# M.S.

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#### topsquark

Forum Staff
Again you are simply writing a result of your definitions in terms of your definitions. Your "numerical" notations seem to do nothing more than provide a different way of writing your diagrams. You don't seem to have created anything that isn't internal to your system. What do the diagrams mean in terms of, say, Euclidean geometry? Could you provide an example of how you apply this to a geometry problem and how it differs from the "standard" Euclidean geometry approach?

-Dan

#### point1967

differs from the "standard" Euclidean geometry approach?

-Dan
defines the term points. gaps as a concept was introduced,

Since you have the most current knowledge in mathematics ask you a question , we have $$\displaystyle a=\{0,4\}\cup\{6,9\}\cup\{11,13\}$$ , $$\displaystyle b=\{0,3\}\cup\{5,10\}$$ that should be applied a mathematical method to obtain different results of$$\displaystyle c_n$$

$$\displaystyle c_1=(1,1,1,2)$$ My notation and solution $$\displaystyle 4\underline23\underline22{+_1^{\underline0}}3 \underline25=(1,1,1,2)$$ ...
$$\displaystyle c_2=(1,4)$$ --$$\displaystyle 4\underline23\underline22{+_1^{\underline1}}3 \underline25=(1,4)$$...
$$\displaystyle c_3=(2,1,1,2,1)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline2}}3 \underline25=(2,1,1,2,1)$$...
$$\displaystyle c_4=(3,4,2)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline3}}3 \underline25=(3,4,2)$$...
$$\displaystyle c_5=(6,4,1)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline4}}3 \underline25=(6,4,1)$$...
$$\displaystyle c_6=(4,1,1,1,2)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline5}}3 \underline25=(4,1,1,1,2)$$...
$$\displaystyle c_7=(4,3)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline6}}3 \underline25=(4,3)$$...
$$\displaystyle c_8=(4,1,1,1,4)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline7}}3 \underline25=(4,1,1,1,4)$$...
$$\displaystyle c_9=(4,2,9)$$---$$\displaystyle 4\underline23\underline22{+_1^{\underline8}}3 \underline25=(4,2,9)$$...
$$\displaystyle c_{10}=(4,5,5)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline9}}3 \underline25=(4,5,5)$$...
$$\displaystyle c_{11}=(4,3,1,5)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline{10}}}3 \underline25=(4,3,1,5)$$...
$$\displaystyle c_{12}=(4,3,1,5)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline{11}}}3 \underline25=(4,3,1,5)$$...
$$\displaystyle c_{13}=(4,3,2,5)$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline{12}}}3 \underline25=(4,3,2,5)$$...
$$\displaystyle c_{14}=(4,3,3,5$$--$$\displaystyle 4\underline23\underline22{+_1^{\underline{13}}}3 \underline25=(4,3,3,5)$$

show me the solution for the first part

#### topsquark

Forum Staff
defines the term points. gaps as a concept was introduced,

Since you have the most current knowledge in mathematics ask you a question , we have $$\displaystyle a=\{0,4\}\cup\{6,9\}\cup\{11,13\}$$ , $$\displaystyle b=\{0,3\}\cup\{5,10\}$$ that should be applied a mathematical method to obtain different results of$$\displaystyle c_n$$

$$\displaystyle c_1=(1,1,1,2)$$ My notation and solution $$\displaystyle 4\underline23\underline22{+_1^{\underline0}}3 \underline25=(1,1,1,2)$$ ...
I'll take for granted that you have done this correctly in terms of your notation. But what does it actually mean? What advantage do we get by putting it in terms of this notation?

-Dan

#### point1967

I'll take for granted that you have done this correctly in terms of your notation. But what does it actually mean? What advantage do we get by putting it in terms of this notation?

-Dan
whether current mathematics has solutions for different values of $$\displaystyle c_n$$ for the values of $$\displaystyle a$$ and $$\displaystyle b$$, if no then my math better

#### topsquark

Forum Staff
I still don't get it. All you have done here is to invent a notation for line segments and gaps in those segments. It would appear that all you have done is redefine natural numbers as points on the real line. There's nothing wrong with that but my question still stands...Other than present a way to write notation for line segments what is the use of this? If it's simply to show that you can do the same things (or more) than traditional geometry then great. Show us what this can do for geometry. If I am wrong then please show me where.

