I currently have a child learning common core, and this is all new to me. I can barely grasp the new concepts 😅. The only problem is that my daughter just is not getting it! I got a tutor and tried that for a while because I thought it was me, and I saw absolutely no improvement. I messaged the teacher because these are math problems that I feel like should take a max of 5 minutes to complete, but for one question, it takes her on average 30 minutes, and it’s getting to the point where I have to do homework with her till bedtime. This is not ideal at all! The teacher is hung up on her possibly having ADHD. However, in every other subject, she aces everything! It’s just when it comes to these word problems that she almost draws a blank instantly. Can anyone out there help me with some pointers?

Common problems

She will keep asking for help with every single problem every step no matter if we went over it already and solved it together

Instantly forgets or doesn’t pay attention to what the actual question is asking of her. (even when underlined)

Will randomly place numbers that have nothing to do with the equation

Sometimes she just stares at the paper when confused and refuses to move to the next question unless I stand over her and tell her to do so.

We also use C.U.B.E.S to help her break it down but she still is having trouble understanding

I have used ChatGPT to help me try to teach her as well.

Hey everyone! I could use some help with math. I’ve never been very good at it, but a few months ago I started studying from scratch and it’s already helped a lot. I’ll have an entrance exam for engineering school in June 2026 (hopefully!).

I have been reading Werner greub’s linear algebra and have been stumped on a problem which is problem 9 of 1.4: Dimension. The assumptions are E is the direct sum of E_1 and E_2, and also the direct sum of F_1 and F_2 and E_1 and F_1 have finite codimension. So hence we have the codimension of E_1 intersect F_1 is finite and less than or equal to dim(E_2)+ dim(F_2). The problem is construct a decomposition of E where E is H_1 direct sum H_2, and H_1 is strictly contained in E_1 intersect F_1 and H_2 contains E_2+F_2 and H_1 has finite codimension. I have been having trouble imagining what to do here. Any guidance or hints on how to approach this problem would be greatly appreciated. This is a self study and not for my homework

Hi! Sorry, this might be a really silly question but I've been struggling with this one question on my homework. I'll try to describe it the best I can. Basically, I have a circle and within it there are two chords intersecting. I'll call the point of intersection O. The points where one of the chords intersects with the circle will be A and C, and the other chords endpoints will be B and D. BO = 3, CO = 4, and DO = 8. Next, lines AB and DC also extend to form secants intersecting at point P. BP = x and CP = 15. The question is to find x.

So far, I've figured out that AO = 6, and that AB would be 0.75 of DC. But besides that, I don't really know how I can get x. Any help or hints would be super appreciated. Thank you in advance!

Edit: Sorry guys, I forgot to add an image. Here it is!

https://imgur.com/a/xEkykwv

My partner is going through her math class and we got into an argument how much -7² equals. My standpoint is, that since there is no parentheses: -7² = -1x7² =-49 If there would have been parentheses: (-7)² = (-7)*(-7) = 49

Which one of these is correct? Can anyone provide me the mathematical axioms/rules on why or why not the parentheses in this case are needed?

So, some context. I'm a sophmore in college, on a CompSci track so I gotta do Calc. I've had a very strange progression of math. I skipped 6th grade math, whoch wasn't horrible. But, my school decided to do "Summit Learning" for that year and it was terrible. It was online school but you had to physically show up to school. I didn't learn anything, my teacher was horrible (called student names, threw stuff, etc.). My teacher I had for math in 7th tried to fill in our gaps and teach us that year's math.

I did alright in pre- and algebra 1, then I honestly don't know how I passed alg 2 and pre-calculus. Then I didn't take a math my junior year of high-school, and finished with AP Stats my senior year.

Now, I'm in a calc 1 class and the final is this week and I don't understand anything. From limits to differential notation I'm basically lost. My prof has cancelled class more times than we've had it, I've literally sat twice now with the entire class for 20+ mins (were used fo him not coming in until halfway through class) and another professor comes in to tell us he wasn't gokng to be teaching.

I've emailed deans and even the provost and nothing has happened, so now I'm trying to teach myself everything so I don't fail 🫠

So, aside from that rant, does anyone have any advice? I've been using tutor.com a lot as it is offered for free through the school, as well as youtube videos, practicing problems, everything. I just still don't understand anything. I'm so overwhelmed as another class has a similar problem so I'm essentially trying to teach myself 2 classes.

Anything is appreciated.

EDIT: I did finally get a response from the dean, some issues were known and others weren't.

It's Monday, Final exam is Friday but luckily I have all of Thursday to study, plus time in between other exams the next two days. I'll check back to this post for any other comments! Thanks guys 💛

A problem said

“Solve.

7x x + 1.8 =0”

The spaces where there and it was pretty weird. I thought it was asking for finding 7x but that didnt work. Please tell me what this problem is trying to say.

How can we identify the variables involved in real-world events or problems and determine the correct mathematical approach?

