I want to take a moment to thank you for your videos. They have a been a great help in reminding me of concepts that I had long forgotten. I will highly recommend your videos to any parents that are having kids come to them with homework questions, as well as anyone I know that is trying to study to complete a high school course or studying for a g.e.d. test. Some of the schools in my area are teaching algebra to kids as early as second and third grade. It helps a lot to remind ourselves of some of the concepts so we can help our children or grandchildren with their homework. It may not seem an important concept to some, to help a child learn. I have heard many times that it is the teachers job to teach. Yet, my grandchildren went from mediocre students to excelling in school when I started caring for them after school. Just sitting down with them and helping them with their homework has made a great difference in their reading, spelling, and math performance. It has also helped to remind me of so many things I never used, and had forgotten. Thank you so much :)
Thank you so much Mr. Whitt, your explanations are sound and clear. Teaching is definitely one of the talents GOD blessed you with. I plan on donating as soon as funds are available. I hope all is well, thank you again!
Ok I feel like I am getting this now. WHY oh why doesn't Pearson explain it like this. Is it some common core thing? I just feel like they leave out whole chunks of very important stuff and kind of expect you to figure it out. Thanks again Mr. Whitt.
You're welcome! Unfortunately, assuming students know how to do parts of a math problem is common in many classrooms and textbooks. Our style of teaching assumes students don't know how to do anything. Therefore, we're able to fill any holes students have in their math foundation and/or point them in the direction of where to begin repairing their foundation.
would love to see a visual representation on a multiplication chart as you explain for example. would make math much easier to grasp with real visual application.
It’s probably because of my index of 3 throwing you off (the 3 is part of the cube root). The GCF has n^1 and the 2nd term within the parentheses has n^3. After multiplying the like bases the result has n^4. Hope this clarifies my sloppy handwriting.
Glad I found this channel! I wanted to know if there is a 4 under the radical symbol. Do you still keep simplifying until you get to simplest terms? My problem has a 4 under the radical sign but I don't know if I should leave it as four or get the simplest term of "2'. Do you keep simplifying or what? When do you know when to stop simplifying or keep going. Please help sir!
mr whitt. i was given a problem. 3√3 - √27 . base on the things ive learned from this video the answer would be √3. am i right sir? my professor said that my answer is wrong and it should be 0. is that problemt the same with your example number 6 where 1/√3 -1/√3=0?
+David Noel Villalon Your instructor is correct. You need to simplify the square root of 27 first. This should help: th-cam.com/video/M_zIjMICB3k/w-d-xo.html
thank you sir. i appriciate ur reply. i dont actually listen to my professor anymore. even if i try to listen nothing gets inside my brain. i just take note of the topic and watch your video after class. you put me out of misery. thank you so much. god bless
My approach was 1 multiplying denominators to get a common one -> √3(√12 ) = √36 =6 So the denominator is 6 And on top we multiply the denominators and numerators in cross: so 1(√12) - 2(√3) = √12 - 2√3 Then we simplify that √12 which is 2√3 Thefore the numerator is 2√3 - 2√3 Which is 0 So therefore the final form of the fraction is 0/6 And we know that 0 divided by any number will always be Zero... So the final result is 0☑️ Different method or approach but equally correct with the exact same result. That's it ladies and gentlemen,done and done.
![Multiplying Radical Expressions [fbt]](http://i.ytimg.com/vi/NQE-scWKDlw/mqdefault.jpg)
![Multiplying Radical Expressions [fbt]](/img/tr.png)
![Subtracting Rational Expressions [fbt] (Subtracting Fractions with Variables)](http://i.ytimg.com/vi/Wdlc8PHn4rk/mqdefault.jpg)
![Adding Radical Expressions [fbt]](http://i.ytimg.com/vi/xQ-esyi_ziM/mqdefault.jpg)
Here's some helpful timestamps 4 this [fbt] radicals video!
