Solve, if you are a genuis

[farouk]

I come up with 36 too... looking at this as a logic puzzle rather than a math puzzle.

(11 x 11)= 4 can be written as (1 + 1) x (1 +1) = 4 same as 2 x 2 = 4

Following the same pattern,
22 x 22 = 16 same as 4 x 4 = 16

33 x 33 = 36 same as 6 x 6 = 36.

Can extrapolate this out to:

44 x 44 = 64
55 x 55 = 100
66 x 66 = 144

handy:

Lots of intelligence there as well as a lot of common sense...!

I can't do math these days; haven't been able for years now.

 

[Gordon]

I come up with 36 too... looking at this as a logic puzzle rather than a math puzzle.

(11 x 11)= 4 can be written as (1 + 1) x (1 +1) = 4 same as 2 x 2 = 4

Following the same pattern,
22 x 22 = 16 same as 4 x 4 = 16

33 x 33 = 36 same as 6 x 6 = 36.

Can extrapolate this out to:

44 x 44 = 64
55 x 55 = 100
66 x 66 = 144

 

[Deborah13]

I come up with 36 too... looking at this as a logic puzzle rather than a math puzzle.

(11 x 11)= 4 can be written as (1 + 1) x (1 +1) = 4 same as 2 x 2 = 4

Following the same pattern,
22 x 22 = 16 same as 4 x 4 = 16

33 x 33 = 36 same as 6 x 6 = 36.

Can extrapolate this out to:

44 x 44 = 64
55 x 55 = 100
66 x 66 = 144

Oh handy, excellant!

 

[tim-from-pa]

can anyone say that I am excellent too, please?

What do I have to do to get loved by people?

Actually, you are excellent, too.

Handy came up with a logical pattern which is correct.

I used a straightforward mathematical pattern which happens to be coincidental right.

Using Handy's method, your answer of 55 is correct and mine is wrong. I realize there's several interpretations which is why I'm not adamant that I'm right.

Here's my logic:

22 X 22 is four times the area of 11 x 11 just as 16 is 4 times as large as 4.

Suppose we have an area 11 meters by 11 meters. That's 121 square meters. Let's call that 4 "wigets" to make up a unit of area. How many wigets in 22 X 22 meters (16). How many in 33 X 33 (nine times the area of 11 x 11 or 36, etc.)

The significance of 30.25 is that's the conversion factor of square meters to one wiget.

Since I found a mathematical pattern in only 2 expressions, and Handy did likewise logically, there's no right or wrong answer because both have a rationale.

 

[eddif]

OK
PEMDAS
So does this mean the ones who used 30.25 followed the correct method of solution (no addition signs given)?

Then since what Jesus did is a higher order function than what little we add to a situation; our efforts are not really worth trying to add into a solution till everything God does is applied first?

eddif

 

[Claudya]

Actually, you are excellent, too.

Handy came up with a logical pattern which is correct.

My solution was the same as handy's, I just didn't explain it as good because neither you, nor Deborah did explain their's. So I thought I shouldn't spoil it and skipped the explanation, too.

Sorry for my attention craving. I'm in a miserable mood. But I deleted those posts.

I used a straightforward mathematical pattern which happens to be coincidental right.

22 X 22 is four times the area of 11 x 11 just as 16 is 4 times as large as 4.

So both approaches will get to the same results as long as they rely on square numbers. But you left the square number pattern when you brought up
121 x 3 = 12 and
605 X 5 = 100
The first one still fits both because it the digit sum of 121 is 4, but that's a coincidence.

 

[tim-from-pa]

OK
PEMDAS
So does this mean the ones who used 30.25 followed the correct method of solution (no addition signs given)?

Then since what Jesus did is a higher order function than what little we add to a situation; our efforts are not really worth trying to add into a solution till everything God does is applied first?

eddif

Not sure we understand your question.

 

[WIP]

Solve if u r a genius ! 11 x 11 = 4 ; 22 x 22 = 16; 33 x 33 = ???

At first I didn't think I qualified but then after another glance I realized what was happening. The answer is 36.

Edit: Oh, I guess I could have just read through the rest of the posts.

 

[eddif]

OK
PEMDAS
So does this mean the ones who used 30.25 followed the correct method of solution (no addition signs given)?

Then since what Jesus did is a higher order function than what little we add to a situation; our efforts are not really worth trying to add into a solution till everything God does is applied first?

eddif

Not sure we understand your question.

Let me give you a second to think. This is a lateral thinking thing. Math, English, Science, Chemistry, Religion all are sentences written in differing languages, but all use similar concepts that help keep Order.

eddif

 

[Deborah13]

At first I didn't think I qualified but then after another glance I realized what was happening. The answer is 36.

Edit: Oh, I guess I could have just read through the rest of the posts.

Nope, that would have been cheating!

 

[tim-from-pa]

Let me give you a second to think. This is a lateral thinking thing. Math, English, Science, Chemistry, Religion all are sentences written in differing languages, but all use similar concepts that help keep Order.

eddif

Still not sure. All I can say is that obviously 11 x 11 does not equal 4, nor does 22 x 22 equal 16. Therefore, something has to be added to make the statements true.

