Alternative title: A ton of first graders get this problem wrong I- I should probably clarify this since this comment is STILL getting replies and discourse: this comment is a JOKE!!
@@carultch In general, especially on such tests like the SAT, yes. But then you get into more advanced math and you learn you can't trust the diagram unless it is specifically indicated so or can be derived from the information given.
Alternatively you are assuming that it is in fact a straight line of 180 degrees. How do we know it is not 181 or 179? The only info actually given is the right angle
Since it was shown one angle was 90 degrees and the other one lies on the same line it makes a supplementary angle, meaning that both angles equals to 180 degrees, and 90 is the only other angle you can have to add up to 180 degrees.
@@ryanandrcdiaz6436 Incorrect, you cannot tell from the diagram that it is "the same line". That is an assumption you are incorrectly making. You would need an angle symbol indicating it was 180 degrees, or some symbol that indicates the internal angles add up to 90.
It confused the shit out of me, too, because I'm looking at x to the zero power which, of course, would be 1. I've taken a lot of upper level math and have never seen anything like this.
Units of measurement aren’t even used when you don’t know the value of the quantity you are measuring: nobody says a = x m/s^2. And to top it all off, he doesn’t use them for the answers themselves where a value is actually given (“90 what? Peanuts?” As my teacher used to say)
IDK if this is a thing but you are not told if the line on the bottom is a straight line and you can't just assume it is because it looks like one hence the question isn't solvable without that information. In my experience, you should never take anything for granted in geometry as it is really hard to eyeball stuff like that.
What is the value of \(5x\)? 1. The diagram shows three angles: \( x^\circ \), \( 2x^\circ \), and \( 2x^\circ \). 2. These angles together form a right angle, which is \( 90^\circ \). 3. Therefore, we can write the equation: \[ x + 2x + 2x = 90^\circ \] 4. Combine the terms: \[ 5x = 90^\circ \] 5. Solve for \( x \): \[ x = \frac{90^\circ}{5} = 18^\circ \] 6. Find the value of \(5x\): \[ 5x = 5 \times 18^\circ = 90^\circ \] So, the correct answer is C) 90.
If you are smart enough to know it, just skip the video. Don't leave a comment making people feel bad about themselves. The video probably helped someone, that is what matters
No one said anything relating to this helping, no one felt bad about themselves, you're creating problems where they don't exist and advocate against them
@@sriram7904well in us most do calculus the year they take this exam the sat is supposed to be at an easy math level and is supposed to be possible for people to who don’t really know math past geometry so the question are not hard but sometimes confusing
This is a standard multiple choice mistake, though it is slightly twisted. Frequently, a MCQ will have you solve for x, (say x = 18), then plug x back into an angle for the final answer (say 36 degrees). But because one of the multiple choice answers is 18, the immediately pick that answer as soon as they find something that applies, without considering what the question is actually asking for.
The sum of 1 + 5 is a basic arithmetic operation that can be solved using addition. The result of this operation is 6. To solve this problem, we can simply add the two numbers together as follows: 1 + 5 = 6 This is a simple and straightforward calculation that does not require any advanced mathematical techniques or concepts. However, if we want to be more "genius" about it, we can think of this problem in a more abstract way. For example, we can think of 1 + 5 as a problem of combining sets. We can represent the number 1 as a set with one element, and the number 5 as a set with five elements. Then, we can combine these two sets to get a new set with six elements. Alternatively, we can think of 1 + 5 as a problem of counting. We can start at 1 and count up by fives until we reach 6. These more abstract ways of thinking about the problem can help us to develop a deeper understanding of the concepts of addition and number. However, they do not change the fact that the sum of 1 + 5 is 6. In summary, the sum of 1 + 5 is 6. We can calculate this using basic addition, or we can think of the problem in a more abstract way using sets or counting. These more abstract ways of thinking can help us to develop a deeper understanding of the concepts of addition and number.
For anyone confused, people probably get it wrong because in this type of questions, everyone simply finds th value of x which is 18 and thinks it's the answer, people don't read carefully to know it was 5x.
Lmao i thought i knew it immediately then he said "a ton of people get this one wrong", so i second guessed myself. But nope, its as obvious as it seems!
It’s a standardized exam used to test your comprehension on maths, reading, and language. It’s not very comprehensive and more general, however, having a higher score on it can help you get into better colleges, and get you scholarships.
