There's a little slider at the bottom of video so you can skip forward and preview.... And now you don't have to talk too much about people talking too much.
@@briham81 It's not that simple though is it? First he talks for 5 minutes about his experience, and other videos. Then he talks about the problem, then talks about his other videos on finding the LCD, then back to the problem, then talks about his other videos on factoring, then back to the problem. If you skip ahead, you might miss something. Too much extra chatter is distracting and interferes with concentration. A 5 minute tutorial takes 23 minutes to present. I get that YOU like it, but many of us just want to get to the method of solving the problem with no extra nattering.
This confused me a bit, since it's counter to how I was taught. You see, *before* solving any equation, you have to discuss legal values. For instance, if you are asked to solve [x^2 + sqrt(x - 1) = 4], then what is really meant is find the set { x | x^2 + sqrt(x - 1) = 4}. Implicit in the notation is that you can't take square roots of negative numbers, so you need to assume that x - 1 >= 0, or x >= 1. So, to be more exact, we need to find the set { x | x >= 1 and x^2 + sqrt(x - 1) = 4}. In this case, implicit in the equation is that the denominator can't be 0, which from the get-go precludes x in { -1, 1}. That should be step number 1, and not part of the "check" at the end! "Extraneous" solutions are a misnomer. Every time you multiply or divide LHS and RHS, you must add another condition. If I multiply (x-1), then I must assume that x is not 1, because otherwise, I multiply by 0 on both sides, doing the useless work of proving that 0 = 0. If I later get a "solution" that x = 1, it can be immediately discarded because we assumed that x could not be 1! Anyway, the real problem here is not understanding pre-conditions and not using logic reasoning and set theory.
Please I love your teachings but the writings on the screen doesn't allow to see clearly I'd love if we eliminate the writings and keep the working screen thanks
Do you sell your notes on hard copy? If not, then are the digital ones able to be downloaded and printed once purchased? It's just I work better with pen and paper. Many thanks.
After sitting waiting for the product advertisement to end, you start talking about lowest common denominator. After going on about LCD for several minutes you say this video has nothing to do with LCD. We are now 1/3 through the video and nothing has been done to solve the problem. At this point in time I think I have better things to do.
I am so tired of the preamble in each of your videos. 4:30 until you start. Even then, you talk about your other videos. Too much nattering. This could be taught in 5 minutes. I'm unsubscribed!
Omg! I was thinking about getting a Mohawk!!1 mind you, it was because a librarian I work with has one , and it looks good so...another great little lesson btw!
put in x=0 and you get -7=-1 and I realy don't understand that. If you want to solve the equation just multiply by x^2-1 and solve the quadratic equation resulting from that. No need to blablabla.
Get real, how many people really use algebra in their daily lives. These equations don’t mean a thing to peoples live unless you teach it. Everyone that uses mathematics in life use simple math including banks.
Would u solve this differently? I'm curious of the other methods. Or wld u do it the same, just complaining about how he explained it? The only thing that bothered me is complicating a simple concept, ie x=3... 3=3🙄 @17:15. It's apparent it's 3 to 99% of the students😂
Hate to be rude but there’s so much babbling plus this is hard to follow and understand compared to another video that was less than 3 minutes that was clear and clicked in the first minute.
I wrote without seeing the comments and feared I may have been rude. But, no, clearly nearly everyone sees the same issues. Thankfully. It’s teaching like this that makes people feel stupid and hate math, when in reality it’s just taught poorly. Maybe he got the “99%” figure by polling his, and only his, students.
@@stevematson4808 I just took some crack and played it at 10x and it's STILL too slow. I also eat soup as fast as possible so I can get back to learning! As the saying goes, "SPEED SPEED SPEEEEEEEED!"
