Scroll to see replies

Original post by Muttley79

I'm not but the OP is expecting what TSR in't meant for. I've taken time to find weblinks that give them that so why accuse ME of negativity -

The OP needs to try one themselves so we can see where they are getting stuck - slick 'methods' are not what maths is about.

At present you've taught them nothiing

The OP needs to try one themselves so we can see where they are getting stuck - slick 'methods' are not what maths is about.

At present you've taught them nothiing

They did a lot to help. As I see it you haven't beside asking me to leave.

Original post by EeveeSAMA

They did a lot to help. As I see it you haven't beside asking me to leave.

I asked you to read the rules and not ask for step by step solutions which aren't allowed, Where did I say 'leave'

I gave you links to check you understand the topic.

Can you now factorise any quadratic?

Original post by Muttley79

Using logic not a method.

It's silly to rely on a method you don't understand!

It's silly to rely on a method you don't understand!

I don't understand. Can you show me an example where you solve the question via logic, I 100% agree that it's silly to rely on methods that are not understandable.

However, I found someone else who explained the "method" in an algebraic concept.

Went something like this:

Say we have x = -q/s and x = -p/r,

thus,

sx+q = 0 and rx+p = 0

Thus, (sx+q)(rx+p) = 0

If we expand this we get,

srx^2 + qrx+psx + qp = 0

Now see here that this can be shown as,

sr(x^2) + (qr+ps)x + qp

So what can we see here?

That the 2 magic numbers consist of the following conditions:

qr and ps are magic numbers which add up to be the coefficient of x^1 and multiply to form the expression qrps,

where this can be seen by multiplying the coefficient of x^2 and the coefficient of x^0.

So, I'd say this method does have logic, I just want to know your way of solving such equations with your logic.

Original post by Mr_Pizza

I don't understand. Can you show me an example where you solve the question via logic, I 100% agree that it's silly to rely on methods that are not understandable.

However, I found someone else who explained the "method" in an algebraic concept.

Went something like this:

Say we have x = -q/s and x = -p/r,

thus,

sx+q = 0 and rx+p = 0

Thus, (sx+q)(rx+p) = 0

If we expand this we get,

srx^2 + qrx+psx + qp = 0

Now see here that this can be shown as,

sr(x^2) + (qr+ps)x + qp

So what can we see here?

That the 2 magic numbers consist of the following conditions:

qr and ps are magic numbers which add up to be the coefficient of x^1 and multiply to form the expression qrps,

where this can be seen by multiplying the coefficient of x^2 and the coefficient of x^0.

So, I'd say this method does have logic, I just want to know your way of solving such equations with your logic.

However, I found someone else who explained the "method" in an algebraic concept.

Went something like this:

Say we have x = -q/s and x = -p/r,

thus,

sx+q = 0 and rx+p = 0

Thus, (sx+q)(rx+p) = 0

If we expand this we get,

srx^2 + qrx+psx + qp = 0

Now see here that this can be shown as,

sr(x^2) + (qr+ps)x + qp

So what can we see here?

That the 2 magic numbers consist of the following conditions:

qr and ps are magic numbers which add up to be the coefficient of x^1 and multiply to form the expression qrps,

where this can be seen by multiplying the coefficient of x^2 and the coefficient of x^0.

So, I'd say this method does have logic, I just want to know your way of solving such equations with your logic.

@Muttley79 Not explained the best, would give a link to credit whoever came up with this, but that's about what I got taught when I was learning to factorise quadratic equations this way.

Original post by Mr_Pizza

I don't understand. Can you show me an example where you solve the question via logic, I 100% agree that it's silly to rely on methods that are not understandable.

However, I found someone else who explained the "method" in an algebraic concept.

Went something like this:

Say we have x = -q/s and x = -p/r,

thus,

sx+q = 0 and rx+p = 0

Thus, (sx+q)(rx+p) = 0

If we expand this we get,

srx^2 + qrx+psx + qp = 0

Now see here that this can be shown as,

sr(x^2) + (qr+ps)x + qp

So what can we see here?

That the 2 magic numbers consist of the following conditions:

qr and ps are magic numbers which add up to be the coefficient of x^1 and multiply to form the expression qrps,

where this can be seen by multiplying the coefficient of x^2 and the coefficient of x^0.

So, I'd say this method does have logic, I just want to know your way of solving such equations with your logic.

However, I found someone else who explained the "method" in an algebraic concept.

Went something like this:

Say we have x = -q/s and x = -p/r,

thus,

sx+q = 0 and rx+p = 0

Thus, (sx+q)(rx+p) = 0

If we expand this we get,

srx^2 + qrx+psx + qp = 0

Now see here that this can be shown as,

sr(x^2) + (qr+ps)x + qp

So what can we see here?

That the 2 magic numbers consist of the following conditions:

qr and ps are magic numbers which add up to be the coefficient of x^1 and multiply to form the expression qrps,

where this can be seen by multiplying the coefficient of x^2 and the coefficient of x^0.

So, I'd say this method does have logic, I just want to know your way of solving such equations with your logic.

Does this rely on q and p being positive?

Give me an example to do.

Original post by Muttley79

So why do teachers set homework and tests? That's because explaining one example does not mean someone understands the topic completely. If you disagree with me then refuse to do any more homework or tests at school and see how popular you are!

