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"THE ROOT IS WHAT YOU THINK! Infinite-Recurring 0.9 Is"

so, the root is what i think infinite recurring 0.9 is?

i think infinite recurring 0.9 = 1, so the root is 1?

what does that have to do with anything?

and why do you have to use random terminology that has nothing to do with your argument?

here is what you have done:

1) conjecture that 0.999... is NOT 1 despite there being lots of proofs that it IS 1

2) give an extremely vague description of your argument

3) when asked to elaborate on your argument, you just repeat yourself and insult them

so what you have actually done is annoyed some people and done nothing good to get your point across.

can you also explain what you find wrong with my proof?

let x = 0.999...

10x = 9.999...

9x = 9

therefore x = 1 = 0.999...

well, i am interested in seeing if he can provide a good argument, at least....

How many times do you have to be Proved wrong! before you Admit to yourself you are up against a far more Intelligent...Higher...Being.

is there any need for this?

i'm sorry, but if we know nothing can you explain what it means then?

100 Root = 100?

by root you mean...the origin? ok, what does this have to do with the original problem?

you are telling us something about 0.999... and something about understanding the root but you are being very vague still

hello bob bundy, thank you so much for your help!

they are 15-16 years old.

hi, can you explain what you mean?

we have proven that 0.999... = 1

you also want us to prove -0.999... = -1?

let x = -0.999...

10x = -9.999...

9x = -9

x = -1

so now -0.999... = -1

what do you mean by root? square root?

well i have just proven that 0.999... = 1 so if both are the same then square root of both should surely be the same?

also what is "IR0.9N( ? ) IR0.9R( ? ) IR0.9P( ? )"

how i can do this in 10 seconds? its nice problems but i am too slow..

**dolgopolov**- Replies: 8

hello guys and girls,

first of all forgive my english.

i am wanting to teach euler characteristic of a plane in a really fun way to get the kids to discover the identity for themselves.

i thought about getting the students to use paper to draw different shapes in 2D and note different things about them. or should i just say straight out to note down the vertices, the number of edges, etc?

for 3D, i can use those colorful polygon connector things and do the same, no?

what is the best way to teach this in a way that the kids will not find boring?

thank you!

thanks!

also if you google some of his usernames you can see he post the same thing on lots of other math forum

if you are talking about if a computer or a human is better..

what do you mean by better?

if a computer play the best players in the world and win every time, then that mean it can win all the time.

but what a human can do that a computer cant i would say is make up new defences, attacking methods, etc, a computer cant (usually) do this. a human has the creative mind

also the world will end if and only if the world doesn't end tomorrow

http://mathisfunforum.com/profile.php?id=90430

http://mathisfunforum.com/profile.php?id=38924

http://mathisfunforum.com/profile.php?id=37599

http://mathisfunforum.com/profile.php?id=5702

http://mathisfunforum.com/profile.php?id=38724

aren't these all you?

Hi ARB,

Let x = 0.999...

10x = 9.999...

9x = 9

x = 1

But wait! We let x = 0.999...

Therefore 0.999... = 1.

What is the problem with this proof? Which line contains the error?

Also weren't you banned before? (for trolling or insulting or something, i read the old thread)

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