That's very nice of you to say. Don't forget to practice. Each section on the website has a generator with the solutions. greenemath.com/Prealgebra.html Hint the ads button on the menu bar first.
@believeinpeace The main thing is to take your time and don't move on until you understand something. Lots and lots of practice is the only way to learn math. If something isn't clear just leave a comment with a time marker and I'll try to explain!
I just finished pre-algebra and I'm looking forward to taking Algebra 1. I've always felt insecure about my ability in math, but I want to thank you for making it easy to learn. I really appreciate the effort put into the great content-the videos, the website-everything! Thank you so much!
Looking to go back to school but I haven’t taken a math class in over ten years, I discovered this channel Saturday and I just completed your Pre-Algebra Course today. Amazing content, you break down Math so it makes sense , I plan on continuing watching and studying your courses for the remainder of the year.
4:28:35 it might help to think of this as an alligator which eats the bigger number. For instance : - 2 < 5, 5 is larger so the alligator eats it! I hope this helps someone in the future.
Thank you so much for the box explanation, you are the best! 9:13:29 Thank you so very much 9:19:45 You are a genius with the pizza explanation. I never would have understood it without the pizza. Thank you so much
@@Greenemath Actually, thank you so much. You explain everything in a manner so that I understand it. I can’t wait to get to Algebra!! Thank you so very much!
I am not understanding why we are factoring whole numbers down to the smallest size? What does that do for us ? 7:40:58 I attempted to read more about it on the internet, but I don't get it. Thank you In addition, I thought it was great when you kept repeating yourself, when you explain things over and over again it is great. This was when you discussing how to multiply square roots with and without the parenthesis. You are an amazing teacher!
Finding the prime factorization of a number is required for lots of things. In a few lessons, you will start working with fractions and simplifying fractions. To do that you need to know what is common between the numerator and denominator. So you will factor both and then cancel any common factors other than 1. There are other uses for factoring that will also come up as you work your way through the rest of the course.
🙂I'm just going to watch the videos and enjoy learning from you. I just can't do the problems. I might be able to figure it out if they worked out the problem after I answer it wrong , but it says I got it wrong and moves on the the next one that I get wrong. It is fine I am really enjoying the lectures. I am just not an algebra person. I was excellent at geometry in school. I have not done it for years, but I loved it!! You are great and thank you for the lessons
Everyone struggles with doing the problems on their own, it's normal. What is hard now will become extremely easy later but only after you work on things on your own. When you encounter a problem just ask: how did the this similar problem get solved in the lecture? What was the first step and so on. After you solve enough of those problems you will find them to be easy. Then you just rinse and repeat with the next section. On GreeneMath the full solutions for everything are actually shown under the "Step-by-Step" part. I also have video solutions for all of the practice tests. If you want, I can enroll you for free in my Udemy course which might be more helpful? Just let me know.
@@Greenemath Thank you. I saw the step by step instructions, but I did not watch it because it looked like it was for a different problem. I’ll try it again when I’m not so frustrated. I’ll watch the step by step. Thank you so much!
marker 8:57:25. I understand what you are doing and the result, but I do not understand the reason why we are doing this. I understand all of the mechanism of all of you said about simplification and reduction, but why? Thank you!
I don't have a great answer for that one. It's just something we do in math. Having 5 out of 10 slices of a pizza is the same as saying I have 1/2 of a pizza. Which is the correct way to say it? I guess it just depends on the person. In math we just have a rule that says when you answer with a fraction, it should always be simplified or reduced to its lowest terms.
13:57:58 I thought the zeroes after the decimal point on the left do have value and those on the right after the decimal point do not have value. So when you move the decimal point to 3.2% what does that mean? I'm a little lost Sorry!!!
