As you probably already know, we don't actually divide matrices. Try this:

i am here again! can you expalin  question 18 part a ? once i found dy/dx (gradient) then what should i do next ? i cant understand the equations of all asymptoes.

Are you tackling economic optimization problems?

THEOREM ::
Let be a function in n variables that depends on a parameter a. For each value of a, let be a maximum or minimum point for . Then

Thorlong!

Q: The cost of an electronic calculator rose by RM6. As a result a shop could buy 5 fewer calculators for RM600. If the cost of the calculator was RM x before the rise, find expressions in terms of x, for the number of calculators which could be bought before and after the rise. Hence form an equation in x and show that it reduces to x2 + 6x - 720 = 0. Solve this equation and state the origin cost of the calculator.

What I did:
Num of cal before = 600/x
Num of cal after = 600/x+5

Then I'm confused

I'm not experienced enough to be able to provide a better system here , but I really think we should look at Singapore's curriculum . Our Maths education system is flawed from the beginning . Back when the syllabus wasn't revamped , Malaysian students ranked in the top ten list of countries for TIMMS 2003 .

And you're right , it's all about rote-learning . At the end of the day , as an ex-SPM candidate , I feel ashamed of my problem solving skills . I'm 18 and I should be ready to embark on more advanced Mathematics but I realise I was unable to proof simple things like the angles in a triangle add up to 180 , diagonals in a parallelogram bisect each other , Pythagoras' Theorem , radius of a circle bisects a chord perpendicularly , angle of a triangle touching a circle is 90 degrees , all these fundamental concepts which are so familiar to us . I am also against how the topics are arranged in our syllabus . All in all , I'm not happy with how our Maths curriculum has turned out to be . 

Last year , my younger brother asked me a question which made me ponder for a bit . I knew how to answer it using algebra , but how do I teach him that method ? He hasn't learned algebra and doesn't have the basics . I then recalled that my teacher ( who taught me in Year 6 , by far the best Maths teacher I've ever encountered ) taught us basic algebra to solve a problem . At that time we thought it was some kind of magic , bringing 'a' from downstairs to upstairs from one side of an equation to another .

Here's a sample problem :

Ali has 300 sweets . He divides the sweets between Chong and Muthu . Muthu gets 145 more sweets than Chong . How many sweets did Chong get ?

The problem was a much harder example . In Singapore , primary school students are taught to visualise problems like these using geometrical 'block models' or 'bars' . In Malaysia , we are only given problems like these without being properly trained to solve problems .

What is your take on this ?