Handy played with operations and took the liberty of adding + signs and ( ) to make the statements true.

I took the liberty of taking the numbers literally and adding "units" by using ratio relationships.

Both are relationships and both ways make them mathematical equalities.

I'm not sure I follow your point about the other subjects. This is a light-hearted brain-teaser. Frankly, I'm liking Handy's method better. It's cleaver and I did not think of that one.

 

[eddif]

I kind of think strange at times.
PEMDAS (or if you are British BODMAS) : Order of operations
Please - Parenthesis.......................Jesus is the principal operation to receive eternal life
Excuse - Exponents........................How important is His work in differing aspects
My - Multiply ---- Left to Right
Dear - Divide
Aunt - Add
Sally - Subtract

So the only sign given was multiply (also you might use the inverse as being the next logical function). So 30.25 is still in a higher order and thus would probably be the correct way to solve the problem.

I just wanted to try and learn a spiritual lesson from the math quiz, and thus all the rambling thoughts. Math in Scripture has more to say than my little Mississippi brain can handle, but I am aware of its importance, and want to understand more.

As an example:
Social Studies is hard for some unless you place exponents to items to rank information / events / persons ultimate importance. In one sense Social Studies does not make sense till higher math is tied together with the SS.

eddif

 

[Classik]

I see where you're coming from, and how you got that, but I'm going to say 36. (Think "area") This is more of a teaser (unlike the problem he gave us using all 4's which is a straightforward calculation) and there's ways to interpret it. I'm assuming that the "X" between the numbers may be taken to mean multiplication. If, however, it means something else, then another solution is possible. That said, don't expect Classik to ever give an answer but rather foster debates from everyone. I will show my work once others had a chance to give their input, then you will see I have a logical reason (and not a guess) why I stated what I did. And to give some tantalizing examples, I claim that 121 x 3 = 12 605 X 5 = 100 by extrapolating out the information given.

I don't give answers? Very funny. No need giving answer on the 4 math - since the answer was obvious. Wouldn't want to offend some

 

[Classik]

For that math 4 stuff. The answer's obvious = majority.

 

[eddif]

I don't give answers? Very funny. No need giving answer on the 4 math - since the answer was obvious. Wouldn't want to offend some

I really enjoy some of your questions.

As a math teacher only one answer is correct and that one answer is arrived at using the order of operations. Sometimes a teacher will allow the class to come up with their answers just to show what can happen without rules to go by. Once a number of answers are seen, then the teacher has proved the necessity of having PEMDAS.

Task analysis is used to see how the answer was secured. In our case we have several folks with the same answer, but arrived at differently. Task analysis can begin in addition. It is really interesting how some beginning math students carry. You want a real trip? Look at a division problem with a strange answer. Divide, multiply, subtract, bring down and repeat is the way to go...But... there can be some strange borrowing, number placement and such to look at. If the teacher does not have time to do task analysis a student will use a mistake till it is almost a permanent part of his math process.

The bible has some ordered lists that help understand things. Being an obnoxious teacher will not win friiends though. Compassion and understanding help create the desire to learn. I can talk some of this though and not git-er-done in real life.

eddif

 

[reba]

Not sure we understand your question.

do we understand Classik?

 

[Classik]

I really enjoy some of your questions. As a math teacher only one answer is correct and that one answer is arrived at using the order of operations. Sometimes a teacher will allow the class to come up with their answers just to show what can happen without rules to go by. Once a number of answers are seen, then the teacher has proved the necessity of having PEMDAS. Task analysis is used to see how the answer was secured. In our case we have several folks with the same answer, but arrived at differently. Task analysis can begin in addition. It is really interesting how some beginning math students carry. You want a real trip? Look at a division problem with a strange answer. Divide, multiply, subtract, bring down and repeat is the way to go...But... there can be some strange borrowing, number placement and such to look at. If the teacher does not have time to do task analysis a student will use a mistake till it is almost a permanent part of his math process. The bible has some ordered lists that help understand things. Being an obnoxious teacher will not win friiends though. Compassion and understanding help create the desire to learn. I can talk some of this though and not git-er-done in real life. eddif

I was told by a teacher that students usually provide the options. E.g 5 -3 / 4 * 5 and the likely answers are (a) 2.5 (b) 4.85 (c) -4.85 (d)85 etc. So in a math exam some of the answers provided by students are used.

 

[eddif]

I was told by a teacher that students usually provide the options. E.g 5 -3 / 4 * 5 and the likely answers are (a) 2.5 (b) 4.85 (c) -4.85 (d)85 etc. So in a math exam some of the answers provided by students are used.

Maybe there is a math teacher out there that can set us totally straight.

eddif

 

[eddif]

Not sure we understand your question.

do we understand Classik?

Come on reba. You know it is eddif and his riddle language that tim-from-pa was having trouble with.

eddif

 

[JLB]

Solve if u r a genius ! 11 x 11 = 4 ; 22 x 22 = 16; 33 x 33 = ???

81