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Calculus
The branch of mathematics that deals with the study of continuously changing quantities, with the use of limits and the differentiation and integration of functions of one or more variables, is called Calculus. Calculus analyzes aspects of change in processes or systems that can be modeled by functions. The English physicist, Isaac Newton, and the German mathematician, G. W. Leibniz, working independently, developed calculus during the 17th century.
25,068 Questions
Is -1 -1 a solution of y 3c plus 2?
If you mean: y = 3x+2 then (-1, -1) will satisfy the straight line equation
What is 2998 x 108 divided by 510 x 1014?
Rounded to three decimal places, (2998 x 108) / (510 x 1014) = 0.626
What is 1 minus cos squared tetha?
According to the Pythagorean identity, it is equivalent to sin2theta.
What is the slope of -7y plus 21 equals 3x?
-7y + 21 = 3x
Add '7y' to both sides
21 = 3x + 7y
Subtract '3x' from both sides
21 - 3x = 7y
'Swop around'.
7y = -3x + 21
Divide both sides by '7'
y = -(3/7)x + 3
The slope of a straight line is the coefficient of 'x'
In this case it is ' -3/7'.
What is -10 x - 4 plus - 8 equals?
The answer is 32. A negative number times a negative yields a positive. Adding a negative number is the same as subtracting a positive.
Will 31 pallets at 32 x 36 x 72 fit into a 53 ft trailer?
No. You will not even get two pallets that are 32 ft x 36 ft x 72 ft. And if the measurements were not in feet, perhaps you should have thought about stating what they were!
What is the x-intercepts of f of x equals x plus four divided by x?
Find the x-intercepts of f(x)=(x+4)/x
The instructions simply mean that you should set f(x) equal to 0. To get the answer, you must set the numerator equal to zero, so x+4=0. Then x=-4 is the answer.
i do agree maths can be very hard but you will need maths ur whole life soo u now what they say
PRACTISE MAKES PERFECT
tip:practise practise ans practise
work harder in lesson or u wil be a bin man
not that i have anything aggest binmen i just think people can do better
i mean C mon people we can do this together
thx for reading hope u understand this
now let me answer ur question
when ur little maths is hard
even adults stuggle
will im not an adult but i see my dad struggling somrtimes
im actually 12
bye thx once again
The last answer given here was just terrible, and was obviously given by someone who doesn't care about education. So let's try this again:
Though not every individual will use high-level algebra, its importance is undeniable in the sciences. Also, algebra is not a subject of arcane knowledge that will never have real-life applications. Everyone, believe it or not, has some rudimentary knowledge of the principles of algebra, and this knowledge is used to solve everyday problems. Let's look at some of the "big ideas":
1. In algebra, the natures of operations, such as the basic operations of addition, subtraction, multiplication, and division, are explained through axioms and theorems. For example, addition and multiplication are commutative and associative, meaning that, firstly, if one combines two terms with addition or multiplication, the order they were in beforehand is irrelevant, and secondly, if multiple calculations are to take place with addition or multiplication, the order in which those calculations are performed is irrelevant. In contrast, subtraction and division have neither of these properties. Also, operations that would be useful to incorporate into mathematics can be introduced with similar rules, and their relationships with other operations can be affirmed with these rules. For example, exponentiation is a shorthand for multiplication between like bases, and factorials, which are useful for finding permutations (the number of ways multiple objects may be ordered), are defined by multiplication of natural numbers.
2. Just as operations are varied, so are sets of numbers. A "set" is just a group of mathematical objects, but those objects usually share a common characteristic. For example, the set of rational numbers consists only of numbers that can be expressed as ratios of integers. It is important to know this because some theorems only work with rational numbers, as do some algorithms for finding solutions to problems. If you didn't know this, you might miscalculate the solution to a problem.
3. The third concept is introduced in pre-algebra, but it is so appealing to our "common sense" that people can realize this as children: if two quantities are equal then adding, subtracting, multiplying, and dividing them by the same quantities shouldn't change the fact that they're equal. This basic principle, by the way, enables you to solve a variety of problems involving only one unknown value. Other operations invoke the same principle, but some are less intuitive, though no less useful.
4. Lastly, algebra is all about generalizing principles that are encountered in arithmetic and higher-level subjects. In order to do this, we have to ignore quantities that are used to solve "real-life" problems. For example, if we wanted to prove that all even numbers are divisible by 2, it wouldn't help to note that 4/2 = 2 or that 14/2 = 7 or even that 66/2 = 33. This is because we cannot prove a rule that is meant to hold for, say, all real numbers merely by noting that it works for a few of them. In order to prove this, we would have to evoke the definitions of "even", "factor", "divisible", and so forth until we proved it without assuming any particular value. Some people scoff at this and consider such exercises to be useless, but something cannot be held to be true in math unless it is either proven or held to be a postulate. If things that could be proven were instead postulated, we might be concerned with whether they contradict other postulates or theorems, and if this were so, math would be inconsistent. Also, it is generally preferable to make as few assumptions as possible not only to avoid the difficulty I just mentioned but also because, frankly, it is nice to know why something is true rather than to merely assume it.
To summarize, one needs algebra not only to solve problems containing one unknown (which admittedly do crop up pretty often in the "real world"), but it is also needed to understand mathematical concepts in the absence of the "real world" context, which is especially useful for higher level math subjects. If algebra does nothing else for you (in other words, if you don't take higher math courses), it will teach you to ignore irrelevant details, which is a valuable tool in itself.
A million is equal to exactly one million, no more nor less.
How do you know what number to use to start estimating with Newton's Method?
I don't think there is a general rule for getting a starting point.
Some random number might help; for instance, you might try with the number zero. If the method doesn't converge, you may need to try a different number.
A general understanding of the function involved may help you choose a good starting point.
How many millimetres in 30 cm?
There are 10 millimetres in one centimetre, so 30 centimentres is equal to 300 millimetres.
How many cubic centimeters are in 52 meters?
This question cannot be answered sensibly. A cubic centimetre is a measure of volume, with dimensions [L3]. A metre is a measure of distance, with dimensions [L]. Basic dimensional analysis teaches that you cannot convert between measures with different dimensions such as these without additional information.
You should use your calculator for such simple sums. It is far quicker and involves fewer key depressions than posting the question on WA. I could tell you that the answer is 491356 but how can you be sure that I did not make a mistake? Or that I am not messing about?
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Another contributor concurred, and added that the job can also be done
with a pencil easier than with a computer and an internet connection.