You need to cut down the fluff off your video. Too much unnecessary wasteful tangents. The first order of business in a fraction is tgat you must not have a zero in the denominator. So x cannot be equal to 1 and cannot be -1. This should have been pointed out first. Then solve the other extraneous solutions. 5 minutes flat
I do understand this quite well, but honestly you teach it in a very confusing way. Just make the factors and steps bare simple and explicit rather than point with a cursor and hope the user pictures what the mouthful you’re saying looks like. Information hiding/reduction and being explicit with EVERY step is crucial. And, economy of words. Just put out a thought, pause, write, pause, next thought. That’s my advice if you want to reach people who are confused.
To be clear, by “information hiding” I mean reducing only to what is necessary at each step. See how we go from the problem at 8:19, to a whole vomit of information that is not needed and just competes with the intended focus of attention.
This is a complex one, quite difficult. A lot of knowledge and skills are needed, but I do like that they aren't all explained. For instance: at 11:16 he does not explain how he went from the 'Level 2 trinomial' to the factors without actually doing the factoring: the fact that you need to be able to factor for this assignment is explicitly stated and he points to a separate video. I can imagine that it is frustrating if you are stuck and don't understand what the hell is going on between steps. But maybe that indicates that solving this equation is just a bit too advanced and you need to develop more underlying skills first. No shame, again: this is a difficult one. The thumbnail wasn't clickbait :-)
I did it this way knowing that (x+1)(x-1) = x^2 -1 multiply both sides by (x-1) 3(x-1) + 10/(x+1) = 5 add the fraction "the bottom multiply the 3(x-1)" (3(x^2-1)+10)/(x+1) = 5 multiply both sides by (x+1) 3(x^2-1) + 10 = 5(x+1) reduce the number 3x^2 - 3 +10 = 5x + 5 3x^2 + 7 = 5x + 5 x^2 = (5x+5-7)/3 x^2 = (5x-2)/3 x^2 = 5x/3 - 2/3 2/3 = x + 2/3x - x^2 x = 2/3 or x = 1 can be the answer I guess since I don't know how to do the rest LOL
We’re not all cut out to be rocket scientist. Too much effort is put into teaching this stuff to those that will never have a need for it. But yes for those that are it must be available.
If you make a discusion about a solution so unnecessary complicated I can imagine that 99% doesn't understand it. All that extra information is just confusing.
this is good stuff, but you should have specified that x can't be equal to 1 or -1 in the first place. students shouldn't wait to check an answer to specify this, they should be in the habit of making it clear that any denominator can never be 0
Good, this hammered home that I must first seek the LCD. At first I did the prob by factoring but I sort of ran out of road. Why isn't zero a legit answer? Why can't I divide both sides of the original equation by zero and get, 3 + = ?
Greetings. We will rewrite the expression as 3(X^2-1) + 10 = 5(X +1) after multiplying all terms of the expression by (X^2 -1) and also with the knowledge of knowing that (X^2 -1) = (X-1)(X +1). Now from the rewritten equation we have 3X^2 -5X + 2=0. Finally, we factor the expression to get (X-1)(3X -2)= 0, and the values of X =1, 2/3
Sorry to say that your solution is fundamentally wrong! You should actually multiply all terms with (X^2-1)(X-1). This leads to a third degree equation that has up to 3 solutions! In your equation two out of three solutions coincide, so you did not notice the missing solution! When I make a minor change to your original equation: replace 10 in your equation by 9; then we find really three solutions, namely X=1; X=(5+/- SQRT(13))/6. Shall we say that the equation is too difficult for 99.9% of the students?
First Time! You don't to multiplicate by x²-1 to the two menbres of the equation, you don't know, if this expresion is equal to zero, because when x²-1 is zero, you don't to multiplicate the two menbres of equation. Do you know, what is the first step when you start to resolve a equation? I see that you don't know. Is posible to multiplicate when you considerate what x²-1 is not zero, The next step you know, is posible to cancelate the same factor, on your exposition is not posible, you make a mistake, because you would be dividing by zero, this is incorrect in elementary mathematics.
