Watery Art using Maths Expression

Graphs are wonderful thing in the learning of maths.

Not only does it reflects visual symptom or trend in data collected, it displays, if allowed, beautiful images.

This is possible if you allow you maths juice to go free and create mathematical expressions to your fancy and view them on a graph.

Below I have created one.  I visual it as water rippling through a surface (on the top view).

Hope you like this maths art of mine.

NOTE: It is created using trigonometry of circulatory expression.

Here I view a water droplet going down into the centre. It then produces ripples or waves spreading outwards in a circular manner.

Imagination ....
Maths expressing ......


:-)





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Explanation of the Elimination Method

Solving of Simultaneous equations may require one common technique called "Elimination" method.

From the name, we know that it has to eliminate or remove something from the equations.

The target is one selected variable or unknown in the mathematical equations.

However, when approaching this method, you noticed that it involved the subtraction (or addition) of equations.

The question is "Can equations be subtracted?".
And "What is the real meaning of subtracting equations?"

My answers:-

Yes, equations can of course be subtracted. Equations are like other items, e.g. apples, chairs.

The real meaning of subtracting equations is not that apparent.

The true and desired wish to subtract equations boils down to commonising a certain coefficient of a variable.
With this common coefficient, it will then be able to remove this mathematical unknown.

(It is not really the direct processing of equations, and the magical removal of variable as a result!) 

We commonise the coefficient of the selected variable first before subtracting the equations in order that same items are eliminated.

Hope this clarify some doubts of new learners to simultaneous equations solvers.

Concepts have to be learned upfront without pending questions for complete understanding and smooth follow-up learning in the later stage. Seek to clarify any doubts as far as possible.

It will reduce maths anxiety and allow you to enjoy maths as a result. The reward of clearing any doubts cannot be spelled out in words but through actual working and practice with proper analysis.

I believe you support this notion.

Cheers to maths.

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Simultaneous Equations - Decimal Numbered

In the learning of maths, questions grow challenging as one progress upwards.

One such example is the solving of simultaneous equations.

The easy type:

Solve for x and y using elimination method.
4x + 3y = 10 ---- (1)
3x + 4y = 11 ---- (2)

For the above problem can be solved easily by selecting a coefficient to be commonised.
The post of elimination method is reference here for review.

But moving on (higher) with more challenging maths question ... we may get the below.

0.4x + 0.3y = 1 ---- (A)
3x    +    4y  = 11 ---(B)

What should we do next?

Equation (A) may seems unusual.  It is in decimal form!

But as the blog title claims "Maths Is Interesting!", we should not be worried.

This type of question is actually not new in concept or tricky as it seems.
It is there to test you understanding by being "different".

We have to remove the "catch", which is to change the decimated number to integer.
How we do it here is simply multiplying the coefficients by 10.

This makes equation (A) to be  4x + 3y = 10  (back to the original first set of simultaneous equations at the start of this post.

The above example serves to illustrate the simplicity of changing numbers to suit the condition for easy solving. (Other questions may be multiply by another decimal number, or integer).

Just have a clear mind and a confidence attitude will be enough to allow you to solve most of the maths questions.

Try it and you will believe what I say (or write).

Maths is interesting!

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Decimal Number Simplification

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Algebraic expressions and equations normally come in integer or fraction form.

Examples:
1)  4x - 3 = x
2)  (3/4)x - 3x = 1/(3x)

Simplification of the above examples will not pose much of a problem except maybe in the challenge of bringing the numbers and unknowns over the "equal" sign.

But algebraic equations can come in decimal form too.

Example:
0.3(0.2x - 1) = 0.1x

How do we go about solving the above "decimated" algebraic equation easily?

A simple trick that I can think of (or maybe too simply a technique to call it 'trick").

What I would do is to multiply the expression on both sides by 10.
The idea is to bring the decimal number into the integer range.

BUT do note that the expression on the left side has two decimal numbers.

As such I would have to "x 10" twice.
This means that there is a "x 100" on the left and right side.

The new equation will thus be:

3 (2x - 10) = 10 x
==>  6x - 30 = 10x
==>  -30 = 10x  -  6x  = 4x
==>  x = -30 / 4 = -7.5

Conclusion:
Decimal can be seen to be intimidating when in the decimal form. However, it can be elevated to the familiar integer form through simple multiplication.
However, do take note of how many decimal number has been multiplied.
Left and right sides of the equation has to have the same number of multiplication (or division) to stay equal and valid.

Maths is not that frightening.
It can be interesting, if the method to "attack" it is properly done.

:-)

Basic Decimal Conversion

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Every thing falls back to basic.

If the fundamentals are weak, any maths learners will have a hard time moving forward in their maths learning journey.

Let me quote an example.

How do we change 4.75 to fraction.

We can use 475 / 100 and reduce it through long division.  This will give 4 and 3/4.

However, if we know that 4.75 is actually consisting of 4 add to 0.75, the conversion will be simpler.

4 and 0.75 means 4 + (3/4) which leads directly to 4 whole and 3/4.  Same as answer of above.
(NOTE:  0.75 is a quarter which equates to 3/4).

Simple isn't it?

Maths is interesting.

:-)

Pointers in Teaching, Learning Speed

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At elementary level in maths education, speed is always a challenging topic for learners.

It caught my attention and I started wondering why?

Many mistakes can be made when dealing with these types of questions.

After studying the various mistakes made by learners, I came to a few conclusion that I like to share here.

How to avoid confusion in doing Speed questions in maths:-

1)  Speed involves two parameters, namely, distance and time.
This is the key issue. Dealing with one parameter is already a challenge, and dealng with two is always a "headache".
The concept, has thus to be clearly addressed upon, before the ratio of distance and time leading to speed can be fully understood.
What is distance?
What is time?
These 2 items are variable in nature. They change in value.
They causes confusion when lumped together!

Examples of daily activities will help in this case.

Quote cases like running in a race, where the champion came back in the shortest time covering the same distance as all others.

Get the concept of distance versus time into them.
Also FAST and SLOW relation to speed.

2)  Error in units:-
Break up the tasks of calculating km, m or cm and sec, hours, minutes separately.
In other words,deal with one item at a time.
Use basic unit if possible to reduce chances of making costly errors.

The learners have to handle the logical part of the question, and also the mechanical part of unit manipulation in speed problems.
Tell them to find one thing at a time, and the need for doing that. Be patience is the message.

3)  Draw out a pictorial image of the question.
This method will help some kids to visualise the real issue.

By having drawn the length for distance to be covered (or covered), they will have a better idea of what distance is about in the maths question. They will not have to "keep" this disatnce in their mind together with the problematic "time" condition.

Use the seeing method helps them clear any doubts and can also reduce mistakes in interpreting the question.

There will definitely be more pointers to be added to my three above.
But with these 3 basic issues settled, most of the queries about speed and its maths problems should be clearer.

If you have any other pointers, you may share in the comment space.
Cheers  :-)

Maths is interesting, I suppose you cannot agree more.

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