue twister, but once you get it, it's really easy to remember.


So y2 is 4.


I did the first one


Now, which one is y1


Um, 2.


Good, good job


And then x2 is


done


And then 2.


Good. Well


negative too, right


Oh yeah, and I gave you 2


So we always subtract, so it's gonna be minus


So it's 4 minus 2 and then 3 minus -2.


And then after that, we just solve it.


So 4 minus 2 is.


It's 2


good


Sorry, I was muted.


No, it's OK. And then 3 minus -2. You have two minuses designs.


Um, one


No. So when you


when you subtract a negative, when you have two


minuses signs like this.


it turns into a positive.


Oh


Yeah, so it'll be 3 + 2.


so 5


So 5, yeah, good job


And then we divide 5 by 2, right?


Well, it's 2/5, and then that's just a slope, that's it.


Yeah


Oh, OK, so B


So it would be D


Oh wait, no, it would be a cause 5/2, right?


No, um, it's always why over X, and that's a slope. So the slope is 2/5.


OK


Mhm


Yeah, you just go straight from the equation, and that's, that's the answer. So why two mind swing over x2 minus x1. Once you solve it, it gets you to over 5, so there's no need to like flip. But yeah, no, that was really good.


OK, thank you.


You're welcome


Um


still uploading.


Does it tell you if you got the right answer when you upload it?


Um, no


Mm, OK


It tells me at the end.


OK, OK


All right, so this one


oh


I'm just gonna


erase all this stuff


And so which equation represents a line through 4 and 5 and 0-3.


So now it's asking for


a Y equals mx + B formula? Are you familiar with that?


Um, yeah, a question, a couple questions ago. I did that one.


OK, good


Not very good at it, so.


It's OK. So Y equals MX + B. This is a basic


uh formula equation.


for a line


um


or like a simple straight line on a graph.


This is the basic formula.


OK.


So, we just have to find


basically, um, M and B.


OK


right, so we're gonna do


you can just pick 11 point this time. You don't have to pick two.


So we're gonna try to find why


We have to find M


X


and B


So we do it just like the last one, right?


Yeah, we also have to use the same formula from the last one too to get the slope.


This is, this is gonna be a little, a little longer, I feel like.


Right, so let's start off with finding um


so remember


OK. Um


Mhm


would we divide


4 divided by 5?


and 0 divided by 30 wait, no, we would divide the x by the X and the y by the y.


So


So yeah, let's just plug this in.


So, I'll let you tell me. So which one is y2?


is 4


No. So,


Oh, it would be 0. Wait, no, 33.


-3, right, because it's X and Y. The first number


like in a point


is X and then the next one is Y.


So all right, so let's do -3.


So -3


actually


I want to change it to red so it's easier.


-3, right, so then it's minus


which is


5, good


All right. So that's done with the Y. Now it's over, x2 is.


minus


OK, good


OK, let's solve this. So -3 minus 5 is.


um 2, -2.


So just


almost, you're close. You were


Great


so it's -3 -5.


So it, it's, it is a negative number.


So it'll be -3. You're gonna subtract 5, so you're gonna go even more down. You're gonna go even more negative. So it's -3 and then -4, 567.


Oh


You see what I did there


Not really


So


Oh, you just like add the -3.


yeah, you can, you can do negative 5 minus 3, or you can do -3 -5, it's both the same thing, but when you're doing -3 minus 5, you going, you're gonna keep going down.


cause you're subtracting a negative number, so it's going to be even more negative.


So then when you use like your fingers to count, you just keep going down. So -3 and then -4, that's 1, -5, that's 267, and then then -8.


So that's -3 -5, so it's -8.


OK


It do you get it?


Oh yeah, that makes sense now.


Mm


All right


And


uh 0 take away 4.


Mhm


would be before.


For what


Not just for


0 minus 4 would be.


You


months.


Oh, negative.


Wait, but there's no


Mhm, cause you're taking away.


There's


oh


you see


OK.


All right, so then


so now 8 divided by 4 is


Eat the better for is


good


So since you're dividing,


to negative numbers, it's 8 divided by -4.


Uh


It would be positive. It's like the same rule with subtracting a negative sign.


You know, when we subtracted both the negative signs, it turned positive.


Oh yeah.


Yeah, it's like the same thing when you divide two negative signs, it also turns positive. It cancels it out. So it's not negative too, it'll be positive too.


So M is positive too.


OK


So


it's Y equals


2 X


OK, what would be B?


Do you know what B means?


No


Do you know what it means? It means um


why intercept. So it's the number.


where why


I'm sorry, hold on. It's a number where um


X equals 0


or willy equals 0


So let's look


when, when X equals 0.


So we're gonna look at the points


and I already gave it to us. So what is


the Y value when X is 0.


-3, yeah. So then that's, that's B.


Yeah, so the questions be right.


That's, this is it. We solved it.


So it'd be


right


y equals


2 times -3, so a.


Two acts, not times, remember do try not to confuse that.


It would be to act because 2 times that's like a whole different thing.


2 X


Yeah, yeah. Good. You're doing great.


So it would be me, right?


It, it would be A, yes.


Um


All right, this is our last question.


OK


Awesome


confetti


OK, this one should be easy.


Can I just delete all that? OK.


This one should be really easy.


This is an even more solving. This is more of um


like knowing, but we can do process of elimination.


So I don't think it's 0


Why


because


I don't know, it just doesn't look like it'd be set, 0.


All right, let, let's let's go, let's look at the


the ones that you really don't know it is. So


let's look at C negative. Does it look like a negative slope.


No


No, right. Do you know how a negative so looks like?


Mm.


So just like a tea


Uh, no, I'm sorry, this is a graph, but this is, this is considered a negative slope.


00 yeah, OK


Mhm cause the numbers, you see, I was like going down. It's like you're going down the stairs.


Oh, so it's like slanted.


Yeah, well, it's like slanted to this side.


and then a positive slope.


will be going this way, you're going up.


You see how it kind of looks like the first one looks like it's going down.


and then the other one looks like it's going up.


Oh, OK, so I don't want to be negative or positive.


It wouldn't be negative or positive.


And then there's 0, and then there's undefined.


OK, what would undefined mean like?


Undefined would look like this.


So there's a way to actually remember it. I'm gonna give you a trick, and I'm basically gonna tell you the answer, cause it's gonna help you.


The answer's A, right?


Yeah, but this is how, this is really easy for you to remember it for next time.


For zero and undefined, and there's a reason why it's called Zero.


And the reason why it's called undefined.


OK


So 0 looks like this, right?


Mhm


That's 0


Undefined looks like this.


And you should get it right every single time they ask you this question now because


once I learn this trick, I never got it wrong.


Ready


See that?


Looks like a Z for 0.


undefined


looks like a U


You got it


It's like a little trick. So


this looks like a Z


when you do that


Sit, 0


This is, this is what undefined looks like, just a straight line through the X-axis.


Oh, OK


OK, yeah, so see, like it looks like a 0.


Z for 0


Oh, OK, OK, OK.


Mhm


That's a good trick


Yeah, so, next time when you have a test or if your teacher ever ask, oh, well, what describes this line, what describes this graph, you're gonna be the first one to raise your hand and be like, that's 0, cause it looks like a Z.


Yeah,


But don't tell her it looks like a Z. Just pretend that you know.


Yeah


But yeah


Oh


All right. And that's, that's 0.


All right. Thank you


You're welcome


Yeah, bye


Do you have any more questions


OK.


Um, no, that's it.


All right. Bye, Alex. Good luck.


Bye


Bye. Thank you.


hi


so what problem do you have?


I need help with this promble


ok


could you share the problem?


to first find 1/5 of the number by dividing the number into and that's what i need help with


umm, is it possible you could post the original question? because you're wording is a bit confusing


hello?


hi are you still there?


yes


do you have a problem that you need help with?


could you write it on the board


can I just tip it


sure


what can i help you with?


hello


I need help with distributive property


ok, just in general, or a specific problem about it?


in general


Ok so the distributive property is a(b+c) = ab+ ac


lets say we have 3(4+5)


with the distruibutive property it would be


3 * 4 + 3 * 5


I don't know like barley anything but i was recommended to start here


ok


do you understand everything so far?


the basic formula of it is a(b+c) = ab+ac


you mutiply the inside number with the outside number i do get that


and you have to notice or when they tell you and recognize its the distributive property


yeah like 3 *4 + 3 * 5


so 12 + 15


do you want me to give you harder examples and you can try to solve them?


okay


first you can do


a = b = c =


to make it easier for yourself if you need it


yes that would be right good job


what do you use the a =b =c for


so its just in order


like


so the equation  okay


yeah


its just to make it easier if you dont need it you dont have to use it


want a harder example?


okayy


okk wait


would you know how to do it if it involved 3x and 2x stuff like that


i can try


ok ill put it on the board


is that how you solve it


yeah thats how you would solve it


i think you understand it now just dont forget the formula


a(b+c) = ab+ac


do you want to do more practice problems or learn anything else?


okay and what happens if there not a outside number


like 3


what do you mean?


like no outside number?


yes


first you would combine like terms


like here


and thats it


okay that makes sense


but here is an example where it would still be possible to use the distributive


without an outside number '


here you would just


then solve


but the three was the outside number


yes but there is none here


in this scenario


okay


like that


what step should i learn next in algebra


uhh you should probably do


did you learn how to solve linear equations yet?


no


so probably that i can show you how


so here


we need to isolate x


so what do you think we can do


wait is this like sloving for x or no


yeah


do you know how to do that?


kind of expect i don't understand why you put a 2 under the 8 and 2x


ok lets go back to that step


so u understand this right


are you dividing it by 2


yes


because this is multiplication


so we have to do the opposite


to get rid of it


ohh that make sense okay now i get it


and whatever we do on one side we do on both sides right


want me to give u an example


ok


try solving this one


wait i got confused


on what to do with 4x


ok thats fine


so when you get here


you keep the equal sign


never remove it


you had it almost right


u just forgot the equal sign u had it right


now try to solve it


what do i divide it by 4


yes exactly


because its multiplication here


you have to do the opposite of whatever it is to get rid of it


yes good job


wiat


wait


you dont put x


its


because you just divide by 4


just 4


yeah


because one side just needs x


the other needs 4


wanna try more or do something else?


try the same


ok here is another example


this one is way harder


so its ok if u dont get it


what do i do with the extra +12


ok so thats why this one is hard


you have to pick a side for x


and one for the numbers


what i would do is this


now your at this point


so we divide now


yes


well


you would


im confused on what to divde like 3 by 2x and 7 as well


no its wrong my fault


here you would have to subtract


because its not isolated so its not division


yeah this one is really hard


what happened to the 3


you would subtract because its with + 7


this


so it just became x


because -2x with +3x


so it wouldn't be 1x


1x is x


its the exact same like saying


oh yes I forgot sorry


its ok


okay can i try a new one


yes similar to this one?


yes


try doing this one


when i see you do it makes sense but when i do it i get stuck


yeah i get that


so whats your thought process on this one


so we cant change this one because its the only one without x in it


could i do o 3- 3x


you could do -3x


ok so


when you do something on one side


you do it on both


so you would do -3x to 4x


then x = 10


and here's how i think about it


yes because 1x equals x


but here is how i think aobut it


i try doing


but this would just make it harder to solve


because it would be -x


so instead you try the other one


and it works


okayy


got it?


these are just very hard examples


its ok if u dont understand it perfectly yet


yes i'm going to try it again


ok want a different one


or the same one


similar to that one


ok


ya good job


thats right


yayy


you wanna do anything else, or is that it?


thats it


ok have a good night!


thank you very much hope you have a good day


you too


bye


Hi Sarah.


hai


How's your week going?


good :)


Great. What would you like to work on today?


i am doing verbal algebra exprssions


Ah, we did that before. OK.


