Space

10-10-2015, 01:57 PM

Yee, this is a bit harder than some other test so try to make this:

96609

96609

View Full Version : Harder Math Test

Space

10-10-2015, 01:57 PM

Yee, this is a bit harder than some other test so try to make this:

96609

96609

Syberg

10-10-2015, 02:07 PM

It's not that hard at first glance (looked into first problem, you don't need to calculate much), but I am wondering about why would you upload this here?

JOSHIE63

10-10-2015, 02:08 PM

I am only in geometry. We learn basic transversal postulates. I do not even have a clue how one would go about solving that.

Space

10-10-2015, 02:17 PM

I'll give you a clue:

96610

96610

GummiBear64

10-10-2015, 02:25 PM

Question 1: Judging on the trajectory of the lines, I do believe that the angle is somewhat 37°.

However, if I factor in the other sides which are 6 meters and 38 meters and then times them which equals 364 and then divide 364 by 37°, the answer is then 26.7383°.

I'll do the next few later.

However, if I factor in the other sides which are 6 meters and 38 meters and then times them which equals 364 and then divide 364 by 37°, the answer is then 26.7383°.

I'll do the next few later.

Clincher

10-10-2015, 02:30 PM

easy LoL

1. 108 degree

2. B1= 30 degree

A1= not sure

3. a. 180 dgre

b. C1 angle/corner

c. C2 angle/corner

d. 180 dgre

e. 180 dgre

f. 90 dgre

- - - Updated - - -

Question 1: Judging on the trajectory of the lines, I do believe that the angle is somewhat 37°.

However, if I factor in the other sides which are 6 meters and 38 meters and then times them which equals 364 and then divide 364 by 37°, the answer is then 26.7383°.

I'll do the next few later.

umm mann, it's a basic geometrical question, it has no connection with what you said .. it's a trapezoidal anyway, and the sum of the corners each side (left and right) are 180 dgre..

which mean, C1 and D are equal , where C1 is equal to 180-72=108 dgre = D corner :hat:

Space, just on what grade are you?? Junior high school or senior?

1. 108 degree

2. B1= 30 degree

A1= not sure

3. a. 180 dgre

b. C1 angle/corner

c. C2 angle/corner

d. 180 dgre

e. 180 dgre

f. 90 dgre

- - - Updated - - -

Question 1: Judging on the trajectory of the lines, I do believe that the angle is somewhat 37°.

However, if I factor in the other sides which are 6 meters and 38 meters and then times them which equals 364 and then divide 364 by 37°, the answer is then 26.7383°.

I'll do the next few later.

umm mann, it's a basic geometrical question, it has no connection with what you said .. it's a trapezoidal anyway, and the sum of the corners each side (left and right) are 180 dgre..

which mean, C1 and D are equal , where C1 is equal to 180-72=108 dgre = D corner :hat:

Space, just on what grade are you?? Junior high school or senior?

GummiBear64

10-10-2015, 02:32 PM

easy LoL

1. 108 degree

2. B1= 30 degree

A1= not sure

3. a. 180 dgre

b. C1 angle/corner

c. C2 angle/corner

d. 180 dgre

e. 180 dgre

f. 90 dgre

- - - Updated - - -

umm mann, it's a basic geometrical question, it has no connection with what you said .. it's a trapezoidal anyway, and the sum of the corners each side (left and right) are 180 dgre..

which mean, C1 and D are equal , where C1 is equal to 180-72=108 dgre = D corner :hat:

I know. :rolleyes:

I never was the brightest maths student.

1. 108 degree

2. B1= 30 degree

A1= not sure

3. a. 180 dgre

b. C1 angle/corner

c. C2 angle/corner

d. 180 dgre

e. 180 dgre

f. 90 dgre

- - - Updated - - -

umm mann, it's a basic geometrical question, it has no connection with what you said .. it's a trapezoidal anyway, and the sum of the corners each side (left and right) are 180 dgre..

which mean, C1 and D are equal , where C1 is equal to 180-72=108 dgre = D corner :hat:

I know. :rolleyes:

I never was the brightest maths student.

Space

10-10-2015, 02:38 PM

Question 1: Judging on the trajectory of the lines, I do believe that the angle is somewhat 37°.

However, if I factor in the other sides which are 6 meters and 38 meters and then times them which equals 364 and then divide 364 by 37°, the answer is then 26.7383°.

I'll do the next few later.

Not even close.

However, if I factor in the other sides which are 6 meters and 38 meters and then times them which equals 364 and then divide 364 by 37°, the answer is then 26.7383°.

I'll do the next few later.

Not even close.

