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Titlemaths videos & proofs

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maths videos & proofs
derive the formula to find areas underneath curves
cosine rule mastery – pdf download
simple but elegant way to prove that sin(a+b)=sinacosb+cosasinb (edexcel proof simplified)
how to come up with pythagoras’ equation
trapezium rule formula – derivation
areas of triangles & the sine rule
how to prove that sin(a-b)=sin(a)cos(b)-cos(a)sin(b) geometrically
properties of c squared, pythagorean theorem
2 ways to derive pythagoras’ equation from scratch
how to add up all the even numbers from 0 onwards quickly
how to add up odd numbers from 0 upwards
solving the student handshake problem
the quickest sine rule proof
rolling 3 dice… what is most likely to happen?
how to derive euler’s identity using the maclaurin series
deriving the taylor series from scratch
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high quality mathematics videos and proofs for students
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strong
sin(a-b)=sin(a)cos(b)-cos(a)sin(b) proof
important facts about the diagram
property 1:
property 2:
property 3:
also note:
proving that sin(a-b)=sin(a)cos(b)-cos(a)sin(b)
need a better explanation? watch this video…
related videos:
https://www.youtube.com/watch?v=4k6xr8hjktw
https://www.youtube.com/watch?v=-n6h6-ct0-0
https://www.youtube.com/watch?v=gdogt6ncd60
the trigonometric identity playlist
related posts:
*what are the weird properties of c^2..? it turns out that a1=a2 and a3=a4. a2 + a4 = c^2.
related:
related:
video
adding up all the even numbers from 0 to 2:
adding up all the even numbers from 0 to 4:
adding up all the even numbers from 0 to 6:
adding up all the even numbers from 0 to 8:
what we’ve discovered:
alternative method:
counting all the odd numbers from 0 to 1:
counting all the odd numbers from 0 to 3:
counting all the odd numbers from 0 to 5:
counting all the odd numbers from 0 to 7:
counting all the odd numbers from 0 to 9:
the formula which can be used to add up all the odd numbers from 0 to n, whereby n is an odd number:
alternative method:
in a cafeteria, all students shook hands with one another. there were 66 handshakes in total. how many students were in the cafeteria?
experiments + mini questions
will a pattern emerge??
1. firstly, let’s think about how many handshakes there’d be with only one student in this cafeteria.
2. secondly, how many handshakes would there be if there are 2 students in this cafeteria?
3. thirdly, how many handshakes would there be if there are 3 students in the cafeteria?
4. fourthly, how many handshakes would there be if there are 4 students in this cafeteria?
5. fifthly, how many handshakes would there be if there are 5 students in this cafeteria?
can we solve the main problem with a formula? what pattern will define the formula?
with this information, we can conclude that:
[ s x (s-1) ] / 2 = h
12 students in the cafeteria
like probabilities? why not check out the “hannah sweets” problem?
related:
taylor series
taylor series
maclaurin series
related:
b
i
em sin(a-b)=sin(a)cos(b)-cos(a)sin(b) proof
important facts about the diagram
property 1:
property 2:
property 3:
also note:
proving that sin(a-b)=sin(a)cos(b)-cos(a)sin(b)
need a better explanation? watch this video…
related videos:
https://www.youtube.com/watch?v=4k6xr8hjktw
https://www.youtube.com/watch?v=-n6h6-ct0-0
https://www.youtube.com/watch?v=gdogt6ncd60
the trigonometric identity playlist
related posts:
*what are the weird properties of c^2..? it turns out that a1=a2 and a3=a4. a2 + a4 = c^2.
related:
related:
video
adding up all the even numbers from 0 to 2:
adding up all the even numbers from 0 to 4:
adding up all the even numbers from 0 to 6:
adding up all the even numbers from 0 to 8:
what we’ve discovered:
alternative method:
counting all the odd numbers from 0 to 1:
counting all the odd numbers from 0 to 3:
counting all the odd numbers from 0 to 5:
counting all the odd numbers from 0 to 7:
counting all the odd numbers from 0 to 9:
the formula which can be used to add up all the odd numbers from 0 to n, whereby n is an odd number:
alternative method:
in a cafeteria, all students shook hands with one another. there were 66 handshakes in total. how many students were in the cafeteria?
experiments + mini questions
will a pattern emerge??
