Explaining Fully the Mathematics, Relationship, and Geometry Through Empirical Evidence Meaning all kids can test my measurements on paper Section 1: The Core Foundation and the Ki Constant My first image. FOCUS on Image2.png to complete the first lesson of understanding and learning why KI is a constant. This number 3.15 (or 315 mm) is shown also in counting as 3/4 of 420. It's also represented in the ratio 1 degree = 0.75 (this will be clear to mathematicians when seeing 1.575). In mathematics, there are relationships: 1 circle with 6, 1 : 15, and terms when I say 1 spinning 6 or 1 spinning 1260. So, one spinning 6 is 7. One spinning 1260 (hexagon) is 1261, but shown clearly in my last images in this post. YOUR TODAY'S LESSON IS: FOCUS ON IMAGE2.PNG Image2.png explains the relationship of 1 circle with the constant 3.15. All students should follow the steps from the image and test measurements on paper, where mathematics and geometry align perfectly. There is no probability or irrationality. This is not a convention: it is the 420 framework (2520/1260) and Constant Ki 3.15. These numbers were tested by me personally throughout my past 8 years of mathematics since 2018–2026. The images you see are from 2026. So, the first image called "image2.png" explains perfectly the relationship of 1 circle with Constant Ki 3.15. Section 2: Follow the 4 Easy Steps Step One: Draw a circle with a radius of 10 cm (100 mm) and a diameter of 20 cm (200 mm). Step Two: By using any metal ruler that has a measurement of 315 mm or 3.15 cm — learn to catch diameter 3.15. You cannot miss the fine print on any metal ruler for construction that has 3.15 cm or 315 mm. Step Three: Draw one circle with a diameter of 3.15 cm (315 mm) or a 1.575 radius onto the circumference of the big circle that has a diameter of 20 cm (200 mm). Step Four: Copy-paste my lead. After drawing the first circle that has a diameter of 3.15 cm onto the circumference of the big circle (10 cm radius, 20 cm diameter) — learn how to use geometry. Mathematics and geometry align. So drawing 20 circles connected / 40 intersected is the goal, as shown in the first image. Section 3: Geometric Interconnections and Ratios You will have to understand the relationship of 1 circle with a diameter of 3.15 cm (315 mm) and 1 big circle (presented as r = 10, D = 20) — this is like 1–2. Why do 20 circles of 3.15 match? Why is the diameter 20 cm? Counting from 1–10 is connected with using millimeters. So using inches is out of the question. Follow the steps and practice to draw. Image2.png, or the first image of this post, is really easy to draw. You can do it in one take, and probably without making a mistake on your first try. The values 2520 (012x210) / 1260 and 420 are connected. The 420 framework was checked empirically by counting the physical fields in a rotating circle with many divisions and odd/even alternations, which you can find in my other publications. 420 is exactly 1/3 of 1260. The second and third images are much harder to understand and draw. You will not be able to re-create 21/42 on your first try, that is for sure. Because of the relationship: 10.5 : 3.15 = 3.333 6.666 : 2 = 3.333 This specific correlation of 1 and 1/3 is what my study 1260/420 explains perfectly. The number and geometry of 6, and 1 spreading to a measurement of 21 in all 6 directions, was demonstrated in my previous works. This is one centered hexagon that is spreading to the number 21 in all 6 directions. The result is EMPIRICAL: 1 spinning 1260. The number 1 becomes the center, leading to the absolute formula: $$20 \text{ cm} \times 2 \times \text{Ki} = 1260 \text{ mm}$$ The hexagon and the circle co-relate in behavior, but so do the triangle and the Star of David. Thus, you will find connections with 3, 12, 21, 42 / 3.333 / 6.666 / and 10.5 + 3.15. Measurements of 10.5 and 3.15 are found in Keops (within the King's Chamber as well), and this is something connected to Egyptian cubits where 1 cubit = 0.525 m. Section 4: Overcoming the Trap of Conventions and Historical Context Please understand that mathematics is simple and complicated at the same time. Don't expect to understand all at once. PRACTICE — repeat after me — CHECK. I have over 1,000 empirical evidences that any kid from any tribe on this planet can check, repeat, and plus LEARN. Learning comes with KNOWLEDGE, not with SHORTCUTS by you simply reading the solution from me. The 420-degree framework and the Ki constant of 3.15 are not arbitrary conventions, but empirical proofs that are an inherent part of this universe. The Sun and one God are my only support. I do not have mainstream supporters for now because kids are forced to repeat a rigid CONVENTION called the Babylonian tower 360 and the irrationality of Pi (3.14159... bla bla bla). This Babylonian tower 360 made the Greeks go berserk with their Euclid's assumption of 180 (predicated on: if 360, then 180). Because what I am teaching DIFFERS from what ALL schools teach — and because I have designed two deterministic quantum logic processors — I am in a big dispute with all tribes. With all tribes. So, they have to recognize me — starting with the Tribe of Judah. Please understand the Tribe of Judah is one of the tribes of Israel (one of many). They are in need of redemption, and all this Roman/Greek/Babylonian mess supported by the masses needs to stop. I have to use history in my lessons because I have a real identity and inheritance in REALITY. The person writing this lesson and teaching ALL TRIBES / ALL KIDS mathematics for free is politically engaged with all tribes on all my socials and in real life. Your ignorance and repeating of CONVENTIONS and BELIEFS instead of TESTING, LEARNING, and KNOWING is not only hurting me personally but all the kids in the world. Stop being judgmental — start learning mathematics. Take comfort that it took me 8 years to present to you just these several images. I had to practice mathematics adding 1+1, learning odd/even, measuring my shadow often, and testing the given results to me on paper. I am not a Christian, Muslim, or a Jew — but I am Israeli. I get shadowbanned, shunned, exploited, and treated as a public secret / a TABOO! (I dislike it). So if it took me 8 years to understand 21 odd and 42 even, 420 degrees, CONSTANT Ki 3.15, and 2520/1260, don't expect that you will understand it all in one reading or a single night. It will take you years of testing to catch up to me. I have 8 years of experience of going in one direction — spinning 1 + 1. The ratio 1 degree = 0.75 is an absolute fact; thus, a Romuld meter with ratios of 1:75 / 1:150 works perfectly as shown. To understand why 1 circle, why constant Ki 3.15, why 10.5, why the Egyptian cubit, and why 42 — just follow my lead. You can literally Google me, but focus your energy on TESTING, LEARNING, and PRACTICING THE MATHEMATICS & GEOMETRY, so definitely not politics and beliefs (the Babylonian tower 360, irrational Pi). To end this text, follow the initial steps from image2.png to learn first why 10, 20, and 3.15 interact the way they do. Ki is a true CONSTANT derived directly from 2520/1260 and the 420-degree circle. The foundational relationship of 12 triangles multiplied by 210 degrees is also fully explained in my previous works. Sincerely, Miljko Tijanic / Миљко Тијанић (Kiki Quake 3)They might call it unconventional, but the physical geometry speaks for itself. Become a supporter, test the logic on paper, and your reward is absolute clarity—of course!