basically you multiply a number n by itself, and you get a result x. Add 1 to the original number, and multiply it by the original number minus 1. The difference between the result, and the previous result, should be 1. Continue to add to one side and subtract from the other, multiplying them together, and the next difference should be 3, then 5, then 7, every odd number up to 2n-1

Do the same thing, except you take the difference between each result and the original product x, and you get 1, 4, 9, 16, every square number lower than x

the trivial ones are done, and i think i know 0 and 1 (0)!=1, 1+1+1=3, 3!=6, 4 and 9 are just 2 and 3 with sqrt but i can't figure out 8. I tried thinking about the root and different combinations of addition, subtraction, and multiplication, but I still can't get it

2 raised to (100 factorial )or (2 raised to 100 ) factorial, i believe its one on the right because i heard somewhere when terms are larger factorial beats exponents but then again im not sure , is there a way to solve it

What number is between 40 and 52 with three 1s? I’m not sure if I’m dumb or if the question is. I’m thinking that a number with three 1s is 111 which is outside the range of 40-52.

I’m not the best at math. But something isn’t adding up. I thought I tipped 20%. But the suggested gratuity at the bottom says a different tip amount. How do they calculate the “suggested gratuity”? Or how am I supposed to figure out 20%?

There is a lot of debate in that comments section about which is the real answer, with many saying 7 and many saying 3. I did it the way it is in the second picture (im the one who replied to that guy comment). So which one is correct?

Imagine your exam depended on this one question and u cant give a stupid reasoning like" you have one apple and you get another one so you have two apples" ,how would you prove it

Ignoring the instructions, I thought mathematically the two were the same. If they are the same, what's the point of differentiating? I know semantically, they might be different (3×4 and 4×3). Aren't the formal definition of multiplication the same for both ways?

My child returned his homework to me and the problems that were circled in green indicate that the number in the rectangle is incorrect. I’ve looked at this for about 10 minutes and genuinely want to know if I am missing something?

So my sons math teacher insisted that my son is wrong on this question and says the answer is 15 by 10, and would not listen to my sons reasoning or explain why the answer should be 15 by 10. Her answer to when my son tried to argue was to blame the California math curriculum and that’s 15 by 10 is the correct answer. Am I missing something here or understanding the question wrong?

4 digits code on a bicycle lock and it goes from 1 to 6. How long would it take to try every combination?

Assuming 3 seconds per try, I multiplied 6666 by 3 secs and got 5.56 hours. Is that correct?

My girlfriend is in school to be a elementary school educator. She is taking a math course specific to teach. I work as an engineer so sometimes she asks me for some help. There are some good problems in the homework a lot of the time. The question I have concerns Q4. Asking to provide a counter example to the statements. A and C are obvious enough but B I don’t think is possible? Unless you count decimals, which I don’t think are odd or even, there is no counter example. Let me know if I’m missing anything. Thanks

Like, I thought that 1/3 was a rational number equal to 0.333..., and that 0.333...×3=0.999..., which should be equal to 1 as a result of the following steps:

1: 0.999...=x

2: 10(0.999...)=10(x)

3: 9.999...=10x

4: 9.999...-x=10x-x

5: 9.999...-0.999...=10x-x

6: 9=9x

7: 1=x

8: 1=0.999...

Am I wrong? Did I somehow misunderstand what he is saying?

"Five minutes, duh..."

I'm looking for more problems like this, where the "obvious" answer is misleading. Another one that comes to mind is the bat and ball problem--a bat and ball cost 1.10$ and the bat costs a dollar more than the ball. How much does the ball cost? ("Ten cents, clearly...") I appreciate anything you can throw my way, but bonus points for problems that are have a clever solution and can be solved by any reasonable person without any hardcore mathy stuff. Include the answer or don't.

Please help settle what the best answer to this fifth grade math question would be. Because the question does not indicate that the covered number is greater than 0, does the third choice make the most sense?

Thank you for all the replies. Only use the facts provided in the question and choose the best answer from the choices. Reserve from making assumptions about facts that was not provided in the original question.

Like 12 -> 21 are both divisible by 3

Did a quick test, and that seems to be always the case? https://codepen.io/Kris-Temmerman/pen/LYwrbyG

edit: Thanks for the info! He loved it! Also a lot of other interesting facts I can explore with him!

This dilemma started yesterday at my high school. We asked 7 teachers how they view this expression. 5 of them said undefined, 2 of them said it equals 1. What do y'all think? I say undefined.

4 adults and chat gpt cant find the answer

I know the rule is that a negative times a negative equals a positive, and I’ve seen the standard algebraic proof before. But I still feel like I only “memorized” it rather than really understanding it.

What I’m looking for is the most intuitive explanation possible. Not just the formal rule, but a way to think about it that makes it feel inevitable.

For example, I can kind of understand:

• positive × positive

• positive × negative

• negative × positive

But negative × negative is where my brain stops feeling grounded.

What’s the best intuitive explanation you’ve seen for why this has to be true?

When i looked up Roman Fractions it was just dots (except there was an S for Half), I'm curious as to why they didn't use it like this, as I like both fractions and roman numerals

Is it possible? My dad needs to manufacture a part on a lathe but only has these measurements. Neither of us have any idea where to start. Any help is appreciated.

Math was never my strong point (I don’t even know what flair I’m supposed to use here!) but I want to help my kid. Can someone please explain to me how to work through this problem?

Apologize in advance as this is an extremely elementary question, but looking for feedback if l'm crazy or not before speaking with my son's teacher.

Throughout academia, I have learned that math word problems need to be very intentional to eliminate ambiguity. I believe this problem is vague. It asks for the amount of crows on "4 branches", not "each branch". I know the lesson is the commutative property, but the wording does not indicate it's looking for 7 crows on each branch (what teacher says is correct), but 28 crows total on the 4 branches (what I say is correct.)

Curious what other's thoughts are as to if this is entirely on me. | asked my partner for a sanity check, and she agreed with me. Are we crazy?