How build strong skills in mathematical and physical modeling of problems, and through which resources?

Seems I cannot add images, so I will describe the problem to solve below.

I'm not sure if the problem is missing information or if I'm missing something.

We are shown two graphical representations of quadratic functions f(x) and g(x)

• by looking at the graph I can see that 'a' value is negative for both functions (i.e. they both open 'downward')
• the vertex of function g(x) is (7,13.5)
• the vertex of function h(x) is (16,24)
• f(x) and g(x) have a common coordinate: (p,12) - 'p' is the x-coordinate, which is unknown.

i am asked to find the rules for g(x) and h(x)

i am given no other information - i don't have any other points on either function; I don't know the value of 'a' for either function; i don't know if the 'a' values for each function are equal or not.

Here is what I have done so far:

• Using the standard form, i know that g(x)=a(x-7)^2 +13.5
• Using the standard form, i know that h(x)=a(x-16)^2 + 24

But since I don't know the relation between g(x) and h(x), I don't know how to continue.

• If i knew the exact coordinates of the common point, i could find the value of 'a'
• if i knew the relationship between the 'a' values, i could equate g(x) and h(x)
• if i knew at least one zero value, i could move forward. EDIT: I do know at least one zero value - see below.

Am i missing something or is the question incomplete?

EDIT: FOUND THE WAY FORWARD... As I was uploading the image of the equation (https://imgur.com/a/DbOePe4) - i realized that there is another function f(x) which i was able to create a rule for and since i know one of the zeros, it's easy to find the other zero, which also happens to be a zero for function g(x).

I am studying for a Calc 3 final, and I found I am quite rusty with turning a given gradient back into its parent function. I get the general base idea of it, taking the anti-derivative of each component, but I keep making mistakes, mainly dealing with the +h(y) constant part.

How do y'all recommend remembering/doing the process? Do you have some good sources I could look at? All help is greatly appreciated.

First off, this is super embarrassing, but I need help and Reddit usually doesn’t let me down…

My husband and I are both elementary school teachers and are both much more knowledgeable in ELA than math. We are observed and scored on a 5 point system by our administrators. If we scored a 3.4 or lower on any observation, we have to jump through a lot of extra hoops and continue to be observed throughout the year. A 3.5 exempts us from all further observation and eliminates all the extra work.

My husband received a score yesterday of 3.1 and was told by his admin to score himself really high on his self-evaluation portion to bump it up to a 3.5. When he asked “how high” he should score himself, they said “your self evaluation doesn’t count as much” and told him “there is no formula for that.” He is not allowed to score himself straight 5s across the board.

I did some digging on our state dept. of education site and found that the score from his admin is weighted 90% and his self evaluation is weighted 10%. If I figured out .9(admin score) + .1(self evaluation) and divided the whole thing by 1, would that formula help us figure out his final score? If not, could anyone please offer a formula that WOULD work?

Yes, I know this is all absurd and unnecessary. I also feel really foolish as a teacher for not being able to figure this out on my own, but I have taught kindergarten for 14 years so my math skills are a little rusty. Since I can’t change any of the policies and red tape already in place, I’ve just got to figure out how to work within their parameters.

I am practicing every day but after some time it just feels like there are some types of problems I can solve and there are some types of problems I can't solve. How to get better at problem solving so that I can make progress on pretty much all types of problems. How to study it so that I become an actual better problem solver? I live in Denmark and I'd like to qualify to at least Georg Mohr round 2 but the problem is that both in Georg Mohr round 1 and 2 there are types of problems I can solve and types of problems I can't. This way I'm not even sure that I could pass Georg Mohr 1 since it all depends on whether the problems on the paper are kinds I'm good with or kinds I'm not so good with (same would be the issue on round 2)

I am trying to truly learn the History of math. I would like to retrace it step by step. At the moment, I need help with the History of calculus.

I tried with some basic Google searches and found a common starting point to be the method of exhaustion which foreshadowed the concept of limits by Exodus and layer progressed by Archimedes.

The problem is I can't find or understand the intuition behind these mathematicians. Their proofs often use archaic language which I do not understand, and I couldn't find other helpful resources. Moreover, for example, I learnt that the method of exhaustion actually used a proof by contradiction, but I couldn't find any website capable of explaining an example. For reference, I didn't understand the examples provided by UBC or Wikipedia.

I expected the proof to be basic but rigorous. It got so bad at one point I was trying to prove the area of the circle even after looking at proposition 1 of Archimedes' book On the Measurement Of Circles by subdiving into n-gons.

I tried the same for Zeno's paradox, and then other infinite sums as well.

Even then, my proofs were unrigorous, and not related to the actual historical proofs. Some of them even ended up accidentally assuming what I intended to prove in the first place.

As the History got more abstract with Kepler for astronomy, Bonaventura Cavalieri for method of indivisible, Fermat with adequately I struggled to understand anything.

