Bored in math class again, so I made this

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In summary, if B - A = 1, then B^2 + A + B = B^2. This can be used to figure out an exponent next to one you know.
  • #1
Blahness
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If B - A = 1,
Then
A^2 + A + B = B^2.

Good for figuring out an exponent next to one you know.
Example:
You know 50^2 is 2500, but need 49^2.

B^2(2500) - B(50) - A(49) = B^2(2401).

Make sense?
Useful, useless, w/e?
 
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  • #2
Blahness said:
Make sense?
Sure:

[tex]a^2 + a + b = b^2 \Leftrightarrow a^2 - b^2 = - \left( {a + b} \right) \Leftrightarrow \left( {a - b} \right)\left( {a + b} \right) = - \left( {a + b} \right) \Leftrightarrow \left( {a - b} \right) = - 1 \Leftrightarrow b - a = 1[/tex]

Blahness said:
Useful, useless, w/e?
I suppose so, but I doubt it's "new" :smile:
 
  • #3
Probably not, but I need to know that the crap I think up in math class isn't junk! ^_^
Ty ^_^
 
  • #4
Knowing and applying 'tricks' like these is usually how I am able to multiply big numbersin my head. Note: Big means 2 digits.
For example, using (a+b)(a-b)=a^2-b^2, calculating 47 times 53 is easy:
[tex]47 \cdot 53=(50+3)(50-3)=50^2-3^2=2500-9=2491[/tex]
 
  • #5
To find roots near 50, use (50+/-x)^2 = 2500 +/- 100x + x^2. In other words, to find 47^2 just subtract 3 from 25 to get 22 and square 3 to get 09, so 47^2=2209.

Read it from one of Feynman's books.

- Kamataat
 
  • #6
Unfortunately, these sorts of tricks alone will not get you very far.
 
  • #7
They always work like a charm for me. Then again, I really suck at mental calculations without 'tricks'.

To square a number a ending with a five quickly:
Write [itex]a = 10b+5[/itex]. (division by 10 with remainder 5). b is simply the number you get after dropping the 5 mentally.
[tex]a^2=(10b+5)^2=100b^2+100b+25=100b(b+1)+25[/tex]
So you simply take b, multiply with the next integer and glue 25 at the end.

25^2: 2 times 3 is 6. 'add' 25 to get 625
85^2: 8 times 9 is 72. 'add' 25 to get 7225
etc.
 
  • #8
Kamataat said:
To find roots near 50, use (50+/-x)^2 = 2500 +/- 100x + x^2. In other words, to find 47^2 just subtract 3 from 25 to get 22 and square 3 to get 09, so 47^2=2209.

Read it from one of Feynman's books.

- Kamataat

I think this trick given to Feynman by Hans Bethe while they were at Los Alamos!
 
  • #9
Galileo said:
They always work like a charm for me. Then again, I really suck at mental calculations without 'tricks'.

etc.
mental calculations as you coined it really depend on your memory.
 
  • #10
Another one I have found is this.

5^2= 25 0=n
15^2= 225 2=n
25^2= 625 6=n
35^2=1225 12=n
45^2=2025 20=n
55^2=3025 30=n

How would I express that algebracly?
 
  • #11
Try expanding (m*10+5)^2
 
  • #12
quasar987 said:
I think this trick given to Feynman by Hans Bethe while they were at Los Alamos!

Yes, it was indeed!

- Kamataat
 
  • #13
My achievements in math: a^2=(a+1)*(a-1)+1 for {a>N/a>0}

in other words 49^2=50*48

so 49^2=2400
 
  • #14
Robokapp said:
My achievements in math: a^2=(a+1)*(a-1)+1 for {a>N/a>0}
in other words 49^2=50*48
so 49^2=2400


You forgot to add 1.
 
  • #15
Robokapp said:
My achievements in math: a^2=(a+1)*(a-1)+1 for {a>N/a>0}
in other words 49^2=50*48
so 49^2=2400

A power has the same factors as its rational roots.
 
  • #16
49^2 = 2401.

Anyway, if it's a^2=(a+1)*(a-1)+1
That becomes
49^2=(50)*(48)+1
reduces to
2401 = 2401.

Just clearing that up. ^_^

Much more simplistic version of my equation, nice Robo! ^_^''
 

1. Why did you make this in math class?

I was bored and wanted to use my time creatively.

2. What inspired you to make this?

I was feeling unengaged in the lesson and wanted to find a way to stay mentally active.

3. Did you finish all your work before making this?

Yes, I always make sure to complete my assignments before finding other activities to do.

4. How long did it take you to make this?

It took me about 20 minutes to make this, as I wanted to make sure it was well thought out and visually appealing.

5. Do you think this is a good use of your time in math class?

I believe it is important to find ways to stay mentally engaged and stimulated, even during downtime in class. This was a fun and productive way for me to do so.

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