@charcoalblasterdogalt3057 You know it is a right angle because of the right angle symbol. A right angle is 90 degrees. You can tell that there are five X angles that make up 90 degrees. That is like saying x= 90÷5 90÷5=18 so x=18 The question asks for the value of 5x That means 5 times x which = 90. It's a trick like he says, because people solve for x itself and feel like they solved it. My brain said 18 right away, but then I checked three actual question one more time (like I would of this were a final exam) and thought "Ah!! They almost caught me!"
You're just assuming that that is a straight line and not 179⁰/181⁰.... it's only marked as 90⁰ on one side, and we know nothing about the angles on the other side. We only have enough information to solve the problem IF we ASSUME that all 3 of the missing angles add together to 90⁰
@@thatoneguy611 correct, but irrelevant. raising x to the 0 power makes it always EQUAL 1, but that doesnt mean x=1 if x=5, then 5x^0=5, but 5x=25, not 5
They probably get it wrong because it’s not written correctly. It’s not clear that you’re solving for an angle. As written, you’re solving for the length of the line. If you’re solving for the angle, the problem, the diagram, and the answers given need the correct markings.
I agree that ALL math problems should be presented accurately BUT you gotta be a total d*****ss to mistake this for anything other than an angle problem. Thats not the issue here.
I agree, with the symbol of degrees looking like an exponent, no mark to show that 2x is for the angles and x for the first one Math is rigorous and need precision, you can’t ask for a good and precise answer if the question is not The mistakes the teacher makes will be visible in the way the students will approach the field
Dawg u are not just wasting your time but ours too, everyone with a functional brain and above the 6th grade can solve this without you explaining it to them.
I think ppl got it wrong because they don't read the question. Common mistake probably ppl choose 18. Because usually they would ask the value of X and not 5X or 4X etc.
Including the degree symbol can be misleading because it could be interpreted as a zero exponent. The problem would be better understood if the angle was not labeled degrees and to state that they are in terms of degrees using a sentence.
People can get confused because they thought that the degrees symbol (°) was to the power 0 (X^0). But they just have to look at the corners to know that it's talking about degrees 😂
It's a trick question designed to mislead. The expected question would be, What is the value of x? That, of course, is 18, choice A. Asking for the value of 5x is a test of your reading, not your math ability.
the fact that the left angle is 90 doesnt mean the right one is. The line might be 180.1 degrees, not 180, so 5x=90.05. Not enough information to calculate 5x
I love that I pause these videos to work it out myself and my brain just gives my the answer I wish and then I let him tell me the working. Keeps my brain sharp
Most people of people are CAPABLE of solving this, but the majority of those will get it wrong due to reading comprehension (especially on a timed exam.) I.e., They will answer A) 18 because that is what x is, rather than C) 90 because it actually asks for 5x.
Heres a concept he got wrong, you cant assume the angles on the right add up to 90. The left angle specifically says it is 90, but it doesnt say that for the right 3. Therefore you cant say 5x=90.
Just saying, this reasoning might work for a middle school math problem, but having the 90 deg indicator on one side of that segment doesnt mean that the other side is also 90 degrees. You would meed to show that the bottom line is in fact one line using arrows on the ends.
@@idonated50jellybeanstothew56 thats the thing though, just because it looks 90 doesnt mean it is. In the world of machining and engineering you dont get to make assumptions like that.
I was over here waiting for him to finish because I thought that 90 was too obvious. If a lot of people got it wrong, why would the obvious answer be right?
Real answer: it is not 90 degrees, I’ll explain why. You need to make x alone but 5 is with x so you need to separate it from x. So it’ll be 90 divided 5 which will equal to 18. The reason why divide is because: 5 * x can only become 5x, and you must change it to the opposite when switching numbers to the other side over the “=“. This goes the same for substraction and additional. For example (the number I provided here are just examples): 5 + x = 90 becomes x = 90 - 5. Reason why is because the 5 is positive and when switching over to the other side will become negative because it needs to be the opposite when switching over to the other side. Hope you understand
Ans) Option C )90 From the figure we have , x degree + 2*x degree + 2 x degree = 90 degree 5*x degree = 90 degree 5*x*π/180 = π/2 5*x = 90 Thus, Ans is 90
