at school the other day we talked about 1+1=24, or another example would be 3+3=4. the reasoning for this is as follows.
a person has 1 carton of eggs and they buy another carton of eggs (thats the 1+1 part), but they have 24 eggs total. thus 1+1=24
the second example uses shapes. imagine there are two identical triangles, of course with 3 sides each. now lets say you put those triangles together (3+3), making a rhombus. this gives you 4 sides in total.
many people at my school were so confused about this they practically threw a fit. it seems so obvious and simple to me.
any speculation, contradictions, opinions, or other things pertaining to this topic?
again you are adding sides
3 sides + 3 sides = 6 sides -dont forget they dont share a common side when you join them together
what you are really adding is 2 sides + 2 sides as you have cut out the the 3 rd side of each of the seperate triangles when you join them together
I think you’re equivocating on the ‘+’ sign, particularly in the second example. The ‘+’ sign doesn’t mean “push these things together and then count what’s left.” It can, but when it is employed in math the definition is not spacially defined.
I think the first can also be framed as equivocation (translating the ‘+’ sign as “count the cartons on one side and the eggs on the other”), but LadyJane’s argument is more to the point.
in grade 8 my teacher showed us a series of hand signs and tried to get us to find out what they meant…
each hand sign represented a single digit number and what you had to do was multiply both hands together…
i figured the problem out afer 3 examples…
everyone else in the class basically swore at me because i was makin sense out of seeming gibberish…
The teacher was impressed… But what was the point?
problem solving… Your teacher was trying to get you to think outside the box…
That doesn’t mean that if you add 2 tirangles together you count the sides and not the triangles, it was more along the lines of trying to get you to understand the concepts in an equation and not just rely on a calculator…
Also is important to remember is that teachers are people, and people can be stupid. Have you considered the possibility that your teacher doesn’t know what s/he’s talking about?
numbers are little pieces of shit ew use for practical purposes in the real world… they ARE meaningless… until we make them mean things like one apple and 1 orange or “roughly 2 feet” or “roughly 90 degrees”
without these meaningless pieces of shit we couldnt be here to argue about it…
Wrong my friend, if we assign variables to eggs and a cartoon of eggs you can’t have the same variable for each. Take for example i could not say that 1 + 1 = 5.08 because 1 inch + 1 inch = 5.08 centimeters. By using that analogy, cartoon of eggs =/= to eggs. Also, you cannot add two expressions with the same variables and get an answer with the sum of the constants and a different variable.