ElectroDream

10-10-2015, 02:41 PM

A. 70.

<C1 = 180° - 72° = 108°

Then, i'd make an imaginary triangle... Don't judge my steps if you aren't certain of what I am speaking about.

<C1 (imaginary) = 108° - 90° = 18°

Triangle has 180° in total of their sides.

So, <B = 180° - 18° - 90°

<B = 90° - 18° = 72°

<C is perpendicular (wait, is that the term?) to <D, so <D = 108° too. Wait, that easy?

A. 71.

<S1 + <S2 + <S3 + <S4 =360°

<S1 = <S2 = <S3 = <S4

<S1 or 2 or 3 or 4 = each 90°

<F = 33°

<S2 = 90°

<D2 = <C2

<S2 + <D2 + <C2 + <F = 360°

<D2 + <C2 = 360-90-33

<D2 or <C2 = 237° / 2 = 118.5°

<C1 + <C2 = 180°

<C1 = 180° - 118.5° = 61.5°

<B1 = 180° - <C1 - <S3

<B1 = 180° - 61.5° - 90°

<B1 = 90° - 61.5° = 28.5°

<E2 = 90° - 30° = 60°

<B2 = 90° - 28.5° = 61.5°

<A1 = 360° - 60° - 90° - 61.5°

<A1 = 210° - 61.5°

<A1 = 149.5°

I am not certain of my answers though. Too lazy to do the third question. :crazy:

EDIT: Oops, am I late? Took me long since I was too lazy to grab my calculator. :rolleyes:

<C1 = 180° - 72° = 108°

Then, i'd make an imaginary triangle... Don't judge my steps if you aren't certain of what I am speaking about.

<C1 (imaginary) = 108° - 90° = 18°

Triangle has 180° in total of their sides.

So, <B = 180° - 18° - 90°

<B = 90° - 18° = 72°

<C is perpendicular (wait, is that the term?) to <D, so <D = 108° too. Wait, that easy?

A. 71.

<S1 + <S2 + <S3 + <S4 =360°

<S1 = <S2 = <S3 = <S4

<S1 or 2 or 3 or 4 = each 90°

<F = 33°

<S2 = 90°

<D2 = <C2

<S2 + <D2 + <C2 + <F = 360°

<D2 + <C2 = 360-90-33

<D2 or <C2 = 237° / 2 = 118.5°

<C1 + <C2 = 180°

<C1 = 180° - 118.5° = 61.5°

<B1 = 180° - <C1 - <S3

<B1 = 180° - 61.5° - 90°

<B1 = 90° - 61.5° = 28.5°

<E2 = 90° - 30° = 60°

<B2 = 90° - 28.5° = 61.5°

<A1 = 360° - 60° - 90° - 61.5°

<A1 = 210° - 61.5°

<A1 = 149.5°

I am not certain of my answers though. Too lazy to do the third question. :crazy:

EDIT: Oops, am I late? Took me long since I was too lazy to grab my calculator. :rolleyes:

Space

10-10-2015, 02:41 PM

C2= B (Z angle)

B= 72

D-B = 108

D= 108

B= 72

D-B = 108

D= 108

Clincher

10-10-2015, 02:45 PM

Not even close.

how was mine? :crazy:

- - - Updated - - -

A. 70.

<C1 = 180° - 72° = 108°

Then, i'd make an imaginary triangle... Don't judge my steps if you aren't certain of what I am speaking about.

<C1 (imaginary) = 108° - 90° = 18°

Triangle has 180° in total of their sides.

So, <B = 180° - 18° - 90°

<B = 90° - 18° = 72°

<C is perpendicular (wait, is that the term?) to <D, so <D = 108° too. Wait, that easy?

A. 71.

<S1 + <S2 + <S3 + <S4 =360°

<S1 = <S2 = <S3 = <S4

<S1 or 2 or 3 or 4 = each 90°

<F = 33°

<S2 = 90°

<D2 = <C2

<S2 + <D2 + <C2 + <F = 360°

<D2 + <C2 = 360-90-33

<D2 or <C2 = 237° / 2 = 118.5°

<C1 + <C2 = 180°

<C1 = 180° - 118.5° = 61.5°

<B1 = 180° - <C1 - <S3

<B1 = 180° - 61.5° - 90°

<B1 = 90° - 61.5° = 28.5°

<E2 = 90° - 30° = 60°

<B2 = 90° - 28.5° = 61.5°

<A1 = 360° - 60° - 90° - 61.5°

<A1 = 210° - 61.5°

<A1 = 149.5°

I am not certain of my answers though. Too lazy to do the third question. :crazy:

EDIT: Oops, am I late? Took me long since I was too lazy to grab my calculator. :rolleyes:

can you confirm that S1=S2=S3=S4? we can never trust pictures except it has the "siku-siku" sign on it (LoL i knew ur Indo)...

and it was not it the middle of the circle, so we cant make sure that it was "siku-siku" LoL

how was mine? :crazy:

- - - Updated - - -

A. 70.

<C1 = 180° - 72° = 108°

Then, i'd make an imaginary triangle... Don't judge my steps if you aren't certain of what I am speaking about.