:) ill write it on the board


my sister asked if u had her before


What's her name?


Maria


Yes.


oki :)


OK. Try this one.


is that right ?


Great. You translated it into algebra.


oki


so now i solve it


right ?


Right.


Great.


There is a shortcut for subtracting or adding something to both sides. It's just a different way of writing it.


oh oki


It does the same thing but it saves you a bit of writing.


You swap sides and change the sign.


oh oki :)


And for division, you swap sides and change top to bottom or bottom to top.


OK, you have more?


yea


OK, get started.


Good


alr


should i sub the 9n from the n or sub n to 9n?


or does it not matter?


Either way. But I like doing it in a way that ends up with a positives number. I don't like negatives 😀


me neither :)


srry for the messy handwriting my mouse rlly suck rn lol


You could always type it.


Whatever is more convenient


I don't have trouble reading it


yea ik but i also have to write it in my book as well I_I


Good.


alr can we do standard linear equations?


Sarah


SUre


OkAY


Then just recheck by plugging -5 into the original


And you can see it's true even without writing it all out.


yea


It's always good to check your solutions to catch any errors.


oki :)


That is a one?


yea srry bout dat


No, it's just that we don't usually write out a 1 multiplier


oh, i didnt know that >_<


lol


I mean, it's  OK if you do, but you can see that it's just extra work.


and recognize that -x + 9 is just a rewriting of 9-x


Do you want me to provide examples or are you getting them from an assignment


well im doing them from my math book and there's like 48 questions I_I


OK. Do you see any that might be hard for you?


no i think there all pretty basic I_I


OK, we could end the session and you can come back if you have trouble?


alr sounds good :)


thxs for the help :)


You're welcome. Have a good day! :-)Have a good day! :-)


Mr. Davis


bye


hello


Hello!


what topic can I help you with?


I need help factoring, and solving a couple equations


ok


could you put them on the whiteboard?


Sure


ok, what do you think is the first step?


Isn’t it to multiply the 2 to something?


not quite


in order to factor, we first have to check if there are any GCFs


do you think there is a number that can divide by all 3 numbers? (2,36, and 90)?


Wouldn’t it just be 2?


yup


so now we rewrite this equation


how would you write it?


I don’t know where to go from there


I see where you're going, however, this the step AFTER you've rewritten the equation factoring OUT the gcf


since two is divisible by all numbers, we'd rewrite like this


two outside


and u^2 as the first term in the parentheses


do you know why we'd do this?


Because we have to use foil? Once we are done?


it's ok to guess


YES! we can check and foil back to see if we did it right


great job


so if u^2 is the first term, what do you think is the second term that goes here?


you got it


so what's the last term?


we do this so it's easier to factor


now, we go back to your set up


do you know what X puzzle method is?


I’m not familiar with it


ok, so did you learn an alternative method to find the two factors that go here or is this where you're stuck?


I believe you try to find a number that goes into -18 from 45. But that’s all I remember at the moment


basically, but finding how to choose specific numbers is the tricky part


I'll teach you the x puzzle method to help you visualize


Alright, thank you!


the first step would be to multiply the first term (a) by the last term (c)


so u^2 is just 1^2 which is 1


so multiply 1 by 45


and put that on the top part of the X


then, you take the value of B (write down the negative sign if it has one)


now, we have to find two numbers that multiply to 45 AND add to negative 18


i know it seems tough, but once you practice, you'll be able to do it quickly


a tip I suggest is to do the multiplication FIRST


grab your calculator and divide 45 by different numbers starting at 2


45/2 is a decimal so it won't work

45/3=15


Would it be 15, and 3?


let's check to see if it adds to  negative 18


so if we were to take 15 and 3, can you tell me if they would be positive or negative?


or would one be positive and the other be negative?


It could be -15-3?


why ?


Because it would add up to -18?


and?


I don’t know


oh sorry, I missed that you said they both multiplied to 45


you're correct


so now that you have your two numbers, what do you do?


Out them into the parenthesis


*put


good, can you do that ?


Of course


do you think we're done?


Not yet I think


good


what do you think would be our next step?


To multiply the 2 using foil?


Or just multiply the 2 to every digit


not multiply as that would undo all our work


Oh divide then


all we have to do is just place the 2 we factored out from the gcf infront of our factors


this is the answer


to check, you could foil


any questions on how to do x puzzle?


No I think that’s all thank you!


ok, I'll end the session, hope I was able to help!


Hi! What can I help you with today?


Hello! I have this equation im working on for extra credit, its confusing me quite a bit, please give me a moment to type it.


Okay!


"You are making a frame for a painting. The rectangular painting will be 18 inches long and 24 inches wide. Using a yardstick, how can you be certain that the corners of the frame are 90 degrees?"


Okay, have you learned Pythagorean theorem in class?


Yes, I have


Okay so what do you know about right triangles relating to Pythagorean theorem?


In my notes it says "In a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the legs."


Correct!


So in this case what would the lengths of the triangle be


18 and 24


What would your next step be?


Setting up the triangle?


Yes, can you do that on the whiteboard?


Sure!


Okay now you can find the hypotenuse.


Solve for it?


Yes!


Do you know how to?


Yes I do


Is that correct?


Let me check!


Alright :)


So based on the information you have in front of you, what do you think the answer to the problem is?


30 :D


Correct!


Since this is a word problem, can you give the answer in a sentence?


Okay!


Uh..


Im reading the problem and it the second part of the question says "Using a yardstick, how can you be certain that the corners of the frame are 90 degrees"


Oh your right!


you're*


So since your answer is 30, and there are 36 inches in a yard, how would you translate that to fit the required unit (yards)?


I would label it at 30 inches...?


Sure!


You could also say that you can make sure the picture frame would be 5/6 of the yardstick long diagonally!


Ohhh


Do you understand the problem and how you got there?


Yep!


Do you need help with anything else or is that all?


Just to ensure, I can answer the problem like " By using the pythagreum theorum, I found that the hypotenuse is equavilent to 30 inches or 5/6 of the yardstick. "


But how would that make it certain that the corners are 90 degrees? Is it because of the Pythagorean Theorem?


Yes!


The Pythagorean theorem states that the right triangle's side lengths square are equal to it's hypotenuse squared!


Ohh


And a right triangle always has a 90 degree angle.


Right


Do you understand it now?


Yes! Thank you so much


No problem!


Have a great day!


Hello how are you doing?


good


thanks for asking


Can you share the details/statement of the problem you are working on?


sure but it's not like a solution problem


Ok


How is a “set” similar to the solution set of an inequality?


I have an idea of how to answer my question


but I don't know if it's strong enough


What is exactly is meant by "set" and solution set here?


like a set it's like a universal set


Solution set of an inquality for example of x < 4 is all numbers less than 4


yes


And "set" is the universal set?


all the numbers less than 4 is the solution set and all the numbers are the universal sets


set


Ok, so it's the universal set vs the solution set essentially


yes but how can they be similar to each other?


And what is your answer so far?


I am saying that the solution set it's part of the universal set


but IDK how to explain it


Are you aware of the term subset?


Then you can say that the solution set is a subset of the universal set


yeah but how can I explain it?


The solution set can only contain elements that are also in the universal set


How in-depth does the answer need to be?


what do u mean by in-depth?


Like, how much detail needs to provided or how long should it be?


as much as possible


Ok, so we can say that the elements in the solution set must also appear in the universal set


So they have access to the same numbers


They also are both sets, which means they are both containers for numbers where each number is unique


within a set


but doesn't that make each set different ?


When I said a number is unique within the set, I meant that the solution set cannot contain 1 twice, but the universal set and solution set can both have 1


Within the individual set, there cannot be duplicates


Do these help your answer?


a lot


thanks :)


No problem, do you still need help?


Or can we end the session here?


thanks for ur help :)


Hi there.


Sorry, I have no mic. Sorry.


hi i have a test i have on high scholl geometery and i kinda suck at the topic


Give me the problem, upload it or screen share.


ok right now


u see the screen share thats part of the notes i have like a list of what i have on the test but i dont have physical problems sorry


Can youn scroll down?


Good.


is that what ur trying to do


I think #4 should be yes.


I think on number 4 here, it should be a yes, because


that it is what they call


vertical angle or opposite angle.


Whenever you have two


anger which is vertical of each other or opposite of each other, then they are actually the same.


#5 is yes. You are correct.


$6 is no, you are correct too.


im so sorry i have to go


something just came up outta no where but queston quick


i heard that tutor are only school students and not adults is that true?


Midland University professor, but my specialization is Calculus.


oh ok but im sorry something came up i have to go:)


Hi Maya. How's your weekend going?


alright


Welcome to Tutor Provider


i just took an exam that covered hypothesis testing, hypothesis testing with means of sample im struggling in that


OK. Was it using t-test for hypothesis testing?


yes like 1 tailed 2 tailed tests


And you're using a calculator?


yes but not for hypothesis testing part just to fig the ci


Do you have an example from an assignment or online that we can go over?


i can give a practic problem


Great.


