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topsquark
Senior Member
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- Aug 27, 2012
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Did it occur to you to do the subtractions?
[imath]\left (1 - \dfrac{1}{2} \right ) \left (1 - \dfrac{1}{3} \right ) \dots \left (1 - \dfrac{1}{49} \right )\left (1 - \dfrac{1}{50} \right )[/imath]
[imath]= \left ( \dfrac{1}{2} \right ) \left ( \dfrac{2}{3} \right ) \left ( \dfrac{3}{4} \right ) \dots \left ( \dfrac{47}{48} \right ) \left ( \dfrac{48}{49} \right ) \left ( \dfrac{49}{50} \right )[/imath]
Can you see what's going to happen?
-Dan
D
Deleted member 4993
Guest
Start writing it out:
(1-1/2)(1-1/3)(1-1/4)...(1-1/49)(1-1/50) = 1/
and look carefully ....... may be write it out with paper and pen/pencil.....
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Steven G
Elite Member
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- Dec 30, 2014
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Amazing!
D
Deleted member 4993
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Calculator generation - working with paper/pencil & thinking about numbers is so "passé".................
Steven G
Elite Member
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- Dec 30, 2014
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Only using calculators for math calculation is a serious problem with students. It is funny how the students who need the most help with doing calculations with pencil and paper or using their brain are the exact students that use a calculator all the time.
it is 1/50