**Dark-Devil wrote:**__LOL it isnt - and ROFL you must do whole stuff iDK HOW weird very weird stuff you type letters like ⅛ ≤ ½ and A B D E__

i give you one Of em

A(π²xD)

¼F(π²xG)

Do it -.-

FFS

Space of the ball : 4 A π²

WEIRD STUFF AS I SAID

only thing i know in mathmatics is +,-,÷

and the circle is 360 thats all

and thats what we will need in our life if we arnt Building Houses and engineering

__Taken from Dr. Math.__But there are two really important reasons for learning math that

don't directly link to how you will use it in your daily life.

The first is basically "the more you know, the more options you have

available." I'm 21 years old. Almost everyone I know who is my age

either had no idea what he or she wanted to do 5 years ago, or they

thought they knew but then changed their minds later. (Actually, a

fair number of my friends STILL don't know what they want to do.) I

have one close friend who wanted to be a computer scientist until he

got to college, and then he changed his mind and he's now studying

politics. But all the math that he learned for computer science has

helped him with the statistical analysis and economics he has to study

as part of his politics work. Fractions, geometry, algebra, and trig

will all be integrated into just about anything you ever want to

study, and having practiced those things in high school will allow

you to not have to worry about relearning them later. Slope-intercept

form for economic graphs or for population models in biology should be

second nature, so that you don't have to worry about math later and

can focus on what you really do want to study.

For example, let's say you want to be an ecologist. Ecologists often

study population size. Let's say that you're studying a population

whose size increases like this: size = 2 * time + 100. This is a

standard slope-intercept equation. A lot of people don't want to learn

slope-intercept because it doesn't seem to have any point. But if you

understand it enough that you don't have to think about it, then when

you see an equation like that, you won't have to worry about the math

at all and you can just think about the ecology.

So basically, the idea here is that if you learn math now, then when

you're confronted with math later in life, you won't have to worry

about it at all and instead you can just pay attention to what you

want to.

The alternative strategy is to not learn math now. You can wait and

see what math you end up needing for your job or your future education

and just learn that. That's okay in principle, but you'll end up

playing "catch-up" all the time.

When I finished the math requirements at college, I was really happy

at the time because I didn't like math then and I was glad to be done

with it. These past couple of years, I've gotten interested in

computer science as a hobby. However, not having any advanced math I

can't go very far with it, so if I wanted to do anything with it, I'd

have to go back and take a lot of math classes that would've been

easier for me to take a couple of years ago.

Since you don't know for sure what you're going to do with your life,

it's best to keep your options open. Of course, you can't learn

everything, and sooner or later you have to decide what you do want to

study. But, whatever it is, having a good background in math will put

you ahead.

The second reason to study math is that it gives you a different

perspective on things. I think that most people hate math because it

is taught just as an exercise in memorization. You get the impression

that all there is to math is just a bunch of formulas that you can

look up in a book. I think of math as something totally different.

Check out these two links:

What is Mathematics?

http://www.mathforum.org/dr.math/problems/erum.09.22.00.html

Philosophy of the Truths of Mathematics

http://www.mathforum.org/dr.math/problems/lauren.02.28.01.html

The way to be good at math is not to memorize a whole lot of different

things, it's just to memorize a few small things and then play around

with them and see what else you get.

For example, what is algebra? Well, you already know about

multiplication, division, addition, and subtraction. One day (a long,

long time ago) somebody who knew all of those things was sitting

around and thinking. Below is my own cartoonish recreation of what

might have happened.

This person (we'll call him or her "Pat") was sitting around thinking

about addition.

Pat knew that 3 + 4 = 7

Then Pat thought "what would happen to the equation if I added one to

both sides?" Pat tried it and got: 3 + 4 + 1 = 7 + 1

Pat realized right away that this new equation was also true. So then

Pat went back to the original equation: 3 + 4 = 7 and decided to

subtract 3 from both sides and got: 3 + 4 - 3 = 7 - 3.