Isn't it allowed to do a lim calculation? As a simple example, calculate f(x)=x/x for x=0. According to your explanation, this cannot be calculated. However, lim x/x for x nears 0, the result is valid and equals 1.
Here is the straightforward method. 1) get rid of the fraction. One term is divided by x²-1 another is x-1. Which you should know is a factor of x²-1. So multiply the whole equation by x²-1 to give 3(x²-1) +10= 5(x²-1)/(x-1)=5(x+1) 2) expand 3x² -3 +10= 5x+5 3) collect terms 3x²-5x+2=0 4) solve quadratic. 4a) by factorisation You may be able to spot x=1 is a solution . So that gives one factors. (3x-2)(x-1)=0 x=1 or x=2/3 OR 4b) quadratic formula x= (5+-sqrt(25-24))/(2×3) x=(5+-1)/6 x=1 or 2/3 Check by substitution Note use of LCM is uneccesary in this case and confusing in general. Just multiply through by the largest divisor and see what you are left with after cancellation.
Everything you say is true ; but , we must throw out the x = 1 solution because it leads to division by zero in the original stated problem . If we also found x = negative 1 , we would have to throw that out also because it leads to division by zero in 10/(x^2-1). I can't stand to watch this guys videos . I watched 1 almost through all the way . He takes a topic that should that should take 2 or 3 minutes tops and stretches it out to half an hour . This stated problem for example x = 1 and x = negative 1 leads to division by zero which is forbidden . Any time either of these values come up they must be thrown out as solutions .
I guess I did it the hard way, once I got to the quadratic equation is used the formula: x = [-b ± √(b² - 4ac)] / (2a) and I got the correct answer using a=3, b=-5, c=2. It's been 40 years since high school!
Most don't mean to say he's just talking about nothing too much. It's more about his going back and forth, back and forth and all the side notes of each problem. If we need to learn this, we need to see the steps without all the side chat distracting from the process. It would be much more helpful if he just went from start to finish with the process of current problem.
well, you can set D=0 , determine 1 cannot be x. And, later you can divide out (x+1) just leaving 3(x-1)=5, x=2/3. Plug inn x to verify and call it a day.
In Australia it's probably year 12 level and not an easy one. Year 12 is the final year before possibly moving on to university. In my case (back in the 70s), it wasn't covered until first year university.
@@toby9999 No offense mate but this is literally quadratics and basic algebra. In the U.S. we're usually taught this around year 8 or year 9, and even we're a little behind academically.
The point about extraneous roots is good but unfortunately, he gets it completely wrong at the end as 0 is a valid solution to both x^2 = 3x and x^2-3x = 0!
You don't need to know about the LCD though. Just do what you do when you add somethin to a fraction. Multiply it by the bottom number and put the bottom number under it. Which is essentially multiply it by 1.
One small critque on your videos direction; you keep interupting the flow of explination with unrelated content, and for me, and possibly others, it's distracting. When I try to rewind, to have you repeat a portion of the explination, I am again met with unrelated noise. I know this is an old video, and perhaps you've changed your flow, but watching this specific video makes me not want to watch any of your others. But I see in the comments many people love your videos, so this is just to point out one aspect that killed it for me.
If 99% of Algebra Students don't UNDERSTAND this, then they have had very poor tutelage.
They were not trying
Boet...you are great and don't need to tell us for the first minutes what you offer...just solve the equation and teach us.
To much advertising; to little teaching.
There's a little slider at the bottom of video so you can skip forward and preview.... And now you don't have to talk too much about people talking too much.
@@briham81 It's not that simple though is it? First he talks for 5 minutes about his experience, and other videos. Then he talks about the problem, then talks about his other videos on finding the LCD, then back to the problem, then talks about his other videos on factoring, then back to the problem. If you skip ahead, you might miss something. Too much extra chatter is distracting and interferes with concentration.
A 5 minute tutorial takes 23 minutes to present. I get that YOU like it, but many of us just want to get to the method of solving the problem with no extra nattering.
