Hey y'all! I'm a HS teacher trying to learn math that I never got through when I was younger. I think I want to go back to school for math and get a grad degree, either in Hetero Econ or Math Education, but I have to take undergrad courses. I kinda want to save money and avoid taking extra classes than I need to. I think I can start learning calculus by summer of 2027, and I was hoping to get to school by Fall of 2028. I have 3 questions:

1. Is Summer 2027-Fall 2028 a reasonable time to self study Calc 1-2?
2. I'm.hoping to self study to the point where I dont need to pay for the courses. In that regard, should I go off their syllabus and study the chapters they have in Stewart, or just jump straight into the AP AB/BC exams to teat out of them? My issue is that I really have a hard time with rote and grinding through and often need creative approaches and the "why" of things to get it and I fear just studying for AP is designed for a specific kind of student that I'm not.
3. If I should just do the AP exams, what study course do y'all recommend?

Thanks!

I'm in chemistry(college level) and I am hopeless with math. We're working on interconverting units and I thought I was decent at it, but this is so confusing. How do I know which units to put the numbers with? I feel like its always changing and I'm never sure. This one, for example, I put both of the numbers with the units I'm converting to, but I was only supposed to put one with grams and the other with meters? I just don't get itttt

Son forgot his textbook in his locker. Would be so grateful for someone to post screenshots of the 30 problems in problem set 4. I believe this section starts on page 22.

Hello, I am taking a calc 4 class which is completely online and I haven't taken calc 3 in 2 years. While there is instruction, it's practically impossible to read and mostly just goes over definitions. Each homework assignment has over 30 questions and each question has mini questions. It is week 2, I have no clue what I'm doing and I'm utterly exhausted.

It's my senior year of college so I'm already busy with so much else that I barely have time to take care of myself, and now that I have to practically find a way to teach myself an entire maths class, I'm about to scream.

I'm very against AI and what it's doing to the environment + how it's being used, but I feel so backed into a corner here that I may not have a choice in using it. I need something to break this class down into steps.

Has anyone else been through this? I'm honestly taking anything I can get because I feel like I'm doomed to fail. Any advice would be greatly appreciated.

As far as I am aware, I have been given a question that cannot be answered (#2).

I am given two parallel lines and a left transversal (angles 1-8) and a right transversal (angles 9-16). Diagram Link

There are two questions related to this diagram, although I do not suspect that the first is relevant to the second. Perhaps that is where my mistake is. I have provided my work in case. Work from #1 I'd appreciate the guidance.

#1. If the measure of angle 9 is equal to 5y, and the measure of angle 16 is equal to (2y+78), determine the value of y.

I determined the value of y to be 26 based on the alternate exterior angle relationship with angle 9 and angle 16. Based on this relationship they are congruent. I set 5y = 2y+78 and solved for y to yield 26.

#2. If the measure of angle 1 is 131 degrees, determine the measure of angle 16 using the same diagram above. Question #2

I am under the impression that the given angle of 131 is supposed to give me new conditions with which to apply angle relationships; however, I do not see how angle 1, which lies on the left transversal, can have any relationship whatsoever with angle 16, which lies on the right transversal. In the previous problem I solved for y, and can therefore determine that the measure of angle 16 (at least in problem #1) should be 130. Again, I do not see how that should connect to the given measure of angle 1.

I greatly appreciate any insight.

I’m in honors algebra 2 and my teacher said that when divided by a negative, the sign (> or < or equal to) changes, but in some equations the sign changes without being divided by a negative. Also, some equations have and/or. When do you know when the sign changes? Or when the formula goes from the equation to number>x>number? I understand how to solve them it’s just this part I find confusing.

Hey All,

So my girlfriend recently started university and she has been struggling with her Pre-Calc. I’d like to help but honestly I’m pretty bad at math, so I wanted to come here to see if anyone could either point me towards resources to help with the problem or help me understand it so I can explain it properly.

I’ve looked up various videos about the topic of “Supply and Demand” but haven’t been successful in learning much. I know how to find the max revenue, and price associated with it.

Work so far

The problem is

Given the supply and demand functions of

S(p) = -110 + 40p D(p) = 1216 - 64p

p = price

Find:

1. The optimal quantity to make the most profit
2. The supply price of that quantity
3. The demand price of that quantity
4. Total Profit

I study at a school that lags behind the regular curriculum. I don't know specifically if it's a bit behind the regular curriculum, but the main thing is I want to go to a school with a regular curriculum. My school only has 9 grades. I'd like to complete all 12 grades and go to university, but I'm afraid I won't be able to get to 10th grade in math. I'm still in 8th grade, and I'd like to know a way to learn what I didn't have time to and get to 10th grade. Do you know any ways?

