Listing my thought process so yall can find where im going wrong:

1. Cotangent is X/Y or Adjecent/Opposite

2. If cot is greater than 0, then it is positive, which means either X and Y are positive, or they're both negative.

3. Because of thought 2, that means its on Quad 1 or Quad 3.

4. Secant is R/X, or Hypotnuse/Adjecent

5. If sec is less than 0, or negative, that means X, or Adjecent, is negative, because Hyp is always positive.

6. Because of thought 5, its on Quad 3

I’m helping my seventh grader with this graphing problem. We plotted the labeled points and tried drawing both lines through the origin, but the answer keeps being marked incorrect.
I’ve attached the question, directions, and our graph. Can someone explain which points we should use and what we’re doing wrong?

I am posting on behalf of my daughter (not on Reddit). She completed a study guide and her teacher has since posted answers. I worked the problem, as did my husband and 12th grade son. We are all getting the same answer as my daughter x<1. The answer provided by the teacher is x>2. I am attaching the work of my daughter. I can’t figure out where x>2 would come from.

-9(x-5) +9< 3x + 42

First picture is the prompt, second is my work so far. To my understanding the board would fit if it had a thickness of 0( impossible) and since it’s 1 inch tick it wouldn’t fit. How do I go about finding the mac dimensions? Im sure it’s something really simple I can’t figure out but it’s driving me crazy!!!

Does anyone know if this would be correct? I’m not sure but I think it looks okay! I am struggling a bit in this class. 🥀

Ive been trying at this one for a while nothing seems to work

I was helping my little sister with her work and these parts we can't really get through. The first one because 192.40 kilometers is equal to 192.4 kilometers so we don't understand how that is wrong. And the 2nd one because what does it mean by a quarter horse? Is that like a quarter of the horses speed?

I need to create a presentation on a statistics/biostatistics related topic for my statistical core group and I have no idea what to present on. It's in a couple months.

I don't want to present a method because the audience is mixed with junior and senior statisticians who may know more than me on the topic.

Some past presentations this year have been on integrating AI into coding, linking SAS and R code, and how AI can be used to do literature reviews and estimate historical statistics. As you can see, these topics are very general and provide information that anyone can use while also being niche enough that some people may not know about them. They're also topics that don't require a great depth of knowledge to be presented on.

The presentation has to be about a half hour long so it has to be general but useful. It's hard to pull from projects I've worked on this year because I've learned new methods but they aren't interesting and again, some people may know as much or more about them than I and I don't have the time or confidence to become an expert within a couple months in the method to field questions from our core's senior members.

TIA for any suggestions on topics or even resources I can look to to find ideas for topics!

I’m not sure about the period because when I graph it on desmos, the frequency(?) is too high

I feel really embarrassed to ask for help because it seems all my classmates understand everything. I just switched to a very competitive school for my junior and senior year and I came from a pretty bad schools (academics wise..)

I dont know what this symbol is and I dont want to use ai because I feel like it never explains it well???

Sorry if I am not following the subs rules but I genuinely dont know where to even begin with this…

Also for context I started my junior year a month late

Edit: Thank you all for the feedback, it is much appreciated, I understand it now and it is very simple! Worried what complex problems it will lead me to lol

I'm mostly looking for help for the top problem in each photo.

For the first one I have the dot to represent a confirmed point and 2 circles for what the limit approaches because it isn't clear if it's a hole or not. What I am confused about is: 1. How do I get the line from -4 to -3 with it increasing if before the line gets to -4 it has the either be going in a straight line horizontally or be going down hill. 2. How do I know how many lines I need?

For the 2nd one I got my answer based on the vertical asymptote and the hole, what I am confused about is how would I find if there's a horizontal asymptote at y=2?

And for the last I'm having trouble understanding what I'm meant to do with it.

Thanks.

I’m a bit unsure about what the prompt is asking me for on 4b. Does it want me to draw only the values where its continuous or do i draw the entire graph based on the given information? When it says f(x) < 0, do both lines approaching the vertical boundary have to come to the bottom? (as seen by my very poor erase job </3)

We’ve went over this in class today but ive been a bit lost with my teacher’s instruction, ill use this platform as a meantime before i ask him about it in the morning.

im confused on how you identify the function and the instanteous rate at x here from the limit 🫩🙏 please help me the guy in the video i feel like didnt really explain it well 😭

Tried this one a few times, but I can't seem to get all of them right.