That's all true as well
@@lincolntrewethey I agree wholeheartedly
please: you should use "too" when indicating 'additionally' rather than "to!"
i was cringing the whole time during the intro. please get straight into the explanation and less advertising
Just advance the video past the intro. Easy peasy!
Problem solving starts at 7:00!
Ty!!
Too much worthless talk
@@walther7147 Factor out the ingratitude :-)
@@walther7147 It's an ad.
He definitely talks too much
This confused me a bit, since it's counter to how I was taught. You see, *before* solving any equation, you have to discuss legal values. For instance, if you are asked to solve [x^2 + sqrt(x - 1) = 4], then what is really meant is find the set { x | x^2 + sqrt(x - 1) = 4}. Implicit in the notation is that you can't take square roots of negative numbers, so you need to assume that x - 1 >= 0, or x >= 1. So, to be more exact, we need to find the set { x | x >= 1 and x^2 + sqrt(x - 1) = 4}.
In this case, implicit in the equation is that the denominator can't be 0, which from the get-go precludes x in { -1, 1}. That should be step number 1, and not part of the "check" at the end! "Extraneous" solutions are a misnomer. Every time you multiply or divide LHS and RHS, you must add another condition. If I multiply (x-1), then I must assume that x is not 1, because otherwise, I multiply by 0 on both sides, doing the useless work of proving that 0 = 0. If I later get a "solution" that x = 1, it can be immediately discarded because we assumed that x could not be 1!
Anyway, the real problem here is not understanding pre-conditions and not using logic reasoning and set theory.
What you just typed confused me even more!!! lol
Please I love your teachings but the writings on the screen doesn't allow to see clearly I'd love if we eliminate the writings and keep the working screen thanks
Thanks for your service.
Hi where are you from, sir. I would just love to meet your teacher.
Do you sell your notes on hard copy? If not, then are the digital ones able to be downloaded and printed once purchased?
It's just I work better with pen and paper.
Many thanks.
After sitting waiting for the product advertisement to end, you start talking about lowest common denominator. After going on about LCD for several minutes you say this video has nothing to do with LCD. We are now 1/3 through the video and nothing has been done to solve the problem. At this point in time I think I have better things to do.
No one is forcing to watch this, right? People are never happy.
where do you use that equation?
Great video. Thanks
You should FIRST factor the denominators and list the POTWENTIAL extraneous roots.
Wait. 1 counts as a correct answer?
I'm perplexed.... with golden rules of algebra one can rearrange the equation to no longer have those divide-by-zero denominators...
I am so tired of the preamble in each of your videos. 4:30 until you start. Even then, you talk about your other videos. Too much nattering. This could be taught in 5 minutes. I'm unsubscribed!
Just advance past the intro. Easy peasy! Stop your whining!
@@AlexZander688 We covered that in another comment. Do try to keep up.
I get X= 2/3 as the only possible solution.
Omg! I was thinking about getting a Mohawk!!1 mind you, it was because a librarian I work with has one , and it looks good so...another great little lesson btw!
And the kicker was amazing!
...by that I mean I did forget to check for extraneous solutions! Oh mighty gods of Soh-Cah-Toa, don’t forsake me, despite my sin(e)...I’m so clever!
very good review
when I see x²-1 i see xx-1 not what you showed
I need help with teacher certification. Please
Watch from 7 minutes to 17. The rest is a waste of time
Multiply with x^2-1 and set the right side to zero and solve Don't think that 99% don't unverstand this problem. It's to easy.
put in x=0 and you get -7=-1 and I realy don't understand that. If you want to solve the equation just multiply by x^2-1 and solve the quadratic equation resulting from that. No need to blablabla.
X=0
3+10/-1====5/-1
----13===××××---5
This is so stupid, how can you say that 99% don't understand? It's an easy equation, you can solve it in less than 3 minutes.
What don't 99% don't understand
I can’t believe one could stretch solving this trivial equation to 23 min …
Don’t watch the video then.
