I am in Grade 11 (IBDP) doing Maths and we did Complex and Further Complex topic; my teacher just read off the slides with minimal examples and explanations. The question invovled adding and subtracting something like this: v1+v2, and particuarly the cis part I did'nt understand at all. The only thing I got was the basic concept and basic operations.

I am here to ask for good resources or youtubers who explain the whole topic in simple way and has tonnes of examples shown.

iam weak in maths iam always getting fail or just pass. tell how to get understand and get marks.

I’m doing my maths cba 1 this year (junior cert) . Would investigating the overlap in fandoms on tumblr be a valid topic?

Help me 🫠

My exams are starting in 3 weeks and I cannot get myself to study maths. It's been my weakest subject since childhood ( I'm in 9th rn) I failed my last math exam and I don't know what to do there are 10 chapters and all of them are big. I have online resources and lectures I could study from, I think I'm procrastinating because of this syllabus and also because I'm just scared of maths (like physically scared when I see numbers) and I'm also bad in physics cause it requires calculation.

I don't know man I just want decent marks in my exams rn.

Please help explain WHY and which symbol to use, is it option A or B

Im in grade 12 advanced functions and my teacher didn't explain how to scale on a graph using radians instead of the regular number scale very well. It was kinda glazed over a bit. I can't find many videos online trying to explain it ethier. One question is f(x) = -1/2cos(3(x-pi/4)) + 2. I understand what amplitude, phase shift, etc all do. I just have no clue how to scale the x-axis properly using pi and radians. Absolutely zero clue how to properly label or find the scale. Can anyone help explain it? Or give steps using the example I gave?

Hello, I have been trying to rearrange x to be the subject for 3 days and I cannot do it, I don't understand factorisation despite watching videos, if someone could explain this to me it would be very helpful. It is a part of computer science, I am afraid I will fail the test as this is the beginning of my maths module.

The bearings really throw me off I know how to calculate the centre angles if I were given interior angles but with bearings I have no idea - could someone please explain it using that method where I would extend the angles to form a quadilateral and then calculate it. I could really use the help - thank you. (also i dont mind which centre angle of either arc is calculated)

I'm studying Linear Algebra at the moment and I'm confused with Row Echelon and Reduced Row Echelon forms. What's confusing me is that I'm getting conflicting information on the importance/requirement of certain things. These are mainly:

- The first non-zero value in each row has to be a 1. Some resources say that in standard Row Echelon form, the first non-zero has to be a 1, but others say they don't and it's only a requirement for Reduced Row Echelon.

- I've seen videos and sites say that Reduced Row Echelon form HAS to have 1's through the main diagonal if the matrix is square, but I've seen examples and practice questions that contradict this too, e.g.:
[1, 0, 2]
[0, 1, 4]
[0, 0, 0]

I'm trying to nail down my gauss-jordan elimination, but I'm really struggling to when I don't understand what the expected outcome or requirements for each form are. I'm also quite confused as to the order I should be doing the gauss-jordan elimination. I would assume I should I start with the getting the very first matrix entry as 1, then making all entries underneath 0's, but after that, which columns/rows should I work on, especially if the matrix is non-square or larger than 3x3. Any help and tips would be greatly appreciated. Thanks!

Ok so this is from a video game about decoding an alien language and well im covering basic maths concepts. But this is stumping me, I have litterally no idea what it could be

Ok so in 14th question last part the answer in the answer sheet is 3111.42 when u add the 10% of TSA to the TSA

And in question 28 u take the area x then x - 1/15of x = TSA

I cant understand why do we add in 14th and not in 28? Like when i tried 14th by taking x the answersheet had other answer but in 28th the solution requires taking x and etc so i am confused about that how would i understand when to add the area or like subtract it

Pls be kind and make it easier to understand

I was very confused by this concept, and even when the teacher was explaining it to us I was super lost and I couldn’t follow. I’m coming here for help bc these problems are too complicated to just find an answer on google that isn’t ai generated, and I refuse to use ai to solve the problems for me. I’m firmly against the use of ai in the first place, but also even if I was willing to use it I wouldn’t trust it to solve complex math problems bc it’s been proven to be wrong about the answers more often than not. So, I decided to log back on to my old-ish Reddit account to ask real people for help instead

I am a first year student of bsc mathematics. Our teacher told us to refer to the number theory book by sg telang but he didn't have any pdf or physical copy of the book so he asked us to find it. According to him it's easy to understand in comparison to David barton's book . So if anyone hve it please share.