19. A researcher is interested in whether people are able to identify emotions
correctly when they are extremely tired. It is known that, using a particular method
of measurement, the accuracy ratings of people in the general population (who are
not extremely tired) are normally distributed with a mean of 82 and a variance of 20.
In the present study, however, the researcher arranges to test 50 people who had no
sleep the previous night. The mean accuracy for these 50 individuals was 78. Using
the .05 level, what should the researcher conclude? (a) Carry out a Z test using the
five steps of hypothesis testing. (b) Make a drawing of the distributions involved.
(c) Explain your answer to someone who knows about hypothesis testing with a
sample of a single individual but who knows nothing about hypothesis testing with
a sample of more than one individual. (d) Question E: Figure the 95%
confidence interval and explain your answer to someone who is familiar with the
general logic of hypothesis testing, the normal curve, Z scores, probability, and the
idea of a distribution of means, but who has not heard of confidence intervals. here it is


I


Wait, I can't hear anything.


So how do you solve this problem?


Can you like help me with each part?


Yes.


One missing piece seems to be the variance of the study population.


So the population or the means of the distribution is 82 with the variance of 20.


Start by graphing the population values


and the sample mean is also 82, right? And the study sample, um, is 80.


Variance = 20 so what is the standard deviation?


Um, the standard deviation is 4.47.


Assuming the study population also has a variance of 20, what is the SEM?


or SE?


Isn't it 4.47?


The standard air


A


Its sd would be 4.47 but the se is SD/√n


0, 44.


No, so the SEM is 0.49.


DSEM is 0.49.


the sem is 0.49


OK, or 0.5


Wait, how did you change the sample mean to 78. I thought it was


I made a mistake in copying the problem


the tutoring service, the tutoring service is completely free, right? Like.


Yes it's free.


And why did you put um confidence in those, um, equals plus minus 1.


Well, 1.96 * 0.5 = 0.98


I was using z=2 for the 95% CI but 1.96 is the actual value


So the confident interval would be plus 1.96.


The 95% ci of the mean is critical value x the SEM


So basically from 76 to 80


Wait, no, my teacher did it as like, OK, uh, um confident interval equal, um, the, the critical value times the standard DVA population standard deviation of the means, plus the sample mean.


Let me


like


he


to find the upper and lower values.


It was like um Z score um positive and negative times the population standard deviation of the means plus the um sample me.


Sample means, sorry.


I think I see what you mean.


To find the upper and lower limit of the confidence in.


Sorry, having trouble writing it in words, will use diagram


so the Z score, +1.96 not 0.98


Because it's a 95% confident in, so


that's what I was using.


The SEM for the sample size 80 is not ±0.98?


OK. 447.


commanded by the squad of um


Do you agree that the se will be 0.5?


Yes, I agree with that.


How long will it take for you to solve the whole problem?


Just asking out of curiosity.


Do you agree that the 95% CI is ± 1.96 x SE?


Yeah, so it would be like um 1.96 plus minus times 0.5, right?


RIght, which is ±0.98


0.98 in score value


Or if you want the Z score score, you can just take (78-82)/0.5 = 8


Yeah, that's what I do.


I I was told to calculate disease score.


That means the study mean was 8 z below the population mean, so obviously significantly different


like, and to find the upper and lower limits, I just take the Z score like the 1.96 plus and minus times the um the population standard deviation of the mean plus the mean.


plus the sample me


So it seems this is answered.


You mean you answered all parts of the problem?


I think so


Except you have to explain what we did.


But, OK, so I wanted to ask the, the problem never asks us to figure out the um standard error like the 0.5.


Why do we need that?


Like I never did that in my homework problems.


To calculate the z?


I never had to figure it out. My teacher never um went over it in glass like when we were doing practice problems.


I don't point um


you're supposed to use the probability value like 0.05, that the problem gives you.


Can you lay out the calculations on the board the way the teacher would do them?


Like she does it with the 5 steps of hypothesis testing.


I don't actually have a picture of it because I'm on a computer so I can't upload my picture or anything.


No, can you just type on the board the way I did?


Oh, I actually turned in my homework, so I forgot how I solve it, but I just follow the five steps of hypothesis testing, like, um, first I had to figure out the two populations being compared in the problem, um, and then, um, the first step would be stating the research and the no hypothesis, which is 80 and 81.


And then second step is to figure out the determine the characteristics of the comparison distribution, and third step is to um


determine the um um does critical value of the, um, of the, um, probability based on the probability, um, significance level.


like 0.05. So the critical value would be umplus and minus 1.96. Since it's a directional hypothesis.


And then the fourth step is to determine the sample score on the comparison distribution.


5th step is to finally decide to reject or um to whether to reject the No hypothesis.


The no hypothesis.


No


null hypthesis


And then I had to figure out the confident intervals.


So it's the calculating the CI that I did differently here?


How would you have done it?


But it sounds like you already have a good grasp of how to solve these.


But on the exam, it was kind of difficult with the 3rd step cause I could figure out some of it and some of it was difficult like.


3rd and the 4th step were had to like um especially the 4th step, where I, I have to determine the um sample score on the comparison distribution.


So I was doing something like the um X minus, no, the formula is X minus the population of the population of the means of the distended.


Mhm


turn this off.


I do see I made a mistake on the study population size also. It should be 50. But it doesn't matter for the discussion of how to answer the question.


Population.


formula x-populationm/sdm used in class


Yes, that's the formula we used here.


So the N is 50, right?


Want to try another one and show me how you work through it?


Yes.


Hello Sarah!


Hey I a new at this app and i want to know more about this app


Am*


Okay sure


If you need help in solving problem on any particular subject, you can ask for help here in the App, and one of the volunteers will guide you through


Ohh okayy


Do you have anything that I can help you today?


No but thank you


okay, no problem


Have a great day!


Okay thank you for letting me know more about this app


It's my pleasure! Bye now


Bye


hello


hi


so I'm doing my path but I'm terrible with fractions but I'm starting to get better a little


thats good


how can i help you


so can you check if my answer is right when I'm done solving it


ok


till now its correct


I'm not done


simplify it


how do you want me to do that


like subtracting it


ohhhh


here also


also what?


the 2nd example you wrote


want me to show the last one?


yes


this ?


how did you get 4/5?


well i just wrote it as the question


you can change it as you like


no thanks


I'm on my next question


wait so


ok


take out the 2


and the four


then times the 5


nice


did I get it correct?


I got a


" "
__


which ones were wrong?


it doesn't tell me


wait


but can you show me a question so I can answer it?


I am waiting


that is 2 on numerator


ok can you teach me how to simplify bc I'm still confussed on how you got 2


i gave 2 in the question only


i am sorry if you cant understand my handwriting
my stylus is broken


want to learn a trick?


yes


wait I got one question


give it


your showing me a 7th math problem right?


i just used variables instead of numbers


if you want i can show by numbers


wait but I haven't learn the number variables yet


oh


and I'm in AP


i am sorry


that's fine


ok now I get it thank you


top most with bottom most


ok bye now


Hi Sam


Hello! So I want to rework on the problems that I did in class with my teacher because I am still confused on them and I am very terrible with some of these problems. I am kinda familiar with the concept but not really. Can you go over the same problems like in order from the pdf that I did in class. I am currently on page 2 problem 9! Can you help me with reworking the same problem and then create one from scratch just like it but with different numbers & vairables. I want to do it in order from the second page. Here's the pdf link to access it: https://example.com/math_problems.pdf


let me give that a shot


i have that problem now.  want to work it on the whiteboard?


I want it with diff numbers


do you want to do it the way the problem says by factoring the first three terms?


Yes just w diff numbers everythin the same


now i get it.  want me to make up a problem?


yes


cool.  give me a second.  i will do it on paper offline first


Ok


i actually have a problem


i like that better


are the 2's exponents?


mhm


take a shot here.  i will watch


so its 3+3


yes (m + 3) (m+3)


this?


the last term would still be 16n^2


oh i thought u change it bc of perfect square


yes.  or you can write it as (4n)^2


yeah i had that


but 4 is a perfect square too


you could do it as (2^2n)^2


4n^2 doesn't equal 16n^2


Wait


lets move to page 3


cool


ok so i dont get the


difference of squares and cubes part


like what is it conveying


so i think it its saying take out the squares (raised to the second power or 4th power) first and then finish factoring'


Ok I think i get it


We can do page 4 #10


cool.  you want to make up a problem?


Sure


you will kind of answer it if you can make up one that factors


Ill create the problem


Well lets solve the original problem first


perfect


then we can solve one just like it


ok


Alright


you got it


and what about one


as the answer?


why does the exponnet become 2


and not 3


oh bc it becomes the opposite


ok i think i get it let me recreate one


cool


hint: that one won't factor


Im gonna write the answer


is this right


close.  you have the right pattern with the pluses and minuses.  let me give you a hint


how is it not 64?


remember the if there was no leading coeffcient the (a-b)(a^2+ab+ b^2) pattern.  is the 64 I have underlined a square of 4x?


Umm i'm not understanding


oh wait


its 4?


wait no 16


you got it


I want one more problem to make sure i fully understand


4x times 16x^2 equals 64x^3


these are hard.  you are doing a good job


yep


the 8 becomes (8)^3?


it stays as 8


other way around.  what is the cube root of 8


x times x times x =8


is this right?


perfect.


nice job here


Thank you


Ok now 11


my pleasure.


similar but not the same pattern here as the ones you have been doing


8 isnt cube its a perfect square


27 is


yes both are


i thought perfect cube is when its divisale by 3


like the number


not divisible by three but the numbers when multiplied three times = the cubed number


you have the cubes correct


ok


ib solved it im gonna put a new one on the whiteboard


sorry.  what you had wasn't the fully factored answer to the problem before


we can work this one if you want


you found the cubes, but there is more to be done


hiiii


hiii


how can I help you?


i was wondering if u could check my answers


sure


I agree with your answers


is there anything else I can do for you?


yuh theres more questions


okay


these look good as well


how about this one


looks good


oki thank u so much, is it okay if i double check it with another tutor?


of course


thank u have a good day?


Hello! I was wondering if you can help me with this, I am currently working ahead so I kinda have no idea how to do this.


Hi Chloe,


Sure we can work on https://example.com/mathart with (a)?


yes


would it just be 3a?


or lie 3


*like


Here is the thing...3 works right?


3 is a solution


but is 3 the only solution?


no


what is the other solution you know?


right...exactly because the solution set is {.-3.3}


and |a|=-4 is {-4,4}


and then 0 is 0


okay, lets do one at at time. The answerswer to (b) is likeke you said that is good


wait so how is 4 no solution


is it bc its already negative?


but I have a little problem with your answer to (c)....right, you can't take absolute value and get a negative result. So "no solution" for (c)


yeah i fixed it


m+2=7 is 5


b is no sol


back on (a)it's not quite that easy


and c is no sol?


