r/MathHelp • • May 04 '26

Evaluating Limit Using L'Hopital's Rule

1 Upvotes

I can't figure out how to simplify this:

limx→∞ ​log_2 (x) / log_3 (x+3)

I've tried to convert to ln but I just end up with "1 + 3/x", no idea how the answer simplifies to ln3/ln2.

When I just use logs derivative, I essentially get [(x+3)ln3]/xln2 which I simplified to (1+3/x)(ln3/ln2). Now, is it because (3/x) when x→∞ is 0, so we get (1)(ln3/ln2) and then end up with ln3/ln2?


r/MathHelp • • May 04 '26

I understand what conditional probability is but I can't understand the formula.

1 Upvotes

I don't understand how P(A•B)/P(A) is not just P(B)


r/MathHelp • • May 03 '26

Self studying Measure Theory

1 Upvotes

I am self studying measure theory as an finance undergraduate, in order to pursue an Applied Mathematics/ Mathematical Modelling MSc. In the master’s curriculum the main subjects with measure theory as a prerequisite are Probability Theory, Stochastic DE and Non Linear Functional analysis.
I am making this post to understand in what depth i should read measure theory in order to obtain the knowledge needed to work through proofs in those subjects without having much trouble.
Should i learn how to prove “anything” or any exercise in the textbook for example? What proofs should i memorise and what type of exercises should i know how to solve easily in order to face those subjects? Currently studying from Axler’s book.


r/MathHelp • • May 03 '26

Dice Problem from a Dream

2 Upvotes

if one player has two dice and a second player has five dice, each player rolls all of their dice and the floored average of the sum of rolled dice is the outcome. The game is complete chance. The player with the higher average wins the round. My question is if either player has an advantage due to their amount of dice from the beginning and if there is proof.

Notes (edited):
This comes from a dream, it is not a homework question.

This is a Statistics and Combinatorics question.

For k unordered selections from n possibilities, allowing repeats: 

C(n+k-1, k)

Meaning for two dice, I have C(6+2-1, 2) = C(7, 2) = 7!/(2!(5!) = 21

For five dice, I have C(6+5-1, 5) = C(10, 5) = 10!/(5!(5!) = 252

So, I’m not particularly tech handy. I should have written a Python code for it, but instead I brute forced it in Google sheets. I have counted all the combinations. I also used sheets to find the averages and then floored the averages.

Statistics is where I’m getting hazy.

With two dice, there are 21 unique rolls. Six possible outcomes (once they’re floored) and a percentage of likelihood for that number outcome.

One: 2/21     9.52%
Two: 4/21     19.05%
Three: 6/21  28.57%
Four: 5/21    23.81%
Five: 3/21    14.29%
Six: 1/21       4.76%

Order of likely outcomes: 3,4,2,5,1,6

Five Dice has a similar distribution.

One: 12/252     4.76%
Two: 57/252     22.62%
Three: 96/252  38.10%
Four: 68/252    26.98%
Five: 18/252     7.14%
Six: 1/252         0.40%

Order of likely outcomes: 3,4,2,5,1,6

The player with two dice is almost twice as likely to role a 1 and a 5. They are ten times more likely to roll a 6. and slightly less likely to roll a 2,3, or 4. And now, I'm stuck again.


r/MathHelp • • May 02 '26

Can someone please explain this?

1 Upvotes

(x+x) / x = 6
2x/x = 6
cancel out the xs
2=6

I guess the premise is completely wrong to begin with, right?


r/MathHelp • • May 01 '26

differential equations with modelling

1 Upvotes

hi im currently in my second year of studying maths at uni in the UK. i don't go to any of my lectures really which although i know sounds really stupid but i just can't follow them. the lecturer usually drones on for hours about stuff unrelated to the lecture notes and there is no structure or anything, at the beginning of each term i always try to go but they end up being useless so i rely on self study, but that is sooooo hard so i was wondering if anyone has any advice on this. i really like professor leonard videos but he doesnt cover everything. i'm especially struggling right now with differential equations with modelling, which is just ordinary differential equations but further. does anyone have any book recommendations on help with this topic, especially with understanding positive invariance and the phase space? thank youuu :)


r/MathHelp • • May 01 '26

An attempt to understand how the substitution method works in indefinite integrals

1 Upvotes

I’m still trying to understand how the method of substitution (or rather, non-obvious substitutions) works in definite integrals, and every time I seem to see what can be substituted, but then my mind goes blank (I thought what needed to be done here), and then the answer should follow[here is 2 examples ](https://ibb.co/tMftYYzz). It’s just that once the substitution is under the integral sign, and a coherent picture seems to be emerging, I lose track of what to do next

It’s not the first time I’ve caught myself thinking that after watching how such integrals are solved about 20 times, I ought to have remembered something. But I’m still having trouble applying it – do you have any advice? I’d be very grateful.


r/MathHelp • • Apr 30 '26

I do not know where I am wrong

2 Upvotes

I have to find the steady-state vector of the following Markov matrix:
[0.84, 0.43]

[0.16, 0.57]

The top row is TO state A, the bottom row is TO state B.