<C1 (imaginary) = 108° - 90° = 18°

Triangle has 180° in total of their sides.

So, <B = 180° - 18° - 90°

<B = 90° - 18° = 72°

<C is perpendicular (wait, is that the term?) to <D, so <D = 108° too. Wait, that easy?

A. 71.

<S1 + <S2 + <S3 + <S4 =360°

<S1 = <S2 = <S3 = <S4

<S1 or 2 or 3 or 4 = each 90°

<F = 33°

<S2 = 90°

<D2 = <C2

<S2 + <D2 + <C2 + <F = 360°

<D2 + <C2 = 360-90-33

<D2 or <C2 = 237° / 2 = 118.5°

<C1 + <C2 = 180°

<C1 = 180° - 118.5° = 61.5°

<B1 = 180° - <C1 - <S3

<B1 = 180° - 61.5° - 90°

<B1 = 90° - 61.5° = 28.5°

<E2 = 90° - 30° = 60°

<B2 = 90° - 28.5° = 61.5°

<A1 = 360° - 60° - 90° - 61.5°

<A1 = 210° - 61.5°

<A1 = 149.5°

I am not certain of my answers though. Too lazy to do the third question. :crazy:

EDIT: Oops, am I late? Took me long since I was too lazy to grab my calculator. :rolleyes:

can you confirm that S1=S2=S3=S4? we can never trust pictures except it has the "siku-siku" sign on it (LoL i knew ur Indo)...

and it was not it the middle of the circle, so we cant make sure that it was "siku-siku" LoL

Space

10-10-2015, 02:47 PM

A. 70.

<C1 = 180° - 72° = 108°

Then, i'd make an imaginary triangle... Don't judge my steps if you aren't certain of what I am speaking about.

<C1 (imaginary) = 108° - 90° = 18°

Triangle has 180° in total of their sides.

So, <B = 180° - 18° - 90°

<B = 90° - 18° = 72°

<C is perpendicular (wait, is that the term?) to <D, so <D = 108° too. Wait, that easy?

A. 71.

<S1 + <S2 + <S3 + <S4 =360°

<S1 = <S2 = <S3 = <S4

<S1 or 2 or 3 or 4 = each 90°

<F = 33°

<S2 = 90°

<D2 = <C2

<S2 + <D2 + <C2 + <F = 360°

<D2 + <C2 = 360-90-33

<D2 or <C2 = 237° / 2 = 118.5°

<C1 + <C2 = 180°

<C1 = 180° - 118.5° = 61.5°

<B1 = 180° - <C1 - <S3

<B1 = 180° - 61.5° - 90°

<B1 = 90° - 61.5° = 28.5°

<E2 = 90° - 30° = 60°

<B2 = 90° - 28.5° = 61.5°

<A1 = 360° - 60° - 90° - 61.5°

<A1 = 210° - 61.5°

<A1 = 149.5°

I am not certain of my answers though. Too lazy to do the third question. :crazy:

EDIT: Oops, am I late? Took me long since I was too lazy to grab my calculator. :rolleyes:

71 is Incorrect, I'll post the answer soon.

<C1 = 180° - 72° = 108°

Then, i'd make an imaginary triangle... Don't judge my steps if you aren't certain of what I am speaking about.

<C1 (imaginary) = 108° - 90° = 18°

Triangle has 180° in total of their sides.

So, <B = 180° - 18° - 90°

<B = 90° - 18° = 72°

<C is perpendicular (wait, is that the term?) to <D, so <D = 108° too. Wait, that easy?