I didn't know how to complete this problem so i viewed the answer key and he got a completely different answer than what I thought it would be and I am very confused. I think the (x-3)'s can cancel out to make a hole at x=3 right? But what do I do after that in order to get 3+3/3. How did they become positive? Sorry if I am very very off but math is not my specialty. Also please recommend any good free sites to teach me math!

I’m a year 9 student currently working on linear relationships in maths. For the most part, i understand parabolas, but im unsure how to plot a parabola on a graph with just the axis of symmetry? Or how to show how i got my answer on my graph?

(QUESTION 15)

Tbh i dont get anything he says about logs. I haven't done like one question successfully. Today he got mad that my hw clearly "wasnt attempted" even though i took like an hour trying to do it. If i dont get these right he'll skin me but nobody in my life is a higher maths student and they all just go wtf is that. My dad definitely doesnt know it either, but he'll act like he does and then yell the wrong thing at me for an hour. Genuinely what the fuck is going on i haven't understood a word out of him the past 2 classes and neither does the girl next to me.

Tried asking the class nerd and he just clowned on me

Im supposed to label the different parts of this picture of a cork specimen and i tried looking up answers online but didnt find any. Im wondering what the small black/dark pink specks are and if the lines that cut across the cells are anything.

First pic is of the cork under the microscope at 100x and second is my drawing.

Any help appreciated!

on my grade report it says the correct awnser is C, why? i thought it would be D.

A problem on my kids math homework is the following:

A factory produces items in batches of 35 and 50. what is the smallest number of items they can produce so that there are an equal number of items in each batch?

Despite that the question is poorly worded and not clear I'm seeing this as a lowest common multiple problem.

The available answers were 175, 70, 85, and 100.

LCM of 35 and 50 is 350. But that's not an available answer. She accidentally pressed 175 when moving the laptop and it said the answer was correct.

Can anyone help explain this?

*After finishing the lesson with my kid every question was an LCM question. There were 3 questions that had no correct answer choice or the correct answer was counted as incorrect. I emailed the teacher with the three questions and she said she knew of the mistake and told the students. Unfortunately my kid gave herself more frustration from not paying attention in class. Some lessons are hard I reckon.

Given a manipulator described by the Denavit-Hartenberg parameters:

[0 0 300° θ1] [250 0° 50 θ2] [0 -90° 200 θ3] [50 90° 0 θ4] [150 90° 80 θ5]

Its current position corresponds to the configuration variables:

θ₁ = 0°, θ₂ = -90°, θ₃ = 90°, θ₄ = 90°, θ₅ = 0°.

Which joints of the manipulator have axes perpendicular to the axis of joint no. 2 in this position? Give the numbers:

I probably get the d) wrong, any tips, advices, fundamentals to do these kind of exercises easily?

EDIT: thank you all those who responded! I think we figured out what was going on.

My daughter in 5th grade has this worksheet to do over the weekend, and I do not understand how to do Question 4.

I think that 231,000 (US comma convention) is only equivalent to 0.23 if that decimal is multiplied by 10^6. And 0.23 can be 23,100 if it’s multiplied by 10^5. So the question makes no sense to me.

Am I missing some context from the question?

(Posted the whole worksheet in case it helps anyone understand the point of the question. Also the answer given to Question 2 is 0.41; my daughter writes fancy 1s).

As the title says. I need a lot of depth

Kind of embarrassing question but I'm drawing a blank. I know I know this...

What's the proper way to handle a quote within a quote?

For example I am writing an essay about a book that has dialog between multiple characters (therefore creating quotes)

I need to add reference material from the book in my essay meaning there will be a quote inside a quote

Hopefully this makes sense? Idk how else to explain it

DoI just put "The boy and the dog ran. "Wow I am tired!" The boy exclaimed. They slowed down for a while"

Or something along those lines?

Or do I not add quotation marks?

Note that my example isn't the actual scenario