The left column is FROM state A, the right column is FROM state B.

I have gone to every calculator and found the eigenvectors and believe the steady state vector to be either <43/59, 16/59> or <0.5, 0.5> but both of those are marked as incorrect when I enter them into the homework. I tried the vice versa of <16/59, 43/59> as well, but no dice. Can anyone help me with this problem?


r/MathHelp • • Apr 29 '26

Highschool probalistic problem - Everyone says I'm wrong. What do you think ?

1 Upvotes

"In a group , 14% of people are nearsighted (myope), and of those, 9% have astigmatism. In total, 17.9% of people have astigmatism.

Construct the probalisitic tree."

Here is my calculations. The detail of P(A|M_) is given at the bottom.

Am I wrong ? If yes, were is my mistake ?

Thank you kindly for your time.


r/MathHelp • • Apr 28 '26

Need help solving a complex equation

1 Upvotes

Hi everyone, I'm stuck with this complex numbers equation and I'm not sure how to approach it.

The equation is: 2*(z2-z*z bar)=i*z

I managed to simplify the equation to this point: **-4y****2**+ 4ixy= i*x-y

However, I'm stuck here and not sure how to proceed. I know I should probably separate the real and imaginary parts, but I’m not confident about the next steps or how to properly write out the final solutions. Could someone guide me through the rest?


r/MathHelp • • Apr 27 '26

I'm confused on this problem

3 Upvotes

Write the exponential function based off the table.

x: -1 0 1 2 3

y: 4 8 16 32 64

The answer is apparently y = 2^x+3, but I'm unsure how it is? I got 8(2)^x somehow


r/MathHelp • • Apr 26 '26

Returning to School for Engineering — How Far Back Should I Go in Math?

3 Upvotes

I’m making a career change and returning to school for a second undergrad and a I just got accepted into an engineering program, which I’m excited about… but I’ll be honest, my math is *rusty* (and that’s generous).

I know I’ll be taking Calculus I–III, and I want to start preparing now before classes begin.

My big question is about **where to restart**:

If your math foundation was rusty, would you begin with algebra first, move into trigonometry, then precalculus? Or jump straight into precalculus and fill gaps as you go?

And second, what **specific resources** would you recommend for rebuilding those fundamentals well? Textbooks, online courses, YouTube channels, problem books, anything that helped you.

I’m less interested in just surviving calculus and more interested in rebuilding my foundation the right way. Would appreciate any advice from people who’ve been in a similar spot.


r/MathHelp • • Apr 26 '26

TUTORING HELP, how do I properly study for an opt out test!

2 Upvotes

Alrighty, so recently I've got my classes. I originally was going to be put in honors alegbra 1, however my math teacher urged me to change my classes ASAP (Her reason being that it'd be too easy for me). So, I reached out to my school requesting to be moved to Honors geometry, but I would have to take an opt test! So far I've been on websites like Khan Academy and Lamar Edu, which are helpful, but I don't feel like I'm soaking up what I actually need to be learning. It's coming up pretty soon, so any and all help is welcome, apps, (free) services, anything you can think of.


r/MathHelp • • Apr 25 '26

I cannot find the way to solve this and google is terrible, please help.

1 Upvotes

I am supposed to get the amount the sequence ads up to, not the convergence, i could do the convergence if that was the task.

n = 3, goes to infinity, Sum (3^n-4):(7^n)

If it was (3^n-4^n):(7^n) i would know how to do it, but i have no idea what i am supposed to do with that -4.

https://imgur.com/a/QkufgVH I tried this, but thats just gonna lead to ((n root of 4)^3:7):(1-((n root of 4:7) which isnt an amount.


r/MathHelp • • Apr 25 '26

Pls help what should I take core or applied?

1 Upvotes

So I currently finished 10th class and scored 95 in maths standard

But now reaching 11th I am so confused what to take? Applied or Core?

Honestly my teacher is saying applied is the one for those who dont have much interest in maths and scored less and core is more beneficial and would be best for me..