1. firstly, let’s think about how many handshakes there’d be with only one student in this cafeteria.
2. secondly, how many handshakes would there be if there are 2 students in this cafeteria?
3. thirdly, how many handshakes would there be if there are 3 students in the cafeteria?
4. fourthly, how many handshakes would there be if there are 4 students in this cafeteria?
5. fifthly, how many handshakes would there be if there are 5 students in this cafeteria?
can we solve the main problem with a formula? what pattern will define the formula?
with this information, we can conclude that:
[ s x (s-1) ] / 2 = h
12 students in the cafeteria
like probabilities? why not check out the “hannah sweets” problem?
related:
taylor series
taylor series
maclaurin series
related:
Bolds strong 49
b 0
i 0
em 49
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simple but elegant way to prove that sin(a+b)=sinacosb+cosasinb (edexcel proof simplified) http://mathsvideos.net/2014/05/16/simple-but-elegant-way-to-prove-that-sinabsinacosbcosasinb-edexcel-proof-simplified/
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simple but elegant way to prove that sin(a+b)=sinacosb+cosasinb (edexcel proof simplified) http://mathsvideos.net/2014/05/16/simple-but-elegant-way-to-prove-that-sinabsinacosbcosasinb-edexcel-proof-simplified/
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derive the formula to find areas underneath curves
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how to prove that sin(a-b)=sin(a)cos(b)-cos(a)sin(b) geometrically
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2 ways to derive pythagoras’ equation from scratch
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how to add up all the even numbers from 0 onwards quickly
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how to add up odd numbers from 0 upwards
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solving the student handshake problem
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the quickest sine rule proof
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maths videos & proofs search primary menu skip to content algebra trigonometry calculus vectors video playlists navigation (page by page) all posts (archives) xml sitemap search for: areas, calculus, integration, visualising mathematics derive the formula to find areas underneath curves algebra, cosine rule, proofs cosine rule mastery – pdf download algebra, angles, soh cah toa, trigonometry simple but elegant way to prove that sin(a+b)=sinacosb+cosasinb (edexcel proof simplified) algebra, areas, lengths, trigonometry how to come up with pythagoras’ equation algebra, areas, calculus trapezium rule formula – derivation algebra, sine rule, trigonometry areas of triangles & the sine rule algebra, angles, lengths, pythagoras, soh cah toa, trigonometry how to prove that sin(a-b)=sin(a)cos(b)-cos(a)sin(b) geometrically stickyseptember 29, 2016 tiago hands leave a comment in this post i’ll be demonstrating how one can prove that sin(a-b)=sin(a)cos(b)-cos(a)sin(b) geometrically… first of all, let me show you this diagram… sin(a-b)=sin(a)cos(b)-cos(a)sin(b) proof *if you click on the diagram, you will be able to see its full size version. important facts about the diagram now, to begin with, i will have to write about some of the properties related to the diagram… property 1: angle b + (a – b) = b + a – b = a therefore, angle por = a. property 2: angle ops = 90 degrees property 3: length os = 1 also note: all angles within a triangle on a flat plane should add up to 180 degrees. if you understand this rule, you will be able to discover why the angles shown on the diagram are correct. angles which are 90 degrees are shown on the diagram too. proving that sin(a-b)=sin(a)cos(b)-cos(a)sin(b) since i’ve noted down some of the important properties related to the diagram, i can now focus on demonstrating why the formula above is true. i will demonstrate why the formula above is true using mathematics and the soh cah toa rule… but it turns out that… because: now, what is pr and what is pq? and finally, to sum it all up: need a better explanation? watch this video… related videos: https://www.youtube.com/watch?v=4k6xr8hjktw [sin(a+b)=sin(a)cos(b)+cos(a)sin(b) proof – geometrical] https://www.youtube.com/watch?v=-n6h6-ct0-0 [cos(a+b)=cos(a)cos(b)-sin(a)sin(b) proof – geometrical] https://www.youtube.com/watch?v=gdogt6ncd60 [cos(a-b)=cos(a)cos(b)+sin(a)sin(b) proof – geometrical] the trigonometric identity playlist related posts: simple but elegant way to prove that sin(a+b)=sinacosb+cosasinb (edexcel proof simplified) algebraanglessoh cah toatrigonometry pythagoras properties of c squared, pythagorean theorem september 27, 2016 tiago hands in this post, i’ll be writing about some peculiar properties of c squared in pythagoras’ theorem. look at this diagram very carefully… *what are the weird properties of c^2..? it turns out that a1=a2 and a3=a4. a2 + a4 = c^2. it turns out out that area a1 is equal to area a2, and that area a3 is equal to area a4: a1 = a2 a3 = a4 this can be proven because: now, due to the above: but… b^2 is actually the area a1 and cx is the area a2, which means that a1=a2. now, if b^2=cx, this means that: however, a^2 is equal to the area a3, and c(c-x) is equal to the area a4 – which means that a3=a4. hence, we’ve proven that: a1=a2 a3=a4 related: 2 ways to derive pythagoras’ equation from scratch proofspythagoras' theorem algebra, proofs, pythagoras, trigonometry 2 ways to derive pythagoras’ equation from scratch september 27, 2016 tiago hands leave a comment the other day i discovered one more way to derive pythagoras’ equation from scratch, completely by accident. i was deriving pythagoras’ equation using the usual method, whilst navigating  a diagram similar to the one below, but without (b-a) measurements… *note (regarding diagram above): x+y = 90 degrees the usual method goes like this… the area of the largest square is: it is also: which means that: now, when i added the lengths (b-a) to my diagram, which are included in the diagram above, i discovered a new way to derive pythagoras’ equation… i did this by focusing on the area c^2. it turns out that: and since: i was able to say that: obviously, i was quite pleased. have you discovered other ways in which to derive pythagoras’ equation?? related: video on how to come up with pythagoras’s equation… how to come up with pythagoras’s equation adjacenthypotenuseoppositeproofspythagoraspythagoras' equationpythagoras' theoremtrigonometry adding, even numbers how to add up all the even numbers from 0 onwards quickly september 16, 2016 tiago hands leave a comment in this post, i’ll be demonstrating how you can add up all the even numbers from 0 onwards. adding up all the even numbers from 0 to 2: in this diagram, we are going to say that n=2. the height of the rectangle is (n+2) and its length is n/2. this means that the area shaded in red, which is in fact equal to all the even numbers from 0 to 2 added up, is: adding up all the even numbers from 0 to 4: in this diagram, we are going to say that n=4. the height of the rectangle is (n+2) and its length is n/2. this means that the area shaded in red, which is in fact equal to all the even numbers from 0 to 4 added up, is: adding up all the even numbers from 0 to 6: in this diagram, we are going to say that n=6. the height of the rectangle is (n+2) and its length is n/2. this means that the area shaded in red, which is in fact equal to all the even numbers from 0 to 6 added up, is: adding up all the even numbers from 0 to 8: in this diagram, we are going to say that n=8. the height of the rectangle is (n+2) and its length is n/2. this means that the area shaded in red, which is in fact equal to all the even numbers from 0 to 8 added up, is: what we’ve discovered: we’ve discovered that a simple formula can be used to add up all the even numbers from 0 to “n”, whereby “n” is an even number. this formula is: alternative method: there is also an alternative formula you can use to add up even numbers, from 0 onwards. that is: addingeven numberssumming up adding, odd numbers, summations how to add up odd numbers from 0 upwards september 16, 2016 tiago hands leave a comment in this post, i’ll be demonstrating how to add up all the odd numbers from 0 to any specific odd number. to create a robust demonstration, i’ll be taking the footsteps below: i’ll first be showing you how to add up all the odd numbers from 0 to 1, using a diagram and formula. i’ll then be showing you how to add up all the odd numbers from 0 to 3, using a diagram and formula. i’ll also be showing you how to add up all the odd numbers from 0 to 5, using a diagram and also the same formula which was used to count up all the odd numbers from 0 to 1 and 0 to 3. and finally, i’ll be using similar diagrams and formulas used to count odd numbers from 0 to 1, 0 to 3 and 0 to 5 to count odd numbers from 0 to 7 and 0 to 9. what you will find, after i complete the tasks above – is that a pattern emerges. you will notice that the formula i use to count odd numbers from 0 to n (n which is an odd number) is very robust and will allow you to count all the odd numbers from 0 to n very easily. counting all the odd numbers from 0 to 1: if you count all the odd numbers from 0 to 1, what you will get is obviously 1. furthermore, what you will also get as a formula (if n=1, h=height and l=length) is: *if you plug the value 1 into n, you will get 1. 