After the decimal point, any zero placed to the right of the final non-zero digit does not add any value to the number and can be deleted. 5.02 = 5.02000 The three zeros after the 2 can be deleted as they don't add any value to the number. The zero after the decimal point and to the left of the 2 needs to stay. Now, let's go to the problem. We are trying to create a percentage, which means "parts per hundred". 3/100 is 3% 5/100 is 5% What we have is 0.032 in the problem. The long way is to convert this into a fraction with a denominator of 100. This would end up giving us: (16/5)/(100) = 3.2/100 = 3.2% The shortcut with a decimal number is to just move the decimal point two places to the right, and then add in a percentage symbol. 0.032 = 3.2% Why does that work? It's a two step thing. First off dividing by 100 moves the decimal point two places to the left. To undo that we just move the decimal point two places to the right. 0.032 = 3.2/100 = 3.2%
@@Greenemath Oh okay! I get it now. I understood everything else in the video so far and got mixed up on this one. Thank you so very much! I get it now!
At 11:42:36 why do we add together the denominator, but we multiple the denominators? Is it because the denominators in the multiplication problem do not have to be the same?
Where are trying to simplify a complex fraction, which is a fraction that contains a fraction in the numerator, denominator or both. Here the numerator of the complex fraction is 5 + (3/2) and the denominator is -2 or you could say -2/1. There are two ways to simplify here, the first way is to simplify the numerator and denominator separately and then perform the main division. The second method is the LCD method, which is shown at 11:47:34. So let's walk through what's being done in the video, which uses the first method. (5 + (3/2))/ (-2) First we will simplify the numerator of the complex fraction, so let's get a common denominator. 5 * (2/2) + (3/2) = (10/2) + (3/2) = 13/2 This will be the new numerator of the complex fraction. The denominator is still -2/1 (13/2) / (-2/1) How do we divide fractions? We multiply by the reciprocal: (13/2) * (-1/2) = -13/4
@believeinpeace That goes back to the concept of adding fractions. When you add two fractions and there is a common denominator, you add the numerators, place that over the common denominator, and then simplify. (2/5) + (1/5) = (2 + 1)/5 = 3/5 When you multiply fractions, you just multiply across. You can cross cancel to simplify in advance, but basically you are just multiplying the numerators and placing this over the product of the denominators. (2/5) * (1/5) = (2 * 1) / (5 * 5) = 2/25 Does that help? If it doesn't, can you type out what exactly is causing the issue with the problem? I can try to explain differently.
My brain does not understand at 6:01 why without the parenthesis it means it is the opposite of? -4 squared vs (-4) squared I'm lost. Wy do the parentheses make a difference and why without the parenthesis is it an automatic opposite of? Thank you🙂
Again, the time marker is 6 minutes and 1 second in the video, which is also during the place value lesson. I think I can answer this one without the time marker. -4^2 is really -1 * 4^2 = -1 * 16 = -16 (-4)^2 = (-1 * 4)^2 = (-1)^2 * (4)^2 = 1 * 16 = 16 The negative is not included as the base, unless it is wrapped in parentheses. This is something you can verify with a calculator or using Mathway if you don't have access. It's one of those properties that really doesn't seem obvious until you really start working with the rules of exponents in Algebra.
Hey everyone, I had to pause the comments due to an individual spam posting from thousands of fake accounts. This person has been doing this for years and it was affecting my videos as they were all tagged with "fake engagement" and "invalid traffic". After talking with UA-cam this is unfortunately the only way to stop this person. I tried to make a post about it and the person started posting fake comments on the post. I'm really sorry I can't answer questions anymore and wish you all good luck with your studies!
Maybe it has something with iPhone accepting payments for Google. I think they charge 30% of the transaction revenue and Google probably doesn't want to pay the fees. Thanks for joining and helping GreeneMath with a donation.
Hello, I think the time stamp you are giving is off. You have 6:04, which is at 6 minutes and 4 seconds into the video. This is during the lesson on place value. Can you tell me the right time marker or just tell me what lesson you are in?