5 is a solution for (a), but I don't like the way it's presented. For instance |-5+2|= |-3| = 3...right?


these are easy enough that you can get the answer without a method, but if you like I can show you the method


sure show me it


i did 7-2 and got positive 5


ok, let's work below your post


how is that -7


i thought you do 7-2


we make two equations likeke I showed. Then we solve both of them


oh so that why it isn't 5,-5


You are fast


plug in -5 and see if you get the right answers?


i did put in {5,-5}


it said its wrong


right, answer is {-9, 5} like our method showed...right?


ohh so thats the answer


yep!


next one


you want to try or should I work it?


ill do it myself


and then u cna look at it


sounds good


can u erase the bottom


can you


so its -2,2


not quite


still said its wrong


first equation is good m+2=0


yeah makes sense


mhm


but second equation should be x+2 = -0


which is same as x+2=0


so there is only one solution. Do you see what I mean?


wait lets redo a new one


i clicked "try another oen" bc i want a 100%


ok, let's do this one


lmk if my answers right


not quite...let's work the method...let me write the eqns


ok


5-1 is 4


the outside number


ive been changing the inside number this whole time


like that


4 and -6


perfect


i had that


so its -6,4


if you plug them in and check you will find they work


so its -6,4?


#2 is just {-1}


so, here is the thing to notice...when the equations are set to 0, there is only going to be 1 solution. Do you see what I mean


yeah so just {-1}\


right?


yes, just {-1}


and samething for c as for a


no, actually, (c) has not solutions


oh bc it starts out as negative


whenever an absolute value is set to a negative, there can


t be any


so anytime the number is already negative its no solution


yes!


ok, hold up


kk


this one is a little more complicated


to do this one, we need to put it in a form like the previous ones...we need the absolute value by itself


i get it


its -9,9


because the inside number is already -5


so we start off with the first number and don't change the 4 on the outside to a negative


right?


yes, you are right


hold up


no sol?


start by getting the absolute value by itself


do you know how to do that?


no i just did the method you taught me


and saw it was two neg numbrs


so i saw it as no sol


right, but the ones we did before, had the absolute value by it self on the left hand side...let me show you how to do this one


yep


i did it in my head


thats why it doesn't look like that lol


ok, now you can apply the method, but what does the method say when there is a negative on the right?


if its already neg then its no sol


yep, no sol


this one is diff


so id be dividing this time


sorry, can't do it that way


oh


need to start with the isolated absolute value. Then create the two equations from the absolute value just like we did before


give it a try or I can show you


i am solving it right


i put the answer in already


its -5/4,7/4


yes, you are right. You are fast!


Lol!


ok this one may be trickier


i need help solving this one actually


ok, start by getting the absolute value by itself


so add 4 to 53


yes


now what


now it is just like the last one


ohhh


gotcha


looks good. Not sure if your software wants you so simplify


yes simplify


will it take -5.4?


I'm good with that


omgg this is diff


ok, ...harder yet


would i do 8-2?


or combine 3 and 3


*3 and 2


but just follow the same procedure. Start by getting the absolute value by itself


and do 8-5


Notr sure where the 5 came from?


want help?


i thought you combine like terms


yep, now how do we get rid of the 3 in front?


subtract?


how about divide?


i thought u only do thati f its x


the 3 is multiplied by |3x+3| so to get rid of it we divide


ok i have 2


hold up


use the simplified equation to apply our method


ohh


see what I mean?


i get it


ok ill try the next one on my own


sounds good


uhh im stuck


We should work with the two eqns I provided. We have alread solved one, we just need to solve the other


i change the 8 to -8 right?


ok, that's good


let me summarize


nvm i get it


you only do that when u solve it then u change that # to pos and then negative


like the 2


ughh this looks difficult


Nicece...let's see if you are up to this one


remember start by getting the | | by itself


would i do


yes


write it out so I can see what you are doing


kk


Next step?


yep


subtract the 5


now what are the two eqn?


equations?


how do you subtract a fraction


wait


we can't just start subtracting inside the absolute value to. To get rid of the absulute value sign we need to do the 2 equation thing


like that...right?


yeah its 26/3


and then 34/3


i was doing it right


ok, you just like to skip steps?


No I didn't skip


I just think I'm solving it diff than you


bc I did the keep change flip


Fine if you get the right answer :)


ok, how do we start this one?


Hmmm


its no sol


the -3 is front does what to the  abs vaue?


bc of the negative


yeah we get |w-9| = -3   so no sol


is this no sol?


last one or did you post a new one?


this on


nvm im wrong


would i add 62 to 8


ahhh there it is


yes add


divide by 3 you mean?


ohh i see


very nice !!


do you still have time?


How many more do you have?


let's do a few more & see how they go...I think you are getting the hang of it....but I know you understand 100%


its kinda diff & give me one sec


oh this is for a diff assignment


ok, let's take a look


Hold on sec


I see...have you worked on these before?


nvm solved it


solving on paper rn


Hmmm...let me work on it and see if we get the same thing?


Let me write my answer for the first one


Hmm for 1st one I got < instead of >


you flip it


when youre dividing by a ng


1st I dont see where I divided by ng....divided by 2...right?


oh i see


how about the 2nd one...did I make a arithmetic mistake or you?


it was m


this one is a little hard since its a frac


It's usually me that is bad with arithmetic ;)


i need help with this


ok, do you know how to start?


Hint: it's pretty easy...but you need to make two problems out of it. Should I show you?


yes show me please


see how I made 2 pblms and put an "AND" in the middle?


mhm


now let's solve each eqn


ohh i see


wait


where does the 2 com from


what happened to the 1


muliplied both sided by 2


can you show that part please


oh o


see what I mean?


let's do the same with the 2nd eqn


do you get that one?


don't get it?


i do


ok, want to finish the 2nd one?


yup


so we got 6/5 <= x AND x <2


so we write it like I showed. Do you get that?


i have one more


ok, let's do the last one :)


multiply by 2


i mean no 3


ok, very similar to the last one. Let's start by 3x


I mean multiply by 3


do you want to work it?


multiply the 5 by 3 too?


yes


show me what you get after the mult.


kk


You skipped some steps, huh?


i did -6+1


i added 1 to both sides


tjem dovoded by 4


-5/4 can't be divided


ok, hold on. Do you see how I got my magenta equation?


mhm


thats what i had


ok, and you may be right...I just want to do it step by step to be sure


so I like your first number (-5/4) but why did you reverse the inequality?


nvm ik what i did wrong


next one is 4


I see. Very nice


ok, was that the last problem?


do you still have time on your hands?


Its not a problem its just more so practice


let's see the first one?


kk give me one sec its a pdf actually


so basically i got my test back and my teacher said the ones that have "R" means it can be revised for a better grade so i wanna know what my mistake is so i can do some new problems that are kinda the same for when i retake it again


here it is


ok, I can see it. Are you asking about the 1st one?


yep i wanna start from top to bottom


I copied onto the board, that is the eqn we start with ...right?


Ok


yes


is it that?


not quite. You are doing too much in your head and not enough on paper


see what I did?


I just took it step by step (multiplied both sides by 2 ) then subtracted H from both sides


kk


ohh i see


do I have the next one copied correctly (it's a little fuzzy on my screen)?


mhm


Solve for y


did I copy it right?


ok, let's take the step by step approach


oh i see what i missed


but i did +5y


yeah, it's not hard...just easy to make mistakes


and she only circled th 15 part


yeah, you didn't divide the 15x by 5 like you need to. Do you want to work it on the board to make sure you have it right?


ok i see


i get it now


alright next one


its 3+2(3x-4)=3x-(x-5_


yep


so the - infront of the ( is that technically a -1 or ?


ill circle it


yes, same as -1*(x-5)


kk i figured


tell me if I make a mistake


Okay


no


its 3


not 3x


aha..let's start again


Right


bc i still got 10/4


oh simplifyy


like that?


mhm i solved it its 5/2


lets work on the last one


i solved that one already


well you can solve it too


and lmk your answer to ensure im correct


wait what


I got x=4


i got a totally diff answer


3-8 is -5


you do left to right


Understood


so its 10/4


then divide both by 2 its 5/2


yes, 5/2


ok next one


correct starting eqn...right?


yes


see how I got that? I mutliplied both sides by 10 to get rid of all the fractions ( I don't like fractions)


yep i got that answer


i did 20 times all of it like i multiplied 10 and 2


that works too


all done for today?


and the answer is 25/18


yes 25/18


yep thats it im gonna work on stats homework


stats if my favorite. Maybe we can work on that another day....enjoy the rest of yours


thanks, you too!


solving a few homework questions


Hi there how can I help!


Hi, I need help w a few questions, I’m gonna write them on the board just give me a minute


no problem!


Okay I wrote them


okay perfect do you want to give it a try?


hello?


Are you still there?


yes


hello


are you there?


I’m gonna end this session, thanks though!


Hello!! How are you?


Hi Lucas! I'm great, what can I help you with today?


I am in 8th grade math and I need help with adding & subtracting rational numbers :)


Sure, I can help you with that!


Would you be able to post your questions on the whiteboard?


Sure! Should I write like 2 or the whole thing?


How many questions are there?


16 :(


Maybe you can write down 8 first and we can go through them together one by one!


Okay! Just so you know 4 of them are word problems and I really like solving word problems


Ok I wrote the first one down can you see it?


Yes I can, actually how about we do them one by one instead?


Would you like to try the problem out on your own first?


Okay :)


would it be one whole?


since 11+12=23 and 23 is the denominator


You're close! Don't forget the negative sign!


So it would be -23/23 which is equal to -1


Does that make sense?


OHhhh okayyy I see


I was gonna type that but I thought I was wrong


No worries! You were on the right track!


Shall we move on to question 2 or did you need more clarification for question 1?


I got it :) This one was surprisingly easy it looks so hard


Is it -18 over 22?


or is it -8


can you see the number line that I added on the whiteboard?


Yes


so if its -13 plus 5, would the filled in circle go to the left or right?


I think right because its a positive number?


That's right! so do you think that the value is -18 or -8?


OHhhh -8


yes! That's right, you got it!


Yayyyy so -8 over 22?


I'm not sure if you need to simplify your final answer but yes -8/22 is correct


If you were to simplify your answer would you know what to do?


Yay :) I don't think I need to simplify it any because this is it's simplest form, no?


since 8 and 22 can both be divided by two, you could simplify the fraction even further (-4/11)


ooh okay


but if you don't need to simplify any more then -8 over 22 is correct!


on the worksheet it says "Add. Write fractions in simplest form."


