Discussion in 'The Lounge' started by Classik, Jan 13, 2013.
I think I see the pattern behind getting to 81.
But what would 44 x 44 be?
Please. Show all steps in your work toward getting your answer. IMHO, how we get the answer is as important as just having an answer. I always wondered why the teachers wanted all the steps in solving the problems. The teachers would do a task analysis on our work and go back over PEMDAS. Now some teachers barely understood the process themselves, and thus students never got the process totally. There were also 30 students in the room and maybe 3 of the students were of the type that could destroy most attempts of the teacher to give individual attention to every student.
The personal attention of Holy Spirit is needed inside each of us. Learning math is hopefully not the issue, but learning the lateral process that applies to our spiritual growth. I will concede there are some natural math examples in Gods creation, and some fabrications by man that do not teach the ways of God. Also, the fall of man probably poluted some of the lessons to be learned. Restoration of lost lessons is always a possibility.
Y'all making it too hard. The answer is 18.
Show your work, please.
11 x 11 = 4 (1+1) x (1+1) = 2 x 2 = 4
22 x 22 = 16 (2+2) x (2+2) = 4 x 4 = 16
33 x 33 = 36 (3+3) x (3+3) = 6 x 6 = 36
I am going with 36.
11X11 = 121; 1 + 2 + 1 = 4
22X22 = 484; 4 + 8 + 4 = 16
33X33 = 1,089; 1 + 0 + 8 + 9 = 18
Like I said, y'all are making it too hard.
You ignored the pattern in the OP.
Nope. I found the only logical way the pattern in the OP could be correct.
Although we disagreed in the last thread about the order of operations, in this case I agree with you, because this is a riddle. It's not a straightforward thing, and that's what I mentioned from the beginning.
I have a feeling that the "composer" of this puzzle intended it the way Handy figured it out, but you and I both had logical reasons for what we had as well (which is why I said from the beginning I was not adamant about my being right --- I perceived there were other ways to look at it).
So, why are there (at least) 3 solutions to this problem? Simply because there are not enough points to create a true pattern.
It's like giving two points (x,y) on a a plane and saying, "state an equation that uses these two points." The simplest would be a line, but one can use them for a circle, and ellipse, a parabola, etc. So, more information has to be given if the answer is something specific.
This is why on IQ tests that sequences often have more than 2 terms, maybe 4 or 5--- because one can possibly find more than one pattern with only two terms.
9X9 = 81
Thank you and I am impressed for whatever that's worth.
I am curious though. Why is this the only logical solution?
I probably should have said "the most logical solution." There are other logical solutions, but this one, I think, requires less supposition and extrapolation. For instance, the solution Handy came up with requires the insertion of an addition function that has to be assumed. The answers to the multiplication actions provide solid numbers to work with, and it is immediately apparent that by adding the integers in the product of the multiplication function as individual numbers, they match the answers provided in the first two functions given in the OP. So while there is a certain amount of guesswork in all the logical solutions, this one is the most direct in its execution.
Interesting thread. Let me go somewhere else.
I generally do not like games. Dominos is a game with rules to follow. It helps mental math and pattern development (other things ?). Some people see dominos as standing playing pieces on end and side to form patterns as they are knocked over, but in that case the whole original thought of dominos is lost (unless domino rules are used to set up the dominos and the fallen pieces still follow the pattern rules----there are some really smart folks out there).
The whole purpose of rules in math is that everyone get the same answer. The rules are not meant to be stuffy or hard, but that everyone without frustration might get the same answer. I will have to admitt that the rules overpower me at times and thus I am not a master at math. Maybe if I turned the numbers on end and just played with them I would have more fun, but I need the modulus of elasticity to determine beam strength, so games will not work for that (I just usually use existing tables).
Whatever you do to the left side of an equality must be done to the right side of an equality. This is another rule in the problem before us. In fact we are trying to find what was done to one side of the equation to cause the apparent problem of the sides not being equal.
There is no parenthesis -that will solve the problem (that I see, someone may see one).
There is no exponent- "
There is a multiplication of 4 by 30.25 that will balance the equation
There is a division of 121 by 30.25 that will work
Lower order solutions are IMHO excluded in PEMDAS (and the first solution I saw used addition)
By rules of math, IMHO, we must choose the highest order function that will solve the problem (or just start standing dominos on end for play and not learn anything). I understand hidden things. I love hidden things. God is just orderly in the hidden things that exist. It is always possible that some of my human anatomy symbolism is of a lower order and thus incorrect. Hopefully I chew the cud over and over till I extract the correct answer.
LOL You know Mississippi folks are redneck backwoods fellars and ain't got nary ecucatin (sorry book larnin).
That's funny Well said.
11 X 11 = 4
121 /30.25 = 4
4 = 4
121 = 4 X 30.25
121 = 121
22 X 22 = 16
484 / 30.25 = 16
16 = 16
484 = 16 X 30.25
484 = 484
33 X 33 =?
1089 / 30.25 = 36
36 = 36
1089 = 36 X 30.25
1089 = 1089
Hopefully this is all about scriptural interpretation using ordered information / rules. LOL
Not in a hard unloving way, but done so that we all come to the knowledge of truth.
My human nature cannot master this. I will always fail.
So where do you get 30.25? How do you know to include it in the equation, and more importantly, how to include it?
= means equal so ............Houston we have a problem that needs to be solved, because 121 does not = 4. We could just open the hatch and the problem would resolve itself, but the folks on board may not be ready for that solution.
I was hoping for a math whiz to help a feller out. With none to this date, I am trying (note trying).
Using PEMDDAS we look for a way to use parenthesis (I can't get one, but that does not mean that one does not exist). Next thing would be to choose an exponent to solve the unequality problem (again there may be one but I do not see it). We next come to Multiply Divide and there is a way to get 30.25 (supplied by ealier posters)
11 X 11 = 4
121 divided by a number ? (4?)
121 / 4 = 30.25
If 30.25 works you do not go on to add / subtract you stop at multiply / divide.
I am sure there are some real math sounding reasons for doing all that, but again I am just a feller from Mississippi floundering among a bunch of falling (failing) numbers.
But in math, if the parenthesis doesn't exist, it does not exist. period. PEMDAS does not apply to this equation.
The number is not extant anywhere in the original post. And since, as you said, the equations as written can't possibly be right and there is no clue to it being a reality as opposed to a riddle. And riddles don't obey mathematical rules, they are riddles. This was never a math equation.
Separate names with a comma.