₦airaland Forum

brunobaba:
Has anybody thought about kleptomania??
We are Africans and we reason irrationally,a former heavy weight contender turns into a petty thief,not an armed robber and the first thing my fellow Africans do is to unleash jungle justice,i tell you,If such happened in America,he'll definitely be recommended to see a psychiatrist.
For all we know,he could be a kleptomaniac.
The Queen's mother was also one.

You are right...this is kleptomania...the irresistable urge to steal things!

Nonsense

This may be right or wrong...some bloggers do spread rumors in order to gain traffic...he might have done something wrong....but if he did nothing wrong, then I agree that this is TYRANNY!

Confusing confusers

Ok ...let me do some calculations before commenting

This is serious...

The best graduating pictures I have seen here, it is far better than wetting each other

21st century fashion

Nigerians are potentially great...give them the enabling environment and they will become kinectically great...but without the neccessary support the kinectics may never occur

They tried for being together for so long.....

Good

If f(x) is a linear function such that f(2) =5 and f(4)=13, then f(x) =

A. f(x) = 3x−4

B. f(x) = 4x−3

C. f(x) = 4x+3

D. f(x) = ¼x + 9/2

E. f(x) = ¼x - 9/2

***************
Solution
***************

The solution will be done in the following steps:

*Step 1:* Find the gradient.

*Step 2:* Find the y-intercept.

*Step 3:* Substitute the slope and the y-intercept in the equation for the line and solve

Let's get started....

The statement, "f(2) =5 and f(4)=13"
, means that:
x1 = 2, y1 = 5
x2 = 4, y2 = 13

Gradient = (y2 - y1)/(x2 - x1)
= (13-5)/(4-2)
= 8/2
= 4

Gradient = 4.

Using the general equation of a straight line
f(x) = mx + c

Where m is the gradient and c is the y-intercept.

Putting m = 4 gives

f(x) = 4x + c

....but we are given that f(2) = 5, then it follows that

f(2) =
4×2 + c = 5

8 + c = 5

c = -3

Putting the values of m and c in the general equation of a straight line, f(x) = mx + c gives:

f(x) = 4x - 3

The correct option is B.

Source: http://samimath.com/q-equation-straight-line/

Check out other examples here http://samimath.com/math-questions-and-solutions/

Got a question? Then ask it in the math forum here http://samimath.com/forums/math-forum/

If f(x) is a linear function such that f(2) =5 and f(4)=13, then f(x) =

A. f(x) = 3x−4

B. f(x) = 4x−3

C. f(x) = 4x+3

D. f(x) = ¼x + 9/2

E. f(x) = ¼x - 9/2

***************
Solution
***************

The solution will be done in the following steps:

*Step 1:* Find the gradient.

*Step 2:* Find the y-intercept.

*Step 3:* Substitute the slope and the y-intercept in the equation for the line and solve

Let's get started....

The statement, "f(2) =5 and f(4)=13"
, means that:
x1 = 2, y1 = 5
x2 = 4, y2 = 13

Gradient = (y2 - y1)/(x2 - x1)
= (13-5)/(4-2)
= 8/2
= 4

Gradient = 4.

Using the general equation of a straight line
f(x) = mx + c

Where m is the gradient and c is the y-intercept.

Putting m = 4 gives

f(x) = 4x + c

....but we are given that f(2) = 5, then it follows that

f(2) =
4×2 + c = 5

8 + c = 5

c = -3

Putting the values of m and c in the general equation of a straight line, f(x) = mx + c gives:

f(x) = 4x - 3

The correct option is B.

Source: http://samimath.com/q-equation-straight-line/

Check out other examples here http://samimath.com/math-questions-and-solutions/

Got a question? Then ask it in the math forum here http://samimath.com/forums/math-forum/

Great article...students can also visit http://samimath.com for math lessons

Idonbilivit

good

Question: Samuel can paint a house in 5 days and Rose can paint the same house in 7 days. If they work together, how long will it take them to paint the house?

**********************************
Solution
**********************************

There is a similar question here http://samimath.com/word-problems-2/ , I advise that you read that first.

I want to use this question to explain another method of solving this kind of question. I will use the method I used in the former question first then I will use another method.

