math phrase using math symbols ex. feel the power of math?
367445
Add knowledge. Subtract ignorance.
643228
This is unclear.  Use the symbol ^ when using exponents.\nDo you mean?\n(6x10^12)^12 times (3.2x10^8) divided by [(1.6x10^7)^3 times 10^2]?
672284
Example: You got a 50 on your math and a 50 on reading. You add a zero to the end of each and add them together, 500 + 500 = 1000. Hopefully you scored higher than that. ;)
1021089
Decimal is the normal way to write numbers: .00002\nScientific notation is 2x10^-5\nTo do this just move the decimal over to the right (-) an count the number of 0's you pass and put 10 to that power.  If you move the decimal to the left then the power is positive.\n\nWhy do scientist do this?  In our solar system there are some very big numbers like 360,000,000,000,000.  It is easier to just write 3.6x10^14.  There are also numbers that are very small such as in atoms.  Hope this helps.
865638
You write: "Math is numbers,period.no letters,no symbols."  That means that basic algebra is "not math", and so you will forever be stuck in 6th-grade arithmetic.\n\nThat is like a 2nd grader saying "math is addition and subtraction, no multiplication".\n\nIf you ever want to progress in math, don't start insisting you know more than anybody else what "math" is or is not.\n\nMath *is* the use of symbols.  When you write "17" that is using two symbols to represent a number.  You could also write "XVII" as another set of symbols to express the same number.  Or "10+7", or "(2*9)-1".  All symbols.\n\nWhen you start using letters as symbolic *placeholders* for numbers, then you've moved up beyond 6th-grade arithmetic and can start using math for more interesting things.
1120244
http://mathforum.org/dr.math/faq/faq.terms.html
959125
Brackets, Orders, Division, Multiplication, Addition, Subtraction.\nIn some countries its BEDMAS, where E is exponents.
934612
Some potentially useful vocabulary:\n\nThe answer of an addition is called a sum.\nThe answer of a subtraction is called a difference.\nThe answer of a multiplication is called a product.\nThe answer of a division is called a quotient.\n\nNow, the specific question you are asking... the format of the answer will depend on what it is you have learned. It could be:\n\nb [division symbol] 7\nb[division symbol]7 = ____\nb/7\nb/7=___\n\nor something else! Check your textbook/notes.
628198
not good at phrases\n\ngive 100%to maths get 100% marks in maths
281262
well look at it this way, math is the language of alot of sciences...its how we describe the world around us.  I would say most definetly, once you understand the rules and (more importantly but the harder of teh two)how to ready teh symbols and notations one could speak the mathematical language.  One big problem is that there are limited people who can understand high level mathematics and oen doesnt get a full grasp of math till they are say a Graduate Student in college.
555191
The prefixes used in science (using ^ as raising to the power in this context):\n\nmilli- (thousandth of, or 10^-3)\nmicro- (millionth of, or 10^-6)\nnano- (billionth of, or 10^-9)\npico- (trillionth of, or 10^-12)\nfemto- (quadrillionth of, or 10^-15)\natto- (10^-18)\n\nTherefore, a millisecond is a thousandth of a second (0.001 seconds). A microsecond is a millionth of a second (0.000001 seconds).\n\nOut of interest, going the other direction is:\n\nkilo- (thousand times, or 10^3)\nmega- (million times, or 10^6)\ngiga- (billion times, or 10^9)\ntera- (trillion times, or 10^12)\npeta- (quadrillion times, or 10^15)\nexa- (10^18)
1158889
http://www.mathnstuff.com/math/spoken/here/1words/p/p7.htm
876281
Wow.  Not one of these answers gives you a *general* way to approach this kind of problem (which is really what you asked for ... not just the answer, and not "that's easy" ... shortcuts are great, but you're asking for a *general* help with this kind of problem).  \n\nI've tutored kids and *adults* who panic when they see these problems, and so here are my tips to help.\n\nAll  word problems involve a basic 3-step process:\n\n1. Translate the words into math symbols.\n2. Do the math (play with the symbols using rules).\n3. Translate the math symbols back into words.\n\nIf you panic when you see word problems, it's probably because you're trying to do  Step 1 and 2 at the same time.  Stop ... translate the problem into symbols ... and *then* start doing the math.  \n\nWhy is this so important?  Because Step 1 requires some creativity ... where you're doing the hard part that varies from question to question ... that's where there are all sorts of bizarre distractions in the wording (maybe it's "Po" and "Jezebel" next time, maybe one's a lifeguard and the other a hairdresser ... this is where the question can throw all sorts of irrelevant crap at you ... you need to get rid of everything that is irrelevant (like the names of the girls).\n\nSecond, the actual math step (Step 2) involves repetition ... rewriting the same statements in different ways ... so if it's long words, this gets tedious.  So Step 1 is writing the sentences down using as few symbols as possible.\n\nStep 2 requires almost no creativity at all.  That's just applying rules to symbols ... like "subtract 4 from both sides" or "divide both sides by 2", that kind of thing.\n\nAnd Step 3 is simple, IF you remember what your symbols mean.\n\nIn this case:\n1. Translate the words into symbols:\n"The sum of Cora's age and Rose' age is 40."\nC + R = 40\n"Cora is 4 years older than Rose."\nC = R + 4\n\n2. Manipulate the symbols.\nC + R = 40  ... and\nC = R + 4\nso (rule: rewrite first eq. using definition of C from the second eq.)\n(R + 4) + R = 40\nso (rule: we can reorder things added together)\nR + R + 4 = 40\nso (rule: subtract 4 from both sides)\nR + R = 36\nso (rule: replace additions with equivalent multiplication)\nR * 2 = 36\nso (rule: divide both sides by 2)\nR = 18\nso (rule: substitute back into original equation 2)\nC = R + 4 = 18 + 4 = 22\n\n3. Translate the symbols back into words:\nR = 18 ... "Rose is 18 years old."\nC = 22 ... "Cora is 22 years old."\n\nI hope that helps.  Feel free to email if questions.
797758
In that context, the proper phrase is "fascination with"--and (as it's generally used) "with" tends to be the correct preposition to use with fascination...\n\n"Fascination with X" means that you are fascinated by X--it captivates you, holds your attention. It is used in the personal sense: X fascinates YOU.\n\n"Fascination of X" speaks to the thrill or allure of X in the general sense. There is something inherently captivating about X itself. \n\nA crude way of figuring out which form to use is to substitute a "attraction" where fascination lands in the sentence. If "attraction of" doesn't make sense--and "attraction to" does--then that's a signal you should probably use "fascination with".\n\nTo use your example:\n\nShe shares my ATTRACTION OF the intersection of music and math. [doesn't work--NOT "fascination of"]\n\nShe shares my ATTRACTION TO the intersection of music and math. [does work--use "fascination with"]
450396
The closest I came up with is the "defined as" symbol:\nhttp://en.wikipedia.org/wiki/Table_of_mathematical_symbols\n\nscroll down to :=
853314
HOLY SH*T..........it works......i did it three times.......i dont know how they did it......\n\nand i came up with a different number and i different symbol every time...
76041
avoid cliches.\nSHOW what you're feeling, dont TELL what you're feeling.\n\nfor example:\ntelling - the doorbell rang, and i was afraid to answer the door.\nshowing - the doorbell rang, and my muscles locked up. i didn't want to find out who was on the other side of the door.