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Re: HSC 2015 3U Marathon The answer is 31 (which I verified by writing out all the outcomes). As you're out by a factor of 2, your answer is likely on the right track. Not sure about your logic - can you explain it. My method was much more cumbersome.

Re: HSC 2015 3U Marathon This has been asked so many times (including by yourself only 6 days ago), how about we spice it up a bit. In how many ways can 16 identical coins be placed into four boxes labelled 1, 2, 3 and 4, if the kth box is to contain no more than 2k coins? (A box CAN be...

That's not the kind of personal gain implied by the word 'corruption'. If a principal's salary was dependent on results, then maybe. But that is not the case.

I don't think you understand the meaning of 'corrupt'. These practices might be wrong, but corrupt is not the right description.

Re: HSC 2015 3U Marathon Isn't half of 5/9 equal to 5/18 ?

Re: HSC 2015 3U Marathon (a) MJ's chance of being selected is 5/9. HS's chance of being selected IF MJ is in is 4/8. Multiply to give 5/18. (b) Not clear whether you mean exactly one or at least one. Assuming the first: (MJ in / HS out) OR (MJ out / HS in): 5/9 times 4/8 + 4/9 times...

Re: HSC 2015 3U Marathon You do realise this is a 2 unit probability question? (... and you do realise MJ is already dead? ...)

Re: HSC 2015 3U Marathon Yes, people always say they have problems with probability. But a huge fraction of the time, the issue is first reading the question correctly, and then interpreting correctly what is being asked. And I am just as guilty, especially when I read the question quickly...

Re: HSC 2015 3U Marathon The answer IS 3/25. The 3 outcomes which satisfy the criteria are: A: (1,2,3); B: (2,3,4) A: (2,3,4); B: (1,2,3) A: (2,3,4); B: (2,3,4)

Not sure why, but I cannot see what I assume are latex equations in your response. Is it meaningful to talk about irrational derivatives? Or ..... complex derivatives?

What exactly does taking half a derivative mean (conceptually)?

I'm afraid it's not my discovery. I first read it in some mathematical publication (perhaps 'Parabola') at least 20 years ago. And it keeps getting published so regularly that any maths teacher who does any reading of those types of articles should be aware of it.

sin 00 = √0 / 2 sin 30 = √1 / 2 sin 45 = √2 / 2 sin 60 = √3 / 2 sin 90 = √4 / 2 Reverse for cos For tan, divide sin by cos: tan 00 = √0 / √4 tan 30 = √1 / √3 tan 45 = √2 / √2 tan 60 = √3 / √1 tan 90 = √4 / √0

In my class: Everyone is quietly working, when Student 1 yells out "has anyone got a ruler?". Student 2 stands up, comes out to the front of the room, grabs my metre rule, then hands it to student 1. Student 1 calls out loudly: "I want to rule a line, not measure my d..k". Teacher turns...

Re: HSC 2015 4U Marathon And sketch this locus!

The solution it gave for this question was ridiculously complicated. It would confuse more people than it would help.

OK ... so your intro line should say "taking THE piss" :)

Re: HSC 2015 3U Marathon Isn't it 63? Edit: Don't worry - I can't multiply.

You DO have a legal obligation to disclose that you have AIDS before having unprotected sex. Crimes Act 1958 - SECT 19A: Intentionally causing a very serious disease 19A. Intentionally causing a very serious disease (1) A person who, without lawful excuse, intentionally causes another person to...

Have you ever come across a year 10 student who when asked "What do you add to 5 to get 15" can not only not answer, but doesn't understand the question, and no amount of explaining will get the concept across? I have - and yes, English was his only language. And no, he wasn't in a special ed class.