1 is the value of all the odd numbers added up from 0 to 1. counting all the odd numbers from 0 to 3: if you count all the odd numbers from 0 to 3, what you will get is 4. furthermore, what you will also get as a formula (if n=3, h=height and l=length) is: *if you plug the value 3 into n, you will get 4. 4 is the value of all the odd numbers added up from 0 to 3. counting all the odd numbers from 0 to 5: if you count all the odd numbers from 0 to 5, what you will get is 9. furthermore, what you will also get as a formula (if n=5, h=height and l=length) is: *if you plug the value 5 into n, you will get 9. 9 is the value of all the odd numbers added up from 0 to 5. counting all the odd numbers from 0 to 7: if you count all the odd numbers from 0 to 7, what you will get is 16. furthermore, what you will also get as a formula (if n=7, h=height and l=length) is: *if you plug the value 7 into n, you will get 16. 16 is the value of all the odd numbers added up from 0 to 7. counting all the odd numbers from 0 to 9: if you count all the odd numbers from 0 to 9, what you will get is 25. furthermore, what you will also get as a formula (if n=9, h=height and l=length) is: *if you plug the value 9 into n, you will get 25. 25 is the value of all the odd numbers added up from 0 to 9. the formula which can be used to add up all the odd numbers from 0 to n, whereby n is an odd number: if you look at each and every diagram and formula above, what you will notice is that the formula will allow you to add up all the odd numbers from 0 to n, whereby n is an odd number. the diagrams above have demonstrated why this formula is robust and completely logical. if you need to add up all the odd numbers from 0 to n (n is an odd number), the formula above is one you can trust. alternative method: using the table below, we can come up with an alternative method of calculating every odd number from 0 to n (n is an odd number): n: sum total total (exponential form) 1 1 1 1^2 3 1+3 4 2^2 5 1+3+5 9 3^2 7 1+3+5+7 16 4^2 9 1+3+5+7+9 25 5^2 it turns out that: *note that 2x+1 can be used to denote an odd number. addingcountingodd numbers carl friedrich gauss, combinations, summations solving the student handshake problem september 13, 2016 tiago hands leave a comment the other day, a question came up on a site called brainly.com. it went like this… in a cafeteria, all students shook hands with one another. there were 66 handshakes in total. how many students were in the cafeteria? as this question is quite interesting, i’m going to explain how you can answer it, and in the process – i’ll also be revealing its answer. now, to answer such a question we first have to perform a few experiments and ask ourselves mini questions. the data from these experiments and mini questions will have to be recorded, so that we can spot potential patterns which may ultimately help us create a formula to solve the main problem. experiments + mini questions will a pattern emerge?? 1. firstly, let’s think about how many handshakes there’d be with only one student in this cafeteria. well, we can say 0. why would someone shake their own hand? 2. secondly, how many handshakes would there be if there are 2 students in this cafeteria? well, the answer to this question is 1. these two students would be able to shake hands with one another. 3. thirdly, how many handshakes would there be if there are 3 students in the cafeteria? haha, now things get a little more complicated… to answer this mini question, let’s attach the variables a, b and c to these students {a, b, c}. it turns out that: a can shake hands with b (a,b). a can shake hands with c (a,c). b can shake hands with c (b, c). *possible combinations: (a, b), (a, c) and (b, c). so the answer to this mini question has to be 3. 4. fourthly, how many handshakes would there be if there are 4 students in this cafeteria? to answer this question we can use the same strategy we used to answer the third question. let’s attach the variables a, b, c and d to these students {a, b, c, d}. it turns out that: a can shake hands with b (a,b). a can shake hands with c (a, c). a can shake hands with d. (a, d). b can shake hands with c (b, c). b can shake hands with d (b, d). c can shake hands with d (c,d). * possible combinations: (a, b), (a, c), (a, d), (b, c), (b, d) and (c, d). so, the answer to this mini question would have to be 6. 