That's my problem too.
Since not everyone understands math, I believe he is “teaching” not just trying to blaze thru & show how smart he is.
Hello
Get real, how many people really use algebra in their daily lives. These equations don’t mean a thing to peoples live unless you teach it. Everyone that uses mathematics in life use simple math including banks.
Ok 99% dont understand because you were probably their teacher😂
Would u solve this differently?
I'm curious of the other methods. Or wld u do it the same, just complaining about how he explained it?
The only thing that bothered me is complicating a simple concept, ie x=3... 3=3🙄 @17:15. It's apparent it's 3 to 99% of the students😂
The Socratic math app gave me the answer, and worked it out step-by-step in under 5 sec… just saying.
You didn't show us how to do it, you're just talking to much
I didn’t watch the long ass video
Get to the point man lol
You really should talk less.
Sorry but you talk too much. I teach in a prison; trust me, if you produced an explanation like this in there you’d be completing the problem in A&E 🤣
You talk to much
To much off track talking " which ramp do I get off on". Get to the explanation quickly"
Hate to be rude but there’s so much babbling plus this is hard to follow and understand compared to another video that was less than 3 minutes that was clear and clicked in the first minute.
I wrote without seeing the comments and feared I may have been rude. But, no, clearly nearly everyone sees the same issues. Thankfully. It’s teaching like this that makes people feel stupid and hate math, when in reality it’s just taught poorly. Maybe he got the “99%” figure by polling his, and only his, students.
@@sibbyeskie I have to agree. 🤦♂️
Many words. Just directly discuss on the computation as simple as possible.
I played it at 2x speed
And still too slow
@@stevematson4808 I just took some crack and played it at 10x and it's STILL too slow. I also eat soup as fast as possible so I can get back to learning! As the saying goes, "SPEED SPEED SPEEEEEEEED!"
No, I like the extra detail. Why not just skip along if you don't like it?
You need to cut down the fluff off your video. Too much unnecessary wasteful tangents.
The first order of business in a fraction is tgat you must not have a zero in the denominator. So x cannot be equal to 1 and cannot be -1. This should have been pointed out first. Then solve the other extraneous solutions. 5 minutes flat
I do understand this quite well, but honestly you teach it in a very confusing way. Just make the factors and steps bare simple and explicit rather than point with a cursor and hope the user pictures what the mouthful you’re saying looks like. Information hiding/reduction and being explicit with EVERY step is crucial. And, economy of words. Just put out a thought, pause, write, pause, next thought. That’s my advice if you want to reach people who are confused.
To be clear, by “information hiding” I mean reducing only to what is necessary at each step. See how we go from the problem at 8:19, to a whole vomit of information that is not needed and just competes with the intended focus of attention.
I prefer the way he did it with the extra detail. My experience with most mathematics teachers is they never gave enough detail.
This is a complex one, quite difficult. A lot of knowledge and skills are needed, but I do like that they aren't all explained. For instance: at 11:16 he does not explain how he went from the 'Level 2 trinomial' to the factors without actually doing the factoring: the fact that you need to be able to factor for this assignment is explicitly stated and he points to a separate video. I can imagine that it is frustrating if you are stuck and don't understand what the hell is going on between steps. But maybe that indicates that solving this equation is just a bit too advanced and you need to develop more underlying skills first. No shame, again: this is a difficult one. The thumbnail wasn't clickbait :-)
He still doesn't know the difference between a least common divisor and a least common multiplier.
Your explanation are so long and confusing....
Has anyone plugged the 2/3 answer into the original equation and made it work?
That was my solution.
Sure! Works fine! Both sides come out to -15. Try it again yourself, it's straightforward.