@believeinpeace No need to apologize, this may help. When you think about something like: 1^(2) = 1 * 1 = 1 1^(3) = 1 * 1 * 1 = 1 So 1 raised to any real number is just 1 When you think about something like: (-1)^2 = -1 * -1 = +1 (-1)^3 = -1 * -1 * -1 = +1 * -1 = -1 Rules for multiplying negative numbers: (-)(-) = + (+)(-) = - So each pair of negatives gives a positive. (-1)^(71) = -1 In other words, you have 71 factors of -1, so the answer is -1 Something like: (-1)^(70) = +1 Since you have an even number of negative factors. Each pair of negatives gives you a positive. With 71, you can form 70 pairs, which creates a positive, but then you have one left over which is going to flip the answer back to negative. Hope this makes sense. Edit: I changed it from 73, to 71 to match your edit.
@@Greenemath i understand this, for some reason the - sign was throwing me off, this is very simple🤦♀️. Thank you very much. I think I expect everything to be impossible for me to understand so I get a block.
@@user-kk7me4jg9w He is truly amazing. I’m going to watch more, but I can’t for a couple of weeks. I’m such a mathematical idiot that it is fun to see how easy it is for him. I freeze when I see a word problem. So I am hoping to conquer my fear with his teaching style. That is the next class I’m taking.
Check out our Pre-Algebra course:
greenemath.com/Prealgebra.html
00:00:00 #1 Place Value
00:16:53 #2 Expanded Notation
00:32:58 #3 Inequalities and the Number Line
00:44:07 #4 Rounding Whole Numbers
00:49:26 #5 Properties of Addition
00:57:43 #6 Number Line Addition
01:05:20 #7 Vertical Addition
01:21:35 #8 Number Line Subtraction
01:31:37 #9 Vertical Subtraction
01:48:48 #10 Properties of Multiplication
02:10:11 #11 Vertical Multiplication
02:34:24 #12 Multiplication with Trailing Zeros
02:43:24 #13 Properties of Division
03:06:42 #14 Long Division
03:46:53 #15 Introduction to Exponents
04:02:52 #16 Order of Operations with Whole Numbers
04:17:08 #17 Introduction to Integers
04:39:15 #18 Absolute Value
04:52:21 #19 Adding Integers
05:14:51 #20 Subtracting Integers
05:34:25 #21 Multiplying and Dividing Integers
05:52:29 #22 Exponents with a Negative Base
06:07:08 #23 Order of Operations with Integers
06:47:50 #24 Divisibility Rules 2-12
07:12:10 #25 Factoring Whole Numbers
07:41:42 #26 Introduction to Fractions
07:59:18 #27 Mixed Numbers and Improper Fractions
08:12:49 #28 Finding the Greatest Common Divisor (GCD)
08:28:02 #29 Simplifying Fractions
08:47:04 #30 Multiplying Fractions
09:06:26 #31 Dividing Fractions
09:26:55 #32 Finding the Least Common Multiple (LCM)
09:54:41 #33 Adding and Subtracting Fractions
10:24:13 #34 Comparing Fractions
10:50:33 #35 Ratios and Rates
11:04:36 #36 Proportions
11:15:30 #37 Operations with Mixed Numbers
11:38:36 #38 Simplifying Complex Fractions
11:55:25 #39 Decimal Fractions (Base 10 Fractions)
12:13:31 #40 Comparing and Rounding Decimals
12:36:04 #41 Adding and Subtracting Decimals
12:50:42 #42 Multiplying Decimals
13:11:41 #43 Dividing Decimals
13:40:16 #44 Changing Fractions to Decimals
13:54:11 #45 Percentages
14:11:50 #46 Mean, Median, and Mode
14:28:47 #47 Converting Between U.S. Units of Measurement
14:52:08 #48 Converting Between Metric Units
Time stamps will only show up if your screen is large enough.
I'm about 1 hour and 40 minutes into this lecture series and I declare you the best math teacher ever!
