Awesome man. I've been there too. Prof. Leonard's lectures saved me from giving up. Most math educators are careless and often let their students fail without batting an eye. Those dicks.
I can relate. For 5 years I tried learning math from books with out any college lectures because of the price. Now I can pass my tests to get the job I've always wanted without a college credit. Saved me from giving up for five years man.
I actually started taking a prealgebra course even tho I'm a senior in high school just because i knew professor leonard had a playlist for that lol i love hearing this man speaks
Do different bases, like base 20 or base 60 change infinite non-repeating decimals, ie, irrational numbers, into finite decimals in different bases, ie, changing an irrational number into a rational number just by changing the base of the number system?
Leo I have a wired question, why u bolw when u write sth wrong, as if ur breath would erase the ink on the board 🤣😅😅😅 sorry, but I've seen you doing it over and over again and I was wondering 😁 Thank you Prof, I loooooooooooove your lectures 🥰🥰🥰🥰🥰
By the way guys, dividing by 100 is the same as multiplying by 10^-2, so if you see scientific notation in like, say, a chemistry class, then you know what it means and why multiplying by 10^-2, which is the same as dividing by 100 or multiplying by 1/100, moves the decimal to the left two spaces and multiplying by 10^2 = 100 moves the decimal to the right two spaces.
At 23:00, guys, 100% = 100/100 like 1% = 1/100. So really, converting from "a decimal" over 1, because all numbers can be written over 1 as a fraction, including decimals, into a percentage should be done by multiplying by 100/100 not multiplying by 100/1. So, for example, 0.35% is actually 0.35/100, just like 1% is actually 1/100. So 0.35% = 0.35/100 = 0.0035/1 = 0.0035. And 1% = 0.01. Then going back to percentages. 0.0035/1 * 100/100 = 0.35/100 = 0.35%. Notice this is odd/feels weird because we're using all equals signs, this means all the proportions are equal. Notice this is because 100/100 = 1/1 = 1 = 100%. So converting a decimal to a percentage is just like multiplying by 1. So we're not changing anything but the way it looks by doing this; it's literally all the same. This fact could have really been explained better in lecture frankly. It took me a minute to figure it out. I think this aspect of this topic is exactly what makes it confusing for students.
So far, all your comments on these videos haven't been helpful at all, let alone teach anything useful whatsoever. There's no reason to multiply by 100/100. Any decimal times 100 gives you the percentage of that decimal. 0,5 * 100% = 50, thus 50%.
Professor Leonard names these videos after the sections in his course books, and he sometimes decides to skip sections that he thinks are irrelevant. You can sometimes see him go 2 sections forward between videos but actually continue with the same lecture in that next video, so this indicates that he skips those missing sections on purpose.
Thank you for helping me to pass math because I was so ready to give up. Please keep making these beyond awesome videos!
Awesome man. I've been there too. Prof. Leonard's lectures saved me from giving up. Most math educators are careless and often let their students fail without batting an eye. Those dicks.
I can relate. For 5 years I tried learning math from books with out any college lectures because of the price. Now I can pass my tests to get the job I've always wanted without a college credit. Saved me from giving up for five years man.
I actually started taking a prealgebra course even tho I'm a senior in high school just because i knew professor leonard had a playlist for that lol i love hearing this man speaks
Thank you so much professor Leonard
best teacher IN THE WORLD
Do different bases, like base 20 or base 60 change infinite non-repeating decimals, ie, irrational numbers, into finite decimals in different bases, ie, changing an irrational number into a rational number just by changing the base of the number system?
shut up
ur not the teacher
@@minli8344 I asked a question my man. Get over it.
Leo I have a wired question, why u bolw when u write sth wrong, as if ur breath would erase the ink on the board 🤣😅😅😅 sorry, but I've seen you doing it over and over again and I was wondering 😁
Thank you Prof, I loooooooooooove your lectures 🥰🥰🥰🥰🥰
By the way guys, dividing by 100 is the same as multiplying by 10^-2, so if you see scientific notation in like, say, a chemistry class, then you know what it means and why multiplying by 10^-2, which is the same as dividing by 100 or multiplying by 1/100, moves the decimal to the left two spaces and multiplying by 10^2 = 100 moves the decimal to the right two spaces.
at 8:28 why do we need to multiply the fraction by 1%?
It is the same as dividing with 100
To get rid of the percent sign
At 23:00, guys, 100% = 100/100 like 1% = 1/100. So really, converting from "a decimal" over 1, because all numbers can be written over 1 as a fraction, including decimals, into a percentage should be done by multiplying by 100/100 not multiplying by 100/1.
So, for example, 0.35% is actually 0.35/100, just like 1% is actually 1/100. So 0.35% = 0.35/100 = 0.0035/1 = 0.0035. And 1% = 0.01.
Then going back to percentages. 0.0035/1 * 100/100 = 0.35/100 = 0.35%. Notice this is odd/feels weird because we're using all equals signs, this means all the proportions are equal. Notice this is because 100/100 = 1/1 = 1 = 100%. So converting a decimal to a percentage is just like multiplying by 1. So we're not changing anything but the way it looks by doing this; it's literally all the same. This fact could have really been explained better in lecture frankly. It took me a minute to figure it out. I think this aspect of this topic is exactly what makes it confusing for students.
So far, all your comments on these videos haven't been helpful at all, let alone teach anything useful whatsoever. There's no reason to multiply by 100/100. Any decimal times 100 gives you the percentage of that decimal. 0,5 * 100% = 50, thus 50%.
Hey what ever happened to 7.2 ?
7.1 then 7.3
There isn't 7.2
Professor Leonard names these videos after the sections in his course books, and he sometimes decides to skip sections that he thinks are irrelevant. You can sometimes see him go 2 sections forward between videos but actually continue with the same lecture in that next video, so this indicates that he skips those missing sections on purpose.
13:00