**********************************
First Method
**********************************

For Samuel:

5 days = 1 house

Therefore,
1 day = 1/5 house

For Rose:
7 days = 1 house

Therefore,
1 day = 1/7 house


If the work together, for 1 day they will both complete (1/5 +1/7)house:
1 day = 1/5 + 1/7


Adding the fraction by using the
butterfly method,

1 day = 12/35 house.

12/35 house = 1 day

*Multiplying both sides by 35/12 gives:

1 house = 35/12 days

So, it will take them 35/12 days to paint the house together
*******************************
Second Method
*********************************
Since we are to find the number of days it will take both of them to paint the house, we can first find the number of houses each of them can paint if they work for the same number of days.
We will consider the LCM of 5 and 7 which is 35.

**********************************
For Samuel:
**********************************

5 days = 1 house
For 5 X 7 days = 1 X 7 houses,

That is,
For 35 days Samuel will paint 7 houses.

**********************************
For Rose:
**********************************

7 days = 1 house
For 7 X 5 days = 1 X 5 houses,

That is, for 35 days Rose can paint 5 houses.
So if they work together for 35 days they will both paint 7+5 houses:
35 days = 12 houses

That is,
12 houses = 35 days
Dividing both side by 12 gives:
1 house = 35/12 days

So they will both paint the house in 35/12 days if they work together.

**********************************
General formular for solving combined rate questions
**********************************

There is a general formular for solving questions that involve combined rates....click on this link to continue reading http://samimath.com/word-problem-3/


Tutorial on the butterfly method is here: http://samimath.com/easiest-method-of-adding-or-subtracting-fractions-the-butterfly-method/

NOTE: If you have questions, All questions should be ask here http://samimath.com/forums/math-forum/

This is good, although it is not an innovation...it is still an Application Of what was learnt..it should be appreciated and promoted. If Nigerians are given the oppurtunity to apply what they learn in school or elsewhere...Nigeria wil soon become the "China of Africa".







Oya.....that's enough...let me just drop an invitation for you guyz to participate in the Online Mathematics Competition On http://samimath.com this saturday.....it's usually fun and educative

African Association of Automotive Manufacturers? But these ones are whites.....ok maybe WHITE AFRICANS

****************************
Example 1: Increase 300 by 20%
*****************************

Solution

In questions like this, always remember that the original quantity is 100% of
itself. I will explain this with two approaches.
_____________
1st Method
------------------

Increasing 300 by 20% means adding 20% of 300 to itself. Got it?
Increase is 20% of 300
Therefore,
Increase = 20% * 300
= 0.2 * 300
= 60
The new number = 300 + 60
= 360

______________
2nd Method
--------------------

Since 300 is 100% of itself, increasing it by 20% means getting a number which is 100% + 20% of 300.
That is, the new number is 120% of 300.
Therefore;
New number = 120% of 300
= 1.2 * 300
= 360
Master this second method very well because it is economical; its saves time. Got it? Great!

To continue reading and to take a Simple COMPUTER BASED TEST on this lesson click here: http://samimath.com/decreased-increased-percentage-expained/

**********************************
If you have any questions kindly ask them here http://samimath.com/forums/forum/math-forum/
**********************************


I am inviting you guys to participate in the samimath.com online Mathematics Competition every Saturday @7:00pm....it's really fun and educative...visit http://samimath.com/math-competition to learn more.

Jamb Question: In the figure if QR= 8cm, find the length of PS.

SOLUTION (from Samimath.com)

We have two Right angled triangles with a common side PR. We will first find the common side using trianglePQR (because we have all we need to find trigonometrical ratio sine)and then use its value to find side PS.

*******************
In trianglePQR:
********************
Applying trigonometrical ratios
Sin 60° = PR/QR

Sin 60° = PR/8
Making PR the subject of the formula:
PR = 8 × Sin 60°
But Sin 60° = √3/2
Therefore,
PR = 8 × √3/2
= 4√3

******************
In trianglePSR:
*******************
angle S + 90 + 45 = 180
angle S = 180 – 135
angle S = 45

Applying trigonometrical ratios

Sin 45° = PR/PS
= (4√3)/PS
Making PS the subject of the formula

PS = (4√3)/Sin 45°

But, Sin 45° = 1/√2

Then PS = 4√3 ÷ 1√2
= 4√3 × √2/1
= 4√(3×2)
= 4√6cm

Bravo! The answer is 4√6 cm.

