The lesson in the modules I received was not clear enough to understand so I don't understand the lesson and other videos on youtube about this lesson are not that clear until I cross into this video lesson, it is easily and clearly explained. There are also laughs along with the lesson which is I like. It really helps me a lot, thank you very much❤️❤️
Have you come across a problem like that? Usually they're consecutive, but you could work backward if you were able to determine what the potential second difference is from a set of points where x is consecutive. However, I've never seen that in an Algebra course.
I haven't created that because the "why" behind why the second difference method works for quadratics is based in Calculus, so not too helpful for Algebra. For this course, if you're comfortable with the "how" that's the important part 😊
what happens if there are negative values and the differences become negative do i take the negative into account or do i just state the difference without adding a negative?
Great question! If the differences are negative, make sure to keep them negative. If you make them positive, (which seems reasonable, right?) it'll change the whole problem you're working on (and give you the wrong answer) because we need to see what the pattern is for the first and/or second difference and changing a negative to a positive will alter the pattern you get. I hope that helps!
I am really confused. my teacher isn't explaining it well but I understand that 2 is the second difference, but how do i make an equation out of that? we are using the exact same equation where my tables looks like this: why is my teacher using n and a_n on one and x and f(x) on the other? does that mean table 2 is linear? n a_n 6 36 first change is +13, second change is +2 7 49 first change is +15, second change is +2 8 64 first change is +17, second change is +2 9 81 first change is +19, second change is +2 10 100 x f(x) -2 9 first change is -3, second change is +2 -1 6 first change is -1, second change is +2 0 5 first change is +1, second change is +2 1 6 first change is +3, second change is +2 2 9 the directions: for each table identify the type of pattern shown, what the pattern s and write the explicit equation for any arithmetic or geometric sequences using a_1 or f(0) as a_0
@@snailsrslow625 so your teacher is just using n/a_n and x/f(x) to basically represent the same ideas, inputs and outputs. n is the position (or input) of a sequence that corresponds to a specific value, a_n. So in your first table, when n is 6, a_n is 36. So think of that as “the 6th value of the sequence is 36” or in function terms, “when the input is 6, the output is 36.” From what I see, neither of those tables is linear, they are both quadratic. Have you gone over quadratics in class? I ask because arithmetic sequences are for linear equations while geometric sequences are for exponential equations.
Hey Dyllian! I'm so sorry for the uber late response, but in case you were still wondering here's why: Linear just means a constant rate of change. So when we're dealing with coordinates like these problems, the following must be true if it's linear: Pick any two coordinates aka (x,y) points and find the change in y divided by change in x (that's where y2-y1/x2-x1 comes from). You'll get some fraction. You should get that same exact fraction (you may need to simplify) for ANY two coordinates that you pick and do the same to (change in y divided by change in x). If you get a different value for even one pair (again, remember to simplify the fraction if needed), then that set of coordinate points does not represent a linear function. Because we got the same fraction for all pairs of coordinates on problem 2, that represents a linear function. Let me know if that helps!
I regret sleeping in classes, thank you for uploading this video
You're very welcome, I'm glad it helped!
Same-
👌🏾👌🏾👌🏾👌🏾 clearly and easily explained. Thank you instructor 🙌
I watched this with my praying mantis on my phone. He liked the mouse moving around, and I liked how I got ahead on my course overview
I WATCHED ALOT OF VIDEOS ABOUT THIS TOPIC BUT YOU'RE THE ONLY ONE WHO EXPLAINED IT WELL!!!!👏🏻👏🏻
That means a lot, and I'm so glad it helped!
This is so useful, even 6 years later!! Thank you so much, I rarely leave comments but you’re such a great teacher!! 🌟🙌
That's awesome to hear and it means a lot! (sheesh 6 years flies by, probably time to redo that video 😅)
The lesson in the modules I received was not clear enough to understand so I don't understand the lesson and other videos on youtube about this lesson are not that clear until I cross into this video lesson, it is easily and clearly explained. There are also laughs along with the lesson which is I like. It really helps me a lot, thank you very much❤️❤️
I'm so glad it was helpful, you're very welcome!
You are very underrated you deserve more subs
I appreciate that, I'm going to keep putting out videos that hopefully help others 🙌
Thanks bro, God bless!!
Beautiful Explanation Keep it up!
If the points are not consecutive how can we determine if it quadratic or not
Have you come across a problem like that? Usually they're consecutive, but you could work backward if you were able to determine what the potential second difference is from a set of points where x is consecutive. However, I've never seen that in an Algebra course.