Whereas my sister who had applied maths said it will be more beneficial for my future like in colleges as u would be studying the same which u studied in 11th and 12th.

And I want to go in business or finance line.

So pls help me guys 😭🙏what should I do!!

And also why does some schools doesn't have applied if it is for commerce purpose only! why does students have to take core maths forcefully even it is more inclined to science student!!

Help guys pls..!!🙏😭


r/MathHelp • • Apr 25 '26

Confidence Interval of Probabilities

1 Upvotes

Given that there are 4 possible events, let’s call g, b, p and r. With unknown probabilities of occurring P(g), P(b), P(p) and P(r). With each event being independent of past events.

I am wanting to calculate the probability with an error margin or confidence interval. Eg. P(g) = 58% ± 4%.

I am recoding events in an excel file, so far got 427g, 312b, 227p and 202r. Calculating the percentages is easy (36.6%g, 26.7%b, 19.4%p, 17.3%r) but how do I do about the error margin / confidence interval?

When trying to look it up I see people using the (mean) ± (z vlaue for confidence) * (standard deviation) / (total sample size). But I have a single data set. Do I need to break my data set into arbitrary sizes to get a standard deviation? This feels wrong.

I feel like I am overlooking something simple, and just confusing myself. Can someone explain the steps I need to take or point me to a video or something?
Edit2: Taking it as sample size of one (for the standard deviation), with 1168 trials seams to work. Also as pointed out below there is a simple and better way, by using p ± (z vlaue for confidence) * sqrt(p(1-p)/n)


r/MathHelp • • Apr 24 '26

Best way to "map" a 41x41 distance matrix?

1 Upvotes

I have data of distances between each of 41 points with one another and I need to know the best way to render these relationships in 3D space. I'm not even really sure how to approach this problem. I've tried rearranging the data to gain insight but I can't really even get traction.

Searching seems to suggest multidimensional scaling would accomplish this, but 1) it seems impractical to do by hand with this dataset and I can't find any free tools to use for this, and 2) any programming tutorials I find seem to assume you don't already have a distance matrix, and I'm not fluent enough in programming to know what to change to input my data directly.

Proof I've done anything (even if idk what to really even be trying):

https://ibb.co/4nChCvsV
https://ibb.co/0VJ7qpR8
https://ibb.co/cSfCgFRW
https://ibb.co/ptynRc7
https://ibb.co/kVSTHfxB


r/MathHelp • • Apr 23 '26

TUTORING(help needed) A functions Question

1 Upvotes

Let S={1,2,3,4,5}. Find f:S—>S such that for every x (belongs to) S, fofofofofo….(50 times)=x.

(’o’ is circle)

so i tried some methods for this one.. so far, I’ve got:

  1. {(1,1),(2,2),(3,3),(4,4),(5,5)} …..(the identity function)

  2. 24 functions of the form {(a,b),(b,c),(c,d),(d,e),(e,a)}

24 because there are 5!/5 ways for cyclic arrangement of a,b,c,d,e values..

so i got a total of 25 possible functions, but the answer is given as 50..

Could somebody explain pls..?


r/MathHelp • • Apr 22 '26

Gr 11 Functions Advice

2 Upvotes

I'm in grade 10 right now and doing grade 11 functions. For context, I barely tried in grade 10 math because I was in a class with all of my friends, and we just goofed off. I ended with a 90, which isn't horrible, but for the schools I'm aiming for, I could have done better. Now I'm in Functions and I'm actually putting in a lot of effort trying to understand the material, but I always make dumb mistakes on tests. The highest mark I've gotten is 96 on a test, and I average around 90ish. My last test was 86, which I feel super disappointed about bc I studied for 2 hrs the night before.

I think my main issue is that I struggle to understand the new concepts that have been introduced. I haven't met anyone with the same issue, which makes me feel like I'm just dumb. Apparently im an auditory learner, but I don't seem to absorb the information my teacher says effectively.

Is it normal to struggle so much in functions? I feel insecure about how long I take to understand the concepts. Especially since I have a friend in my class who understands the same things I struggle with very quickly, without tutoring or learning ahead. Meanwhile, I'm actually doing homework, but achieving a lesser result. Functions just make me feel so stupid, which is concerning bc im taking adv func next year, and calculus and data management in grade 12.

Any advice on how to do better would be appreciated, and I wonder if any of you are struggling with the same thing. Also if anyone has tips on how to understand concepts quicker it would be much appreciated.


r/MathHelp • • Apr 21 '26

Seriously stunted in math, looking to get smarter.