That's very nice of you to say. Don't forget to practice. Each section on the website has a generator with the solutions.
greenemath.com/Prealgebra.html
Hint the ads button on the menu bar first.
I meant to say 4 hours and 40 minutes, but now I am past that and getting into the difficult math, for me.
@believeinpeace The main thing is to take your time and don't move on until you understand something. Lots and lots of practice is the only way to learn math. If something isn't clear just leave a comment with a time marker and I'll try to explain!
@@Greenemath Thank you.
Please tell me I’m not the only one just in bed watching math video and considering it’s studying
I'm not sure on that one but good luck with the studying.
@@williamtoon6021 I'm borrowing your term "band-aiding." Applies to me too. 😆 Will be ecstatic if I can get to finite math.
I just finished pre-algebra and I'm looking forward to taking Algebra 1. I've always felt insecure about my ability in math, but I want to thank you for making it easy to learn. I really appreciate the effort put into the great content-the videos, the website-everything! Thank you so much!
I'm really glad that the course has been helpful. Thanks for the donation to GreeneMath and good luck! 😎
Looking to go back to school but I haven’t taken a math class in over ten years, I discovered this channel Saturday and I just completed your Pre-Algebra Course today. Amazing content, you break down Math so it makes sense , I plan on continuing watching and studying your courses for the remainder of the year.
I'm glad you are finding the lessons helpful!
One of the best UA-cam channels
Thanks for the donation and the nice comment!
4:28:35 it might help to think of this as an alligator which eats the bigger number. For instance : - 2 < 5, 5 is larger so the alligator eats it!
I hope this helps someone in the future.
Never heard that one before!
Thank you so much for the box explanation, you are the best! 9:13:29 Thank you so very much
9:19:45 You are a genius with the pizza explanation. I never would have understood it without the pizza. Thank you so much
I'm glad it makes sense. Dividing fractions is sometimes a difficult concept to grasp.
I just finished the course. You are amazing, thank you so much.
You're very welcome!
Thanks!
Wow, thank you so much! I greatly appreciate that kind of donation!
@@Greenemath Actually, thank you so much. You explain everything in a manner so that I understand it. I can’t wait to get to Algebra!! Thank you so very much!
I am not understanding why we are factoring whole numbers down to the smallest size? What does that do for us ?
7:40:58 I attempted to read more about it on the internet, but I don't get it. Thank you
In addition, I thought it was great when you kept repeating yourself, when you explain things over and over again it is great.
This was when you discussing how to multiply square roots with and without the parenthesis. You are an amazing teacher!
Finding the prime factorization of a number is required for lots of things. In a few lessons, you will start working with fractions and simplifying fractions. To do that you need to know what is common between the numerator and denominator. So you will factor both and then cancel any common factors other than 1. There are other uses for factoring that will also come up as you work your way through the rest of the course.
@@Greenemath Thank you so much!
@believeinpeace
Of course, let me know if something else comes up!
🙂I'm just going to watch the videos and enjoy learning from you. I just can't do the problems. I might be able to figure it out if they worked out the problem after I answer it wrong , but it says I got it wrong and moves on the the next one that I get wrong. It is fine I am really enjoying the lectures. I am just not an algebra person. I was excellent at geometry in school. I have not done it for years, but I loved it!!
You are great and thank you for the lessons
Everyone struggles with doing the problems on their own, it's normal. What is hard now will become extremely easy later but only after you work on things on your own.
When you encounter a problem just ask: how did the this similar problem get solved in the lecture? What was the first step and so on. After you solve enough of those problems you will find them to be easy. Then you just rinse and repeat with the next section. On GreeneMath the full solutions for everything are actually shown under the "Step-by-Step" part. I also have video solutions for all of the practice tests.
If you want, I can enroll you for free in my Udemy course which might be more helpful? Just let me know.
@@Greenemath Thank you.