Ohh yeah, so when it says write the fraction in simplest form, this means that the top and bottom numbers have to be as small as possible, so in this case the simplest form would be -4 over 11


Okay I totally get this oneee I don't really know how to simplify like I get the concept but I just don't know how to find what they divide by. Also i'm ready to go to the next one :D


since 8 and 22 are both divisible by 2, you are able to simplify the numbers to 4 and 11 (8 divided by 2 is 4, and 22 divided by 2 is 11)


if your answer was 7 over 22, you would not be able to divide it by 2 because they are both not divisible by the same number


Oh okay I see


So like 7 over 22 would it be divisible by like 7 or 1?


so 22 divided by 7 would not be a full number so it would be better to leave it as 7 over 22


ohh okay would it be a decimal?


but if it was 7 over 21 for example, you would be able to divide them both by 7 so the answer would be 1 over 3


Oooooooh ok


so for your problems, we want to leave it as a whole number so you would not need to simplify 7 over 22, as that is the smallest numbers you can get without needing to turn it into decimals


Okay :)


Do you want to put your next problem on the whiteboard?


Yes I'm going to clear the top but not the number line


The number line is really helpful


That's good to hear! We can use the number line again if you need some help for the next problem


That would be really nice :)


Ok donee


So if its 22 plus -32 what do you think the answer is?


Im just estimating but Is it -10?


yes that's right!


YAYY


so if the answer is -10 over 15


do you think that we can simplify it even more?


is can you divide 10 and 15 by?


Hmm 5?


Yes! so what is 10 divided by 5


and what is 15 divided by 5?


5? and 3?


So 10 divided by 5 is actually 2! but you got the second half of the question correct because 15 divided by 5 is 3


so what would your answer be? and don't forget the negative sign!


Uhh 2 over 3? I kinda lost track >_<


You're close! so at first you said that the answer was -10 over 15, but then we simplified it to 2 over 3


so where would that negative sign be?


OH wait -2 over 3


on 2 or 3?


yes!!


Oops I forgot the negative sign


so -2 over 3 is the correct answer in simplest form :)


wow for once I actually am starting to understand this


That's so good to hear, I am so glad that you are understanding this topic better


You are a really great help I appreciate you so much!! And for me it's almost 10 pm so i'm glad you're taking the time :)


No problem at all! I'm here to help


Ok how do I do this with the different denominators? I keep forgetting how It works


So first we have to find a common denominator. In this case, 7 multiplied by ? = 35


I wrote some notes on the whiteboard


Yes! 55 is correct


Chloe


so now the new problem would be -6/35 + 55/35 = ?


Ok lemme try to solve that


Ok great


48 over 35?


close! so its -6 plus 55


wait I miscalculated 49 over 35 or is it negative?


yes 49 is correct


so 49 over 35


We can simplify this further


Oooh ok


49 and 35 can be divided by the same number


what number is it?


OOh is it 7??


yes so 49 divided by 7 over 35 divided by 7


7 over 5?


yes!


Salem


Ready to move on to the next question?


Yes :)


Sorry the whiteboard's so messy


it's ok! is the problem 29/24 + (-11/6) ?


Yeah


So let's find the common denominator first


6 multiplied by ? = 24


Yes, so what would the top number be?


uhh


I'm stumped :(


I wrote it on the whiteboard if that helps


Oh I didn't see that


its above the number line


I think that's correct?


44 is correct


so how would you rewrite the problem?


Yayy


hmm


so 11/-6 is the same as 44/-24


so how would you rewrite it so that the problem has the same denominator?


OHH wait we can try to divide them by 2 or 4


Or multiply


You're right we can divide it, but that part usually comes last when you simplify your answer


Ohh ok


so under the number line I actually rewrote the answer


so it has the same denominator


would you like a few minutes to try it out?


sure!


I know the numerator is like positive or negative 18 I think


Let's try to figure out if is positive or negative first


so if 29/24 is positive


and 44/-24 is negative


what would be the ?


I think negative


yes that's right


Yayyyy


so then it would be 29 plus -44


so what would that value be?


yes! so its -15 over 24


yayyyyy


do you think that you can simplify the numbers ?


what can you divide 15 and 24 by?


yep! so the top and bottom numbers be


and don't forget the negative sign!


is this right?


You got it!


Woohooooo


Is it starting to get a little easier?


yess


Great!


I helped you clear the whiteboard


so that it will be easier to see the next problem


I think I might do the worksheet alone after this problem,  I'm basically halfway done and the techniques you've taught me are really helpful so I can use them while on my next problem :)


Okay no problem! I will be happy to stay online while you finish the rest of the worksheet in case you have any questions


Okay :)


Once you are finished with your worksheet and have no other questions just let me know, so that I know when to end the session :)


I have to end the session now, but I hope that it was helpful :)


hi! how are you today?


hi how can i help you today


I was wondering if you could help me with my algebra assignment?


sure


give me a min to figure this out


okay so


Did you get that much


I'm confused


how'd u get g(x)^2


Okay so let's consider fix as a and go as b


Ok?


ok


So what the question wants is


Sub b in the place where x is


Did you get that


yes


That's your first answer


do you want to try the next one


Chloe know what your city is


Answer is


I got x


that is the right answer


yuayyyyyyy


good job


anything else you need help with


yes pls


what is it


graph


whats the question


that's it


okay i just found it


give me a min


ok


okay so


Did you get that


yes


Did you get it


okay now you can solve the other 3 and lmk the answer


for 5 I got f(g(5))=1


thats not right try gain


you can do this


whatd you get


no :"(


darn


ill help you out with this one too


Got this much?


2 is your answer


did you get it


let me look


I get it


yay try the other 2


k


and lmk


11 for 6???


yayyyyy


yayy


thats rught


last one


yesssssss


good job im so proud of you


thank youuu


anything else you need help with?


one more


okayy


Did you get this much


yes


Got this?


what did u write for the last two in number 1


6-2x what


Got it?


Got the second part


not yet


Liam when you do


so is it 40-6x^2


so that's the general statement ?


No were still at the first part


oh ok


see we got the same answer as the previous one


so from the part a w can say  that the function is associative


thaats the hypothesis


did you get that


wow that's a lot


yes


yeaa


but did you understand


yayy


okay nayhtign else?


no I'm good now


thank you so much for helping me


anytime


have a good day


Hello Chloe! How are you? :)


Hi ! im good how about you?


Good, thank you!


this the assignment i need help on.


So the first inequality, y > -x-2, the slope of the line is correct on the graph


yeah but it says its wrong


idk why


if the slope is -1, what would the y-intercept be?


yes, this is the slope, but the y-intercept equals -2


ohh okay


but why is it wrong ? is there something im missing?


Because the y-intercept is -2, the red line on the graph has to be moved down by one unit


and then for the blue inequality, the slope of 2/3 is correctly drawn on the graph, but the y-intercept is not


the blue line is wrong right


Yes, the slope is right, which is 2/3, but the y-intercept does not equal  2


Its 3


so y<2/3x+3


Yes, that is correct!


Then how can we rewrite the red inequality with the correct y-intercept?


i dont know, how can we ? Is there a formula ( i forgot )


You wrote the correct equation with the correct slope of -1 already, but you just need to change the y-intercept


ohh nvm


right


okay


i thought were talking about the other one


so is the y int


-1 right


Yes, that's right!


So then instead of -2, you would write -1 in the equation


it says its still wrong


Also, the solution of the red inequality cannot be (-2,-6) because this is in a different quadrant


oh okay


And the solution of the blue inequality cannot be (1,6) because this is a solution in the red shaded area


oh btw


it says y>-x-1 is wrong


Did you type it for the red or blue inequality?


red


I think the slope might be wrong then


Yeah, it's actually not equal to -1


How many units down does the graph go from the first point to the next?


So the first point is (-5,3) and the second point is (0,-1)


waitt


oh


yeah


The slope would be the difference between the y-coordinates/ the difference in x-coordinates


What is the difference between the y-coordinates for these two points


2/5 as slope ?


The denominator is 5, yes


but the numerator would not be 2


so is it 1/5 ?


How many units apart are the two points on the y-axis


This will tell you the numerator for the slope


ohh 5/5


right?


No the slope would be -4/5


Because the second point is 4 units down from the first point


ohh i see


because


i couldnt see the lines but i seen the blue lines


because its the same postion


but okay i understand


That's good! :)


So then the inequality would be y > -4/5x - 1


okay i need 1 more answer ( ill make an new screenshot)


Okay!


only need help with the blue equation


So, to start, the inequality symbol is not right


If the blue shaded region is above the line, should the symbol be less than or greater than


so >


Correct!


And then if the blue line is also not a solid line on the graph, how should we change the symbol


to have a line under > right?


The line under the symbol means that the values would be included in the inequality


so we only put the line under the symbol when there is a solid line on the graph


so we only doing >


That's right!


ok so


y>x+?


and the y-intercept is -2


Yes, the y-intercept is -2, but the slope is not 1


okay


so y>x+-2?


What would the slope be from the point (0,-2) to the point (3,2)


right?


Yes but +4/3, good job! :)


ohh okay


so do we need to simplfiy


simplify


No, this would be the answer!


oh okay


so y>4/3x


Yes, y > 4/3x -2


yep correct !


Thanks


You're welcome, glad I could help you out! :)


Keep up the good work!


You have a good weekend !


You too, thank you!


hi


Hi! How’s it going?


it’s going ok hbu


I’m doing well!


What can I help you with?


triangle congruence proofs


Ok! So like ASA, SSS, SAS, and AAS?


yeah and like statements and reason


Ok. Do you want me to give you like practice problems?


yeah but are you able to use your mic it’s difficult to type everything


I’ll try but last time I used it I wasn’t able to hear anything


oh ok i’ll turn mine on and lmk if u can hear


Well


OK.


Hello


I can’t hear anything sorry :(


it’s ok


Do you want help with the problem on the whiteboard?


yes


Ok!


wait r u on phone?


No


ok whiteboard


Ok so what you have written already looks good!


thank you


it i just ahve no idea what to do next


sorry my my typing in advance


dor


for


It’s ok!


Try looking at the givens


Those usually give hints about what to do next


idk


If QR bisects DS what does that tell us?


DR is congruent to RS


Yes!


So that is your statement


is it bc of def of bisector


Yep!


then wouldn’t i have all the sides i need to come up with my conclusion of SAD


SAS


no way


wait idk


Well the other given is that SQ is congruent to DQ


yeah


So now you know that all the sides are congruent


Because of that given and also the reflexive property and the segment bisector thing


SAS?


Close! Remember A stands for angle and we don’t know anything about any angles


omg yes


Sss


oops


Yes!


Great job!


