• Study Resource
  • Explore
    • Arts & Humanities
    • Business
    • Engineering & Technology
    • Foreign Language
    • History
    • Math
    • Science
    • Social Science

    Top subcategories

    • Advanced Math
    • Algebra
    • Basic Math
    • Calculus
    • Geometry
    • Linear Algebra
    • Pre-Algebra
    • Pre-Calculus
    • Statistics And Probability
    • Trigonometry
    • other →

    Top subcategories

    • Astronomy
    • Astrophysics
    • Biology
    • Chemistry
    • Earth Science
    • Environmental Science
    • Health Science
    • Physics
    • other →

    Top subcategories

    • Anthropology
    • Law
    • Political Science
    • Psychology
    • Sociology
    • other →

    Top subcategories

    • Accounting
    • Economics
    • Finance
    • Management
    • other →

    Top subcategories

    • Aerospace Engineering
    • Bioengineering
    • Chemical Engineering
    • Civil Engineering
    • Computer Science
    • Electrical Engineering
    • Industrial Engineering
    • Mechanical Engineering
    • Web Design
    • other →

    Top subcategories

    • Architecture
    • Communications
    • English
    • Gender Studies
    • Music
    • Performing Arts
    • Philosophy
    • Religious Studies
    • Writing
    • other →

    Top subcategories

    • Ancient History
    • European History
    • US History
    • World History
    • other →

    Top subcategories

    • Croatian
    • Czech
    • Finnish
    • Greek
    • Hindi
    • Japanese
    • Korean
    • Persian
    • Swedish
    • Turkish
    • other →
 
Profile Documents Logout
Upload
Solve each equation by graphing. 1. x + 3x − 10 = 0 SOLUTION
Solve each equation by graphing. 1. x + 3x − 10 = 0 SOLUTION

Solution
Solution

Inverse Function Theorem Exercise
Inverse Function Theorem Exercise

M CC 160 Calculus for Physical Scientists I
M CC 160 Calculus for Physical Scientists I

maths6 - CareerAfter.Com
maths6 - CareerAfter.Com

Minimal Completely Factorable Annihilators*
Minimal Completely Factorable Annihilators*

Mastery Grade 10 Sept 11 A
Mastery Grade 10 Sept 11 A

PDF
PDF

Garrett 10-03-2011 1 We will later elaborate the ideas mentioned earlier: relations
Garrett 10-03-2011 1 We will later elaborate the ideas mentioned earlier: relations

HAlg3-4, 10.2 Notes – Ellipses 1 x h y k a b − − + = 1 x h y k b a − − + =
HAlg3-4, 10.2 Notes – Ellipses 1 x h y k a b − − + = 1 x h y k b a − − + =

A short elementary proof of the Ruffini
A short elementary proof of the Ruffini

570 SOME PROPERTIES OF THE DISCRIMINANT MATRICES OF A
570 SOME PROPERTIES OF THE DISCRIMINANT MATRICES OF A

Document
Document

1 How to construct invariants for a given group action?
1 How to construct invariants for a given group action?

6.5 Graphing Linear Inequalities in Two Variables
6.5 Graphing Linear Inequalities in Two Variables

an implicit function theorem for nondifferentiable mappings 141
an implicit function theorem for nondifferentiable mappings 141

... It is well known that implicit function theorems enable us to obtain existence theorems for periodic solutions and solutions of boundary value problems for ordinary differential equations. Generally implicit function theorems are not related to the compactness of operators, since they can be proved ...
11 Linear dependence and independence
11 Linear dependence and independence

[10.1]
[10.1]

nae06.pdf
nae06.pdf

... October, 2001 ...
1 SUBSPACE TEST Strategy: We want to see if H is a
1 SUBSPACE TEST Strategy: We want to see if H is a

... Strategy: We want to see if H is a subspace of V. 1.) Is the zero vector of V also in H? If no, then H is not a subspace of V. If yes, then move on to step 2. 2.) Identify c, u , v , and list any “facts”. 3.) Is u + v in H? If yes, then move on to step 4. If no, then give a specific example to show ...
Elliptic curves — Basics
Elliptic curves — Basics

Geometry Unit 5 Corrective 1
Geometry Unit 5 Corrective 1

5.5 The Differentiation of Logarithmic Functions Let y = ln x, x > 0
5.5 The Differentiation of Logarithmic Functions Let y = ln x, x > 0

Document
Document

lay_linalg5_05_01
lay_linalg5_05_01

< 1 ... 26 27 28 29 30 31 32 33 34 ... 177 >

Equation



In mathematics, an equation is an equality containing one or more variables. Solving the equation consists of determining which values of the variables make the equality true. In this situation, variables are also known as unknowns and the values which satisfy the equality are known as solutions. An equation differs from an identity in that an equation is not necessarily true for all possible values of the variable.There are many types of equations, and they are found in all areas of mathematics; the techniques used to examine them differ according to their type.Algebra studies two main families of equations: polynomial equations and, among them, linear equations. Polynomial equations have the form P(X) = 0, where P is a polynomial. Linear equations have the form a(x) + b = 0, where a is a linear function and b is a vector. To solve them, one uses algorithmic or geometric techniques, coming from linear algebra or mathematical analysis. Changing the domain of a function can change the problem considerably. Algebra also studies Diophantine equations where the coefficients and solutions are integers. The techniques used are different and come from number theory. These equations are difficult in general; one often searches just to find the existence or absence of a solution, and, if they exist, to count the number of solutions.Geometry uses equations to describe geometric figures. The objective is now different, as equations are used to describe geometric properties. In this context, there are two large families of equations, Cartesian equations and parametric equations.Differential equations are equations involving one or more functions and their derivatives. They are solved by finding an expression for the function that does not involve derivatives. Differential equations are used to model real-life processes in areas such as physics, chemistry, biology, and economics.The ""="" symbol was invented by Robert Recorde (1510–1558), who considered that nothing could be more equal than parallel straight lines with the same length.
  • studyres.com © 2025
  • DMCA
  • Privacy
  • Terms
  • Report