Here's the question you clicked on:
satellite73
disgrace of the day
from a question last night. what's wrong with this picture?
The given angle should have been more than pi/4
if π/6 is an angle in a right angled triangle then is it the smallest angle
Oh it is not a right angled triangle.
@satellite73 is the angle given in radian then the angle would be 30
@Unkle it does say "not drawn to scale though"
then later when you are asked to "solve" a triangle it is impossible, because no one can draw the damn thing would the same moron who gave this problem draw a rectangle and label as follows |dw:1349963756626:dw|
not drawn to scale is no excuse you cannot make \(\frac{\pi}{6}\) larger than \(\frac{\pi}{3}\) it just doesn't make sense
ohh man all these guys are greatest ones in OS
it still says triangles not drawn to scale...which is plural and i only see one >.>
So, u mean to say not enough information given in the figure to say it is a right angled triangle.
no i mean the question is designed to confuse. the long side of the triangle is shorter than the short side. it is insane
just another reason to hate math
Is this a question to confuse everyone
Yeah..... So, I said the given angle must be greater than pi/4
|dw:1349963986971:dw|
if you want to test this kind of knowledge, and for some reason don't want a visual clue then simply ask " if the side adjacent to an angle of \(\frac{\pi}{6}\) in a right triangle is 5 units long, find the lenght of the other sides
@lgbasallote another reason to hate math teachers ok rant is done, thanks for listening
maybe the perspective is just strange
It's not mentioned that the triangle is a right-angled. :)
Advice to teachers: "Make sure that students appreciate that diagrams can be misleading etc etc.." Duh....
advice to teachers: since it is clear that \(3<6\) you would think your students rather simple if they drew a rectangle and labelled the short side 6 and the long side 3, because that is just stupid by the same token, don't prove yourself just as stupid by making an angle of 30 degrees twice the side of an angle of 60 degrees, and then be amazed when a) they cannot solve your problem b) they cannot solve a right (or general) triangle because they are unable to draw a decent picture first
Yes, excellent. I am of the opinion that diagrams, if treated with the same care as anything else in mathematics, add value.