sexy74:
Hmm na wa ooh, am not a mathematician but from the little I know about maths x/x=1.
From the question when you cross multiply you will have x=x since you can't write 1x,
So the value of x can be anything and if you divide it by itself it will give you one .
My simple subimmision of a non mathatician .

Mrshape:
Number 50
x/x=1. Find x.
As mathematics teachers we should not be defending textbook, they are not writing by God.
We should reason mathematically. A student sent this to me.
His teacher told him the answer is 1 but he his confused.
The textbook answer is 1 anyway.
But to my knowledge of math 1 is not the solution.
The solution is all values ≠0.

What do you think is the solution?

Karleb:


Man, you need to take it easy.

That should be primary school mathematics. If so, the correct answer is 1.

In primary school, we were told 5 - 10 and 7 / 14 are impossible but later on we were taught they are very possible.

Your own answer is beyond the scope of the pupil's class which makes it technically wrong.


So yeah, the teacher is damn right!

Adewale1603:
leave it at their j.s.s levels the answer is 1. its not a poly or university.

Mrshape:

It is not right.
The said student told the teacher the answer is 2 she said it is wrong.
So what then make the teachers answer which is 1 to be correct.

Are you sure you understand basic math?

Karleb:


Are you ok?

You just brought another part into the OP only to use that to ask me a silly question.


At elementary level these things are trivial.

The kid is not writing thesis. I gave a similar scenario in my earlier post.

Mrshape:
Number 50
x/x=1. Find x.
As mathematics teachers we should not be defending textbook, they are not writing by God.
We should reason mathematically. A student sent this to me.
His teacher told him the answer is 1 but he his confused.
The textbook answer is 1 anyway.
But to my knowledge of math 1 is not the solution.
The solution is all values ≠0.

What do you think is the solution?

the answer should be 1
Because if you cross multuply 
and divide x by x your answer 
will be 1 cos there is a 1 beside 
every single alphabet in maths⚫

Mrshape:

I am very ok

I am very OK.
I still can't see why it is trivial, such blunder!
Besides no anyone that told you 5-7 and 7/14 in primary school is impossible be reexamined he is not fit to be a primary school teacher.

Valkan:

the answer should be 1
Because if you cross multuply 
and divide x by x your answer 
will be 1 cos there is a 1 beside 
every single alphabet in maths⚫

Karleb:
After reviewing the question, the answer could be anything.

Which makes 1 the correct answer and 2 also the correct answer and so on.

If the teacher had said 2 was wrong then she doesn't know what she's doing.

If she said 1 was right and stopped there, she is right but hoarding further information that could help to build the kids mathematically.

Peace!

Karleb:
After reviewing the question, the answer could be anything.

Which makes 1 the correct answer and 2 also the correct answer and so on.

If the teacher had said 2 was wrong then she doesn't know what she's doing.

If she said 1 was right and stopped there, she is right but hoarding further information that could help to build the kids mathematically.

Peace!

Mrshape:
Anything apart from zero

Mrshape:
JUSUS!
then divide both side by x x=x 1=1 So who does the 1 belong to?

Valkan:
good point though but the answer is 1

greenskittles:
Its a ridiculous question in the first place. If the topic being taught is simple division then why would they give a question with an answer of x != 0. There's even no way to justify the teacher saying the student is wrong. It would take nothing for the teacher to just say "okay students, this question wasn't a good question for you guys, so its a bonus" if they know that the students cannot yet comprehend the actual answer. So the teacher who said that nonsense just raised red flags about the school and if I were a parent I would start paying more attention to the child's other school work to make sure they're actually being taught well.


https://www.youtube.com/watch?v=U-XpFYAlEMk

Karleb:


Man, you need to take it easy.

That should be primary school mathematics. If so, the correct answer is 1.

In primary school, we were told 5 - 10 and 7 / 14 are impossible but later on we were taught they are very possible.

Your own answer is beyond the scope of the pupil's class which makes it technically wrong.


So yeah, the teacher is damn right!

Mrshape:

JUSUS!

then divide both side by x
x=x
1=1
So who does the 1 belong to?

Mrshape:

Hmmmmmm,
Why is the answer 1?
Because the textbook said so?

Valkan:

No but actually because of this
3×3=3³ and 3÷3=1

2×2=2² and 2÷2=1

1×1=1² and 1÷1=1

X×X=X² and X÷X=1

etrange:
Sir, did you study Mathematics Education or Industrial Mathematics/any other maths related course? If it's the later, then it makes sense why you find this strange. Understanding Mathematics cause one is an engineer is different from knowing the rudiments of teaching in general.

Scoping in education is not as easy as most people think. Yes, it's easy to say, "in primary one, I'll teach plus. In primary two, I'll teach minus. In primary three, I'll teach multiplication". The problem arises when plus has some subsections that that your primary one students won't understand. Your first line of thought would be to leave out those subsections, but it's not always that straightforward. Sometimes, you need to make temporary rules as walls that help you not to deviate from your scope till your students are ready. x/x = 1 is one of those temporary confinements.

There are some rules we give to kids to make things easier for them till they're ready to fully grasp the more complex ones. In English language, we tell them it's wrong to start a sentence with the word "and" or "but" not because it's always wrong but we because we need to shield the them from the complexity of knowing when it's allowed and when it's not. We tell kids that the absolute value of a number is that number with a positive sign. So the absolute value of -10 is 10. But is a number's distance from zero on the number line always equal to that number with a positive sign? Again, this is just to introduce them to the concept. There are many others, even in secondary schools. Students always outgrow them at certain levels. But they help to keep things in order.

The question here is, why did your student pick 2 as the answer? Did he/she pick two cause he knows any number not equal to zero would be correct or cause he simply forgot what the teacher said in class? If he forgot and the teacher doesn't fail him, he'll probably think the answer is always 2 and therefore wouldn't be on the same page as his fellow students when it's time to transition into a higher level.

#MyOpinion

Mrshape:

I have done causes in Education.
I can say confidently I am a qualified and certified teacher.
To the issue raised why my student said the answer is 2 is because 2/2 is equals to 1.
That is a rule they where taught in open sentence one how to check the accuracy of the solution they get to an equation.

Mathematics is very delicate teachers should not teach wrong things. That equation is easy to explain to the children that x can be any number but not zero.
I can't see a logical reason why she should chose 1 as the answer.
Can you u?
If you can, may I learn from you?

snowball11:







I think "1" is best suited for the answer if you apply indices in solving it.


X/X = 1

X^1-1 = 1

X^0 = 1^0

Equating their powers gives:

X = 1

Mrshape:

I have done causes in Education.
I can say confidently I am a qualified and certified teacher.
To the issue raised why my student said the answer is 2 is because 2/2 is equals to 1.
That is a rule they where taught in open sentence one how to check the accuracy of the solution they get to an equation.

Mathematics is very delicate teachers should not teach wrong things. That equation is easy to explain to the children that x can be any number but not zero.
I can't see a logical reason why she should chose 1 as the answer.
Can you u?
If you can, may I learn from you?