I did it this way knowing that
(x+1)(x-1) = x^2 -1
multiply both sides by (x-1)
3(x-1) + 10/(x+1) = 5
add the fraction "the bottom multiply the 3(x-1)"
(3(x^2-1)+10)/(x+1) = 5
multiply both sides by (x+1)
3(x^2-1) + 10 = 5(x+1)
reduce the number
3x^2 - 3 +10 = 5x + 5
3x^2 + 7 = 5x + 5
x^2 = (5x+5-7)/3
x^2 = (5x-2)/3
x^2 = 5x/3 - 2/3
2/3 = x + 2/3x - x^2
x = 2/3 or x = 1 can be the answer I guess since I don't know how to do the rest LOL
X=1/4
Very odd proces.
99% teacher don' t know what is shortcut method😂😅😆
We’re not all cut out to be rocket scientist. Too much effort is put into teaching this stuff to those that will never have a need for it. But yes for those that are it must be available.
Thank you.....Just purchased your math course for TEAS.....Thank you for giving all of this information
X = 2/3
Therefore 15 = 15
I'm confused...
Using algebra I can get those denominators REMOVED. Once removed the roots are ALL viable.
Do you ever cover problems that actually cannot be solved in one's head?
Most people won't solve this in their head so yes he does.
If you make a discusion about a solution so unnecessary complicated I can imagine that 99% doesn't understand it. All that extra information is just confusing.
Are your notes giving the the real and true answer to the question and showing the real and true way of showing your work hint hint
Jesus, man, there's a lot of wasted time and words here. How about getting down to business in 10 minutes instead of a 23 minute video.
It is a lot of blablabla….you should go straight forward to the point….the video become very annoying
I see that you are talking more than necessary, try to take direct action to waste less time,thanks a bunch 🙏
Factoring is useless. Real world equations almost never factor.
this is good stuff, but you should have specified that x can't be equal to 1 or -1 in the first place. students shouldn't wait to check an answer to specify this, they should be in the habit of making it clear that any denominator can never be 0
That the solution can't be 1 should be obvious to anyone with skills to solve this problem.
RA, RA, I, RA RA RA MY...RA RA.....Get on with it man.
Too many words! Put your pencil where your mouth is.
I wasted 14 min of my life watching this video….
You didn't know it either until you learnt
Good, this hammered home that I must first seek the LCD. At first I did the prob by factoring but I sort of ran out of road.
Why isn't zero a legit answer? Why can't I divide both sides of the original equation by zero and get,
3 + =
?
Dividing by 0 has infinite solutions, like 1, 2, 3, 4, 5, 6
I love "X" trainee us solutions !
You interrupt yourself a lot.
Too too wordy. What a jerk.
Greetings. We will rewrite the expression as 3(X^2-1) + 10 = 5(X +1) after multiplying all terms of the expression by (X^2 -1) and also with the knowledge of knowing that
(X^2 -1) = (X-1)(X +1). Now from the rewritten equation we have 3X^2 -5X + 2=0. Finally, we factor the expression to get (X-1)(3X -2)= 0, and the values of X =1, 2/3
Sorry to say that your solution is fundamentally wrong! You should actually multiply all terms with (X^2-1)(X-1). This leads to a third degree equation that has up to 3 solutions! In your equation two out of three solutions coincide, so you did not notice the missing solution! When I make a minor change to your original equation: replace 10 in your equation by 9; then we find really three solutions, namely X=1; X=(5+/- SQRT(13))/6. Shall we say that the equation is too difficult for 99.9% of the students?
First Time! You don't to multiplicate by x²-1 to the two menbres of the equation, you don't know, if this expresion is equal to zero, because when x²-1 is zero, you don't to multiplicate the two menbres of equation.
Do you know, what is the first step when you start to resolve a equation?
I see that you don't know.
Is posible to multiplicate when you considerate what x²-1 is not zero, The next step you know, is posible to cancelate the same factor, on your exposition is not posible, you make a mistake, because you would be dividing by zero, this is incorrect in elementary mathematics.
Agonizing
99% of English Students don’t UNDERSTAND the words 'go ahead' are usually completely superfluous
Dude, this jumbled up mess is exactly why I don't understand Algebra...
