₦airaland Forum

Khd95:
The way I take hate maths ehhn

Till today, XY is yet to out food on my table

Xy has put sufficient food on my table. With a lot of overflow

BBBells:
may GOD bless mr ajape, he thought me



and i made sure i taught my students too


MAY GOD BLESS MY TEACHERS

God bless your teacher.
God bless you too

TinubuGoQuench:
Make una nor blame am
Private school work nor be work at all.
E go don reason how e go take marry and raise children on top 15k monthly salary.
If you are a young graduate teaching in a private school you better look for something meaningful to do with your life, else you go end for abject poverty

I smile

Rgade:
Is there something the rest of us don't know of?......

I was shocked too.

Hashabiah:
This part was skipped due to the fact our math teacher was an Engineer.

I understand the hidden details in your comment.
Very well

Go in to your secondary school General mathematics note, check your children's note, you will find out that you or many of your children did not do it in school.
They only introduce them to logical connectors at best chain rule and simple set.
Test for validity is hardly and poorly taught.
Even some textbook don't fully understand what they are writing on the topic.
Were you taught?
Were your children taught?

Akamariner:
Actually mine gave me 1 (porpo)

your calculator is programmed with with strong operand.

ShadowCracker:
I saw this question on Twitter, it was quite controversial so I have decided to bring it here .

8 / 2 (2 + 2).

Order of Operations
1. Perform all calculations within parentheses and other grouping symbols
following the order listed in Steps 2–4 below, working from the innermost
pair of grouping symbols to the outermost pair.
2. Evaluate all exponential expressions.
3. Perform all multiplications and divisions as they occur from left to right.
4. Perform all additions and subtractions as they occur from left to right.

O1 : (2 + 2) = 4.
O3 : 8 / 2 (4) => 8 / 2 * 4 => 4 * 4 => 16.

At O3: I know some people will get 1, it is wrong .
8 / 2 (4) => 8 / 8 => 1 -------------- wrong.
Evaluation is from left to right.
The only scenario you will get 1 is if it is structured this way => 8 / ( 2 * (4) ).

In my opinion, 16 is the right answer, not 1, I would like to see other mathematicians' opinions on this.

cc: Martinez39s Mrshape luv2rolly Kylekent59 donaytexx1 stanliwise.

The answer is 16.
The problem is people fail to know the direction of movement in multiplication ad division which is left to right. ( note addition and subtraction is also left to right)

Is there any local mathematics competition for private school teachers?
I know of cowbellpedial but a local one like local government will be more fun, where you will know the schools you are competing with.
But the funny thing is that most private schools will not allow their mathematics teachers participate.

donaytexx1:
My brother, I am really embarrassed by that terrible mistake I made. And I guess that was the kind of mistake that the textbook authors made in their solutions. If I had squared both sides (supposed to be done), I would have ended up with the right hand side being all squared, thus eliminating the occurrence of the silly mistake. But instead of squaring both sides, I simply took the square root operator from the left to the right hand side of the equation and, in the process, forgot that it should change from square root to square operator on the right hand side.

Please, I was tired and stressed out during the day, and wasn't reasoning straight again. Like you said, one must be very vigilant when solving math.

However let me repost my simplified version of the workings with the error corrected.

Thanks for pointing out the mistake. But then, pls try to be polite instead of being caustic when doing so next time; no one is above mistakes.

Thanks.

I am sorry for those words I used. it was out of anger.
thanks for making the correction it shows you really know what you are doing.

donaytexx1:
The correct answer is obviously 7.8

Here is a simplified approach to the problem.

I shake my head.
You took square root of both side to remove square root.
I fear who no fear you o.

Kylekent59:
My answer is 7.8

This is how I got my answer.

Observe the way I squared both side that's how it is supposed to be done.
Please learn from it

Kylekent59:
My answer is 7.8

This is how I got my answer.

You killed mathematics, you almost buried it.
But thank God some few people can still think on this forum.
I will point out your error.

Hashabiah:
12...what is yours?

3774.9

clockwisereport:
7680

Not correct try again please

Hashabiah:
I got 61.44. What did you get?