5. fifthly, how many handshakes would there be if there are 5 students in this cafeteria? using the same strategy we used to answer mini questions 3 and 4 – we will answer this question too. let’s attach the variables a, b, c, d and e to these students {a, b, c, d, e}. it turns out that: a can shake hands with b (a, b). a can shake hands with c (a, c). a can shake hands with d (a, d). a can shake hands with e (a, e). b can shake hands with c (b, c). b can shake hands with d (b, d). b can shake hands with e (b, e). c can shake hands with d (c, d). c can shake hands with e (c, e). d can shake hands with e (d, e). so, the answer to this mini question would have to be 10. possible combinations: (a,b), (a, c), (a, d), (a, e), (b, c), (b, d), (b, e), (c, d), (c, e) and (d, e). can we solve the main problem with a formula? what pattern will define the formula? alright… now that we’ve performed a few experiments and have answered a few mini questions – let’s see if we can spot a pattern in our data. if we can spot a pattern in our data, we may be able to solve the problem relating to 66 handshakes. we need to find a pattern so that we don’t have to answer the main question using brute force and hundreds, if not, thousands of calculations. remember, solving mathematical problems is all about spotting patterns. to spot patterns, the best tool we can use is a table. let’s create a table which contains the information we’ve just produced, related to the mini questions… student(s) handshakes pattern (related to handshakes) 1 0 0 2 1 1 3 3 1+2 4 6 1+2+3 5 10 1+2+3+4 ok… let’s look at this table carefully. it turns out that a pattern has emerged… as a pattern, we get tidy little sums. the kind of sums that carl friedrich gauss was able to add up, thanks to diagrams such as the one below… diagram explanation: to add up the sum 1+2+3+4, you simply have to multiply 5 (which is the variable ‘s’ in this case) by (5-1) which is 4, then divide their product ( 5 x (5-1) ) by 2. (5×4)/2 = 10 = 1+2+3+4. notice that: when there was one student in the cafeteria, there were 0 handshakes. (0) is 1 less than the number 1. when there were two students in the cafeteria, there was 1 handshake. (1) is 1 less than 2. when there were 3 students in the cafeteria, there were 3 handshakes. 3 =1+(2). 2 is 1 less than 3. when there were 4 students in the cafeteria, there were 6 handshakes. 6=1+2+(3). 3 is 1 less than 4. when there were 5 students in the cafeteria, there were 10 handshakes. 10=1+2+3+(4). 4 is 1 less than 5. also notice that: *to understand the pattern below and how it was intuitively discovered, see the diagram which helped carl friedrich gauss neatly add up sums such as 1+2+3+4. [ 1 x (1-1) ] / 2 = 0 which is the same as : [ 1 x 0 ] / 2 = 0 [ 2 x (2-1) ] / 2 = 1 which is the same as : [ 2 x 1 ] / 2 = 1 [ 3 x (3-1) ] / 2 = 3 which is the same as : [ 3 x 2 ] / 2 = 3 [ 4 x (4-1) ] / 2 = 6 which is the same as : [ 4 x 3 ] / 2 = 6 [ 5 x (5-1) ] / 2 = 10  which is the same as : [ 5 x 4 ] / 2 = 10 with this information, we can conclude that: s = number of students h = handshakes [ s x (s-1) ] / 2 = h and this is the formula we can use to solve all student handshake problems such as the one mentioned at the top of this post. if we plug the value 66 into this formula, we will discover how many students there were in the cafeteria whereby 66 handshakes took place. at the beginning of this post, i said that i would reveal the answer to the main question. to reveal it though, i will have to solve a quadratic equation by completing the square. i will also have to turn the variable ‘h’ into 66. let’s do this… we now know that there were 12 students in the cafeteria. obviously, this problem could have been solved when we knew that s x (s-1) = 132, because 12 x 11 = 132. however, if you get a larger problem, you will need to produce a quadratic formula and complete the square to get an answer. i hope that this post has shed light on how to solve handshake / people problems. if you have any questions or feedback, please leave a comment below. 