I saw the step by step instructions, but I did not watch it because it looked like it was for a different problem. I’ll try it again when I’m not so frustrated. I’ll watch the step by step. Thank you so much!
@believeinpeace
Sounds good, you can also just post the question in the comments if you are lost.
@@Greenemath Thank you!
marker 8:57:25. I understand what you are doing and the result, but I do not understand the reason why we are doing this.
I understand all of the mechanism of all of you said about simplification and reduction, but why? Thank you!
I don't have a great answer for that one. It's just something we do in math. Having 5 out of 10 slices of a pizza is the same as saying I have 1/2 of a pizza. Which is the correct way to say it? I guess it just depends on the person. In math we just have a rule that says when you answer with a fraction, it should always be simplified or reduced to its lowest terms.
@@Greenemath Okay, thank you.
I understand better now. 🙂
@believeinpeace
Glad to hear that, let me know if something else comes up.
13:57:58 I thought the zeroes after the decimal point on the left do have value and those on the right after the decimal point do not have value. So when you move the decimal point to 3.2% what does that mean? I'm a little lost Sorry!!!
After the decimal point, any zero placed to the right of the final non-zero digit does not add any value to the number and can be deleted.
5.02 = 5.02000
The three zeros after the 2 can be deleted as they don't add any value to the number.
The zero after the decimal point and to the left of the 2 needs to stay.
Now, let's go to the problem.
We are trying to create a percentage, which means "parts per hundred".
3/100 is 3%
5/100 is 5%
What we have is 0.032 in the problem. The long way is to convert this into a fraction with a denominator of 100. This would end up giving us:
(16/5)/(100) = 3.2/100 = 3.2%
The shortcut with a decimal number is to just move the decimal point two places to the right, and then add in a percentage symbol.
0.032 = 3.2%
Why does that work?
It's a two step thing. First off dividing by 100 moves the decimal point two places to the left. To undo that we just move the decimal point two places to the right.
0.032 = 3.2/100 = 3.2%
@@Greenemath Oh okay! I get it now.
I understood everything else in the video so far and got mixed up on this one. Thank you so very much! I get it now!
At 11:42:36 why do we add together the denominator, but we multiple the denominators?
Is it because the denominators in the multiplication problem do not have to be the same?
Where are trying to simplify a complex fraction, which is a fraction that contains a fraction in the numerator, denominator or both. Here the numerator of the complex fraction is 5 + (3/2) and the denominator is -2 or you could say -2/1. There are two ways to simplify here, the first way is to simplify the numerator and denominator separately and then perform the main division. The second method is the LCD method, which is shown at 11:47:34. So let's walk through what's being done in the video, which uses the first method.
(5 + (3/2))/ (-2)
First we will simplify the numerator of the complex fraction, so let's get a common denominator.
5 * (2/2) + (3/2) = (10/2) + (3/2) = 13/2
This will be the new numerator of the complex fraction. The denominator is still -2/1
(13/2) / (-2/1)
How do we divide fractions? We multiply by the reciprocal:
(13/2) * (-1/2) = -13/4
@@Greenemath I will study this until I understand it. Thank you!!
@believeinpeace You are very welcome. The LCD method is much faster, especially for more complicated problems. Let me know if something else comes up.
Ii said "not" add be mistake, I meant to say add.
@believeinpeace
That goes back to the concept of adding fractions. When you add two fractions and there is a common denominator, you add the numerators, place that over the common denominator, and then simplify.
(2/5) + (1/5) = (2 + 1)/5 = 3/5
When you multiply fractions, you just multiply across. You can cross cancel to simplify in advance, but basically you are just multiplying the numerators and placing this over the product of the denominators.
(2/5) * (1/5) = (2 * 1) / (5 * 5) = 2/25
Does that help? If it doesn't, can you type out what exactly is causing the issue with the problem? I can try to explain differently.