-Dan

#### HallsofIvy

MHF Helper
Many people, when looking at a book or journal article on a field of mathematics with which they are unfamiliar, see only gibberish.

Unfortunately, some people then get the idea that, if they write gibberish, they are writing mathematics!

#### point1967

Many people, when looking at a book or journal article on a field of mathematics with which they are unfamiliar, see only gibberish.

Unfortunately, some people then get the idea that, if they write gibberish, they are writing mathematics!
If you ask a task and you have no solution to the task, then something is wrong with the current math, and I offer you the method of possible solutions, you say that it's a fool. So please if you are nice to your knowledge of mathematics offers a process by which a decision ...

#### topsquark

Forum Staff
Here's an example of what I'm asking you for. Let's say we have the intervals $$\displaystyle (-5, -3) \cup [-2, 0) \cup [1, 3]$$. You can rewrite this in your notation. What else can your work do? Or is it just a way to rewrite the intervals?

-Dan

#### point1967

Here's an example of what I'm asking you for. Let's say we have the intervals $$\displaystyle (-5, -3) \cup [-2, 0) \cup [1, 3]$$. You can rewrite this in your notation. What else can your work do? Or is it just a way to rewrite the intervals?

-Dan
$$\displaystyle -2\underline{-1} -2\underline 1 2$$

intended HallsofIvy , your knowledge of current mathematics (http://mathhelpforum.com/peer-math-review/239253-function-point-2.html March 25th 2015, 06:26 AM )
that geometric object in the plane meets these requirements
a ) has six angles
b )the sum of the angles $$\displaystyle 1080^o$$ - has six angles $$\displaystyle \angle ABC$$ , $$\displaystyle \angle BCA$$ , $$\displaystyle \angle CAB$$ , $$\displaystyle \angle DEF$$ , $$\displaystyle \angle EFD$$ , $$\displaystyle \angle FED$$
- the sum of the angles $$\displaystyle 1080^o$$

program for computer Mathematica
Code:
Options[plus1] = {"Output" -> "Standard"};

plus1[a_, b_, c_, OptionsPattern[]] :=
If[OptionValue["Output"] == "Standard", Identity, toEncoded]@
BitXor[a, c 2^b]

fromEncoded[a_] :=
FromDigits[
Reverse[Flatten[
ConstantArray @@@
Transpose[{PadRight[{}, Length[a], {1, 0}], a}]]], 2]

toEncoded[n_] :=
Length /@ Select[Split[[email protected][n, 2]], First[#] == 1 &]
toEncoded (*outputs {1,1}*)
fromEncoded[{1,1}] (*outputs 5*)
plus1[fromEncoded[{4, 2, 3, 2, 2}], [COLOR="#FF0000"]5[/COLOR], fromEncoded[{3, 2, 5}],
"Output" -> "Nonstandard"]
red number has a value of 0 to 13, which represents of $$\displaystyle +_1^{\underline0}$$ to $$\displaystyle +_1^{\underline{13}}$$

#### point1967

Theorem - The contact number is sorted horizontally only be a natural straight line that gives a natural straight line , when there are two (more) results merge

Proof - $$\displaystyle 1\rightarrow 1 (\underline{s})$$ $$\displaystyle 4{+_3^{\underline0}}2=2$$

$$\displaystyle 4{+_3^{\underline1}}2=2$$

$$\displaystyle 4{+_3^{\underline2}}2=2$$

$$\displaystyle 4{+_3^{\underline3}}2=4$$

$$\displaystyle 4{+_3^{\underline4}}2=6$$

$$\displaystyle +_3$$- addition rule 3

(SM.) - no "addition rule 3 "

NOTE, the previous $$\displaystyle +_3$$ becomes $$\displaystyle +_4$$ , the previous$$\displaystyle +_4$$ becomes $$\displaystyle +_5$$

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