'

While studying maths, I have been exposed to equation that forms a circle.

We know that x^2 + y^2 = 1 creates a circle.

But I have been wondering what is an equation to form a square.

I had tried a few mathematical expressions till today.

And finally I found the interesting and mysteries equation.

It utilises the same concept as the circle except that hyperbolic trigonometry is applied.

Below is a graph plotted with that equation.

The corners are rounded though. Any one has any try with a more sharper corner?

Graph is a wonderful tool as it can present results visually with one view.

Appreciating maths and using it appropriately can reduce many complex problems.

Maths is interesting.

.

## Tuesday, 30 March 2010

## Saturday, 27 March 2010

### Area Displacement Theory

.

Maths is not all about calculation.

There are always more to it than meet the eyes.

This is especially true when you are doing geometrical questions where you are involved with area, perimeter and so on.

Displacement theory or its equivalent is always done without the knowledge of many people.

What is this theory about?

Let's look at one example below.

In the diagram above, you will see a path (white coloured) going across a blue platform.

If you are asked to find the area of this path, what can you do to obtain this area?

If no data of dimension is given, it is definitely not possible.

Now if the width of the path and the vertical length of the blue platform is given, can you compute the answer?

Again , this need a bit of thinking.

Displacement theory kicks in here. Look at the diagram on the right.

It is the displaced or closed up portion of the blue platform that does the trick.

Here you will notice the dashed line forming a white rectangluar area on the right-most side of the white blue platform.

Are you able to find the area of this white rectangular piece?

The width of this rectangle piece is ACTUAL the width of the white path!

You should now be able to calculate the area of this rectangular piece since the path width and length of the rectangular block is known or deduced now.

How this is possibe is through the "hidden" clue or step of closing up the path revealing the simpler rectangular area that any decent maths student can calculate.

Hence, maths is wonderful in that it tests you not only about applcations of maths tools, but your other "intelligence".

Having known displacement theory here, I believe you are really for the Math Challenge 23.

Go there and answer the question, and

:-D

.

Maths is not all about calculation.

There are always more to it than meet the eyes.

This is especially true when you are doing geometrical questions where you are involved with area, perimeter and so on.

Displacement theory or its equivalent is always done without the knowledge of many people.

What is this theory about?

Let's look at one example below.

In the diagram above, you will see a path (white coloured) going across a blue platform.

If you are asked to find the area of this path, what can you do to obtain this area?

If no data of dimension is given, it is definitely not possible.

Now if the width of the path and the vertical length of the blue platform is given, can you compute the answer?

Again , this need a bit of thinking.

Displacement theory kicks in here. Look at the diagram on the right.

It is the displaced or closed up portion of the blue platform that does the trick.

Here you will notice the dashed line forming a white rectangluar area on the right-most side of the white blue platform.

Are you able to find the area of this white rectangular piece?

The width of this rectangle piece is ACTUAL the width of the white path!

You should now be able to calculate the area of this rectangular piece since the path width and length of the rectangular block is known or deduced now.

How this is possibe is through the "hidden" clue or step of closing up the path revealing the simpler rectangular area that any decent maths student can calculate.

Hence, maths is wonderful in that it tests you not only about applcations of maths tools, but your other "intelligence".

Having known displacement theory here, I believe you are really for the Math Challenge 23.

Go there and answer the question, and

**be quick**before others grap the position one ...:-D

.

Labels:
area,
concept,
Geometry,
Learning maths,
maths applications,
principles

## Wednesday, 24 March 2010

### Percentage Increase in Area

.

Is there any formula or maths expression showing the ncrease in area when its length and its breadth are increase by m% ?

If you cannot find one, it does not matter. You can easily derive one!

Let us work on this and show the others how simple maths can help us solve daily issue.

Let the length be x and breadth be y.

If x and y increase by m%,

length becomes x + x(m/100), and breadth becomes y + y(m/100).

Area is length x breadth.

Thus new area becomes [ x + x(m/100)] [ y + y(m/100)]

This gives us an area of xy + (m/100)xy + (m/100)xy + (m/100)(m/100)xy.

From the above maths expression, we can deduce that increase in area is:

Example with numbers will convince readers better, therefore ......

If the increase in perimeter is 10%, what is the increase in area?

Answer is 2 (10%) + (10% x 10%) /100 = 20% + 1% = 21%

Easy isn't it?

For other post related to this concept in percentage increase, see the post Percentage Increase in Perimeter.

Maths is interesting.

;-D

.

Is there any formula or maths expression showing the ncrease in area when its length and its breadth are increase by m% ?

If you cannot find one, it does not matter. You can easily derive one!

Let us work on this and show the others how simple maths can help us solve daily issue.

Let the length be x and breadth be y.

If x and y increase by m%,

length becomes x + x(m/100), and breadth becomes y + y(m/100).

Area is length x breadth.

Thus new area becomes [ x + x(m/100)] [ y + y(m/100)]

This gives us an area of xy + (m/100)xy + (m/100)xy + (m/100)(m/100)xy.

From the above maths expression, we can deduce that increase in area is:

**2 x m% + (m% x m%)/100**Example with numbers will convince readers better, therefore ......

__Example__If the increase in perimeter is 10%, what is the increase in area?

Answer is 2 (10%) + (10% x 10%) /100 = 20% + 1% = 21%

Easy isn't it?

