i binge watched your channel during lockdown and i went from a grade 5-6 to a grade 9 and I've been accepted into one of the best sixth forms in London - thank you, absolute legend
I love you (but not in a romantic way more like the love that someone feels for someone after they have been helped in a time of need or desperation. You see im in a time of need/ desperation because i have a test soon and i need a form of revision so finding yours has helped a lot, this makes me appreciate you to great levels causing me to say that i love you. However, just because I've said that i love you and i've elaborated how this feeling comes from a temporary helping hand that you've lent, does not mean that my appreciation levels for you would decrease after I no longer require your helping hand. Of course i will always appreciate the help you have provided and even if i don't necessarily need it at the moment does not mean i would lose any value towards you overtime)
Hey I love you so much I have my gcse paper 1 tommorrow and I lm at a 5 and really want a 7 with your vids binging them this whole night I think it’s actually possible THANKYOU SM your channels really helpful I just came across it today WISH I KNEW THIS CHANNEL EARLIER I REGRET IT AHH
The root 5 does become root 5, but the fraction on the bottom you would only multiply the numerator, the same as any fraction such as 1/5 x 2 becomes 2/5 😁🙏🏼🙏🏼
Danielle Chad Thanks!! You can find the coordinate geometry series here: Coordinate Geometry - Perpendicular Lines | Part 2 | Grade 7-9 Maths Series | GCSE Maths Tutor ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-Oe3kXsk3VWw.html 😁
could someone explain the last questions he did? he was rationalising but in the example he did he multiplied both the top and bottom by root5 so wouldnt the 1/root5 turn into root5/5? as a root multiplied by itself is just that as a whole number. would appreciate an explanation thank you.
No, think of it like this 3/2×10=30/2 basically what just happened here is that the two didn't change because there is an invisible 1, get it? I explained it the foundation way now you use this for the square root 5 and you may be asking why are there different ways he does it well the main questions are when u try to even it out and when you try to times a fraction tou do what I explained get it?
12:25 what is the rule called here? you multiplied 1/SR5 by SR5 and got SR5/SR5 which equals 1 and so denominator is 1 + 5 = 6. But fraction 1/SR5 can also be written as 5^-1/2 in which case the denominator would be 5^-1/2 + 5. How do I know which way is the correct way?
The part I don't get sometimes is what to multiple it by.. lets say the denominator is √3 to rationalise this do I multiply by √3 or - √3 because I get confused since some people say you have to change the sign of the root then multiply it but obviously in this video you didn't do that so now I'm baffled. Hopefully this wasn't confusing I hope you reply please
ig its too late but ill explain it in case someone has the same concern as you, if 1/√a then multiply both nominator and denominator by √a and don't change signs if 1/a +- √b then multiply both nominator and denominator by the conjugate of the denominator => e.g; 4/(3-√5) (4 (3+√5)) / ((3-√5)(3+√5)) => (12 + 4√5 )/ (9- 3√5+ 3√5- 5) = 4 (3 + √5) / 4 = 3+√5
No, think of it like this 3/2×10=30/2 basically what just happened here is that the two didn't change because there is an invisible 1, get it? I explained it the foundation way now you use this for the square root 5 and you may be asking why are there different ways he does it well the main questions are when u try to even it out and when you try to times a fraction tou do what I explained get it?
I don't understand. Any surd in the denominator with a number, you seem to just multiply the surd by the surd and not the number. For example: (3-√2)√2 becomes 3√2-2 but for the denominator (2√2)√2, you're getting 2*2. How? Surely 2*√2 just becomes 2√2 again? I've followed all the other steps that make sense but I cannot understand this. I understand that √x*√x becomes X but here you are also multiplying the number by √x. It seems that I am missing a rule.
at 9:33 can't it be simplified further to become: √5? (the 5 will be moved to become 5√5 over 5then both 5"s in the numerator and denominator will be divided). thus can the answer be √5? pls reply fast i have a math test soon
hey u probably dont need it now but thats wrong because only the 5 divides not the root 5. i thought that as well its because the other one the 5 times by the root but this one is added not multiplied. sorry for my bad explanation lmao
could you please do videos on hard quadratic equations exam questions type and using the difference of two squares to draw graphs, I bare confused on those topics because my teacher doesn't explain it to me properly. thanks for ur videos.
I am a mature student and whilst I had a relatively good grade in Mathematics, I needed to meet minimum entry requirements for my Medicine offer which requires an A. I self-studied from scratch and gained a grade 9. I am due to start Medicine at Bristol University this September. Thank you so much for the effort you put into these videos. They are phenomenal!