A. 71.

<S1 + <S2 + <S3 + <S4 =360°

<S1 = <S2 = <S3 = <S4

<S1 or 2 or 3 or 4 = each 90°

<F = 33°

<S2 = 90°

<D2 = <C2

<S2 + <D2 + <C2 + <F = 360°

<D2 + <C2 = 360-90-33

<D2 or <C2 = 237° / 2 = 118.5°

<C1 + <C2 = 180°

<C1 = 180° - 118.5° = 61.5°

<B1 = 180° - <C1 - <S3

<B1 = 180° - 61.5° - 90°

<B1 = 90° - 61.5° = 28.5°

<E2 = 90° - 30° = 60°

<B2 = 90° - 28.5° = 61.5°

<A1 = 360° - 60° - 90° - 61.5°

<A1 = 210° - 61.5°

<A1 = 149.5°

I am not certain of my answers though. Too lazy to do the third question. :crazy:

EDIT: Oops, am I late? Took me long since I was too lazy to grab my calculator. :rolleyes:

71 is Incorrect, I'll post the answer soon.

SSnake

10-10-2015, 02:48 PM

XD... What is name of page you took it.

Otherwise you took picture of your homework XD

Otherwise you took picture of your homework XD

Space

10-10-2015, 02:52 PM

XD... What is name of page you took it.

Otherwise you took picture of your homework XD

What? What difference would it make if it were to be my homework or not?

Otherwise you took picture of your homework XD

What? What difference would it make if it were to be my homework or not?

Hans

10-10-2015, 02:55 PM

It's awkward for me how I completely forgot this lesson when it was taught to us (half of it) last year.

SCOOBYDOOFAN

10-10-2015, 02:57 PM

What grade is this meant for?

ElectroDream

10-10-2015, 03:15 PM

71 is Incorrect, I'll post the answer soon.

Too lazy to fix it. RIP.

- - - Updated - - -

how was mine? :crazy:

- - - Updated - - -

can you confirm that S1=S2=S3=S4? we can never trust pictures except it has the "siku-siku" sign on it (LoL i knew ur Indo)...

and it was not it the middle of the circle, so we cant make sure that it was "siku-siku" LoL

I'm not sure either. I kind of forgot the lesson, just remembered some basics.

Too lazy to fix it. RIP.

- - - Updated - - -

how was mine? :crazy:

- - - Updated - - -

can you confirm that S1=S2=S3=S4? we can never trust pictures except it has the "siku-siku" sign on it (LoL i knew ur Indo)...

and it was not it the middle of the circle, so we cant make sure that it was "siku-siku" LoL

I'm not sure either. I kind of forgot the lesson, just remembered some basics.

Space

10-10-2015, 04:21 PM

What grade is this meant for?

I'm in my third year.

I'm in my third year.

Megazork

10-10-2015, 04:25 PM

I'll give you a clue:

96610

Basically it's another geometry postulate, ie alternate interior angles. There's also alternate exterior angles that help a lot.

These problems are pretty easy actually, except that geometry brings back hellish memories.

96610

Basically it's another geometry postulate, ie alternate interior angles. There's also alternate exterior angles that help a lot.

These problems are pretty easy actually, except that geometry brings back hellish memories.

Solarex

10-10-2015, 04:42 PM

A71

<B1=<E1(angles in the same segment)

=30

<C1=<E1+<DFC(exterior angle of a triangle)

=30+33

=63

<A1=180-63(Angles in opposite segment)

=117

Not sure of my answers, but my presentation sure is very different:sweatdrop:

<B1=<E1(angles in the same segment)

=30

<C1=<E1+<DFC(exterior angle of a triangle)

=30+33

=63

<A1=180-63(Angles in opposite segment)

=117

Not sure of my answers, but my presentation sure is very different:sweatdrop:

JOSHIE63

10-10-2015, 07:36 PM

Basically it's another geometry postulate, ie alternate interior angles. There's also alternate exterior angles that help a lot.

These problems are pretty easy actually, except that geometry brings back hellish memories.

Proofs are the worst. Because I am in an advanced geometry class, we have to prove almost everything. I like algebra where problems can be solved by intuition not memorization of postulates and theorems. The corresponding angles theorem always throws me from the other postulates in proofs too.

These problems are pretty easy actually, except that geometry brings back hellish memories.

Proofs are the worst. Because I am in an advanced geometry class, we have to prove almost everything. I like algebra where problems can be solved by intuition not memorization of postulates and theorems. The corresponding angles theorem always throws me from the other postulates in proofs too.

Megazork

10-10-2015, 07:41 PM

Proofs are the worst. Because I am in an advanced geometry class, we have to prove almost everything. I like algebra where problems can be solved by intuition not memorization of postulates and theorems. The corresponding angles theorem always throws me from the other postulates in proofs too.

The only real beef I have with geometry is inevitably, everything you learn can and will connect back to each other so it is imperative to remember everything, especially in complex word problems that requires proofs. It's not my style, considering I tend to disregard most lessons learned as transiently relevant material for the unit being taught. Then the problem is that so many theorems and postulates are taught to you and you end up over thinking a few problems.