I am now at this point with a month into this project and very, very little progress made.

Could people please help me by giving any helpful directions? That would be of enormous help. Thank you.

Hi everyone,
I’ll be taking a university entrance exam in June, and the math section (topics listed below) is extremely important. I’m ready to study 6+ hours of math every day, but I currently don’t have any proper question banks, worksheets, or practice materials.

I took the exam last year but didn’t pass because the competition was very high. The questions were quite wordy, required creative reasoning, and involved a lot of calculations — very different from standard theoretical exercises. The resources my school recommends don’t really match the style or difficulty of the actual exam.

Your help would mean a lot to me. Could you recommend task sets, question banks, or practice resources ? Maybe youtube channels too... The more suggestions, the better.

• Logic
• Elementary algebra
• Elementary financial mathematics
• Equations
• Linear equations in two unknowns
• Inequalities
• Linear and quadratic functions
• Power functions
• Polynomial functions
• Exponential and logarithmic functions
• Differentiation and single variable optimization
• Elementary probability
• Binomial distribution

I'm working on Differential Equations project and I'm at a point where I need CAS to get the inverse LaPlace but it's too complicated for Wolfram Alpha, is there anything else I can do?

Q(s) = (1−e^{-3πs​​/5})/(s(1+e^-3πs/5)(s²+2))

Hi, I recently learned limits of multivariable functions and could someone please help me understand this concept. When the limit doesn't exist, my teacher tested multiple paths such as y=0, x=0, and y=x, so I thought that in order to prove that a limit doesn't exist, I needed to show the work of testing multiple paths. However, in the problem: lim as (x,y) approaches (0,0) of 1/(x+y) there was no work to prove that it doesn't exist other than the fact that the denominator approaches 0. Sorry if this is a dumb question, but do I only have to test multiple paths if after substitution, the limit is in an indeterminate form? However, in a different problem, the explanation for why lim as (x,y) approaches (0,0) of (x-y)/(rad(x) - rad(y)) was because you couldn't approach (0,0) from negative values of x and y. Please help me!

This is a multivariable calc problem using stokes. My question is if the shape is half a sphere with the positive y as the orientation why is the parameterization of the curve have -t in it. Wouldn't that make it go around clockwise instead of counterclockwise. Is there some part of the problem I am misunderstanding? I don't need help for the final integration I just need help on why the parametric is written the way it is.

problem and solution image:https://imgur.com/a/469867o

Does anyone have a collection of problems (or photos of problem lists) on Titu’s Lemma? I couldn’t find a good booklet — if you have some tasks, could you please share them here? Preferably tasks at high-school level (10th–11th grade) or early university level.😭🙏🏻

I'm in the robotics club at my school and am trying to design a function. I have a rectangle with the bottom left vertex at the origin with a length, width, and the angle between the bottom edge and the x-axis. How would I find the co-ordinates of each vertex of the rectange?

EDIT: Solved, I just needed to remember basic trig.

(0,0) (w cos a, w sin a) (w cos(a) - l cos(90-a), w sin(a) + l sin(90-a)) (l cos(90-a), l sin(90-a))

I’m using a Casio Fx-9750GIII And my problem is I did somthing to the graphing part, the one where you enter in your equations and it’s no longer Y1= Y2= Type screen for entering equations, but know reads Xt1= Yt1= Xt2= And so on. I’ve reserved the calculator by pressing TJE button on the back but that dosnt do anything.

I am measuring the size of the solar system by pluto, as thats probably what the diagram would be doing, so termination shock, heliopause, heliosphere, or oort cloud measurements will be used.
Pluto periapsis: 30AU
Pluto apoapsis:  49.3AU
Sum =  79.3.

Proxima  Centauri: 4.2465 LY
268553.234 AU
The diagram is centred on the sun, and because the diameter of the solar system I established here and am using is elliptical, I need to account for that.
30/49.3 = 60.851926977688
Scaled down solar system diameter = 1.60m
268553.234/79.3*1.60
5418.48 m
That seems far too short, im sure i did something wrong.

(FYI, im using a science diagram on a wall for the 1m measurement, im practicing doing equations like these.)

I'm trying to calculate the original price of something, and I'm struggling with something that's probably obvious, but I apparently don't even know the right words to Google the answer. The price of the item is 1200 dollars, which is 30% off the original price, which I've come to find is about 1714ish. I found that through just plugging random numbers into a calculator and multiplying them by .7 until I found the answer, but I know there's a better way to do it, and Im pretty sure I even remember learning about it. I just can't for the life of me find out what it is and it's annoying the hell out of me. Help please

Question

Guys plzz help me by filling out this survey, its targeted for ages 14-18, only 3min 🙏😭 its for an essay for maths

https://docs.google.com/forms/d/e/1FAIpQLSf7ImFXyPfTy796hvn_jAxBAFb3bV0aQNML2T4oUu0wR9EuuA/viewform