[fbt] Timestamps
00:26 [1] 15√(13) - 8√(13)
01:22 [2] √(125) - √(20)
03:06 [3] 3³√(16) - 4³√(2)
05:07 [4] ³√(64m⁴n⁵) - ³√(-27m¹⁰n¹⁴)
09:44 [5] √(a³b⁵) - 2√(a⁷b³)
12:03 [6] (1 / √(3)) - (2 / √(12))
13:15 [7] 3√(28p) - 4√(63p)
14:35 [8] 5⁴√(32x⁸y) - 3x²(⁴√(162y))
Peace,
Mr. Whitt
Excellent ! You cut right to the chase and your explanations are clear and concise. Thank you very much
This channel is honestly so helpful
Happy 2 help! Thanks 4 watching!
I want to take a moment to thank you for your videos. They have a been a great help in reminding me of concepts that I had long forgotten. I will highly recommend your videos to any parents that are having kids come to them with homework questions, as well as anyone I know that is trying to study to complete a high school course or studying for a g.e.d. test.
Some of the schools in my area are teaching algebra to kids as early as second and third grade. It helps a lot to remind ourselves of some of the concepts so we can help our children or grandchildren with their homework. It may not seem an important concept to some, to help a child learn. I have heard many times that it is the teachers job to teach. Yet, my grandchildren went from mediocre students to excelling in school when I started caring for them after school. Just sitting down with them and helping them with their homework has made a great difference in their reading, spelling, and math performance. It has also helped to remind me of so many things I never used, and had forgotten. Thank you so much :)
My pleasure Tamera! Thanks so much 4 sharing! It means a lot 2 me!
Thank you so much Mr. Whitt, your explanations are sound and clear. Teaching is definitely one of the talents GOD blessed you with. I plan on donating as soon as funds are available. I hope all is well, thank you again!
+CANAAN POWERS Happy 2 hear it Canaan! Thanks 4 your kind words and patronage! 😁
MASTERFUL EXPLANATION! THANK YOU AS ALWAYS MR.WHITT.
My pleasure Nathaniel! 👨🏾🏫😁
This is old school learning which help you understand to the max what Mr. Smooth or fbt is teaching about math.
Now I know what I'm looking for when solving Radicals..like terms! . Thanks again Mr Whitt.
Thanks Mr.Whitt. I learn a lot from your lessons! Bravo
Thanks Kim! I appreciate the feedback!
Hehehe Actually, my name is Kyla Mae.
Got a 57/60 on my quiz Mr. Whitt! THANK YOU VERY MUCH My classmates were shocked hehehe
Way 2 go IAG! I’m very proud of you!😀
Man! You are great. I understood pretty much everything you explained. Thanks so much Mr. Whitt.
+Dara Chan My pleasure Dara! Thanks 4 your patronage!
This was really helpful during self-quarantine times. Thanks for the helpful videos
My pleasure Nick! Stay safe! 👨🏾🏫😀
Thanks a lot. I understand now how to subtract radicals. This video tutoring is really helpful to me. And I really hope I can pass my test for tom.😊
+Lian Urbiztondo No "problem" Lian! Good luck on your test!
Very wonderful tutorial.
Ok I feel like I am getting this now. WHY oh why doesn't Pearson explain it like this. Is it some common core thing? I just feel like they leave out whole chunks of very important stuff and kind of expect you to figure it out. Thanks again Mr. Whitt.
You're welcome! Unfortunately, assuming students know how to do parts of a math problem is common in many classrooms and textbooks. Our style of teaching assumes students don't know how to do anything. Therefore, we're able to fill any holes students have in their math foundation and/or point them in the direction of where to begin repairing their foundation.
I love your torturing Channel with the beautiful background song.
I’m sure you mean tutoring. 🙂
would love to see a visual representation on a multiplication chart as you explain for example. would make math much easier to grasp with real visual application.
Thanks 4 sharing Wayne!
@@FortBendTutoring , for sure like many people or kids don't see the big picture or how it relates to something visual or what it leads up to.
This was a very helpful video. Thanks a ton.
You're very welcome! Thanks 4 watching!
FANTASTIC!!!! YAY!
Thanks Nilda! And...Yaaaaaay!!!
Thank you again Mr. Whitt :)
My pleasure I Am Great!