🙂 carl friedrich gausscombinationscompleting the squarehandshake problemquadratic equationsummationssumming up sine rule the quickest sine rule proof september 6, 2016 tiago hands in this post i’ll be demonstrating how to prove that the sine rule is true in the quickest manner possible. first of all, let’s begin with writing down the 3 formulas which can be used to find the area of a triangle: now, let’s make the first two formulas above equivalent to one another… alright, now watch what happens when we multiply both sides of the equation by a handy expression… if we do this, what we’re going to be left with is… so far so good! let’s now make these two area formulas equivalent to one another… and now, let’s multiply both sides of the equation we’ve just created by a handy expression… if we do this, what we’re going to be left with is… and it turns out, because: we can say that: i’ve made a video related to this sine rule proof. you can watch it below if you wish. hope you enjoyed reading this post! 🙂 algebraproofssine rule chance, probabilities rolling 3 dice… what is most likely to happen? september 5, 2016 tiago hands understanding probabilities / chance can sometimes be difficult. this is why i’ve written (in detail) an article about what kind of sums you should expect to get when you roll 3 dice and why you should expect to get them. this article reveals some of the mechanics behind our probabilistic theories and should help maths students gain a deeper understanding of the nature of randomness and chance. recently, i’ve been doing a bit of coding in html, css, php and mysql. i’ll be looking to improve mathsvideos.net and also provide students with more mathematics resources. i’m also providing businesses with automation solutions in order to fund my maths project. thanks for stopping by!! tiago. 🙂 for more mathematics proofs, visit https://plus.google.com/b/100450538547176385655/communities/106007058741903558109. like probabilities? why not check out the “hannah sweets” problem? hannah sweets maths problem – edexcel (june 2015) chancecsshtmlmysqlphpprobabilitiesrolling 3 dice euler's identity, maclaurin series how to derive euler’s identity using the maclaurin series august 11, 2016 tiago hands leave a comment in this post i’ll be showing you how to derive euler’s identity using the maclaurin series. it turns out that the maclaurin series looks like this: and expanded, it looks like this: [*a larger version of this image can be found here.] now, since we want to derive euler’s identity, we first have to find out what the formula for e^x looks like. in order to get this formula we must use the table below: derivatives of e^x when x=0 ok. so we’ve got a useful table just above. let’s write out the function of e^x in its maclaurin series form: now, let’s replace with the values from the table. if we do this, the formula for e^x will become: alright, so far, so good. we are certainly on the right track. our next goal will be to discover what e^(i*x) is. this is because to produce euler’s identity, we need to come up with: to come up with the formula above, we will need the table below, because our latest e^(x) formula will have to be transformed. x will be turned into i*x. imaginary numbers exponentiated as we’ve got the table above, we can figure out what the formula e^(i*x) would look like: since: [*to find out why it’s the case, visit this page.] this means that: and finally, when x=π: this is because: you have produced euler’s identity from almost absolute scratch. give yourself a pat on the back! 🙂 related: deriving the taylor series from scratch cosxeuler's identityimaginary numbermaclaurin seriessinx maclaurin series, taylor series deriving the taylor series from scratch august 10, 2016 tiago hands leave a comment [please note: in order to derive the taylor series, you will need to understand how to differentiate. if you know how to differentiate, finding the taylor series won’t be much of a problem. you also need to know that 0!=1, 1!=1, 2!=2, 3!=6, x^0=1, x^1=x.] in this post i will be demonstrating how one can produce the taylor series from absolute scratch. first of all, let’s look at the diagram above. now, let’s suppose that the equation of the function above is: ok, so we have the equation for the function, however, it isn’t complete. c_0, c_1, c_2, c_3 etc are hidden constants. this means that our second task will be to discover these constants. we need to discover these constants to find the complete equation of the function so that we can arrive at the taylor series. fortunately, this task won’t be too difficult. let me show you how c_0, c_1, c_2, c_3 etc can be found fairly easily… when x=0: now: when x=0: also: when x=0: and, finally: when x=0: alright, so now that we have discovered the hidden constants c_0, c_1, c_2 and c_3, our third task is to write down the complete equation of the function f(x+a). thanks to the information we have above, the fact that x^0=1 and x^1=x, plus our ability to spot patterns, we will be able to do this quite quickly… [*image can be seen here if it appears to be too small on this page.] and it turns out that the equation we have just above is the taylor series function. it can be simplified to look like this… what is also interesting is that if we transform a=0, we get the maclaurin series function which can be used to discover formulas for things such as e^x. if you have any questions regarding this post, please leave your comments below. once again, thanks for stopping by! 