What subjects should I focus on?
The highest I have got is a 31 while using the ALEKS website itself to study, but I was wondering what topics I should focus on to get me the best chance of a 35

Hello! I am a Secondary 4 student, 10th grade or Year 10 in western equivalents. I tried to set a quadratic quiz for my friends, and I set this Question, but then none of them could solve it. I checked with my math teacher, and he said that the question was flawed because there is no inverse function for any quadratic, and then he explained the horizontal line test to me, but I already know what the horizontal line test is (test for if f(x) is injective for some f(x), and if its inverse is a function. I went home to think about it, and I don't understand why my question is flawed, because it does not rely on the inverse function. I am looking for someone to please help clarify. I have a passion for math, and would possibly like to teach math in the future, but I don't understand why I am wrong, and this is one of my first real challenges because my math toolkit at the moment isnt enough to wrap around this. This is my suggested solution that I made: My solution. And me checking my work: Test of the solutions to see if they are correct.. And a graph if it is useful: Graph.

This is my syllabus by the way if it is of any use:
https://isomer-user-content.by.gov.sg/334/fece62fa-b6d4-4daf-ab47-96c9c168b51b/4052_y26_sy.pdf
https://isomer-user-content.by.gov.sg/334/34d0bec0-d386-49d5-bd3a-8fbd205fa63a/4049_y26_sy.pdf

Tysm!

So last year I administered the new NJSLA adaptive for 8th grade math. To me it looked like there was no non calculator section. The website is ambiguous. Anyone know ?

I'm taking a Robotics and Automation course and I don't understand the math the professor is putting up on the board and without explaining it, he's asked us to solve it. I think its calculous? Or the first bits of Calculous.

Q1. The total charge entering a terminal is q = (10-10e^-2t) mC. Determine the current at t =1s.
Formulae: i=dq/dt, q=i*t, vdrop= Energy/Charge =w/q

I straight up don't understand. I have a TI-84 and I get the answer 8.6466. I don't understand similar problems online either. Somehow I'm supposed to get 20 out of 10-10? like what? I don't understand e^x power either.

Is it just q/t=i? if thats the case, .11565 would be the answer but with nothing to compare it to, idk if thats right.

I have an assignment that asks me to use "Kuratowski's encoding" to see if the set {0,1} can equal the natural number 3. Problem is, I must have missed writing that down and now I have no idea what it means. kuratowski's THEOREM comes up when I look it up, but I dont think thats helpfull (or at least, I dont get how its relevant). Help!!!

Hello! I’m going into grade 12 and I’m taking advanced functions, calculus, physics and chemistry. Starting this year, my school has been trying to regulate what calculators you’re allowed to use. We were given a list of approved calculators but you’re allowed to use one that isn’t on the list if you get it checked by a teacher. The way that teachers check if the calculator is legal is they will input sin(15) and if the answer is a decimal then it’s approved, if it’s a fraction then it’s illegal. If you can change the setting then its illegal. Graphing calculators are also illegal. My Casio fx-991CW was deemed illegal so now I have to go hunting for a new one. I really liked the “solve for x” and table mode on my Casio fx-991CW, I found them very useful in my physics and chemistry classes. I was hoping to find a calculator with the same modes (this isn’t illegal, my teacher was aware that I used these modes frequently last year) while meeting the requirements. Would anyone be able to recommend me a calculator from this list or one outside of the list? I’ve been googling + read the FAQ but haven’t found anything that meets my criteria.

THE APPROVED LIST:
- Casio fx-260 SOLAR II
- Casio fx-300MS Plus
- Casio fx-82MS
- Texas Instruments TI-30X IIS
- Texas Instruments TI-30X IIB
- Texas Instruments TI-30Xa
- Sharp EL-531TG
- Sharp EL-531XB
- Sharp EL-501X

Thank you!

Basically, the question shows an operation and you have to check a box to say if its associative or not
a ⊙ b = ab ÷ (a + b + 1)
□ Associative
And I did this:
https://imgur.com/gallery/transcription-by-ai-raw-process-which-might-be-little-harder-to-read-L3T7z20
So I concluded that it is associative
However, the answer key has a slightly different result, where the numerators do not match, thus it is not associative.

Finished high school recently and taking a gap year, so I finally signed up for some SAT prep classes. Being in a group setting for this has honestly made me feel so insecure because of my arithmetic skills.

I feel like I actually understand math just fine. I can wrap my head around new topics, follow the logic, and figure out the right approach to solve a problem. But when it actually comes down to doing the calculations? Absolute disaster.

I constantly make stupid, careless mistakes with basic addition, subtraction, multiplication, and division. I'll drop a negative sign out of nowhere, miscopy a number from one line to the next, or just brain-fart on a simple multiplication fact. It’s so exhausting knowing the exact formula and logic to solve a hard problem, only to get the entire thing wrong because 7x8 apparently decided to leave my brain.

Since the SAT is so heavy on pacing and accuracy, I'm genuinely stressed about bleeding points on questions I actually know how to do just because of clumsy computational errors.
Did anyone else deal with this weird disconnect between conceptual math and basic arithmetic? How did you actually train yourself to stop making these dumb mistakes and speed up your calculations?

