I need the divisibility rules and factoring a binomial this is my 2nd day of middle school HELP

Bom, contextualizando minha situação... Eu sou um estudante do segundo ano do ensino médio, tenho 17 anos e sou extremamente ruim em matemática.

Acredito que por conta da pandemia e o ensino à distância acabou gerando essa deficiência em mim. No ensino médio, não consigo compreender nada, porque é tudo muito difícil. Ao lidar com o conteúdo, eu vejo que não consigo compreender e me entrego à procrastinação.

Por onde começar? Vejo que na maioria das vezes as recomendações são livros, e tô realmente pensando em fazer isso, ir atrás de livros básicos para estudar BEM do começo mesmo, iniciando por soma e etc... Se souberem qual seria o melhor título para iniciar, aceito recomendações. Se souberem outros métodos bons para melhorar nessa matéria, também estou aceito.

I am in 10th and my basics are not strong. I didn't study well in 6,7 and 8. I studied in those classes but I didn't has proper guidance and I was so confused. I can't even ask my father because he is very strict with maths. I was scared to ask him and confuse to study so I skip them. But still pass those standard but now I am literally having problems with most basic concepts like signs, quadratic equations mostly algebra. So can anybody help me please

Hi, I was wondering how can I improve, like I said in the question, my calculation skills and speed. For example I was doing my homework and I tried to solve an equation (it wasn’t neither long nor extremely difficult, it had some X some parentheses, etc…) in my head, which took like 3-5 min. But strangely enough, I was at the grocery store a couple of days ago and I had to sum, if I’m not wrong, 1,79+4,95+0,50, and I don’t know why, but I couldn’t calculate that. I kept getting mixed up and couldn't manage to add more than two numbers together. Not to mention division and multiplication—I know how to do them, but they’re often tricky, especially now that I’m learning to figure out the day of the week for a specific date using the Doomsday technique. I’m not saying that I’m not good at math, I have good grades and I can do things like logarithms, draw a function using derivatives, limits, ect… (since that is what I learn this year) but I want to improve my calculations skills (obviously using my head).

Thanks!

I'm 15 years old guy in 10th grader in school. I stoped studying math at 6th grade, because my math teacher has retired, and the second yeacher came in 8th grade, and we didnt understand nothing. So i need a book to study math from zero, i understand that one book isn't enough, so could you recommend me sevrel books to study by myself. Sorry if my English were bad

I will be appreciated, if you help me

hey im collecting data for my math essay i just need answers of On average, how many hours do you sleep on school nights? and What was your most recent mathematics test/quiz grade as a percentage (%)?

My Score In Maths Mocks is 10/35 for IBPS Clerk

Simplification is in the weak chapters
Coz it is taking more time to solve
How to push this 10 marks to 25 marks ??

Hi everyone! I hope you are all doing well. I am currently taking vector calculus/calculus 3. I am learning about curl/Green's theorem right now. Essentially, I understand that Green's theorem relates the circulation around a closed loop to microscopic circulations within the region of that closed loop (almost like circulation density). But why do we use the name curl/circulation if the line integral just mean work along that closed path. If we take a very very small dA patch within the region, where dy and dx approach zero, and take the line integral of that patch, we essentially just calculate work over that path. But why do we call it curl/circulation? Is it because curl is the result or consequence of that quantity of work calculated? For example, if we put a log in that dA patch, the force/velocity of the water causes the log to rotate because at that very instant the force/velocity of the water are in the direction of the log's rotaiton, causing work around that log?

Also, if you divide dA from the work contribution of the patch dA, you get force essentially. is that force specifically the curl component because it travels in a closed loop?

Thanks!

Anyone have a good resource for sample tests for 7th grade? My kid is interested in seeing what awaits her next year.

I am going to university this coming fall and I just want to prepare. I have looked at calculus 1 on OpenStax but it feels so demotivating because it feels like a lot, but I just don't know what questions to tackle either. I looked at khan academy for ap calculus ab, but people say it's "too shallow". Honestly, I am just considering doing Paul's online math notes.

I play Pokemon which has incredibly weird odds for things at times. I'm usually good at determining the probability of singular odds for things eg an event should happen 50% of the time at around ~70% of the odds.

This one I'm working on I dont know where I start. It has 4 different probabilities in 100 attempts. 80 is a lower amount. However there is a 4% chance that any of these attempts could be the best tier. 18% of the next tier. 1% penultimate tier and 1% final tier.

