Y’all. 2,000 nickels is $400. 2,000÷5. It equals $400.
i’m crying. no, no it doesn’t
the answers keep getting worse better
i like how you just decided to give your sister 2 kg of copper and nickel.
no it was 10kg (22 lbs). a nickel weighs 5 grams. you people really are terrible at this
This post made me cry.
I’m still waiting for the inevitable nickelback joke.
……okay, for those who are honestly confused where their logic (or the logic other people applied when trying to solve this problem) went wrong:
In currency, nickels aren’t equal to 5. Nickels are equal to .05 A nickel is worth .05 of one whole dollar.
So we need to multiply the 2,000 by that fraction, because that’s what a nickel represents. A whole 5 in this context would be $5, not 5c. (And that’s right out.)
We multiply the amount of units we have (2,000) by how much each of those units is worth (.05), to give us the whole dollar amount they are equivalent to.
2,000 units, each worth .05 of a whole, would be equal to ____ wholes.
2,000 x .05 = ____
(A single whole in this case is a single dollar. So your answer is in dollars.)
OR, you can think about grouping those nickels together in piles that each make $1, and counting how many piles you have.
20 nickels in each pile, since 20 nickels equal one dollar.
2,000 units, divided into piles of 20, gives us = ___ piles.
2,000 / 20 = ____
(A single pile in this case is equal to a single dollar. So your answer is, again, in dollars.)
Sometimes it’s a lot easier if you literally talk through a problem. It can help you keep straight what each number in the equation represents and how they relate to each other.
… Huh. I functionally use the first equation, but doing it as shown requires a calculator for me, because fuck decimals and large numbers alike, I need to break them down further.
So, 5×2 is the basic part of the math.
Then all you need to do is figure out where to put the decimal point.
2000 means adding three zeros to the end of the number, because that’s how many are in the number in the first place.
.05 means taking two of them away, because two numbers after the decimal point.
(5×2 = 10. Plus three zeros is 10,000. Take two away is 100.)
Why do parents always assume their kid is lazy when they get bad grades? Like maybe help your kids by talking to them, not punishing them. This is how I failed math and didn’t even know I had number dyslexia for years.
When my sister was in high school she struggled a LOT with math. Like I know a lot of people find it really difficult (myself included), but I mean she was really really bad at it. She has always been a very smart, creative and sensitive person, but math made no sense to her, to the point where passing seemed impossible.
I will always remember that twice a week, around the kitchen table, my sister would sit down with my dad for hours, and they would try to work out her math homework. I should mention that my dad is an artist, and art teacher. Truth be told I think he struggled with math just as much if not more then she did. But twice a week you could hear them downstairs, going back and forth, trying to figure it out together. Some nights would be smooth and easy, some nights I could hear them arguing from one floor up about factors or equations, not in anger but in mutual frustration.
I remember the day that she passed. My sister couldn’t wait until my dad’s school day ended, so she called him at work. She gleefully announced to him “I got a D-!”. We could hear him through the phone as he exclaimed “She got a D!” excitedly to his class. Still through the phone we heard his students clapping, laughing and whooping in congratulations. Seldom has a grade in our household been so celebrated.
Just thought a shitty picture like this should be accompanied by a story about a person’s parents who actually gave a shit about helping their kid instead of mocking and punishing them.
The beer in the bottle is ten, the beer with the froth is 2, and the burger is five. Therfore the last question is 10+5+2=17.
^^^^except it’s 5+2•10=70
No it’s 60, because the first image of the mug of beer has two, but in the third each image only has one, so half. Half of 2 is 1 so it’s 5+1•10 = 60
There aren’t parenthesis around the burger and beer mug, so you multiply first, then add, though.
5+1×10 = 5+10 = 15
I think. If I remember my basic math right. It’s been a while since I’ve done things where I’m not already sure what order I’m doing the math in, and had to remember order of operations.
Look, can we quit it with the conflation of arithmetic and higher mathematics?
I have dyscalculia. My teachers gave up on teaching me to perform basic arithmetic in tenth grade. I struggle with anything below trigonometry, and even trig is hard for me.
I have a bachelor’s in pure math and a master’s in statistics. Calculus? I can do that. Abstract algebra? I’m there. Topology and probability theory? Awesome. (Don’t ask me to do combinatorics, though. Don’t know why, but my brain nopes out on that one.)
I am SICK AND TIRED of reassuring kids I teach who come into our intro stats or calc courses going “I’m bad at math” and expecting to fail. A good three quarters of the time I probe further and discover they failed or nearly failed algebra because they struggle with arithmetic, and now they’re convinced they’re going to fail anything that even looks like it might possibly be adjacent to math.
WE HAVE CALCULATORS NOW, PEOPLE. Inability to do arithmetic is not even close to the end of your mathematics career. So can we please quit discouraging kids now?
There's a Mirror on the Wall 