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02072009, 03:06 PM  #33  
 
Cereal Eater  Quote:
0.999... != 1 1 = 1. There, fixed math.  
02102009, 09:27 PM  #34  
 
Class 3B Laser Join Date: Dec 2007
Posts: 3,329
Rep Power: 165  Quote:
The verizon client service people need to get a new job where the math isn't done by them....like cleaning toilets. :P I can't believe they can be THAT stupid.....unless it was on purpose.... Oh , btw, I got a 10 in both my math exams, yay  
02102009, 09:37 PM  #35  
 
٩(̾●̮̮̃̾•̃̾)۶ __̴ı̴̴̡& 
i got 48% in my math exam ;((
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02102009, 09:47 PM  #36  
 
Super Moderator Join Date: Mar 2008 Location: Sunny Southern California
Posts: 16,646
Rep Power: 823  EVERY "C" in my transcripts is from a math class Peace, dave
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02102009, 09:53 PM  #37  
 
٩(̾●̮̮̃̾•̃̾)۶ __̴ı̴̴̡& 
I lost 42points because i did errors on positive and negative on the algebra part.. Such 3xb(2b^23x)^2 Anyway.
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02112009, 02:05 AM  #38  
 
Class 2M Laser Join Date: Jul 2008 Location: Central Minnesota
Posts: 504
Rep Power: 15  Quote:
[/quote] n=.999... 10n=9.999... n n 9n=9 9n/9=9/9 n=9/9 n=1
__________________ X100 102mW average, according to spec sheet. Failed PHR803T build NovaShields ProOD:190449 nm 5+, 450532 nm 6+ Hoping to build a 6x at ~185mA in my old pocket pal host.  
02112009, 03:09 AM  #39  
 
Cereal Eater  Quote:
[/quote] n=.999... 10n=9.999... n n 9n=9 9n/9=9/9 n=9/9 n=1 [/quote] NO. 10n  n = 9n You stated that: n = n 0.999... = 0.999... 10n = 10n 9.999... = 9.999... 9.999.../9.999... = 9.999.../9.999... n/n = n/n 1 = 1 So there you go, that is not valid.  
02112009, 03:47 AM  #40  
 
Class 2M Laser Join Date: Jul 2008 Location: Central Minnesota
Posts: 504
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[/quote] n=.999... 10n=9.999... n n 9n=9 9n/9=9/9 n=9/9 n=1 [/quote] NO. 10n  n = 9n You stated that: n = n 0.999... = 0.999... 10n = 10n 9.999... = 9.999... 9.999.../9.999... = 9.999.../9.999... n/n = n/n 1 = 1 So there you go, that is not valid.[/quote] If you don't like that, I summon copypasta from http://qntm.org/?pointnine 0.9999... = 0.9 + 0.09 + 0.009 + 0.0009 + ... = 9·0.1 + 9·0.01 + 9·0.001 + 9·0.0001 + ... = 9·101 + 9·102 + 9·103 + 9·104 + ... n=[ch8734] = [ch931] 9·10n n=1 n=N := lim [ch931] 9·10n N[ch8594][ch8734] n=1 = lim ( 9·101 + 9·102 + ... + 9·10N ) N[ch8594][ch8734] = lim ( 9·0.1 + 9·0.01 + ... + 9·0.000...0001 ) N[ch8594][ch8734] \________/ N digits = lim ( 0.9 + 0.09 + ... + 0.000...0009 ) N[ch8594][ch8734] \________/ N digits = lim ( 0.999...999 ) N[ch8594][ch8734] \_______/ N nines = lim ( 1  0.000...0001 ) N[ch8594][ch8734] \________/ N digits = lim ( 1  10N ) N[ch8594][ch8734] = lim 1  lim 10N N[ch8594][ch8734] N[ch8594][ch8734] = 1  0 = 1 I'm probably wrong. Oh well. /argument ;D
__________________ X100 102mW average, according to spec sheet. Failed PHR803T build NovaShields ProOD:190449 nm 5+, 450532 nm 6+ Hoping to build a 6x at ~185mA in my old pocket pal host.  
02112009, 03:56 AM  #41  
 
Cereal Eater 
lim (10N) N[ch8594][ch8734] there is the problem I can see (fast reading ). 10[ch8734] = [ch8734] not 0. Or this: lim ( 1  10N ) = lim (9N) = [ch8734] N[ch8594][ch8734] N>inf again, != 0 :P  
02122009, 08:12 PM  #42  
 