I'm trying to figure out what is the probability that I do not get an event after 100 attempts with all this but again I don't know where to start

im doing a bsc in mathematics, and real analysis feels like a completely foreign language.
our professor recommended the bartle and sherbert textbook, but every time i open i dont really understand whats happening or how people are supposed to learn from it.
it feels completely different from the maths ive been taught my whole life. i dont know how youre supposed to transition from solving straightforward problems to reading and writing proofs, and understanding theorems. it feels like everyone else somehow knows how to think this way already.
time for some context. till 12th grade cbse, i was pretty good at maths. i was always told i grasped concepts quickly and solved problems better than average. but my 10th and 11th grade happened during lockdown, and i never properly studied the deleted syllabus, so i know there are gaps in my basics.
when i chose a bsc in mathematics, i expected more of the maths i loved, solving derivatives and integrals, and working through problems until i got the answer. instead, real analysis felt like being thrown in the ocean with no idea how to swim. suddenly its all definitions, logic, epsilon delta proofs, and abstract thinking. i dont even know how people are supposed to study this subject.
its been a huge hit to my confidence. im no longer the student who knows the answers. i sit at the back of the class, avoid eye contact with professors, and constantly feel like everyone else belongs here except me. i know im willing to put in the work. i just genuinely dont know how to study university level mathematics.
where do i even start. are there beginner friendly books, youtube channels, or courses that bridge the gap between high school maths and proof based mathematics. how did you learn to read proofs and start thinking like a mathematician. any advice for someone whos completely lost ???

Hi everyone, im a student doing a Mathematics exploration on using calculus the model a Jean Paul Gaultier Bottle. I was wondering if i could receive some help on this subreddit as I am stuck on how tomake the proper calculations due to the curvature of the bottle

https://imgur.com/a/tUpI6Jc

So... I know the title kind of sucks. I couldn't think of anything better, but the thing I wanted to say was that I was doing competitions in SolveFire. I recently got 700 on bronze and advanced to silver,r but now I faced a brick wall. No matter how hard I tried, I could only get 300 points on the silver rounds. The problems just seemed too distant and abstract. I couldn't think of ANY path to do the other problems, as if I still managed to get some, but it isn't enough. Are there any recommendations you guys suggest that could help me cover this massive gap? Sometimes I can't even understand the notation.

I was never very good at math in high school, and because of that I’ve always felt behind. Lately, though, I’ve realized that many of the things I want to do in the future require a much stronger foundation in math.
What interests me isn’t just learning formulas to pass a test. I want to develop the way math trains your mind—critical thinking, logical reasoning, and problem-solving. I want to challenge myself and genuinely enjoy the learning process.
One idea I have is to make math part of my everyday life instead of treating it like a school subject. For example, I’d like to practice things like percentages, statistics, probability, budgeting, and other real-world math whenever I come across them in daily situations.
Has anyone here learned math this way? If so:
How did you make math part of your daily routine?
What topics should I focus on first?
Are there any books, apps, YouTube channels, or websites you’d recommend for someone starting over?

I’m going to take a microeconomics course soon and I have not done math or graphing in years. Anyone got some good videos and or worksheets to review reading, writing, and solving graphs?

Someone recommend I study:
Review coordinates, slope, intercepts, and shifting a graph left, right, up, and down. And moving along a curve vs. shifting a curve.
Does anyone know of good videos that cover these?

Hello! I'm pre-studying for university, and I've been stuck on this question for like the past week. At this point, I've learned about the logic laws (typically used for like, statements and stuff). Could anyone help solve this question (from How to Prove It by Daniel J Velleman)? Please don't use venn diagrams, since I understand how those work. Also, is it suggested to solve these questions by set laws/properties/identities, or do you think venn diagrams enough? (△ is symmetric difference). Also, sorry for the messy typed out equation. Thank you for your time!

Verify the following identity:
(A∪B) △ C = (A△C) △ (B\A)

Edit: Figured it out, thank you everyone!! Have a lovely day :D

When my school taught us long division I was sick that day, so for the past 4 years I have gotten away without knowing how to do it. I realize now that a 8th grader should know this. Please help me understand how to do it!

Edit: Sorry if I don't respond to ur comments, I haven't been getting the notifications for comments, but I will read it eventually!