My brain does not understand at 6:01 why without the parenthesis it means it is the opposite of? -4 squared vs (-4) squared
I'm lost. Wy do the parentheses make a difference and why without the parenthesis is it an automatic opposite of? Thank you🙂
Again, the time marker is 6 minutes and 1 second in the video, which is also during the place value lesson. I think I can answer this one without the time marker.
-4^2 is really -1 * 4^2 = -1 * 16 = -16
(-4)^2 = (-1 * 4)^2 = (-1)^2 * (4)^2 = 1 * 16 = 16
The negative is not included as the base, unless it is wrapped in parentheses. This is something you can verify with a calculator or using Mathway if you don't have access. It's one of those properties that really doesn't seem obvious until you really start working with the rules of exponents in Algebra.
@@Greenemath I corrected the marker. I left off the last number. I apologize. I will study your answer. Thank you very much.
Cool, I hope it helps. It can be a bit tricky the first few times you see that concept.
@@Greenemath I understand this now, thank you so much!
Hey everyone, I had to pause the comments due to an individual spam posting from thousands of fake accounts. This person has been doing this for years and it was affecting my videos as they were all tagged with "fake engagement" and "invalid traffic". After talking with UA-cam this is unfortunately the only way to stop this person. I tried to make a post about it and the person started posting fake comments on the post. I'm really sorry I can't answer questions anymore and wish you all good luck with your studies!
Why can I join on my computer, but not on my iPhone?
Maybe it has something with iPhone accepting payments for Google. I think they charge 30% of the transaction revenue and Google probably doesn't want to pay the fees. Thanks for joining and helping GreeneMath with a donation.
(-)to the power of 71why isn't that -71? about timestamp 6:03:46 What is wrong with my brain?
Hello, I think the time stamp you are giving is off. You have 6:04, which is at 6 minutes and 4 seconds into the video. This is during the lesson on place value. Can you tell me the right time marker or just tell me what lesson you are in?
@@Greenemath I apologize
6:03:46.
@believeinpeace No need to apologize, this may help.
When you think about something like:
1^(2) = 1 * 1 = 1
1^(3) = 1 * 1 * 1 = 1
So 1 raised to any real number is just 1
When you think about something like:
(-1)^2 = -1 * -1 = +1
(-1)^3 = -1 * -1 * -1 = +1 * -1 = -1
Rules for multiplying negative numbers:
(-)(-) = +
(+)(-) = -
So each pair of negatives gives a positive.
(-1)^(71) = -1
In other words, you have 71 factors of -1, so the answer is -1
Something like:
(-1)^(70) = +1
Since you have an even number of negative factors. Each pair of negatives gives you a positive. With 71, you can form 70 pairs, which creates a positive, but then you have one left over which is going to flip the answer back to negative. Hope this makes sense.
Edit: I changed it from 73, to 71 to match your edit.
@@Greenemath I will study both of your explanations until I understand them and the watch the rest of your lecture.
Thank you so very much!!
@@Greenemath i understand this, for some reason the - sign was throwing me off, this is very simple🤦♀️.
Thank you very much. I think I expect everything to be impossible for me to understand so I get a block.
Thanks!
I really appreciate such a large donation. In all 15 years of making content, I think I've only received about $100 in total. So thank you!
@@Greenemath Oh my you deserve so much more than that. You are an amazing math teacher.
@@Greenemath Oh my you deserve so much more than that. You are an amazing math teacher. Thank you so very much!
@user-kk7me4jg9w That's very nice of you to say. I'm glad the video lessons are helpful!
@@user-kk7me4jg9w He is truly amazing. I’m going to watch more, but I can’t for a couple of weeks. I’m such a mathematical idiot that it is fun to see how easy it is for him. I freeze when I see a word problem. So I am hoping to conquer my fear with his teaching style. That is the next class I’m taking.
Thanks!
You are welcome, thank you for the donation!
Thanks!
You are very welcome. Thanks for the donation to GreeneMath!