Видео

😂

Sharing files is a service that I offer to my Patreon subscribers. patreon.com/MrHelpfulNotHurtful Join with a $5 donation and then request the file. I will post the file for you on Patreon so you can download it.

Thanks!

Just looked it up. The College Board said the answer is A. They say that even though the domain of f(x) is [-4,4], the domain of the composite function f(g(x)) is [-7,1].

@@MrHelpfulNotHurtful First off, I love the way that you explain these to the kids, and I have your site(s) as a resource for my students. I just like to check all the resources that I give them to avoid confusion. Look at the order of the solutions. I have answer A, but your answers are in a different order. I also checked with college board (2.7. Question #4 and with another teacher in my district) and they both said that the domain is [-4, 1] Given f(g(x)): 1. Find the domain of g. 2. Find the domain of f. 3. Find those inputs, x, in the domain of g for which g(x) is in the domain of f. That is, exclude those inputs, x, from the domain of g for which g(x) is not in the domain of f. The resulting set is the domain of f(g).

@@barryzions264 I’m so glad you are finding my videos helpful! I make them for my students but I always hope others will use them too. Go to AP Classroom and select the Course Guide. Then select Unit 2. Then scroll down to 2.7 Composition of Functions and expand that. Below the daily videos there are six MCQs. The question we are discussing is the fourth one (Composition - graphical). Open that one. Now click on the arrow on the right side of the screen that says question scoring details to expand the solution window. Answer A (same order as my video) will highlighted green with a check mark indicating A is correct. Scroll down to the bottom of the screen. It says “Answer A. Correct. This is the result of translating f 3 units left. Although the domain restriction of f is [-4,4], the domain restriction of f(g(x)) is [-7,1] because the composition is a horizontal translation of f.” Let me know if you are seeing something different when you pull it up. 🤔

I appreciate your feedback. 😊

Thanks Andrew. I miss you already! 😭

You are super welcome! 😊

So glad I could help! 😄

Yay!!!! 😄

Yay! I appreciate your feedback. 😀

🥰❤️

You are super welcome. Glad I could help. 😊

Multiplying the two percentages will only give you the correct probability of two events happening when those two events are independent. We cannot assume these events are independent. The mention of a percentage of people who get a coffee or a donut basically tells you that’s these events are not independent and you must use the formula I used instead.

​@@MrHelpfulNotHurtful Yes I found out by watching your other videos, thank you

You are super welcome!😃

Always glad to help. 😎

You are quite welcome. 😊

Wow Thanks!!

It will work the same as when the long leg is 18 as in the video. Follow the steps in the video replacing 18 with 8. The short leg will be 8/rad3 and the hypotenuse will be 16/rad3.

You are super welcome. 😊

🙏

Yay! I hope you did well. 😊

🙏

You are very welcome 😊

If you are asking how you find the percentage without using the z-score table, you can’t. The table is the only way to turn a z-score into a percentage.

@MrHelpfulNotHurtful so we figured out how to solve it using a calc... but I imagine to get the tables you have to use a formula. I just want to be able to figure out how it's done (like with z-score u can use a table too but there is a method to the madness)

Yay! I’m so glad I could help out. 😊

Yay!! Good luck! 🍀

aint no way 😆

😂 Thank you!

You are very welcome! 😊

Yay! Good luck 🍀!

ruclips.net/p/PLUq8yM4tK_aUZxlKwB6EZzcXRd4J2dcfm&si=aKunTW_PMlfU9Zje

@@MrHelpfulNotHurtful thank you!!

Did you type the exact same expression into your calculator or did you get a different expression?

@@MrHelpfulNotHurtful yes I type the same example in my cal and get different answer

What’s the time stamp? I looked at example 2 and the answer was 105 degrees. In order to help you I need to know what you did differently than I did. Did you type the exact same expression in your calculator? Is your calculator in degree mode?

@@MrHelpfulNotHurtful sorry I think I have gotten it. Thanks

That’s not enough information to determine the arc length. You could have a small circle with a 30° angle and then you could have a big circle with a 30° angle. The arc lengths would not be the same.

I appreciate your feedback. 😊

Yay!!!

Glad I could help. We all make silly mistakes my friend. 😎

Sorry. The maze sort of tells you if you got the right answer, but I didn’t make videos for the rest.

This playlist has all the practice problems you could ever need. ruclips.net/p/PLUq8yM4tK_aXTSQda1MohDw6H3mSJT5rI&si=3O8KQRFH2ya9A74x

I’m so glad I could help! 😊

That did not occur to me. That you so much. I’ll do it that way next time. 😎

So glad I could help. I appreciate your feedback! 😊

You are very welcome!

Send me an email at burtond1@fultonschools.org and we can work it out from there.

I’m so glad glad I could help out. Good luck!🍀

Yay! I’ve got your back! 😎

True. These videos are primarily for my students. There will usually be one for the class work and then one for the homework on the same topic. Anyone who does not need extra practice should disregard subsequent videos on the same topic. Thanks for your feedback.

Yay! I got you. 😎