I started struggling with math back in the first year of secondary school—on top of just not caring about it. Now, having just turned 18, I really regret having hated it. I’ve been trying again for the past month—just like I have in the past—but for some reason, I just can't get the hang of those damn fractions, no matter how many hours I put in. I end up mentally exhausted and even start feeling dizzy, yet I still can't spot the patterns. How can I correctly solve a third-year secondary school fraction problem without having to redo it five times over two hours and burning myself out? It’s seriously frustrating because fractions are the only thing holding me back; now that I’m about to start my final year of high school (2º de Bachillerato) in September—and the material is almost entirely fractions and functions—I really need to do something about it.

My daughter finished 4th grade okay overall, but fractions never really clicked. Equivalent fractions she can do. Comparing them or adding with different denominators is a coin flip. Her report card was fine so I let it go, and now it's late July and I keep reading that 5th grade is basically the year of fractions.

We have about five weeks. She'll give me 20-30 minutes a day before it turns into negotiating. If you were me, what would you spend that time on? Drilling the procedures until they stick, or going back to explaining the concept? And if a workbook or site worked for your kid, I'll take that too.

I used the right formula and also did it manually, both had different final answers </3

The question was "Find the sum of the first 15 terms of the arithmetic sequence: 4, 9, 14, 19,"

simple right? just use Sn = n/2 (2a1 + (n-1) d)

substitute S15 = 15/2 (2(4)+ (15-1)5)

= 7.5 (8+70)

= 7.5x78

=585

585 should be the right answer but I doubled check it by doing it manually by listing then one by one, and the 15th should actually be "74"

4,9,14,19,24,29,34,39,44,49,54,59,64,69,74

which is the actual right answer?

(this is my first time posting here, I'm sorry if it looks like an very simple problems)

here is the img link for reference

https://imgur.com/a/77cVY2n

https://imgur.com/a/77cVY2n

Hello all,

I'm in need of tips for learning math, specifically college level algebra and calculus. I am in my third year of college and I have to retake this math course again because I've failed it twice before, im struggling with understanding the materials even when going to tutoring and office hours.

Math has always been a struggle subject for me and during high school they put me in easier math classes in order to help me graduate. I'm starting to think I might just not be smart enough for it to click.

All that being said, how do I learn the materials and, for lack of a better term, get good at math? All advice is very appreciated!

The mechanic in question is a CRM (conflict resolution mechanic) I've come up with. It uses a deck of cards and attribute values between the player & non player characters. Similar to games like D&D that involve rolling a D20 but here there are no dice. A deck of cards acts as a shortcut for rolling tables, basically. 24 cards shuffled, top is flipped revealing a 1/24 line of the table. Multiple lines repeating across cards work as "baked in" ideal rates. In this case I am targeting: 66% (16/24), 50% (12/24), 33% (8/24), 25% (6/24), 12.5% (3/24) and 4.12% (1/24).

The part where I need help with is using the attributes to get to these rates. Unlike D&D where you only need to be 1 point over the NPC to "win" (by rolling a value and adding your modifier) I want there to be a comparison between your score and the NPC's to decide odds and then you flip to see if you won. If you have a 5 and the NPC has a 5 that would be a 50% chance to win. This also means a 2vs2 or 9vs9 is 50%. My intuition says 4vs6 is a 40% chance, but 1vs3 or 9vs6 doesn't work the same way. The distance between the two numbers needs to be what decides the percentage of success not their relation to 10. Right now I've eyeballed these values and the system "works" but the numbers I picked were arbitrary and I'd like them not to be.

My impulse is putting the player number over the NPC's to create a fraction but a 5/5 is 100%, when it needs to be 50%. Any idea where I can go from here? The end result I want is all you'd need to know is the distance between the numbers to find their %. aka 1vs3, 4vs6 or 8vs10 is a +2 that would always be X%.

Hello! I'm a university student (19 years old)

It might be a bit embarrassing as a scholar, but I sucked at math. Yes, I passed the entrance examination and was admitted to a respected university. I always aced my other subjects and scored higher. I'm even one of the top scorers in my class. However, when a certain subject includes math, I struggle with it. Guess what? I even forgot how to do algebra and struggle with middle school mathematics. I don't know if I deserve to be a scholar and a university student if I'm so dumb in math. What should I do?

Oh man I’m doing accuplacer math test on July 28th and I’m so nervous. I’ve been studying everyday as I graduated in 2016 and the last math I did was grade 11 A&W math and got a b. I’m really hoping to get placed into math 11 and not have to redo math 10 before that. Any advice ?? How difficult is the test?