I absolutely get it. not so quick as you though! More practice? Yep and thank you , thank you.
😁👨🏾🏫
That's it! I'm subscribing.
+강유나 Thanks so much! 😁
Best one by far!
+Louby Dorcin Thanks 4 the support Louby! 😁
totally radical.
I only watched these videos for the Shirley Q Liquor intro. There I admit it, lol
That last expression 4+3m^2n^3 is a bit suspect when compared to the common factor. The exponential value on the n is not matching up.
It’s probably because of my index of 3 throwing you off (the 3 is part of the cube root). The GCF has n^1 and the 2nd term within the parentheses has n^3. After multiplying the like bases the result has n^4.
Hope this clarifies my sloppy handwriting.
Glad I found this channel!
I wanted to know if there is a 4 under the radical symbol. Do you still keep simplifying until you get to simplest terms? My problem has a 4 under the radical sign but I don't know if I should leave it as four or get the simplest term of "2'. Do you keep simplifying or what? When do you know when to stop simplifying or keep going. Please help sir!
Check out this video for help and yes, you keep simplifying to 2: th-cam.com/video/M_zIjMICB3k/w-d-xo.html
Ladies and gentlemen this helps alot!
so say if you have the square root of 128t+the square root of 300t-the square root of 243t? how would you do this ?
+Myra Wimbush Setup a paid online tutorial at www.TutorMeMath.net.
Thank you
You’re welcome Abdulkerim!
👏👏👏👏👏
Thanks Desa! I appreciate the support!
+Fort Bend Tutoring welcome merry christmass and advance happy new year
nice
+Innocent Taruvinga Thanks 4 the support!
*exams on monday*
Me: Naaah i have Mr. Whitt with me, im not afraid😂
Awesome LChaze A.M.! You know I got your back! Good luck on your exam (not that you’ll need it lol)!
@@FortBendTutoring TY SO MUCH... we had a test just this morning... And it was so godamn easy!... youre my hero mr. Whitt😭☺
Congratulations on your test! You’re amazing!🎉
mr whitt. i was given a problem. 3√3 - √27 . base on the things ive learned from this video the answer would be √3. am i right sir? my professor said that my answer is wrong and it should be 0. is that problemt the same with your example number 6 where 1/√3 -1/√3=0?
+David Noel Villalon Your instructor is correct. You need to simplify the square root of 27 first. This should help: th-cam.com/video/M_zIjMICB3k/w-d-xo.html
thank you sir. i appriciate ur reply. i dont actually listen to my professor anymore. even if i try to listen nothing gets inside my brain. i just take note of the topic and watch your video after class. you put me out of misery. thank you so much. god bless
Q-Beats up in the house
somebody get the ref
Lol Thanks Fabrice! :-)
+Fort Bend Tutoring dont loose sleep to respond to people on comments. Not worth it bro. Keep it up though
+Fort Bend Tutoring if u can't fall asleep listen to ASMR Massage. Good Channel. the best way to sleep.
Wear headphones though
You got it Fabrice! Thanks 4 the advice!
My approach was
1 multiplying denominators to get a common one ->
√3(√12 ) = √36 =6
So the denominator is 6
And on top we multiply the denominators and numerators in cross:
so 1(√12) - 2(√3) = √12 - 2√3
Then we simplify that √12 which is 2√3
Thefore the numerator is 2√3 - 2√3
Which is 0
So therefore the final form of the fraction is 0/6
And we know that 0 divided by any number will always be Zero...
So the final result is 0☑️
Different method or approach but equally correct with the exact same result.
That's it ladies and gentlemen,done and done.
🙏👍😊
😎
wish you were my teacher haha
+Samantha Shane Dollesin Me 2 Samantha! Lol Thanks 4 the support!
I love this guy.. no homo
+Jerome Johnson I love you 2 Jerome...no homo 👊🏾
I did not understand 3^3 √(16) = 6^3 √(2)
I broke 16 into 8 • 2 so that I can take the cube root of 8 which is 2. That 2 multiplied with the 3 on the outside of the radical to get 6.
@@FortBendTutoring Thank you
Fake
What part?