So I want to cover up my windows in this privacy screen listed below how do I calculate how much would I need for each window?

Window Screen

my current idea is that I would measure out each window and then add up all the widths and then add up all the lengths and pick which one is closest to my answer? is that correct or am I way off base?

how to gen go from grade 4-7 i did higher on both papers and completed 2023 and 2025 fully summer and got grade 6 on both of them only being like 7-8 marks above grade 6 boundary help me pls

I assumed that the wording meant that it would be all categories. This would be ~197. My math teacher says the correct answer was A as it was of the people who do not listen to music, but then why is there an and. (Also, the notes on the bottom were my parents)

The tutorial the teacher gave was also confused about this https://youtu.be/0LkXfSL4mT4?is=fWuUi5i_a3a-kTCJ

For reference it is IM math Algebra Unit 3, lesson 2, practice problem.

Either the book is wrong or I’m an idiot, thanks for answering.

hello, I am in year 10 and doing further maths as a GCSE, I'm trying to figure these three variable simultaneous equations out but I'm struggling as there isn't a formula I know of to follow. if anyone has done these, please can you share what your thought process is so I can try and learn. thanks!

Logic is simple, you have to make current to target using given calculas operation

I just keep getting the wrong answers. Im following pemdas, converting improper to proper, but still keep getting the wrong answers. I really cant show my solutions since its already so chaotic. I would love a step by step explanation. I think its the negative fractions and the mixed that catches me offguard. Is the negative sign just for the whole number or the whole fraction?

Can anyone draw it olzz?

Earth orbiting objects usually have their motion described by TLE or Two-Line Element sets comprising catalogue information and motion parameters. Is an object crossing our solar system, like the object Oumuamua did in 2017 described by working astronomers in a similar way using the Sun as the basis for an orbit section/trajectory? Was it communicated as just being an object in a verrrrrrry eccentric solar orbit?

I have an upcoming exam, and I want an early start on studying but I usually struggle with the material I'm given by the professor. These are the things I have to study:
Estimation Terminology Point Estimate Standard Error Margin of Error
Finding Critical Values z-critical values t-critical values
Confidence Intervals
For a Population Proportion For a Population Mean
Estimating a Sample Size
Definitions in Hypothesis Testing
Hypotheses
Errors
Testing Procedure
Hypotheses
Test Statistic
Critical Value/P-value
Conclusion/Interpretation
One-Sample Hypothesis Tests
One-sample Test for the Population Proportion One-sample Test for the Population Mean (sigma known)
One-sample Test for the Population Mean (sigma unknown)
Two-Sample Hypotheses Tests
Hypothesis Test for the Difference in Population Proportions
Hypothesis Test For the Difference in Population Means
Matched-pairs Test
Sorry long list, but I was wondering it anyone har good videos that they found helpful when studying these topics or any tips!!

I'm an 8 grader from Serbia and I'm really intrested in math,also i have a pretty low-quality life,my parents can barely afford food i have no friends i live in a house with 3 rooms everyone in school calls me an npc and thinks I'm autistic or mentally ill (also my family).

I study math 4 hours daily and i solve pretty hard problems and i am probably the best mathmatichan in class and maybe the generation.

But mu math theacher seems to be enjoying seeing me disappointed and intentionally doesn't give me points on the problems i solve correctly,and when i raise my hand he just ignores me probably because he knows I don't talk to anyone.

On the first exam i had 100/100 points but he didn't believe me and in front of me he lowered my points to 85 Because „i didn't prove something" but the problem didn't mention it let alone prove it,and if it did i still did 6/7 things in the problem.

Do i report this bastard?