That's not the answer try again please

My attention was brought to this question this afternoon.
Page 134
Question 9c
Can you get it right?
DrDre1
Najdorf
OSADNA009
ymstar
Tobisco247
Idowster
Harbidexy5
Epositive
zizzley
GreatGod2020
nnamdi640
Deffjam
Kareayo
95seun
bolu96
GeepyEnsemble
Leesenpai
Frankicent
punter9
Investpro14
just4fun
LamaNewton
Profmaojo
ZOLTAN007
Siimjnr03
Elvisanderson
Isokoboy
yungsmart
annie17
ScionOfLight
Darivie05
jibrinidris836
smexy
shegzy2009
Titidi
Martinez39

Stanisbaratheon
Oyatz
Rezos17
Martinez39s
Kylekent59
Fedral9
Brusoj
Rexmy
Newman20

Newman20:
Student

16 yrs

Wao!
That's impressive.
I will always mention you.

Newman20:
Hehehehehe nice one

Pls make sure to mention me on any maths related thread next time.

OK I will add your name to my list.
What's your qualification?
Are you a teacher?

Newman20:
It is not correct. This is the real solution

Yes that was my solution.
I told the student to tell the teacher to check is solution again.
When you tell schools to pay for staff training in math they will think it is not necessary. This is the result

Newman20:
there is not enough information.

the radius of the sector is not given. We need it to get the base radius of the cone.

Nice observation . but I think that is the student fault. Because he he used a radius of 14unit in his solution. So the he might have included radius but the student did not indicate it.

Please check is solution assuming he gave a radius of 14 is the solution correct?

Lordbinsmar:
You are right Sir. Saying that the answer is 1 only is mathematically incorrect and this will confuse the kids more and more. It will also reduce their mathematical aptitude.

Mathematics should open up the mind and not enslave it.

Exactly

femi4:
You will not understand. There is a huge difference between an educator and a mathematician. I m both, you re just one of them

Lol.
Which do you think I am

femi4:
You still don't understand the teaching ethics. Your focus is on mathematical knowledge and not knowledge transfer

I don't transfer academic poison,
If it is too difficult to understand teach them what they can

sureteeboy:
Yes.
x ∈ R; x ≠ 0

Please check the solutions the people saying the answer at that level should be 1.
What do can you say about that?

femi4:
If 2x/3x = 2/3

Now solve
x/x = 1/1 = 1

A student at that level will use same approach following the examples. Remember that question is not in isolation. It's part of an exercise. That's how proper teaching is done

What you solved is the ratio which is different from the topic.
The topic is simple equation.
In simple equation the variable must equal to a numerical value at this jss1 stage.
You got
x/x=1/1=1
Which is
1/1=1
That is
1=1
Who then have the one when you have when x is no longer in existence.

2x/3x=2/3

The students are taught substitution in this topic too.

Don't you think with this solution of yours it will confuse the student that is only 1 he can substitute into that equation? Which is wrong.

You are looking at this question as a comparison of one quantity to another (ratio, or simplification of fraction)

femi4:
Even at jss, the answer is still 1. Js1 is a little extension of pry6

The focus is on method of division at that level, that is dividing both numerator and denominator by common factor

Anything beyond that, is outside their syllabus

If I am teaching kids "greater than, less than". Solution to 5-6 is "impossible" and not -1

Can you show me a solution that makes the answer 1.
The topic is simple equation. Not simplification of algebraic express.
Please show a solution that the answer is 1

YorubaPrince:
OP, dem swear for you ni? Craze dey worry ur head so? You wan dey prove genius, abi? Genius wey no sabi shingba.

U most be mentally unstable.
Go and find your likes

femi4:
For that level , the answer is 1. That textbook was made for pry school. Pls take it easy.

In mathematics, you teach based on level to avoid ambiguity

This is jss1 femi can you please show my the solution that makes the answer 1?

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

What will you say about these

X/X = 1

X^1-1 = 1

X^0 = 2^0
Or


X/X = 1

X^1-1 = 1

X^0 = k^0

That means by comparison x=2 or x=K respectively because a value to the power of zero is a constant.

Think about that.
The best and only solution is all values except zero

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

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?

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

That did not prove anything