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400, 100 and 2500 |
2003-12-21 |
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From A student:
A person likes 400 but dislikes 300
He also likes l00 but dislikes 99
He also likes 2500 but
dislikes 2400
Which of the following does John like
900, 1000, 1100 or 2400
Answered by Penny Nom. |
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The angles in a regular polygon |
2003-12-21 |
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From Ernie:
If i have a measure of one interior angle of a polygon, how can i find the number of sides it has?
Answered by Penny Nom. |
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Adding percentages |
2003-12-19 |
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From Paula:
How do you add percentages
e.g 90% + 80% + 60% + 54% + 25% = ?
Answered by Penny Nom. |
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Business trip |
2003-12-19 |
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From Ameer:
A businnessman drives from Washington, D.C., to Boston, a distance
of 442 miles, and then makes the return trip. On the way to Boston,
he drives 65 miles per hour, taking an 1-hour rest stop during the
drive. After finishing his business in Boston, he make the return
trip driving at 60 miles per hour and takes a 45-minute rest stop
halfway through the trip. Which leg of the journey, Washington, D.C.
to Boston, or Boston to Washington, D.C., takes the longer time?
Answered by Penny Nom. |
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The area of a plot of land |
2003-12-19 |
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From David:
I have a plot of land that I cannot find the square footage of. Actually my home sits on a large lot. Local building codes require that a home is seated on no less than 7500 square feet of land and have no less than 50ft of road frontage (the rear of the lot has 65ft of frontage on another road). I need to know if I have enough square footage to build a second home on the rear lot. The lot has five sides. Only one angle is a 90 deg. angle. The others I cannot determine. Of the 4 remaining angles, all 4 angles are obtuse, or greater than 90 deg. The dementions are 89.19' x 130' x 118.52' x 65' x 170.94'. The two legs that make the 90 deg angle are 89.19' and 170.94'. The measurements fall in order using the 90 deg angle as the point of origin and proceeding clockwise, 89.19', 130', 118.52', 65', 170.94'. I have used all the skill I can muster, however, it has been a long time since school and regretably I cannot find an answer.
Answered by Penny Nom. |
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Multiplier and multiplicand |
2003-12-17 |
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From Karen:
The K-5 curriculum states that at a grade 5 level students should "understand and use the terms multiplier, multiplicand" The curriculum defines 'multiplicand' as " a number being multiplied by another number. A factor." There is no definition given for 'multiplier'
Question: Define these words- are they just other words for 'factors'. If so, how important is it that students use these terms? It would seem like 'factors' would be the better choice of words to use. If multiplcand refers to eg. the first factor in the equation and the 'multiplier' the seond term, (if in fact it does)- is this not confusing for students when we teach them that multiplication is commutative?
Answered by Penny Nom. |
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Binomial distribution |
2003-12-17 |
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From Lesley:
my daughter is having difficulty with the following formula
P(X=x) = ( n over x) px (1-p) n-x
The teacher has given them the formula but not taught them how to apply it or understand it.
Answered by Penny Nom. |
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The hour hand and the minute hand |
2003-12-17 |
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From Minnie:
When you are looking at the clock at 12:00 the hour hand and minute hand are exactly together. (one on top of the other). Between 1:00pm and 1:15pm there is another time when the hour and minute hands are exactly together again.
Answered by Penny Nom. |
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Factoring in |
2003-12-16 |
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From Priscilla:
How can you use solving by factoring in real life applications?
Answered by Harley Weston. |
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An elliptical race track |
2003-12-16 |
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From Judy:
the inner rail of a race track is a perfect ellipse. the track is a standard width all the way around. how can i prove that the outer rail is a ellipse?
Answered by Penny Nom. |
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How far can you see? |
2003-12-15 |
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From Judy:
How far apart, assuming no obstacles, can two people stand and still see each other?
i know this deals with the curvature of earth, but i can't figure out the formulas involved.
Answered by Chris Fisher. |
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Projections quadratiques |
2003-12-14 |
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From Jennifer:
Je vous serais très reconnaissante si vous pouviez
m'expliquer :
pourquoi la moyenne des projections quadratiques d'un segment sur un
axe (en 3D) est égale à a*a/3 sachant que "a" représente
la longueur de ce segment et que toutes les orientations du segment sont également
probable.
Answered by Claude Tardif. |
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(2^ 20,966,011) - 1 |
2003-12-12 |
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From Reid:
Can someone please explain, answer and/or solve this: (2^ 20,966,011) - 1
I don't know what it means, my boss sent it out, I'm assuming it is to be
solved but don't know what it is, any prompt help would be appreciated, very
much so, in fact, thanks,...........
Answered by Penny Nom. |
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Math jobs |
2003-12-12 |
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From Veronica:
Do you know a couple of jobs I can get when I am older in Math?
Answered by Harley Weston. |
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A snowball melts |
2003-12-11 |
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From Adam:
A spherical snowball has diameter 10cm and density 0.75g/cm3. It is placed in a cylindrical can with diameer 12cm. After the snow melts it turns to water with density 1.0g/cm3. What will be the depth of the water in the can (to 1 decimal place)?
Answered by Penny Nom. |
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