For other post related to this concept in percentage increase, see the post Percentage Increase in Perimeter.

Maths is interesting.

;-D

.

## Tuesday, 23 March 2010

### Percentage Increase in Perimeter

.

Percentage is a nice and mystery word in maths.

Why do I say that?

Look at the example below:

The answer is obviously YES.

Next,

??? The answer needs some pondering, right?

Answer to this:

If the perimeter is increased by 30%, the length and width will both increase by 30%.

This makes the area increase by

What do you get from 30% x 30%?

30% = 0.3

Thus 30% x 30% = 0.3 x 0.3 = 0.09 = 9%

This is a

So, increase in area becomes 60% + 9% = 69%

Interesting how the mind works.

If the mind is not clear when doing maths, common mistakes do occur.

With more practice, however, this form of mistakes will be lesser.

Hence, be careful when dealing with parameter such as perimeter, length and AREA.

Know their relation and be aware of the "catch" when this type of maths question is being asked.

Do not fall for the maths trick.

:-)

.

Percentage is a nice and mystery word in maths.

Why do I say that?

Look at the example below:

**If the perimeter has increased by 30%, does the length also increases by the same amount?**The answer is obviously YES.

Next,

**If the perimeter is increased by 30%, does the area covered by it also increases by the same amount?**??? The answer needs some pondering, right?

Answer to this:

If the perimeter is increased by 30%, the length and width will both increase by 30%.

This makes the area increase by

**2(30%) + (30% x 30%) = ?***(I will explain this maths calculation in a later post.)**For now, let's concentrate on the maths operation.*What do you get from 30% x 30%?

30% = 0.3

Thus 30% x 30% = 0.3 x 0.3 = 0.09 = 9%

This is a

**potential mathematical mistake**.**: 30% x 30% = 900% !**__Error__So, increase in area becomes 60% + 9% = 69%

Interesting how the mind works.

If the mind is not clear when doing maths, common mistakes do occur.

With more practice, however, this form of mistakes will be lesser.

Hence, be careful when dealing with parameter such as perimeter, length and AREA.

Know their relation and be aware of the "catch" when this type of maths question is being asked.

Do not fall for the maths trick.

:-)

.

## Wednesday, 17 March 2010

### Hidden Clues in Maths Questions

There are different levels in any educational system.

This goes with the learning of mathematics too.

At various level of learning, you will be presented with different level of complexity.

At the elementary stage, you will be shown maths questions that are real straight forward type.

At intermediate, a bit of mind twisting has to be done to resolve any challenge.

At the highest level, the questions come embedded with hidden clues to be discovered by learners and used to continue with the solving process.

But hidden clues are now becoming the norm among intermediate level due to its benefits to prevent pure memorising of mathematical technique.

A example of this interesting "hidden clue" can be seen in my

There anyone taking up the challenge needs another step in order to "see" through the simple trick of solving the issue.

(Note: The challenge requires only

Multi-discipline is thus needed for merit of helping get the answer.

Knowledge in utilising maths tools and technique are not sufficient these days.

Maths students have to know some basic theory of motional replacement to understand

Hence, to master mathematics, it will be good to read more, especially, topics outside maths.

This enlarge your understanding of real-life cases roped into maths questions.

Maths is interesting in this manner since it involves not only one learning discipline but encompasses more.

Enjoy maths. It widens your perspective of the world.

:-)

This goes with the learning of mathematics too.

At various level of learning, you will be presented with different level of complexity.

At the elementary stage, you will be shown maths questions that are real straight forward type.

At intermediate, a bit of mind twisting has to be done to resolve any challenge.

At the highest level, the questions come embedded with hidden clues to be discovered by learners and used to continue with the solving process.

But hidden clues are now becoming the norm among intermediate level due to its benefits to prevent pure memorising of mathematical technique.

A example of this interesting "hidden clue" can be seen in my

**Math Challenge 23**.There anyone taking up the challenge needs another step in order to "see" through the simple trick of solving the issue.

(Note: The challenge requires only

__one step__to calculate the area of the path).Multi-discipline is thus needed for merit of helping get the answer.

Knowledge in utilising maths tools and technique are not sufficient these days.

Maths students have to know some basic theory of motional replacement to understand

**Math Challenge 23.**Hence, to master mathematics, it will be good to read more, especially, topics outside maths.

This enlarge your understanding of real-life cases roped into maths questions.

Maths is interesting in this manner since it involves not only one learning discipline but encompasses more.

Enjoy maths. It widens your perspective of the world.

:-)

Labels:
applications,
concept,
Geometry,
maths anxiety,
maths technique

## Sunday, 14 March 2010

### Math Challenge 23

*

Albert needed to create a path through a garden of his.

The garden has a size of a rectangle with length of 20m and width of 15m.

He intend to have a path of 3m wide.

His design is shown below.

But he has a problem.

He wanted to know what is the area of this path he is going to lay across the garden.

Can anyone help him calculate that area?

Basic geometry knowledge may helps.

Albert needed to create a path through a garden of his.

The garden has a size of a rectangle with length of 20m and width of 15m.

He intend to have a path of 3m wide.

His design is shown below.

But he has a problem.

He wanted to know what is the area of this path he is going to lay across the garden.

Can anyone help him calculate that area?

Basic geometry knowledge may helps.

Labels:
Geometry,
Maths Thinker

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