"Corresponding angles and same side interior angles? Lol no, Pythagorean theorem, son"

The only real beef I have with geometry is inevitably, everything you learn can and will connect back to each other so it is imperative to remember everything, especially in complex word problems that requires proofs. It's not my style, considering I tend to disregard most lessons learned as transiently relevant material for the unit being taught. Then the problem is that so many theorems and postulates are taught to you and you end up over thinking a few problems.

"Corresponding angles and same side interior angles? Lol no, Pythagorean theorem, son"

syrup

10-10-2015, 08:13 PM

>people still in geometry

what grade are you in?

what grade are you in?

Aram Sevag

10-10-2015, 08:31 PM

Come on, this is not even worth responding...

Space

10-10-2015, 08:36 PM

Come on, this is not even worth responding...

Yet you did, people work in a strange way.

Yet you did, people work in a strange way.

JOSHIE63

10-10-2015, 08:38 PM

The only real beef I have with geometry is inevitably, everything you learn can and will connect back to each other so it is imperative to remember everything, especially in complex word problems that requires proofs. It's not my style, considering I tend to disregard most lessons learned as transiently relevant material for the unit being taught. Then the problem is that so many theorems and postulates are taught to you and you end up over thinking a few problems.

"Corresponding angles and same side interior angles? Lol no, Pythagorean theorem, son"

Then I try to recall a postulate to explain something, and the proof is the definition of the term. It never ends.

Algebra II is the class right after. It actually removes stress from geometry.

>people still in geometry

what grade are you in?

I am a freshman. Though I take my Algebra II class with juniors. The way it works is that there were three classes last year to take. One was pre-algebra (below expectations), Algebra I (average), and advanced Algebra I. Because I took the advanced algebra and had above a 95%, I could take a second math — Algebra II — alongside the advanced geometry class. So the people who had pre-algebra in eighth are taking Algebra II in their junior year. I did not have the option of taking advanced Algebra II, so I am with basic and below-basic students. It is really confusing.

"Corresponding angles and same side interior angles? Lol no, Pythagorean theorem, son"

Then I try to recall a postulate to explain something, and the proof is the definition of the term. It never ends.

Algebra II is the class right after. It actually removes stress from geometry.

>people still in geometry

what grade are you in?

I am a freshman. Though I take my Algebra II class with juniors. The way it works is that there were three classes last year to take. One was pre-algebra (below expectations), Algebra I (average), and advanced Algebra I. Because I took the advanced algebra and had above a 95%, I could take a second math — Algebra II — alongside the advanced geometry class. So the people who had pre-algebra in eighth are taking Algebra II in their junior year. I did not have the option of taking advanced Algebra II, so I am with basic and below-basic students. It is really confusing.

Megazork

10-10-2015, 09:22 PM

>people still in geometry

what grade are you in?

I took Geometry in 8th grade, I'm a sophomore right now in hs.

Then I try to recall a postulate to explain something, and the proof is the definition of the term. It never ends.

Algebra II is the class right after. It actually removes stress from geometry.

I am a freshman. Though I take my Algebra II class with juniors. The way it works is that there were three classes last year to take. One was pre-algebra (below expectations), Algebra I (average), and advanced Algebra I. Because I took the advanced algebra and had above a 95%, I could take a second math — Algebra II — alongside the advanced geometry class. So the people who had pre-algebra in eighth are taking Algebra II in their junior year. I did not have the option of taking advanced Algebra II, so I am with basic and below-basic students. It is really confusing.

If you do well geo year, you can take Alg 2/Trig which isn't anything that different really from alg 2 but you can skip trig/stats to precalc. I didn't do as well in geo so I took alg 2 last year and now I'm in trig/stats.

what grade are you in?

I took Geometry in 8th grade, I'm a sophomore right now in hs.

Then I try to recall a postulate to explain something, and the proof is the definition of the term. It never ends.

Algebra II is the class right after. It actually removes stress from geometry.

I am a freshman. Though I take my Algebra II class with juniors. The way it works is that there were three classes last year to take. One was pre-algebra (below expectations), Algebra I (average), and advanced Algebra I. Because I took the advanced algebra and had above a 95%, I could take a second math — Algebra II — alongside the advanced geometry class. So the people who had pre-algebra in eighth are taking Algebra II in their junior year. I did not have the option of taking advanced Algebra II, so I am with basic and below-basic students. It is really confusing.

If you do well geo year, you can take Alg 2/Trig which isn't anything that different really from alg 2 but you can skip trig/stats to precalc. I didn't do as well in geo so I took alg 2 last year and now I'm in trig/stats.

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