It’s ok everyone makes mistakes


DQR and SQR


Yep!


then does that prove that QR bisects angle DQS bc of cpctc


We


Well I would say that a little differently


I would break that into 2 different statements and reasons


I would say that angle DQR is congruent to angle SQR because of CPCTC


And then I would say that QR bisects DSQ because def of angle bisector


*DSQ not DSQ


DQS


holy typo


lolll see typing isn’t easy


but wait was what i said right enough


It is right but I would break it up into 2 different statements because CPCTC cant necessarily prove that something is a bisector it can only prove that 2 things are congruent


But then from that you can prove that it is a bisector


i mean yeah ur right ill just write what you said


It’s not a huge deal but your teacher would probably prefer it broken into 2 statements


yeah he’s so annoying


that was my last tingle congruence problem are you able to do this


i’ll put it in the white board


Ok!


are you able to do this?


I think so


So for question 1 I think it is asking you to look at the imaginary line between both A points and find the middle


You can use the coordinates to help you


yeah but u just don’t know who to find that and ik there a formula i just don’t know it and how to apply it


i meant i


Well for this question you can just eyeball it without a formula


for the A part i can but not for D


I think we might be able to use the distance formula here


I’ll write out the equation


Ben also i ahve to use the restroom quickly i will brb


ok back


Ok so the distance formula gives us the length of the line


I’m 100% sure how to use that to find the midpoint tho


same but it’s ok i’m pretty sure i can ask my mom how to do this one


but i have one more i don’t understand


Ok!


kk put a picture of it


Ok so when we rotate something 90° it changes its coordinates from (x,y) to (y,-x)


But that is for when it is rotated around the origin


oh yeah


now what?


I think this is a 180° rotation


how would i rotate something around a certain point


I’m not exactly sure what to do for a 90° rotation


Here I’ll try to explain on the whiteboard


ok ty


Ok so we are rotating around the point (-3,-2)


yes


So if the original triangle is 4 units down and 1 to the left of (-3,-2) we want make our new point at 4 units up and 1 to the right of (-3,-2)


Because up and right is the opposite of down and left


i don’t understand


On the whiteboard I wrote 4 and 1 to show how point D is 4 units down and 1 to the left of (-3,-2)


And I think when making the new triangle you are supposed to put the new point 4 units up and 1 to the right of (-3,-2)


Basically a 180° rotation is like flipping something upside down


i thought it was a 90 rotation


Yeah but that is even more complicated so I’m doing a 180° one first


Also I think the picture disappeared


i still see itb


I don’t see it on the whiteboard anymore


Oh wait nvm


Ok so a 180° rotation is like flipping the image upside down


Try flipping the image of the red triangle and the point (-3,-2) upside down


You’ll notice that point D appears to be 4 units up and 1 to the right from (-3,-2)


it’s not rlly making sense to me right now and i have to go get breakfast with my mom but thank you so much for the help and i hope you have a good rest of ur day


Because when it is flipped upside down it looks different


Ok! Sorry I wasn’t able to help :(


Have a great day!


it’s ok thank you so much for u time


Hey Sam, how can I help you today?


I'm having a bit of trouble with binomials


Okay perfect I'll draw out a generic one and we will see if we can apply it to this problem.


Okay.


Does that make sense?


I understand that part, I just wanna know how to structure them after the multiplication takes place


Then you would simplify. Let's take your example, do you want to write out what you have after multiplication?


Where did the 14 come from?


My bad..


You almost have the right answer but just missed one step


I'll write it out and you tell me if you see the step you missed


I didn't multiply the -2 and u


Yes exactly right other than that you were correct!


So what would the final answer be?


One sec


Okay


Really close but take a look at your signs


does -2+8=-6?


That answer is correct!


Thank you for helping!


Let's practice just writing this one out and then simplify it


Okay.


I'll help you where ever you get stuck


Should that be a minus or a plus sign?


minus?


Why minus?


What are you multiplying?


4 and y


Is that going to be positive or negative?


Perfect!


That's right?


Yes it is


Do you understand why it is a positive 4y and not a negative 4y


Because the 4 in the original equation is positive?


Yes exactly right!


Lets work through this one!


is that right?


not quite


you were really close but its not a +7v+3v and then you make that all negative its a -7v+3v


Did I fix it?


Does that make sense as to why?


Yep, I just made a slight mistake with my math..


That is okay it was a super simple mistake


Do you want more help with polynomials?


Nope.


Thank you for helping!👍


Yes of course! Do you need help with anything else?


I don't think so.


Have a good day!


You too!


hi! how are you today?


Hi Alex! I'm great, thank you for asking! How are you?


I'm good :)


That's great! What can I help you with today?


I was wondering if you could help me understand something Abt my math equation rq?


Of course!


why are the x intercepts negative if they were positive in the equation


Oh, I see! Well, if you look in the second equation, you are trying to get the equation to equal 0, correct?


yes


Do you know one way to make the equation equal zero?


ohhhh


you subtract 6 and 4


Yes amazing job Alex!


When you use the -6, it cancels out with the positive 6, which gets 0!


That is the same for the -4 and 4.


And when you multiply something by 0, it equals 0!


I get it now


thank you so much


Great job Alex! Have a great day!


you too :)


Hey how are you


Hey! How are you doing today?


I am great, thanks for asking. How can i help you?


can you check my answers for me


Sure, let me see what you have gotten


Looks good


Correct


right


Why did you think domain changes in this case?


because its on the y


what is the definition of the domain?


isn't the domain the y axis


Domain is the values x can take


range is the values Y can take


so would it be d then?


why do you think so?


because both lines are going down but they both have the same x points


yeah correct. the domain of x is (0,infinity)


in both cases


looks good


okay thanks for all the help


have a great day


Hi


Hi! How can I help you?


I have no idea how to do this


it s ok, i ll try my best to explin


Are u able to use the mic


can you tell me what do you understand from this?


sorry, i am not


Ok it’s ok


I know u need to plug the f into the variables but I don’t know when to know how its domain


it s ok


So I plugged in the first one


hi


hello'


would you be able to help me with this problem


ill put it on the whiteboard


ok


i just have to do 8


You need to do a graph for this.


this is true


how do i proceed


I uploaded some graph paper.


perfect


Do you know how to graph sine and cosine?


yes


You can use that graph paper


alright and i just graph sin and cosine?


i think the wording of this assignment is just throwing me off


graph the three functions that they give you in the domains they give you for each one.


is that right for the first one


no.


Sam


okay


First of all, it says to graph 1+sinx for x<0


so the graph should only be to the along the negative x axis


ohh okay


so


when x =0, what is 1+sinx?


i think im doing this wrong


when x is 0 what does 1+sinx equal?


what is sin(0)?


hello?


im so sorry i had to run for a sec


im back


sin (0)?


im not sure


okay that makes sense


If you are taking calculus it would be a good idea to become familiar with the trig functions. they are used a lot in calculus.


yes, youre very right. i think i just have trouble retaining information on this kind of thing


Let's look at the middle function, cosx


okay


what is cos(0)?


omg okay yes


taking notes


the bottom function, sinx, starts at 𝜋


what is sin(𝜋)?


oh shoot no


no  0


That's a sketch of the graph


okay i see it


thank you


You are welcome


im just writing this on my own paper


alright


so does it not exist at pi?


that's right


the graph is discontinuous at x =𝜋


thank yiu


you


you are welcome


have a good evening


you too.


bye


Hi


Hello!


I need help to study a quiz


About perfect squares


ok! let's look at the questions


On here or writing it


ok!


ok, let's break it down


do you know what the little number above the big number is?


Yes a 2


yep!


so do you know what we do when that number is there?


Multiply the number 2 times ?


exactly!


let's try it with number 2


So 3 would be 9?


yep! good job!


So 4 is 16


great job!


you got it!


would you like help on anything else?


30-100 tens perfect squares


ok! do you want to write an example question?


ok, so just like how we multiplied 2*2, we do the same thing for 30


So 90


close!


30*30 has 2 zeros right? so there would be 2 zeros after the 9, which means it's 900


Oooh


That makes sense


yep! so just do the first number times it self, then add the amount of zeros there are after that number


Thank you that’s all I need


ok! good work today!


Hello! I need help with solving this.


If I do not respond, I walked away from my laptop please do not end the session.


hi I can help you


no problem


I wrote some formulas on the board to help you when you get back


have a try using them when you come back and i can check your work


I'm back


Ok thank you


0.8 kg?


yes exactly right


is it 14.2/15


no


absolute error is what you just calculated


the 0.8kg


olh


oh so 0.8/14.2


yes


no you reversed it


should be 0.8/14.2


oh


thats whati got


Tutor Provider wont let me send the answer in chat but its on whiteboard


hold on let me check


ok


exactly right


I have to run to the bathroom really quick, give me 3 mins


Ok thats fine


oh so its correct? its 5.64?


good work


Ok


it said


round to nearest 10th


when i tried to press enter


so 74? or 73?


oh no yeah its just 5.6


tenth is the first decimal place


yes exactly


I have another one give me one sec


here it is


I am going to write a formula on the board that can help with these


Ok thank you


so you can think about this formula as well as the wording to kind of place the given numbers and find your answer


i'll do the first one as an example


lmk if the pink is right


not quite


60 is 0.6 as a decimal


this is where it gets a little tricky because you have to place your numbers correctly in the formula


27 is actually the result


60 is the number


oh


we are looking for the percentage


a key word to look for is "is"


"is" tells you the equals sign


is it 45


wait where did my formula go


that is not right


u have to put it back on whiteboard


or press undo


oh wait yes that is right


I will rewrite the formula though anyway


ok


so its 45 PERCENT?


yup


yes the second one is right too


i ave another percent problem


ill solve it on my own this time and see if im right


is this right?


yes


uhh yeah I need help with b Lol


the answer looks questionable


nvm ik what i did wrong


actually idk if its right


take a look


oh it 21


no not quite


Oh ok


if you think about our formula again, you are going to have to divide 21.12 by (0.256)


ok


and then what


that's your answer


I think I remember this formula


actually i dont lol


does this look farmiliar


Yes


is it P,r,n,t?


yes


my writing disappeared


oh no


its fine


n t?


be careful


p is principal


that means the number you start with


not the final number


is it wrong..?