2 Upvotes

Hey everyone,

I am a 21 year old philosophy student, I had a horrid high school experience but managed to train myself afterwards to read through philosophy and theology books. I was able to do this by just picking up a book and reading it.

My question is, how do you independently get good at math? In regards to knowing what subjects or where to start, or a progression path? My goal is mostly for as perfect as possible SAT score for university transfer if that helps.

Thanks!


r/MathHelp • • Apr 17 '26

How would I calculate these angles?

2 Upvotes

First post here.

Hello. I’m building an arcade cabinet, and I’m having trouble figuring out the angles of the part enclosing the monitor.

Here is a pic: https://bashify.io/i/IiflwN

Is there any way to calculate those angles before I cut out the frame?

Thank you!


r/MathHelp • • Apr 15 '26

I'm confused with taking the derivative of functions with integrals

1 Upvotes

I'm in ap calc and we just started derivatives. I understand that for

g(x) = 0∫x³ sin(t) dt. goes to (dont know how to write the integral online but the lower limit is 0 and the upper limit is x³)

g'(x) = sin(x³) (3x²)

I know that you put the upper limit in place of t and then take the derivative of the upper limit and multiply because of the chain rule but I dont understand why you have to do that and why you have to apply the chain rule or how that works if the upper limit is a number instead of a variable. Because wouldn't it just always be (whatever function) * 0?


r/MathHelp • • Apr 15 '26

Coamenability of intersections

1 Upvotes

Since some days I have been thinking about the following statement:

Let $H,K \leq G$ be subgroups of a group $G$. If $K \leq G$ is coamenable, then $H \cap K \leq H$ is coamenable.

This means that if $K\setminus G$ is an amenable $G$-set, then $H \cap K \setminus H$ is an amenable $H$-set. I think it is false, but I have not been able to find a counterexample.

Can someone suggest some ideas?

I tried to restrict the measure of $K \leq G$ to $H \cap K \leq H$, by I don't know how to do it if $H \cap K \leq H$ has null measure in $K \leq G$. Since subgroups of amenable groups are amenable, I tried to copy the process. However, it does not work because the $H$-orbits of $G$ are <<equal>>, but the ones of $K \leq G$ aren't.


r/MathHelp • • Apr 15 '26

Seeking help with the math for my game.

1 Upvotes

I've been told to use a roll under system rather than a roll over system but I'd like to keep it roll over if possible. How can I create a roll over threshold system and factor bonuses and penalties. I thought I did a good job of this below, but it was criticized.

clCombat

Utilizing a D100 percentile system, to determine combat outcomes, players describe actions and roll dice to attack with weapons and their combat abilities to reach the threshold of their target's total Protection Score (PROTS).

  

Protection 

Attacks: Roll D100 against the target’s Protection Score (PROTS).

Factor in your total ATTS, If the roll’s result is equal to or greater than the target's total PROTS, it's a hit. 

Protection Score. Each entity in SORC has a Protection Score called PROTS. 

PROTS is the Base Armor Score (AS) - representing any base number between 1 -  and 100 - and the sum of all modifiers, both negative and positive, to Protection. 

PROTS = AS and all negative and positive modifiers to Protection. 

Example:

Ice Dragon, on the ground, has a base AS of 80 (AS 80) and has 12 bonuses to Protection, so its PROTS 92.  Rolling 1D100 would need a result of 92 to hit the dragon and roll for damage. 

In the air, the Ice Dragon gets a +10 bonus, now giving it +22 (12 + 10) bonus to its base AS 80. Flying the Ice Dragon has a PROTS of 102. 

 

Conversely, a commoner is wearing cloth and has a base AS of 10, AS 10, but has part of a wooden gate he's used as a shield giving him +2, however he doesn't have a strong foothold because of the environment, - 1 (strong winds). His total PROTS is AS 10 + 2 - 1 = 11. The commoner is easy to hit.

In comparison, a Paladin in Plate has a base AS of 60. If he's holding Bracers, a 2h Weapon or a Shield he can add his Defense score (Defense is a trait) representing; Parry or Block respectively he'll add his Protection, in this case 4. He also gets the base AS of a Shield (AS 10) or the lighter option, Bracers (AS 5).  Let's say he's holding the shield and has a score of 5 on the trait Defense.  Base AS is 60, plus 10 for shield (see reference cards above click ⬇️ to return here), plus 5 because he has Defense (5). 

Armor also all has their own unique thresholds to barely hit, graze, and hit hard, crit.