If you have any questions kindly ask them here http://samimath.com/forums/forum/math-forum/

**********************************
Tutorial on trigonometrical ratios is here: http://samimath.com/undersranding-trigonometrical-ratios-a-simple-introduction/

Other Examples and detailed solution can be found here http://samimath.com/math-questions-and-solutions/
**********************************

Hi everyone...I have this for you from samimath.com...hope you gonna love it.

SAT Question: (17 −3)÷7−2(−4 − 8 ) =

A.−20

B.−2

C.26

D.31

E.34
************************
Solution
*************************

Using BODMAS

Step 1: Solve for bracket

(17 −3) ÷7 −2 (−4 − 8 ) =

(14) ÷7 -2 ( -12 )

14÷7 + 24*

Step2: Divide

14÷7 + 24 =

2 + 24 = 26

The correct option is C

* If you don’t understand how the signs of the numbers got change, read this post on directed numbers here http://samimath.com/operations-directed-numbers-explained/

*********************************
Source: http://samimath.com/q-and-a-order-of-operations/
*********************************

*********************************
See more examples and step by step solution: http://samimath.com/math-questions-and-solutions/
*********************************
*********************************
Don't forget to drop any questions you have in the Math-forum here: http://samimath.com/forums
*********************************

Idobilivit
So malaria kills more people globally than HIV/AIDS.

SAT Question : Factorise completely 81a⁴ – 16b⁴

A.(3a + 2b) (2a – 3b) (9a² + 4b²)
B.(3a – 2b) (2a – 3b) (4a² – 9b²)
C.(3a – 2b) (3a + 2b) (9a² + 4b²)
D.(3a – 2b) (2a – 3b) (9a² + 4b²)
E.(3a – 2b) (2a – 3b) (9a²- 4b²)

*******************
Solution
*******************

Applying indices, 81a⁴ – 16b⁴ can be rewritten as (9a²)² – (4b²)²

Applying difference of two squares

(9a²)² – (4b²)²
= (9a² – 4b²)(9a² + 4b²)

Applying difference of two squares again:

(9a² – 4b²)(9a² + 4b²) = ((3a)² – (2b)²)(9a² + 4b²)

= (3a – 2b)(3a + 2b)(9a² + 4b²)

The correct option is C

SOURCE: http://samimath.com/q-and-a-factorisation/

************************
♦ Tutorial on difference of two squares is here http://samimath.com/difference-of-two-squares/

♦Other step by step solution from samimath is here http://samimath.com/math-questions-and-solutions/
*************************

If students are given the opportunity to vote out a subject out of their curriculum, which subject do you think will be voted out most? It is definitely Mathematics. Most Students find it hard to understand the subject Mathematics so they hate it. Why some hate Mathematics and so they don’t understand it. I have come across so many different types of students and as a student I have Identified some reasons why most students perform poorly in Mathematics. I will try to explain some of these reasons as best as I can.

*************************
The Believe in Innate Ability
**************************

So many people believe that there are some students born with a kind of mathematical talent and others cannot succeed in Mathematics because they don’t have this ability. This has been proven wrong through recent discoveries on how our brain learns. It has been discovered that how brain is not hard-wired. Our brain continues to change and also develop throughout our lifetime. When we learn steadily and incrementally we can develop new abilities. As Philip E. Ross as pointed out in his article, “The Expert Mind”, he said:

“ The preponderance of physcological evidence indicates that experts are made not born.What is more is demonstrated in the ability to turn a child quickly into an expert—in chess, music and a host of other subjects-sets a clear challenge before the schools”

Nobody is born with the ability to play chess, nobody is born with the ability to solve Math questions- although some people learn faster than others, it doesn’t mean that others too cannot learn. So, whether one will understand Mathematics or not is not innate. It is a matter of learning mathematics the right way.


*****************************
Stooping low before Mathematics
*****************************

Most students think of mathematics too highly- they see it as a subject meant for people not like them. They have develop a kind of ‘fear’ for the subject. This fear may have been induced by what their seniors or teachers have told them. For example, when it comes to word problems in Mathematics, most students come to the classroom the first day with the thought that, ‘Word problem is difficult to understand, my sister told me she never understood it when she was in school’. Some say,’ I hate word problems’. Most students don’t believe they can understand mathematics, they say or think , ’Mathematics is too difficult’, ‘I hate Mathematics’. Because they have been pre-programmed before the Math class that they cannot understand Mathematics so they don’t understand Mathematics.