OMG THANK YOU. Now I won’t fail math 👍
You’re very welcome, I’m glad it helped!
you deserve so much more you are helping so many peoplle
Thank you so much, that means a lot!
I really mean it and not saying it because other people are, but you deserve way more subscribers. Crystal clear explanation 💎
Thank you, I really appreciate that!
ty! was clear and helpful
I’m glad it helped! 🙌🏼
Thank you i missed the day that we learned this and now we have a test thank you 🙏
You’re very welcome, I’m glad it helped! 🙌🏼
THANKS FOR THE VIDEO! I understanded well!
Thank you so much, saw my exam review sheet and needed to learn this
Very nice video sir! You deserve more subs!
This video was literally so useful!!!!! Thank you so much!!!
You have a very soothing voice
Aww thank you, my goal is to not put people to sleep 😅
Where is your “why” video you talk about in this video?
I haven't created that because the "why" behind why the second difference method works for quadratics is based in Calculus, so not too helpful for Algebra. For this course, if you're comfortable with the "how" that's the important part 😊
Thank you for the upload
I hope it helped!
so is the second ttable a quadratic?
Sorry for the late response, but why do you think it's quadratic? (Answering a question with a question, sorry it's the inner tutor in me 😅)
thank you I found this video very helpful
Awesome, I'm glad it was helpful! 🙌
Thank you
You're very welcome!!
change in the change in the change xD. This video was really helpful and funny thanks. People are right this is a lot more clearer. 😁
😂 It feels like it never ends. I’m so glad it was helpful, thank you!
TYYYYYY i have a quiz tmrw and i coudnt understand but now i do tysm
I hope you did well and you’re very welcome!
@@TopTierMath Yes yes I DID
what happens if there are negative values and the differences become negative do i take the negative into account or do i just state the difference without adding a negative?
Great question! If the differences are negative, make sure to keep them negative. If you make them positive, (which seems reasonable, right?) it'll change the whole problem you're working on (and give you the wrong answer) because we need to see what the pattern is for the first and/or second difference and changing a negative to a positive will alter the pattern you get. I hope that helps!
this was extremely helpful, thank you so much!
I'm so glad it was helpful, you're very welcome!
I am really confused. my teacher isn't explaining it well but I understand that 2 is the second difference, but how do i make an equation out of that? we are using the exact same equation where my tables looks like this:
why is my teacher using n and a_n on one and x and f(x) on the other? does that mean table 2 is linear?
n a_n
6 36 first change is +13, second change is +2
7 49 first change is +15, second change is +2
8 64 first change is +17, second change is +2
9 81 first change is +19, second change is +2
10 100
x f(x)
-2 9 first change is -3, second change is +2
-1 6 first change is -1, second change is +2
0 5 first change is +1, second change is +2
1 6 first change is +3, second change is +2
2 9
the directions: for each table identify the type of pattern shown, what the pattern s and write the explicit equation for any arithmetic or geometric sequences using a_1 or f(0) as a_0
@@snailsrslow625 so your teacher is just using n/a_n and x/f(x) to basically represent the same ideas, inputs and outputs.
n is the position (or input) of a sequence that corresponds to a specific value, a_n.
So in your first table, when n is 6, a_n is 36. So think of that as “the 6th value of the sequence is 36” or in function terms, “when the input is 6, the output is 36.”
From what I see, neither of those tables is linear, they are both quadratic. Have you gone over quadratics in class? I ask because arithmetic sequences are for linear equations while geometric sequences are for exponential equations.
Thank you, simply thank you
thanks
You're very welcome, I hope it helped!
i don't get the second problem how is it linear
Hey Dyllian! I'm so sorry for the uber late response, but in case you were still wondering here's why:
Linear just means a constant rate of change. So when we're dealing with coordinates like these problems, the following must be true if it's linear:
Pick any two coordinates aka (x,y) points and find the change in y divided by change in x (that's where y2-y1/x2-x1 comes from). You'll get some fraction. You should get that same exact fraction (you may need to simplify) for ANY two coordinates that you pick and do the same to (change in y divided by change in x).
If you get a different value for even one pair (again, remember to simplify the fraction if needed), then that set of coordinate points does not represent a linear function. Because we got the same fraction for all pairs of coordinates on problem 2, that represents a linear function. Let me know if that helps!
your voice is gorgeous
Haha thanks
Thank uu
You're very welcome, I hope it helped!
So the first one is expo then linear then quad? 😭
1.exponential
why do u sound fine
I’m sorry. But linear is the first difference so which means the 2nd problem was wrong
In the second problem, we did use the first difference 🤙🏼
😢
thank you so much it really helped your explanation is so good!!🤍🤍
I’m so glad it helped!!