Subcategories

• Module 2 Day 15 Challenge Part 1

  Proof of Triangle Inequality

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  A

  @Bella Nice! 😄 That's definitely a valid way of doing it-- splitting into cases based on whether the triangles are equilateral, isosceles, or scalene (no two sides with the same lengths) is a good choice, because then it makes it harder to accidentally miss a triangle. Just goes to show that there are often multiple ways to solve a problem!

• Module 2 Day 15 Challenge Part 2

  Ways to Make a Triangle

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• Module 2 Day 15 Challenge Part 3

  Using a Grid to Count the Ways

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  @The-Darkin-Blade Good question! It's just for organizational purposes, actually. We want to sort the different ways that we are trying by setting \(x\) to be the shortest side.

  If we didn't have this requirement of \(x \leq y,\) then we might have \(3, 5,\) and \(6,\) as side lengths on our list of things to check in addition to side lengths \(5, 3\) and \(6,\) which are really the same combination.

  So, in a nutshell, this requirement ensures that we cover all the cases without doing any of the cases twice!

• Module 2 Day 15 Your Turn Part 1

  Ways to Make a Triangle From a Set of Side Lengths

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  @The-Rogue-Blade Your idea is correct but you missed some pairs and also, a<b so pairs with the same numbers are incorrect. When prof. loh drew a line across the chart he did it above the middle, so he excluded all the pairs with the same numbers.
  These shouldn't be included⬇️
  2: 1,1
  3: 1,1
  4: 2,2 1,1
  5: 2,2 1,1
  6: 3,3 2,2 1,1
  7: 3,3 2,2 1,1

  I really liked the way you did the question and it would be quite useful if I didn't want to draw a graph 🙂

• Module 2 Day 15 Your Turn Part 2

  Using a a Grid to Count the Ways

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  D

  @The-Darkin-Blade You are right!! I've just changed this. Thank you for your eyes 👀 👀 and for letting us know right away!

  🙂