Class 3R Laser 
0.9 recurring FOR EVER is equal to 1,. however 0.99999....9 with any FINITE number of nines is not equal to 1. Anyone that argues is arguing with a UniversityChallengewinning professor of mathematics. (not me, my old teacher and allround legend) A good way of proving this to people who "see" maths problems visually is to graph successively closer values of .9 against the number of 9's the number contains, you will see a nice curve hopefully, but never reaching 1. If you imagine the curve stretching to infinity number of 9's you will be able to see that it touches 1. The algebraic proof is listed above, as you will be able to see. Basically this problem arises due to people being unable to understand the maths behind infinity. n=.999... 10n=9.999... n n 9n=9 9n/9=9/9 n=9/9 n=1 this makes sense if you consider that remember that the number.999... means repeat these on to infinity. That is the "leap of faith" you must take when reading the line 10n=9.999...
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02122009, 09:35 PM  #43  
 
Class 3R Laser Join Date: Jan 2008 Location: BC, Canada
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Wikipedia has a big article on .9999 and how it equals 1.. Covers it from all angles really. http://en.wikipedia.org/wiki/0.999...
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02122009, 11:36 PM  #44  
 
Cereal Eater  Quote:
Math is never about faith, it's about logic. Religion is about faith (and not about logic). And I am not religious in any way Now, I'm not talking about infinite or finite numbers, 1 = 1 .999... = .999... But 1 is NOT EQUAL to .999... I am not being closeminded, it's just not equal! It doesn't matter if I'm "arguing with a Uni professor", I may not think the same way he does Quote:
Oh my god... 3/3 = 1 There's no way 3/3 = 0.999...  
02132009, 12:18 AM  #45  
 
Class 3B Laser Join Date: Dec 2007
Posts: 3,329
Rep Power: 165 
Wow...it seems that 0.(9) is equal to 1 : However the only "angle" I see it unequal to 1 is visualizing a graph.As you have more digits the number gets closer and closer to 1, asimptotically, so it never reaches 1, just tends to get closer and closer. :/
 
02132009, 12:26 AM  #46  
 
Class 3R Laser Join Date: Jan 2008 Location: BC, Canada
Posts: 1,735
Rep Power: 134  Quote:
Read the wikipedia page. It explains it a number of different ways. http://en.wikipedia.org/wiki/0.999... In mathematics the repeating decimal 0.999… which may also be written as 0.\bar{9} , 0.\dot{9} or 0.(9)\,\! denotes a real number equal to one.
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02132009, 12:36 AM  #47  
 
٩(̾●̮̮̃̾•̃̾)۶ __̴ı̴̴̡& 
Actually 2.9999999/3
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02132009, 04:10 AM  #48  
 
Cereal Eater  Quote:
I know, I know, it is accepted as an equality, but I don't like those kinds of things (though it is sometimes easier to simplify stuff in math by accepting stuff like this). But that's like saying "Bizarre" is "Rare/Weird" when it actually means "Brave". [edit]Edit: I read the wikipedia article on this, everything is clearer now, this helped: Code: Skepticism in education Students of mathematics often reject the equality of 0.999[ch8230] and 1, for reasons ranging from their disparate appearance to deep misgivings over the limit concept and disagreements over the nature of infinitesimals. There are many common contributing factors to the confusion: Students are often "mentally committed to the notion that a number can be represented in one and only one way by a decimal." Seeing two manifestly different decimals representing the same number appears to be a paradox, which is amplified by the appearance of the seemingly wellunderstood number 1.[33] Some students interpret "0.999[ch8230]" (or similar notation) as a large but finite string of 9s, possibly with a variable, unspecified length. If they accept an infinite string of nines, they may still expect a last 9 "at infinity".[34] Intuition and ambiguous teaching lead students to think of the limit of a sequence as a kind of infinite process rather than a fixed value, since a sequence need not reach its limit. Where students accept the difference between a sequence of numbers and its limit, they might read "0.999[ch8230]" as meaning the sequence rather than its limit.[35] Some students regard 0.999[ch8230] as having a fixed value which is less than 1 by an infinitesimal but nonzero amount. Some students believe that the value of a convergent series is at best an approximation, that .  
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