23400 is what we want our equation to equal


we are solving for p


so its not 23,400?


no


p is not


p is what the answer is


oh A


yes


it says 23400 AFTER 6 years


can you take a look at my math


why did you do the second part


im not supposed to?


i'm not sure what part of the formula that corresponds to


do you see what I wrote out


mhm


Ok and then what


its 1.104?


that doesnt look right


oh divide


no not 1.104


did you see what I wrote out


the steps


yes i do now


correct


round?


your first three steps were right but you added more steps


to the nearest dollar


not cents


oh


nearest dollar


dollar is a whole number


no decimals


Okay


yes


no


no cents


i mean times


actually idk


this is the amount that smoke


yeah


oh i see


divide that by the total and multiply by 100%


no 8+22


is total number of smokers


divide total number of smokers by total number of people


no multiply that number by 100%


im confused


you said add it at first


i asked if we divide first


for the 8/22


1. find total number of smokers (8+22=30)


yes i have 30 times 100


2. find total number of people (given: 150)


3. divide total number of smokers by total number of people (30/150)


4. multiply by 100% to make a percentage (0.2*100%=20%)


yes


no


that is do not smoke


o


oh sorry


same numbers


yes 22+98


ok


ugh i hate these sm


im terrible withthis


so first find a percentage


i think ik how to solve


let me try this one on my own


then you can check over it


not sure if this is right


close


hmm ok


oh divide by 100


make sure you are not multiplyign by percentages


yup


otherwise it is correct


great work


i nemed the formula


nvm i get it


yep


2200 for b?


yes


ok


is this all correct


Ok, I need to use th bathroom give me one moment


Ok


ill past the next one tho in advance


will need the formula


back


oh i remember now


nvm this a little diff


do you want to give it a try given the formual


formula


also we are solving for P


would you do 0.024/12?


kk


that would be i


now find n


TOTAL number of periods


ok


so how many months in 5 years


gonna solve rn


yes 60 is correct


then divide 0.02 by 1.127?


wait no


by the FV


you skipped some steps


o


yes


divide?


no


well yes


but you have the division mixed up


you divide the 555-987-6543 P


and then what? add it to 1.002?


wait sorry


its ok


you were not supposed to divide by 'n'


you were supposed to divide by i


u told me to


which is 0.002


for which


i know i am sorry. i saw the i right in front of the variable and thought that it was saying i = 7000


can u circle the error


ok


divide it by 1?


no by i


yup


you have one more step


solve for p


k


do i add?


no


oh multiply


divide?


yes


do you see the equation on the board?


mhm


your answer is correct


it says round


thats why i asked


ok Okayright?


o


rounding does not mean taking the next digit over


if the next digit over is 5 or more, then you round up


otherwise, you leave it


ok


i thouht if it was under 5


so like 0.923 rounded to the second decimal place it 0.92 but 0.925 rounded to the second decimal place is 0.93


no


under 5 stays the same


over 5 rounds up


so it stays at 92?


yes


that?


so we gotta solve for y?


now im stuck on b and c


am i doing this right?


and then for c


find slope


which is given in the equation


but put 0.73 as the answe


answer


ok


I have to go now but you did some great work today and I feel like you made a lot of practice.


progress*


ok, thank you!


bye!!


Hello Jordan!


hi


How are you :)


good


Great!


What would you like help with today?


checking some of my answers


Okay!


they are in scientific notation


Okay great


What are the questions and you answer, and we'll double check the answers together


k


and my answer was 7.5183 * 10 (exponent -1)


The number is 75.183 and your answer was 7.5183*10^-1?


ya


Okay when do we write a negative exponent


when it comes to scienific notation


ill show how i did it


okay


It quite the opposite, Jordan.


So when we move to the left its postive exponents always


oh


nd when we move to the rigth its negative


so your answer is for this


Does that make sense?


yep


Okay so your answer for 75.183 would be?


um 10?


0no sorry


yes, and you could write it 10^1, perferably with the exponent


Your first answer was right


oh oki


7.5183 *10^1


thats would be the answer


remember the scienific notation will only have one number before the decimals


okay next question is..


want me to write it?


Yes!


done


Okay remember a number smaller than 1 the exponent would be negative, so in this case 10^3 is wrong


decimals have negative exponents


and number bigger than one have postive exponent


Okay so do you want to try again for 0.0018?


yeah gimme a sec


Okay :)


Do you need a little more help understanding?


yeah


Okay I will write in the board


Do you get it now?


so exponent number is determined by how many places we moved and you seem to have a clear understanding


if the number is 0. something something the exponent is negative  because we make the number bigger


if the number is for example mathlearning.orgmething the exponent is postive because we make the number smaller


If you have any questions, please ask! :)


Hi Emily, how can I help?


Mr. Clark i need help with a question


I don't understand this very wel


Emily. please allow me a minute to look over it


yeah thats fine


we should expand the left side first!


can you try that


ohh okay


is that right?


you're getting there but lets try again


oh okay


can you see what i wrote?


ohh my fault i didn't scroll down


it's like how a^2 = a*a


yeah i can see it now


o no i just wrote it!


can you try expanding that


okay


is it 16x?


double check that please


Good job!


soryy i get it now


ok so now you should try moving all terms to one side


and simplify it


im sorry i got stuck


can u tell me where i got stuck pls?


you did correct!


good job


so here


oh i did?


we can move the 28x to the left side


when you move something to the other side, make sure to change their sign


so + becomes - and vice versa


y is this eqation so long


haha sorry its ok though!


we got this!


so so far we have 16x^2 + 6 - 28x = 0, yeah?


nah its not your fault its all good


yeah


what can we do to further simplify it


is 6 divisible by 4?


oh nvm


you're very close!!


smaller


good job!


you can definitely do 4 too it's just going to be a fraction which can make our calculations more complicated later on. so we try to stick with integers to be as simple as possible!


oohh okay


good job


https://math.com/problem_imageMr. Clark


now remember the quadratic formula


aw haha it just gave me the option to use confetti so I figured why not


ooohh coooll


here we can use the quadratic formula to solve for x


whats that


ah im sorry i guess you havent learn it, thats ok. we can factor it to solve for x!


i feel like ive heard it before but i think cause like were in summer right now i probably forgot


i just wrote it in blue


are you familiar with it?


nope


ah okie then ignore it!


lets just factor it


okk


is that right?


hmm you get the idea


double check though@


..i can't findit


I know the 8x-7 is wrong, but how do i fix that


ok so i wrote something in blue


ohh my fault i multiplied b with a instead of c with a


we need 2 terms that multiply to give -112 and add to -14


o haha yeah


fix that and we should be good!


oh wait


isnt -112 supposed to be 24?


i think youre right


cause you would multiply 8 with 3 for a times c


im not too familiar with that cross method thing


ohh okay dw about it


i kind of just do it my way


Oakwood


lets just see if i get the same anser then


Emily


i have my answer


im just gonna do this on papter if thats fine cause its hard tryna write with my mouse


yeah plaese do!


yes!!


good job!!


oh yay


thank youuu


now we can solve for x easily!


oh okay


How do we do that


a*b = 0 then a=0 or b=0 right?


yes?


so in our case 2x-3 = 0 or 4x-1 = 0


that is one of the solutions!


there's one more


good job!


oh thanks!


either x=1.5 or x=1/4


are they the same?


they're not the same


oh cause for my equation, i can only put in one anser


answer


ah yeah you can put in either!


sorry i misunderstood your qeustion!


ohh okay


nah its all goo


good


alrr thank you!!


have a good day! glad i could help! :)


Hey


hello Jamie!


what do u need help with today


I think ACB is congruent to ECD no’


No its DCE


okay lets break this down step by step


we know we are comparing triangle ACB to triangle ECD


and they meet at point C


Now lets look at angle ACB and angle ECD


Line AC and CD are on the same straight line and Line BC and CE are also on the same straight line


That means these two angles are vertical angles, so they’re congruent


Yeah so it’s DCE


yea


way to go!


now lets set up the proportions


Ok ACB congruent to DCE and then CE/ CB and DC/AC


ABC DEC


okay yes ACB is congruent to DCE


however CE doesn't go over CB


omg wait im so sorry, it does I just mixed it up


everything you have told me is all correct


Ok thank u


you understood this question completely way to go!!!!


HELLO


Oops caps


Hi Alice!


How are you today?


Good how about you?


I'm doing well! Thank you for asking!


How can I help today?


I wanted to go over this question that I don't feel like it makes sense.


Okay! Let us take a look at the problem!


Do you have a guess Alice? Or any answers you can eliminate right away?


We can eliminate the last 2


Yup! Great work!


Let's work to see if the other 2 are correct


How would you test these expressions to see if they are the same Alice?


I know the second is correct since the placement is flipped but I'm not sure about the 1st one


Okay! Should we try multiplying it out to test it?


Yea we can do that


Sounds great! For the equation 6(r+7) how could we break it down?


since the PEMDAS rule is parentheses 1st we do that?


YES!


With that in mind, what is the first step?


it would be 7+r which would be 7r? and times 6 would make it 42r unless we reorder it?


Close Alice!


In this case, because 7 and r are not the same expression you cannot add them together.


If in the parentheses it were 7r + r, yes, that would be correct to add them to 8r


Oh


Does that make sense Alice?


Yea it does


Okay great!


With that in mind, the rest of your steps were correct! What would then be the next step?


Uh I don't know the next steps I'm sorryyy


Oh it is okay no need to apologize!


You were right to multiply!


What would we multiply here Alice?


6 and 7?


That's right!


Is there anything else that you multiply?]


r?


Yessss!


In this expression, if there is a value outside of a set of parentheses, you would multiply everything inside by that value!


6 x 7 would be 42


There we go!


And 6 * r?


Bingo!


That is the final expression!


So it would make the 1st expression correct?


Yup! That is right!


They are the same (or equivalent)


Oh


What's up Alice?


Are you a little confused still?


No I get it


Oh okay


Did you need any more help Alice?


Or another problem to do?


Can we do another problem?


Of course we can!


Can I clear the board now ?


yeaa


Alrighty! Let's do this one


Are there any that you know are correct or are wrong?


I would think the 3rd option is incorrect?


Okay!


Let us try it out


How would you expand 7(f+1)?


uh 7*f and 7*1?


Yessss!


So what is 7 * f? and 7 * 1?


like that?


YESSSSSSSSSSSSSSSSS!


Now that we know that, let's combine them together since they are being added!


okayy wait you can add a number with a variable and a number without one?


Oh sorry Alice that was not what I meant. I just wanted you to write out the final expression.


But yes you are correct! You cannot add a number with a variable to a number without one!


Oh that's okayy


Hahah okay with that in mind, is 7f + 7 equivalent to 7(f+1)?


ye


Yesss!


How about the other expressions?


Are they equal?


yea I would think so since they're flipped around?


Yesssssss! There we go!


yayyy


How about it Alice? How confident are we feeling with these problems now?


I got to go but it was fun working these problems out with u and I hope you have the best day ever! And yea I'm feeling more confident than I was at the start.


Sounds great Alice! Take care! I'm glad I could help!


You too and stay safe!


Likewise!


BYEEEE!!!!!