Pat then did some arithmetic, and ended up with: 4 = 4.

Right away, Pat realized that this was something that could be applied

to new, different things. What Pat thought next was "what if I didn't

know one of the numbers?"

Pat was already familiar with equations like this: 3 + 4 = ?, and knew

that you could solve those equations.

What Pat decided to try was something a little different: ? - 4 = 7.

Pat knew from before that you can add or subtract the same number from

both sides of an equation (see above) and you'll still have a true

equation. So what Pat did was to add 4 to both sides of this equation

and got:

? - 4 + 4 = 7 + 4

After a little bit more arithmetic, Pat ended up with ? = 11.

So math is not just a bunch of memorization. If it's taught well, math

is just an extension of a few basic ideas to more and more complicated

applications. Algebra is not something new to learn, it's just another

way to do addition and subtraction and multiplication and division,

only with numbers and letters instead of just with numbers.

For a look at how complicated mathematical formulas are really just a

new way to look at old formulas you already know, check out:

Remembering Area Formulas

http://www.mathforum.org/dr.math/problems/summer.12.23.01.html

A classic example for me of how math is an exciting exploration of

simple ideas that leads you to interesting results is the "golden

ratio." The golden ratio is a number (about 1.62). If you make a

rectangle where one side is equal to some number (whatever number you

like) and the other is equal to that number times the golden ratio, it

turns out to be a really pretty rectangle (at least as pretty as

rectangles get). In fact, if I told you to just draw a rectangle on a

piece of paper, you'd probably draw one that came pretty close to the

golden ratio.

Also, if you then take that rectangle and cut it up into a square and

another rectangle, the new rectangle that you make will also have the

golden ratio. You can then take the new rectangle and do the same

thing to that, on down forever, and each rectangle you make doing that

will have the golden ratio. You can then connect the corners of these

rectangles you've made and it makes a really pretty spiral (called the

golden spiral) which has other neat mathematical properties.

So one day there was some guy named Fibonacci. And he thought of an

interesting way to make a sequence of numbers. You start with the

sequence {1, 1}. Then to get the next number of the sequence, you

just add the last two numbers in it together. So you get {1, 1, 2}.

Then you add the last two number of that sequence together to make a

new sequence {1, 1, 2, 3}. After a couple of more times, you'll end up

with {1, 1, 2, 3, 5, 8, 13}.

Now here's the cool part: One day someone asked themself what the

ratio is between each number in the Fibonacci sequence and the number

before it. So what that person did was take a number and divide it by

the one before. At first it didn't look too interesting, but the

person kept at it for a little while. As he got to bigger and bigger

numbers, he realized that the ratio of numbers in the Fibonacci

sequence gets closer and closer to the golden ratio. He then went on

to prove using calculus that as the numbers go on to infinity, the

ratio will EXACTLY approach the golden ratio.

Just imagine how exciting that must have been. To start with a simple

pattern like the Fibonacci sequence that anyone can understand and to

end up finding a ratio that has really cool mathematical properties

when you look at rectangles and spirals!

All of math is, as far as I see it, an exploration of what happens

when we assume certain basic "axioms" about the world and then see

what we get from that. There have been some very surprising results

that have opened the door to new questions about what our simple

assumptions and trivial starting places will take us next.

If you want to learn a bit more about the golden ratio and the

Fibonacci sequence, check out the Dr. Math FAQ:

Golden Ratio, Fibonacci Sequence

http://mathforum.org/dr.math/faq/faq.golden.ratio.html

So math really is important for your daily life, no matter what you

want to do. It's true that not everything you learn will be needed

later, but you never know what you'll want to do, and the more you

know and have to build on, the better off you'll be. Also, if you look

at it the right way, math is not a chore of memorization, it's a game

where you start with a few simple rules and see what more complicated

rules you can come up with using those simple tools.