🙂 related: how to derive euler’s identity using the maclaurin series differentiationfunctionsmaclaurin seriestaylor series posts navigation 1 2 … 11 next → rss feed receive our latest posts. just enter your email address in the box below and hit the subscribe button. you shall receive a confirmation email to complete your subscription.delivered by feedburner subscribe to our youtube channel receive notifications about our latest videos as soon as they become available. we've produced some of the best gcse and a level mathematics proofs on the web. other posts derive the formula to find areas underneath curves views 109 how to prove that sin(a-b)=sin(a)cos(b)-cos(a)sin(b) geometrically views 138 properties of c squared, pythagorean theorem views 59 2 ways to derive pythagoras’ equation from scratch views 60 how to add up all the even numbers from 0 onwards quickly views 55 how to add up odd numbers from 0 upwards views 46 solving the student handshake problem views 55 the quickest sine rule proof views 53 archives october 2016 (1) september 2016 (8) august 2016 (3) march 2016 (1) february 2016 (2) december 2015 (1) november 2015 (1) september 2015 (2) august 2015 (4) july 2015 (1) june 2015 (2) may 2015 (1) march 2015 (7) february 2015 (7) january 2015 (8) december 2014 (29) july 2014 (12) june 2014 (4) may 2014 (15) high quality mathematics videos and proofs for students home about us philosophy donate to the project mathematics: invented or discovered? basic information about numbers symbols & notations basic logic tables mathematical logic (1) times tables powers powers of ten derive the value of surds useful algebraic formulas percentage / decimal / fraction table inverse shortcuts trigonometry rules deriving trigonometric identities without the use of unit circles trigonometric identity proofs graph transformation tricks modulus formulas log formulas differentiation formulas integration formulas algebra completing the square trigonometry calculus vectors volume of cones formula maclaurin series derivatives – useful tables useful tables (taylor & maclaurin series) mean deviation vs standard deviation free resources / downloads mathematical art & design video playlists all posts (archives) navigation (page by page) rss feed xml sitemap contact us trigonometric tablestrig table (1) trig table (2) tag cloudadding algebra angles areas calculus circles completing the square cones continued fractions curves differentiation even numbers formulas fractions functions golden ratio implicit differentiation indices integration irrational numbers logarithms logic maclaurin series mathematical programming multiplication odd numbers pi probabilities proofs pythagoras pythagoras' theorem quadratic formula roots sine sine rule soh cah toa statistics summing up surds trigonometric identities trigonometry vectors videos volumes categoriescategories select category adding addition algebra angles areas binomial expansions brainly calculus carl friedrich gauss cartesian coordinates chance co-ordinate geometry combinations continued fractions cosine rule decimals differentiation dimensions division ellipses ellipsoids equation editors euler’s identity even numbers exponentials fractions functions google apps graphs hypersurfaces implicit differentiation integration irrational numbers isometric projection lengths logarithms logic maclaurin series magnitudes mathematics proofs multi-dimensional multiplication natural law news odd numbers parameters percentages pinterest probabilities proofs pythagoras python roots sine rule singularities soh cah toa statistics summations surds sympy taylor series trigonometry tutorials universe vectors videos visualising mathematics legalprivacy & cookies policy learn more about cookies (information commisioner’s office) terms of use disclaimer copyright© 2014-2016, mathsvideos.net. we use cookies so that visitors can have a pleasant experience on our website. if you continue to use this site, we will assume that you are satisfied with our privacy and cookies policy.okread more


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