I cant, for the life of me, see the value of knowing this information...
Isn't it allowed to do a lim calculation? As a simple example, calculate f(x)=x/x for x=0. According to your explanation, this cannot be calculated. However, lim x/x for x nears 0, the result is valid and equals 1.
"I wasn't that good at math in highschool"
Explains it all
I would have shown how to solve it in less than 30 seconds!
Here is the straightforward method.
1) get rid of the fraction. One term is divided by x²-1 another is x-1. Which you should know is a factor of x²-1. So multiply the whole equation by x²-1 to give
3(x²-1) +10=
5(x²-1)/(x-1)=5(x+1)
2) expand
3x² -3 +10= 5x+5
3) collect terms
3x²-5x+2=0
4) solve quadratic.
4a) by factorisation
You may be able to spot x=1 is a solution . So that gives one factors.
(3x-2)(x-1)=0
x=1 or x=2/3
OR
4b) quadratic formula
x= (5+-sqrt(25-24))/(2×3)
x=(5+-1)/6
x=1 or 2/3
Check by substitution
Note use of LCM is uneccesary in this case and confusing in general. Just multiply through by the largest divisor and see what you are left with after cancellation.
Everything you say is true ; but , we must throw out the x = 1 solution because it leads to division by zero in the original stated problem . If we also found x = negative 1 , we would have to throw that out also because it leads to division by zero in 10/(x^2-1). I can't stand to watch this guys videos . I watched 1 almost through all the way . He takes a topic that should that should take 2 or 3 minutes tops and stretches it out to half an hour . This stated problem for example x = 1 and x = negative 1 leads to division by zero which is forbidden . Any time either of these values come up they must be thrown out as solutions .
I guess I did it the hard way, once I got to the quadratic equation is used the formula: x = [-b ± √(b² - 4ac)] / (2a) and I got the correct answer using a=3, b=-5, c=2. It's been 40 years since high school!
X==1/4
Thank you for sharing your knowledge,
Lot of comments over your stretch of videos with people saying talk to much etc.. this content is fantastic. Keep teaching.
Most don't mean to say he's just talking about nothing too much. It's more about his going back and forth, back and forth and all the side notes of each problem. If we need to learn this, we need to see the steps without all the side chat distracting from the process. It would be much more helpful if he just went from start to finish with the process of current problem.
@@JahreadyKnow Thank you, thank you. I'm passing your info on to my granddaughter and I think she will love it.
df
well, you can set D=0 , determine 1 cannot be x. And, later you can divide out (x+1) just leaving 3(x-1)=5, x=2/3. Plug inn x to verify and call it a day.
👆👆👆👆
I don’t remember learning this in high school. Would this content be in an algebra 2 curriculum?
In Australia it's probably year 12 level and not an easy one. Year 12 is the final year before possibly moving on to university. In my case (back in the 70s), it wasn't covered until first year university.
@@toby9999 No offense mate but this is literally quadratics and basic algebra. In the U.S. we're usually taught this around year 8 or year 9, and even we're a little behind academically.
The point about extraneous roots is good but unfortunately, he gets it completely wrong at the end as 0 is a valid solution to both x^2 = 3x and x^2-3x = 0!
You don't need to know about the LCD though. Just do what you do when you add somethin to a fraction. Multiply it by the bottom number and put the bottom number under it. Which is essentially multiply it by 1.
Good job
I wish that i had a teacher like you back in my day.
Please correct the headline. »99 % of US American ... students ...«.
Es fantástico a donde nos pueden llevar las matemáticas.
One small critque on your videos direction; you keep interupting the flow of explination with unrelated content, and for me, and possibly others, it's distracting. When I try to rewind, to have you repeat a portion of the explination, I am again met with unrelated noise. I know this is an old video, and perhaps you've changed your flow, but watching this specific video makes me not want to watch any of your others. But I see in the comments many people love your videos, so this is just to point out one aspect that killed it for me.