Saw this and wondered:

1. Is there anything ‘quizzy’ about it?

2. If so, what’s the question?

3. If you know the question, what are the answer[s]?

Saw this and wondered:

1. Is there anything ‘quizzy’ about it?

2. If so, what’s the question?

3. If you know the question, what are the answer[s]?

1. No

2. How much time do you waste on the internet.

3. 19 or 60 if you notice the multiplication sign.

25.

So I get 40. What am I doing wrong.

Show your work boy!Yes sir!

10+10+10=30; 5+5+10=20; 4+4+5=13; 5+5×4 = 40

That’s assuming a right shoe equals half a pair, i.e. 5

Line 1: boot is worth 5 each

Line 2: man also worth 5

Line 3: 13 minus man is 8 halved = 4

Line 4: With BOMDAS, times comes first = 20 + 5 for the boot.

25.

Bottom line: (sum of 3 shoes + 2 ice cream cones + 1 ugly kid) x ice cream cone

I need an ice cream or a whisky. Haven’t the ice cream …

They aren’t ice cream cones. Look closely – they are chips wrapped in newspaper ðŸ˜€

Semechki seeds – sold on every second street corner.

I can’t get past 40 being the answer. I don’t do bombast.

But you must … or BODMAS.

When I say must, I mean one must if he wants the answer, not you must or … Iâ€™ll get me coat [slinks off].

Only one cone so. 5+5×2=15

Whereâ€™d the 2 come from?

Also, that newspaperâ€™s Russian, so itâ€™s more likely to be semechki seeds. Ice creams were just cones.

However, itâ€™s a boy, not a man, I was wrong. And I called it a boot but could be called anything.

Second look – youâ€™re right, Iâ€™m wrong. One cone. Hmmmm.

15 is right.

Your prize is an evening with Ilhan Omar, sheâ€™s easy about it.

What if her husband and her brother gang up on him? Would that be two to one or an even match?

And are they wearing one boot or two?

A two foot boot each?

1. Yes

2. What *are* they?

3. Bags of otter’s noses.

But the boy in the last line is holding 2 cones (in the previous lines he is empty handed) so does that mean he becomes worth 9?

Maybe the answer is: 23

No! He also has two boots on, so he’s worth 19.

The answer must be 43.

Well spotted.

No!

The boy also has boots on, so he’s worth 19,

So that’s 43

Aaaaargh! Am I allowed to get a headache?

Yep, 43. Just did it over again. 43. Ilhan is waiting with open arms.

Now to go back through comments and see who got that.

Have a whisky, Andy, settles the nerves.

48, that’s my final answer. I get a whisky, that’ll do me.

One boot = 5

Boy = 5

Cone = 4

So we have:

Boot (5) + Boy (5) with 2 boots (10) and 2 cones (10) = 28

* cone (4)

so 28 x 4 = 112

I do it as read.. don’t do fancy maths – too thick for that.

There are no brackets though to complete that operation. And one cone is 2.

Letâ€™s do it again, Steely Dan.

Line 1

One boot is 5.

Line 2

Each unadorned boy is 5.

Line 3

The four cones make 8. One cone = 2.

All right, we have our values:

Boot = 5

Boy = 5

Cone = 2

In order to complete line four, weâ€™re taught in school either BOMDAS or BODMAS. This is the sticking point for readers who may not have been taught this for complicated equations. From one of the many help sites:

Do you use Bodmas when there are no brackets?

Just follow the rules of BODMAS to get the correct answer. There are no brackets or orders so start with division and multiplication.

https://byjus.com/maths/bodmas-rule/

https://www.skillsyouneed.com/num/bodmas.html

This is primary or elementary school, pretty much universal:

https://www.theschoolrun.com/what-is-bodmas

All right, in our example, there are no brackets to clear, and â€˜ofâ€™ is just another name for â€˜timesâ€™.

Does it matter if it is BODMAS or BOMDAS? I canâ€™t answer – usually no Iâ€™d suspect. I learnt or learned BOMDAS.

As itâ€™s irrelevant in our Line 4, pressing on, we solve the â€˜timesâ€™ first. We know the adorned boy [from head down] is 5 for himself, 2 + 2 for the cones, plus 5 + 5 for the boots = 19.

BODMAS says 19 x 2 = 38.

Leaving us with:

5 + 38 = 43

All right, if we ignore the accepted method for exams and just go left to right instead:

5 + 5 = 10

10 x 2 = 20

But that does not stand up internationally:

https://en.wikipedia.org/wiki/Order_of_operations

My compounding error and I do apologise [apologize] was to assume all readers had been taught maths [math] at primary [elementary] till year eight. A thousand apologies.

………..

Sidelight

The quote above mentions:

There are no brackets or orders

Now thatâ€™s interesting. I understood â€˜Oâ€™ [letter, not zero] to stand for â€˜ofâ€™, as in three-quarters of twelve.

But that seems to indicate it stands for â€˜ordersâ€™, which actually makes sense, except that I was taught â€˜ofâ€™.

â€˜Ordersâ€™ there I take as special orders in post-year eight math[s]. And it makes sense.

Implications for us in the west

This is a political issue – rules of society but even more to the immediate point – rules of computing, at least the rules underlying the rules.

Just what does happen when a generation is brought up without the old rules? That is – they were never taught these things?

Jaw drops open for someone like me.

Yeah, I was taught bodmas at school but must have been staring out the window, falling asleep with boredom at the time. I avoided that class like the plague.

I fell into the trap of the cones, assuming a single cone to be 4 where that is actually a pair. If there are no brackets in an equation, only implied ones as in the boy wearing boots and holding cones, I work out his total value first, which I originally got to 28 somehow, it should have been 19, plus 5 for the single boot = 24. I then made a further mistake by multiplying by 4 instead of 2.

It seems your old rules went out that window with the invention of the calculator.

My rules? ðŸ™‚

No the rules they used to teach in school. I left in 1971 but it was only a couple of years later that the calculator arrived, courtesy of Clive Sinclair and Texas Instruments. Not long after that, kids were allowed to take them into exams. I don’t know if having one would have done me any good, probably made maths more interesting, but at the time if it wasn’t electronic or didn’t have an engine I didn’t want to know.

1. Yes, seems it is an observation test.

2. Solve this

3. 42

Your N3 is noted. ðŸ™‚

https://www.mathsisfun.com/operation-order-bodmas.html

Lets get serious:

1. If the numbers are base 6 the answer is 120

2. We only know that the sum of left and right boots is 5, so there are an infinite number of solutions, eg if left boot is sqrt2 and right boot is 10 – sqrt2, it comes to sqrt2 + 38

Footnote: Division does not follow the associative law, that is a/(b/c) is not always equal to (a/b)/c, so that even with BODMAS expressions with repeated division signs can be ambiguous. This is why everyone should use Reverse Polish Notation for arithmetic operations!

Seriously?

You may think I was being frivolous about Reverse Polish, but I couldn’t possibly comment.

Hear hear, and my 32SII agrees. ðŸ™‚

Hey! I have been washing dishes for a few days. What did I miss?

Naught?

Probably.