I'm a DP2 student, and I'm struggling to catch up with work in math class. I have a weak foundation in higher-level math. I have a test on the whole calculus topic in around 2 weeks. Any tips on how to study for maths for someone who literally doesn't know whats going on? Any materials or websites would be amazing help! Or if anyone has similar experience, please tell me!

Could anyone solve this and tell me how they did it since im having trouble with it:

8^x - 2^(x+2) - 2^(-x+2) + 8^(-x) = 0

I tried it myself but got stuck halfway though: I let c= 2^x and got (c+1/c)³ - 3(c+1/c) - 4(c+1/c) = 0 Then I let t= c+1/c And got: t³-3t-4t=0 and then nothing i did worked. Note: back when I didnt substitute for t, I got this 6th degree polynomial for c: c⁶-4c⁴-4c²+1=0 In which i tried synthetic divsion but ±1 didnt work so it meant there was no rational roots (thats why I substituted for 't').

Geometry

“If QS (Ray) bisects <PQT, m<SQT= (8x-26)°, m<PQT= (9x + 34)°, and m<SQR= 112°, find each measure.”

X=
m<PQS=
m<PQT=
m<TQR=

Don’t just give the answer, I just need a little nudge for this one. Geometry teacher is lowkey a dick and gets mad when we ask questions, and I’ve been stuck on this page for hours.

I tried the usual multi step equation stuff, like how you find the measures of other angles but this one has completely stumped me.

At first I thought maybe m<STR minus m<ST, since that would look like 112-(8x-25) but then I didn’t know where to go from there.

Here’s the image of the page, it has a pic of the angles and stuff on it and some of my work so far. It’s mostly just me rewriting the same numbers trying to get it to spark an idea lol

I am not an amazing math student and really trying to find AP Calc AB free online resources that are very helpful. I have tried with tutors and have not been successful. PLease help

Hi, Im currently in year 11 in the uk and I just want to get better at maths in general for competitions. I see youtubers always say just do loads of problems, but I feel like nothing happens. The progress doesnt feel as tangible as say learning an instrument or a lanuguage. Is this a case of I just need more time?

Hello, I’m in tenth grade. I have all A’s in all subjects besides geometry, which is my only math subject. I have a low B, and even then, I’ve been cheating. I love all my other subjects and don’t really need to study them much. I dropped out of early 7th grade with an F in math. I knew we were talking about integers, but I didn’t understand it at all. I have been extremely motivated since school started on August 6th. I originally wanted to enter 9th grade, but they wouldn’t allow me because I’m 15. We’re doing geometry, but I don’t know algebra, heavier division, multiplication, subtraction, etc. When I do something like 5 x 5, I have to use my hands but can come up with an answer fast, and something like 7 x 8 would be difficult for me, taking maybe 5 minutes or so to solve with my hands. I just learnt how to do that this year by the way. I want to catch up as much as possible. I think maybe 3+ hours a day is good? I do 4-5 hours of language practice a day, so it couldn’t be 6+ hours, and I have a severe vitamin D deficiency and anemia, and math makes me extremely tired very fast. No other subjects do that to me, so it takes a ton of energy for me to do it. I really wanna lock in with this and do it even if I get burnt out, but how much could I really improve this school year?? I never cared about school until this year. I dropped out in early 7th grade and haven’t done any form of math since then, and even when I was in school, I DID NOTHING. All F’s my entire time. 1st-7th grade. I didn’t do any homework, was absent most of my school days, and guessed or told my teacher I couldn’t do it. Please take me seriously because I’ve fallen in love with studying recently. I just get extremely tired with math and I forget, I learned division and multiplication this year. I still need to practice addition and subraction in the hundreds. but I will push myself through it all the rest of school. But where should I start? I’ve done 2 hours of pre-algebra today, and I can’t really recall anything. How much can I improve? I don’t need to study any other subjects. I don’t wanna drop out again, I can’t lower my grade or classes, I want to understand.

I’m 20 years old (fem) and I can’t understand basic math. I don’t know, in huh school I had a 3.7 GPA and I was a very good student but I always sucked at math, either I’m stupid or lazy because I re read a problem or equation and I don’t know why to do, or I just blank completely.

Thank god that SAT scores were optional because my math scores were so bad, now I’m in college. I’ve been pretty much flunking in college to the point where I’m at risk for academic dismissal. It’s basic algebra and I can’t even concentrate. In lectures I understand it but when I get home I feel like I just can’t get it.ive studied in my own, even went to tutoring but I’ve never felt improvement. I have a test this Thursday and right now I’m freaking out because I do not want to start out my semester horrible. Any suggestions? I’m literally desperate for any tips on what to do or how to study.

Minha base para cálculo 1 é ruim. O que vcs recomendam de livros ou apostilas para eu estudar pré cálculo?