You misunderstood my point - right now, I believe that the OP can solve any quadratic equation, and would be able to complete homework and tests. Homework and tests should be more about consolidation rather than learning - I’d have thought you agree.

Original post by sdfj

You misunderstood my point - right now, I believe that the OP can solve any quadratic equation, and would be able to complete homework and tests. Homework and tests should be more about consolidation rather than learning - I’d have thought you agree.

Consolidation is making learning stick ... so, no, i don't think the OP has demonstrated with a new question we set that they understand.

Original post by Muttley79

Does this rely on q and p being positive?

Give me an example to do.

Give me an example to do.

"Does this rely on q and p being positive".

I don't fully understand what you mean, but I'd say q and p being negative or positive doesn't affect the outcome of the solution.

"Give me an example to do."

Ok, 5x^2 + 8x - 3.

Original post by Mr_Pizza

Also, can we stop the continuation of what is a pointless arguement, please?

I tend to agree

Original post by Muttley79

So why do teachers set homework and tests? That's because explaining one example does not mean someone understands the topic completely. If you disagree with me then refuse to do any more homework or tests at school and see how popular you are!

True. I am working through it myself at the moment because I'm blanking on the end of the problems. I do not need help at the moment though, I apologize if I was being rude.

Original post by Mr_Pizza

"Does this rely on q and p being positive".

I don't fully understand what you mean, but I'd say q and p being negative or positive doesn't affect the outcome of the solution.

"Give me an example to do."

Ok, 5x^2 + 8x - 3.

I don't fully understand what you mean, but I'd say q and p being negative or positive doesn't affect the outcome of the solution.

"Give me an example to do."

Ok, 5x^2 + 8x - 3.

OK try your method with both +ve and -ve and post what happens

5x^2 + 8x - 3 first, does it factorise? No it doesn't ... need to solve 5x^2 + 8x - 3 = 0 using the formula

How do I know?

5 and 3 are prime so brackets must be (5x )(x ) and wherever I place the 3 and 1, I cannot get +8x since signs have to be different

[You can also test b^2 - 4ac to check]

Original post by EeveeSAMA

I'm having trouble understanding the process could someone please explain step by step?

I'm not interested in using this platform anymore. Thank you all for your help but I'm not responding anymore. I can find other methods of figuring things out. Take care all.

Original post by EeveeSAMA

I'm not interested in using this platform anymore. Thank you all for your help but I'm not responding anymore. I can find other methods of figuring things out. Take care all.

Bye - and sorry you've had a bad experience on TSR (I'll refrain from pointing fingers at those who have contributed to this)

Original post by sdfj

Bye - and sorry you've had a bad experience on TSR (I'll refrain from pointing fingers at those who have contributed to this)

Point at rule breakers then

Original post by EeveeSAMA

I'm having trouble understanding the process could someone please explain step by step?

I think the best idea is to look up long division online and watch some videos where people slowly do it. It’s a method that always works. No shortcuts or anything but gets the job done and can be practiced easily!

Original post by lissaa

I think the best idea is to look up long division online and watch some videos where people slowly do it. It’s a method that always works. No shortcuts or anything but gets the job done and can be practiced easily!

Long division? No, that is a route to madness as it's never needed even at A level

Original post by Muttley79

Long division? No, that is a route to madness as it's never needed even at A level

Well, I’m an IB diploma student and I’m doing AAHL (the hardest course of math available at IB). There we’re obligated to learn synthetic division and long division. Synthetic can be quicker, but I think quite a lot of students make sign errors there. I almost always use long division and can do it quicker and also have more confidence in my answers

it’s interesting tho that A-level doesn’t require it, since Further maths at a level is considered slightly harder than AAHL.

Original post by Mr_Pizza

As much as I can understand how you feel, this does not unfortunately correspond with your previous response in which you mentioned your disposal of this platform. Bit intriguing, rather I say.

Sorry, I'm confused what do you mean?

Original post by EeveeSAMA

Sorry, I'm confused what do you mean?

Oh, right. Yes I'm aware just got on my nerves and wanted a last word. My apologies, I'm off now.

- Edexcel Maths AS Pure June 2023 Q1(b)
- Equations of two tangents to a circle - A Level Maths
- Cartesian Equations
- If X²+(3k+1)x+(4-9k) show that 9k²+42k-15
- Roots of Equations Further Maths Help
- AQA Level 2 Further Maths 2024 Paper 1 (8365/1) - 11th June [Exam Chat]
- Help on composite functions with a quadratic
- Maths function interval
- Factorising quadratics when a isn't 1
- AQA GCSE Mathematics Paper 2 Higher (8300/2H) - 3rd June 2024 [Exam Chat]
- Solving quadratics with coefficient of x^2 not being 1
- Proving a term is in a quadratic sequence
- Convex and concave function
- Level 2 Further Maths - Post some hard questions (Includes unofficial practice paper)
- AQA Level 2 Further Maths 2024 Paper 2 (8365/2) - 19th June [Exam Chat]
- Mastering Mechanics SUVAT
- AS level Maths (pure) - HELP ME wtf is this question
- Hard A* GCSE Question Challenge - Perfect for Edexcel Calculator Paper Revision
- Quadratic/sequence
- The line does not intercept the circle - find the range of values...

Latest

Trending

Last reply 1 week ago

can someone please explain what principle domain is and why the answer is a not c?Maths

0

13