If you believe you can’t then you can’t.


*************************
It is not all about formula
*************************

Most students believe that Mathematics is all about cramming formulars, so they cram the formulars but are disappointed when they fail. Battista in 1999 defined Mathematics, he said


“Mathematics is a form of reasoning. Thinking mathematically consists of thinking in a logical manner, formulating and testing conjectures, making sense of things, and forming and justifying judgments, inferences, and conclusions. We demonstrate mathematical behavior when we recognize and describe patterns, construct physical and conceptual models of phenomena, create symbol systems to help us represent, manipulate, and reflect on ideas, and invent procedures to solve problems”.


Although Mathematics involves knowing formulars it is not only about formulars. It involves having conceptual understanding of the Mathematical principles. You should be able to reason with what you learn.


******************************
Laziness on the part of the students
******************************

To be sincere with ourselves, most students today are lazy, as I stated in my book, “Who told you ‘you are a dullard’”,

‘There is a of attractions that have become distractions to many young dreams’
Most students do not take time to read , rather they chat, watch movies, play games and waste their time. The fact is to become dull or brilliant is a matter of choice. You can choose to be dull or brilliant. But most students are choosing subconsciously to be dull.


*********************************
Archaic Method of teaching Mathematics
**********************************

Most schools especially in rural areas use old methods for teaching Mathematics. With the advancement in technology that we have now, we need to integrate teaching with technology. Most students can spend hours with their mobile phones or laptops, but find it difficult to spend time reading their books. I am not saying that the Educational System is responsible for the unseriousness of the students, I am just suggesting that they should make learning enjoyable for students. This is one major reason why samimath.com was created: ’To make students fall in love with Mathematics’, we will try with the programming languages we know to make Learning Mathematics enjoyable by creating games, puzzles and computer based tests.

Also, with our discussion forums, students will come to love Mathematics when they discuss what they learn with others. Since Research shows that no matter how one reads, after 2 weeks, one can only remember only 10% of what was read, 70% of what we discuss and 90% of what we experience or do.


***************************
Weak Mathematical foundation
***************************
Most students lack the basics of Mathematics, for example, even some students in Senior High School 3 find it hard to solve a question like -89-26+8. Learning Mathematics like any other subject is incremental; you have to build on a previous knowledge. What will happen if the previous knowledge is not there? It means you are building on nothing, so the building falls. To understand mathematics make sure you study the fundamentals.

For example, if you are a student in Senior High School, you should still be revising your Junior High School topics and if you are a student in Junior High School or Basic Class make sure you take your studies very seriously because you are just building your foundation.


*************************
In conclusion
*************************

Mathematics like other subjects is understandable, your mindset greatly influences your result. If you believe you cannot do well in Mathematics, then you will not do well- you will make it a self-fulfilled prophecy. Learning requires effort, you cannot expect to understand Mathematics without doing anything, try to create an action plan that will help you understand mathematics. And also, try to know your fundamentals, start ‘falling in love’ with Mathematics. Don’t shy away from what you don’t know, but try to know them. If You do these things you will come to realize that Math is fun.

We wish you good luck.

SOURCE: http://samimath.com/199/

Great article

Factorise the given expression [ see solution http://samimath.com/q-a-factorization-2/]

On your chair, get your pen, get your book, SOLVE!!!!!!.
( see solution here http://samimath.com/q-a-fractions/ )

Check out the solution here http://samimath.com/puzzle-number-circle-2/

Well done guys but I am sorry to inform you that the answer is not 15, This is not the pattern
72 + 27 = 99
27 + 18 = 45
18 + 21 = 39....
If you follow this pattern, you will notice that it doesn't work for the three last numbers:

13 + 7 is not equal to 21
.
The pattern for this puzzle is more tricky than it seems to be. In fact this puzzle is used to test how people jump to conclusions.

The correct pattern works for all the numbers in the puzzle.
....... waiting for the genius who will unveil this pattern.

This puzzle tests how people jump to conclusions [ it is trickier than it seems ]

Drop your answer here http://samimath.com/puzzle-number-circle-2/