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Solve, if you are a genuis

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#62
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.
IMHO PEMDAS always applies to algebra problems. I am sure someone is rolling on the floor waiting for a (Letter) to be assigned to the unknown and the problem fixed with all the approiate Jargon. The need for an unknown number exists without it being stated.

Jesus is in parenthesis without the parenthesis existing. Our attention is dirested toward Jesus Christ. The exponent of Jesus saving work is very high too. LOL

eddif
 
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#63
IMHO PEMDAS always applies to algebra problems.
Your high school teacher or college professor may have told you that, but in practical applications such as engineering or chemistry, it does not. If there are no function parameters like parentheses, the problem is solved consecutively, left to right. You can't have one engineer working a problem the one way, and another doing it differently. There have to be rules, and PEMDAS does not hold up in non-functioned equation designs.

II am sure someone is rolling on the floor waiting for a (Letter) to be assigned to the unknown and the problem fixed with all the approiate Jargon. The need for an unknown number exists without it being stated.
Again, that's great in scientific theory. But when math is being used to design airframes or automobiles in which people's lives will be entrusted, one can't afford to be ethereal. Engineering and chemistry problems can't be solved without all the issues being defined appropriately.

IJesus is in parenthesis without the parenthesis existing. Our attention is dirested toward Jesus Christ. The exponent of Jesus saving work is very high too. LOL

eddif
Jesus is. He doesn't need to be defined or equated, because any such efforts within the parameters of man's knowledges would fail miserably.
 
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#64
Your high school teacher or college professor may have told you that, but in practical applications such as engineering or chemistry, it does not. If there are no function parameters like parentheses, the problem is solved consecutively, left to right. You can't have one engineer working a problem the one way, and another doing it differently. There have to be rules, and PEMDAS does not hold up in non-functioned equation designs.

Again, that's great in scientific theory. But when math is being used to design airframes or automobiles in which people's lives will be entrusted, one can't afford to be ethereal. Engineering and chemistry problems can't be solved without all the issues being defined appropriately.

Jesus is. He doesn't need to be defined or equated, because any such efforts within the parameters of man's knowledges would fail miserably.
I guess I did not notice this is a general discussion. I seek James 3:17 type math problems, and am hopefully out of touch with any other type.

Human reasoning on Jesus is futile, but there is reasoning from God that should bear good fruit.

Chemistry has Hill logic and other rules. Calculus is full of rules / defined logic. To leave all logic is what?...... Non logical?

I once took a physics course without calculus (dummy class). The force vectors still functioned using algebra and PEMDAS.

I spent two years on about 10 engineering faults in aabout 18" on an existing diesel head design. The total engineer types have problems seeing, admitting or identifying the problems. Apple now has a dashboard program that uses PEMDAS in other areas.

eddif
 
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#65
I do not wish to flood a general discussion with scripture LOL. 30.25 is a Romans 6:23 type solution for the problems we were given (math solution for a broken equality).

eddif
 
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#68
So where do you get 30.25? How do you know to include it in the equation, and more importantly, how to include it?
Math Class? Rules? Final solution? Wow it finally is hitting me thanks to your comments.

You go to class to hopefully get a general idea of how a math area works. You learn, hopefully:
What the errors that can face you in solving a problem
Get a lot of practice solutions
But​
You leave the class with the hope that in your futere life you can identify your life problems. You worked a lot of examples, but your individual real life problem may not have been one of the examples you need to solve, and by grace you seek an inspired correct solution.​

The OT Law can point out the problem of sin, but it is just a schoolmasterl that points out problems and gives examples that only generally point to a solution. The real solution comes by grace as you sit there and think about the problem, and have grace hand you the solution and decide how to apply that solution. In my case someone else provided the answer I now see.​

Law = Schoolmaster. As a slow thinking Mississippi person, perhaps I am finally learning something in a Classik challenge. And I think this lesson is more important than the math solution.​

At times I notice the next Classik challenges seem to be based on responses in previous posts. There are going to be no telling how many threads from this one thread alone.​

The Classik school of appropriate questions. Hard course at times, but if used to the fullest it is an education experience of a lifetime.​

Thanks Classik, and all the rest of you.​

eddif​
 

Sparrowhawke

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#69
Solve if u r a genius ! 11 x 11 = 4 ; 22 x 22 = 16; 33 x 33 = ???
Lots of attempts here but notice that there are 3 question marks at the end. Are the question marks place holders? We assume that is the case.
We also have 2 false statements. 11 x 11 does NOT equal 4. There should not be a space before the first semi-colon and the 2nd "clue" if we can call another false statement a clue.

What we know:
The first answer is "4 ;" and the second answer is "16;". The third answer must fill the places indicated by the question marks.
I conclude therefore that the third answer should continue the pattern. The answer must ignore the left hand side of the equation (as does all the others).
The correct answer would be "6;4"

4 ;
16;
6;4

Easy-peasy.

We'll have to wait for Classic to provide the next iteration in the series but I would predict it would be expressed as 44 x 44 = ???? and the answer would of course be 2;56.
 
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#70
Well I wonder?

Would not 36; show an ongoing progression of answers? But your suggestion of 6;4 would terminate the progression of answers (?).

Mississippi folks just do not know for sure, but just wondering.

eddif
 

Sparrowhawke

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#71
Well I wonder?

Would not 36; show an ongoing progression of answers? But your suggestion of 6;4 would terminate the progression of answers (?).

Mississippi folks just do not know for sure, but just wondering.

eddif
4^1 = 4
4^2 = 16
4^3 = 64
4^4 = 256

The progression of answers may be satisfied by many different schemes. The clue that the 3rd answer must have 3 digits combined with the baffling, westward migration of the semi-colon brought what I see as the only conclusion (6;4) completely consistent with the puzzle as given. The answer (6;4) could also fulfill the requirement of a "spirituality" if we were to look to Mt 6:4 for instance = we see the secretive nature of it all.

The meaning is also open to interpretation. Pythagoras might interpret the number "64" as (Home/family; responsibility) combined with (Creation). When a numerological formula is proposed, then we may ask whether it is correct. British mathematician I. J. Good wrote, " ...I think an appropriate definition of correctness is that the formula has a good explanation, in a Platonic sense, that is, the explanation could be based on a good theory that is not yet known but ‘exists’ in the universe of possible reasonable ideas." I do not support numerology as a science per se (in itself), but report here to make myself seem more qualified for the "genius" description only. To be clear, I am not a genius (I think that needed to be said). ;)
 
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#73
Here's my take:

11 x 11 = 121 --> 1+2+1 = 4
22 x 22 = 484 --> 4+8+4 = 16
33 x 33 = 1089 --> 1+0+8+9= 18

Anyone else think that's correct?
 
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#75
11x11=121(1+2+1)=4
22*22=484(4+8+4)=16
33*33=1089(1+0+8+9)=18
The answer is 18!!

I believe this method is more straight forward
 
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#80
Classik ...

we want an answer ... we want an answer ... we want an answer ... we want an answer
...we want an answer ... we want an answer ... all ready!
 
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