[Fabio Zanatta]

Hello,

I have a doubt on Reducing (about minute 34 of video lesson 29). What do you mean with Reducing?

I think it’s the same reducinge that I can see in other video lesson. When I divide 2 numbers i.e. 12/2=6 but with reducing I have for example 12/2=5 with remind 2.

It’s correct? Thanks

[Fabio Zanatta]

Hello,

for straight line the equation is y=mx+q or (y-yp)=m(x-xp).

For perpendicular line the equation is (y-yp)=-(1/m)(x-xp).

The angular coefficient is m in the first case and -1/m in the second case. This is the reason (video lesson 28) for the calculus to find the line who pass for P(3,1) and perpendicular to 2x+3y=5. Into this example we substitute (3,1) in 3x-2y and not in 2x+3y.

This is correct?

Thanks

[Fabio Zanatta]

Hello,

I have a doubt on video lesson 24 (general squaring).

Into the video I can see this calculus: (2x+3y+5)^2=4x^2+12xy+9y^2+20x+30y+25.

I think it is correct, but I noticed that in the video a + sign is missing between 20x and 30y.

 

Thanks

[Fabio Zanatta]

Hello,

I have a question on Samuccaya Sutra.

The lesson 17 consider the equation 1/(x-3) + 1/(x-5) = 1/(x-2)+ 1/(x-6)

If I understand correctly, the Sutra say that (x-3)+(x-5)=2x-8 from the left side of the equation and (x-2)+(x-6)=2x-8 from the right side of the equation. Because we have 2x-8 (results are equals) from both sides of the equation, we calculate x=4.

This is correct? Thanks

[Fabio Zanatta]

Hello,

in lesson “multiplying near base 100”, if we consider the multiplication 89×97=8633

89 is deficient from 100 of 11

97 is deficient from 100 of 3

The first part of the result is 89-3=86 (3 is the deficiency of 97 form 100)

The second part of the resutl is 11×3=33

 

I observed that we can calculate 86 in other ways:

• if we consider deficiency of both numbers (97 and 89) we have: 100-11-3=86
• if we consider 97 and the deficiency of 89 we have: 97-11=86

It’s correct?

Thanks

[Fabio Zanatta]

Hello,

I need a clarification on the lesson 9.

Into the part “Adding/ Subtracting fractions” I can see:

3/4+5/6=19/24

In that case I can obtain 19 with cross multiplication: 3×3+5×2=19. The number 2 is 4/2 and 3 is 6/2 (where 4 and 6 are denominators of the fractions): why you can divide 4 and 6 by 2? It’s because 2 is common by two numbers?

 

Thanks

[Fabio Zanatta]

Thanks mr. Ken for the answer.

[Fabio Zanatta]

Hello,

my name is Fabio Zanatta. I’m live near Treviso, Italy. I’m a biomedical engineer.

I like to learn VM because I like to see math in other ways.

[Fabio Zanatta]

Hello everyone,

I have a question on Russian multiplication.

I understand the method as follow:

I consider the multiplication 8×6=48. The 8 (4th finger on the left hand) have 3 fingers at his left. The 6 (2nd finger on the right hand) have only 1 finger at his right. I sum 3+1=4 and I have the first result digit.

Now, I multiply 4×2=8 because the 8 is the 4th number and 6 is the 2nd and I obtain the second result digit.

This is correct?

[Fabio Zanatta]

Hi Savita,
I understood that we have 9 on line tests (1 test per week): 2 assignments (the first one is open on 8th Febrary and the second is due on march 15th) and 7 weekly quizzes.

[Fabio Zanatta]

Hi. I completed week 1 lessons and the first quiz.
Into the course presentation (assessment part) I read that we have assessments during the couse and a final assessment at the end of the course. What is it about?

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