BYEEE!


hi Maya!


h-llo


how can i help you today?


i need help wit math


with*


ok! what specifics do you need help with?


math


scale drawlings


ok! do you want to paste the question on the board?


i'll put a picture


ok


srry if the words are a bit blurry


it's complicated


its ok! which problem would you like help on?


the 1st


then i can try to figure the rest out


ok! perfect


so do you know how to do this at all? any knowledge?


no sir


do you know what a ratio is?


how many times 1 number contains another


yeah! ok


and what about significant figueres? do you know what that means?


nope


yeah! 4:3 is an example of a ratio


a significant figure is a set of two figures that are the EXACT SAME SHAPE just with different lengths that have the SAME ratios


here, it'll make sense with the first question


ooooh


like in this case smaller or bigger?


wait


yeah! so basically, to know if two figures are significant figures, then you have to find the ratio of all the sides


what is the ratio between these two sides?


wait ima clear the board for a sec


ok


there


srry


ok its fine! dont worry


do you know how to make the ratio between these two sides?


yeah i TOTALLY do


LOLLL


its ok


i have no clue


so to make the ratio, we just use the length of the first side and the length of the second side with the sign in between


so the ratio for this would be 1:2


does that make sense?


Springfield?


no?


if not thats ok


im not very bright


dont say that!


but ill try to follow along


you're very smart


in this type of math!


i have trust in you


lol


thxs


of course :D


i have trust in you that you'll teach me good


i got you


so sides j and z are the same ratio or no?


like just smaller


oops sorry thats supposed to be a 1 and a 2


oh srry lol


its ok


i realized it looks distorted lol


ok so now that it looks like a 1 and a 2, does the ratio part make sense?


ok take a guess, what would be the ratio for this side?


the blue


yep!


and the last one?


1:2 lol


yesss


so basically


what this means


(since all the ratios are the same) these figures are significant figures


each side has all the same ratio, meaning the sides align correctly when the figure gets bigger


do you want to work on another problem to see it if will make sense another way?


if the aren't would that make them insignificant?


yeah!


oh ok


lets say one of the ratios was 1:4 instead of 1:2, then the figures wouldn't be significant


my sister keeps saying mr. Thompson lol


lol ok


but also remember with ratios, if you have a ratio of 2:4, that's the same thing as a ratio of 1:2


think of fractions and the smallest it can be, its the same with ratios


does that make sense?


would a ratio be like that number times the other


(that probably didn't make sense)


not necessarily


no i get what your saying


like if it's 1:2 would it be like 1x2?


not exactly


what you would use to multiply is the fraction the ratio creates


like 1/2


is that a fraction?


1:2then 1/2 then 1x2?


so the fraction form of the ratio 1:2 is 2, so you would multiply the first figures dimensions by 2 to get the second figure dimensions


i was so off lol


but sometimes the order of the ratio can be messed up, so just make sure you know if youre making ur figure smaller or larger


its ok dont worry, its a learning process lol


lol


so it all depends on the size?


so if ur making ur figure smaller, then your multiplication number will be a number less than 1, but if ur making it bigger, then it should be a number larger than 1


does that make sense?


yesss


yayyy!


so if i have smething like that if on 1 side it's 1 and on the other shape it's 2 like this would that make a ratio?


something*


yeah, but make sure that the sides correspond to each other


here ill draw something that might help


ok so the color coded parts are the sides that match


the two sides the arrows are pointing at do NOT MATCH


so wait ima ruin the drawling wit my math for a sec ok?


so you wouldn't make a ratio out of the lengths of those two


ok!


would that be 1:3


yep!!!


now i want to add something


ooooh ok


what is this ratio?


"i understand it now!!!!"


YAYY!


yep! but can that be simplified any further?


thats what i was gonna ask lol


(can both 2 and 6 be divided by 2?)


lol


ya


so, divide both numbers by 2 and what do you get?


for 2 1, and 6 3?


2,1 and 6,3?


its connfusing to write


careful! we dont want to make ratios on the same figure, we want to make ratios from the opposite figures


oooooohh


so the ratios for this would be 1:3 for the blue side, 1:3 on the green side (2:6 simplified is 1:3), and 3:7 on the pink side


does that make sense?


oh  yea now it does


yay!


and since not all the ratios are the same, then... (is this figure significant or not significant to the other one?)


not?


yep!!!!


correct!


i jus guesed lol


i mean, its right


i thought if the first was significant


this MUST be insignificant


he won't do the same one right?


at first it was because the ratios of two sides were the same, but since the last ratio is different from the others, then its not


what do you mean?


idk


what do you mean he wont do the same one?


nvm


lol its ok


do you understand some of the topic now?


i have anothda one


ok!


and a little


have to go soon because my school is about to end, but i can help a little!


lets see what we can do


o-k!


ok! lets do this


what is the ratio for this side?


srry was getting a bite to eat and checking if my dad was home


its ok!


yep!


what about this side?


this one?


is that a 2?


i cant tell


2.3 and 2


is that 2.3 and 1.5?


oh i was looking at pink side lol


i have to go now, but do you understand the process?


yess sir


lol ok good luck!


glad i could help


thx you


of course


it helped me understand this more


yay! have a good day


you too


hi


hi! how can I help


The question I need help with is on the board


ok one sec !


take your time


ok so lets first start out by lisitng what we know


now we need ot make these equations


so look at the key words im goign to underline


well the banana bread is the x and the pumpkin bread is the y


great!


so how can we rperesent that she wants 24 at most of them


think about what symbols to use


the green line is the inequality symbols < >


yes!


now shes sayign the total of the bana and pumkin bread should be at most 24


so that means, that the 2 varibale added together should be less than or equal to 24


can u write that as an equation?


ok now a system means mutiple equations


so we need another one


try to see if you can make 2nd sentence an equation


and I said before banana bread is x and pumpkin bread is the y


yep! try to incirparate the pricings and 50 goal into the equation too now


great! try to add in the y


yes


now for part b


we need x number of banana bread and y number of punpkin that satify both conditions


menaing if we plugged in those value both equaiton would be true


do you know any combinaiton so far?


nice !


now right out the 2 cobmination as a sentence


I used desmos to make the graph my teacher tells us we can use desmos for graphing and stuff


ex. # bana breads and # pumpkin breads


ya using demsos is a greta ideaa!


are u there?


yeah I'm here I'm just confused about the third question


oh ok!


I don't understand what the third question is asking me to do.


basically we want a combinaiton of breads that when added up is the lowest it possible can


ill show u how to solve that


ok so in order to get a sulotion that sitifies both equations, it need to be in that shaded region between red and green


and to get the lowest value, you want it to be as close to the origin (0,0) as poissible


so look at the graph and see what point is closest to the origign but also in the shaded region


can you help me draw the graph because my homework is on paper and I can't paste the graph on my paper so.


no need to draw the graph!


you just have to find the point


usign the grpah u made on Desmos


how can you show me what you mean?


yes


ill shared screeb


ok


do you see the image


no


scroll down


I did


do you see now?


no?


ok were you able to see my screeb


before


yes I was able to see you screenshare


ok ill explain it there


i grpahed a point


that is closest to the origin while still being in the shaded area


do you see it?


your screen is gray


did you see now?


Communist


huh thats American


yeah it's just gray I don't see anything except a gray screen


ok ill gaorh it then


graph*


wait there is a red dot next to screen share on my side


can you see my graph


Yes I saw it for 5 seconds


can you see hte one im drawing


yes I see scribbles


so i grpahed the point that is closest ot the origin and in the shaded area


can you tell me what this represents


I still don't get it


so the point i graphed respresent a combination of x and y


which is combinaiton of banana and pupkin breads


and since it is in the shaded area between the system of equation we made, it satifies both


and our goal is to find the lowest ("minimum") combination of breads


menaing we want x+y to be as low as possible


while satfyign the conditions (aka being in the shaded area of the system of equations graphed)


so since we want x and y value to be as low as possible, they should be closest to he orginin (0,0)


and the point that is within the shaded area but also close to origin (meaning its x and y values are closest to being 0) is (2,10)


ok


which means 2 banana breads and 10 pumpkin breads


anything else i can help with?


can you see the image I sent?


no,


oh weird


do you wanna retry the session


yes


hey !


hello


can you try to start a sperate session


it says the session is over ?


try to start a new one


ok but weird how I can still type on the chat


its like some other feature


im not abkle to do whiteboards or anyting lese


ok let me come back


Hi! What can I do for you?


Hello!


I'm in 9th grade and right now learning something.


Can you help me strengthen my skills?


Sure!


Is there a specific concept you want to strengthen your skills in?


Give me 1 second, I have to see what concept it is.


Okay


Im back


So im learnign right now how to use the distributive property, evaluating algebric expressions, and simplifying expressions


I see


Like one question from the HW is 6a - ( 3a  + 5b + 5a ) - 2b - 8


Ah, gotcha. So what I'm hearing is you would like to practice more problems like this?


Yes


Quite that exactly


Alright, I can definitely do that. It might take me a moment to find some good practice problems, but it shouldn't take me too long


Okay!


Got some. I'll post them on the whiteboard for you


I can do them now?


Absolutely! I'll keep making more as you work, then we can check answers together


We can do as few or as many as you like


Could you get a bit more harder ones? These are simply


simple*


Sorry to ask


Yeah. It's no worries at all! I figured I'd start easy, and it's no problem to work up to harder ones


Okay thats perfect


For your answers, you got the 1st one right, you forgot the y next to the -15 in the 2nd one but are otherwise right, and for 3.) it should be -12b, not +12b


Okay


For 4 I disagree with the middle term, the rest looks fine


There you go. I'll go get you some harder problems... you said evaluation is fine, right? Like if I told you x = 3 and gave you an equation with x in it you could simplify?


Yes


Gotcha. Just thought I'd make sure


This website is really good!


Is it on iPad? It is really hard to do it with a mouse.


I'm glad you like it! I agree that it's really hard to do with a mouse... your handwriting is so clean I thought you were doing it on a tablet!


I've personally never tried doing it on a tablet, but it might be possible. It's definitely worth trying to make writing easier


Thank you!


I'll definitely try that later.


What other subjects are on this?


I just saw math and decided to try it.


There's math in lots of levels (up to calculus), chemistry, biology, english, social studies, essay review, PS 101 students


All for free?


All for free


That's amazing


I thought so too. I've been doing this on and off for a few years, and I love this platform


How long have you been teaching on here?


Let's see... I started maybe 2-3 years ago? I haven't been on consistently, but every now and then I'll have a phase where I come and tutor a lot. I personally find it quite fun


That will be all for today


I will be defintely using this more often


Glad to hear it! You got all these right except the top one, if you want to go back and take another look at it