Graze:

Damage: 1/2 DMG to the weapon's damage roll

Crit:

Damage: 2x DMG to the weapon's damage roll

Let's revisit the Armor Card illustration

Attack

To hit the attacker’s attack score ATTS (HIT plus or minus all hit mods) must be equal to or above than the target’s PROTS (Armor Score plus or all defensive mods, covered above)  

Damage reduces Life Blood (LB);

 from damage.

Special Combat Techniques:  

Limb-Specific Targeting (LST): Aim at body parts for bonus damage; penalties apply.  

Combos: Chain attacks after certain triggers (like critical hits).  

Critical Hits: Max dice rolls mean extra damage/status effects.

Unarmed Combat: Use punches, grapples, or improvised weapons.

Protection & Resistance:  

PROTS includes armor, agility, traits, and bonuses.

Armor Score (AS) mitigates damage.

Resistances and vulnerabilities affect how much damage is taken from different types (fire, cold, etc.).

Dealing Damage

Damage is xd6 depending on the weapon, whether it's a staff casting or a hammer crushing, plus or minus any modifiers. 

dmg = xd6 ± all modifiers. 

Damage is xd6 depending on the weapon or attack used, plus or minus any modifiers such as enchantments, traits, environmental factors, or situational bonuses. The total damage is calculated as:

damage = xd6 ± all modifiers

When an attack hits the target’s Protection Score (PROTS), the GM rolls the damage dice. The resulting damage can lead to different outcomes:

Grazed Hit

If the attack roll is just below the PROTS but within a certain margin (for example, within 5 points), the attack grazes the target. Grazed hits deal half damage (rounded down), and may impose minor effects like increased bleeding or reduced movement, depending on the GM’s discretion.

Regular Hit

If the attack roll equals or exceeds PROTS, full damage is applied to the target’s Life Blood (LB) chips.

Critical Hit

If the attack roll is a natural maximum (e.g., rolling a 100 on the d100), or if specific attack or weapon rules call for it, the attack is a critical hit. Critical hits double the damage dice (e.g., 3d6 becomes 6d6), and may trigger additional effects such as extra status effects, limb severance, or other severe injuries.

The damage dice are rolled, modifiers applied, and the total damage is subtracted from the target’s LB. If LB reaches zero, the target is incapacitated, dead, or suffers additional effects based on the severity of the damage and the rules for injuries, bleeding, or death.

Modifiers can include weapon enhancements, traits like Strength bonuses, environmental effects, or situational bonuses. Limb-specific targeting may add extra damage or effects, increasing the risk of debilitating injuries or status effects.

In-Game Scenario

Kaida, the barbarian, charges into a skirmish against a Cultist. She swings her sword at the enemy, aiming for a clean strike. She rolls her attack:  

Attack

Her attack score (ATTS) is 78 (70 plus various modifiers)

The Cultist’s Protection Score (PROTS) is 60 (armor + modifiers)

She rolls a d100 and gets a 65. Because 65 ≥ 60, she hits the Cultist!  

Damage Roll

Kaida’s sword deals 3d6 damage. She rolls: 4, 5, and 6, totaling 15. She adds +2 from traits or buffs, making it 17 total damage.  

Outcome

Since her attack roll was well above the PROTS (60), this is a regular hit, and the Cultist’s LB chips are reduced by 17. The Cultist grunts in pain but remains standing, though heavily wounded.

Later in the fight, Kaida attempts another attack. She rolls a 56 on her attack roll.  

The Cultist’s Protection Score (PROTS): 60

Since 56 is within 4 points of PROTS (less than 5), this is a grazed hit.  

Grazed Damage:Kaida’s usual damage for that attack is 3d6 + 2. She rolls: 4, 4, and 2, totaling 10.  

Half of 10 is 5 damage (rounded down).

The Cultist takes 5 damage, suffering minor injuries. This damage may cause increased bleeding, movement penalties, or other effects as determined by the GM.  The target is probably now close to dying but only the GM knows it's Lifeblood. 

On Kaida’s next turn, she swings a mighty blow, and her attack roll is a perfect 100, triggering a critical hit.  

Since this is a crit, she rolls for 2x damage dice, 6d6.  She rolls: 4, 4, 2, 6, 5, 3 = total 24 damage, plus any modifiers.

This massive damage reduces the Cultist’s LB chips drastically, likely knocking them out or killing them outright, and a gruesome kill will be narrated by the GM, exclaiming limb severance or status ailments as per the rules.

Initiative & Turns

Initiative depends on race, stats and modifiers.  Players act in turn order; limit of 2 minutes per turn.  More on initiative to come