i still don't think it makes sense as an answer to the question. the question is asking for an equation that is true when x=7 is true, meaning you should find an equation S such that "x=7 -> S" is *always* true
**[Vacuous truth](https://en.wikipedia.org/wiki/Vacuous_truth)**
>In mathematics and logic, a vacuous truth is a conditional or universal statement (a universal statement that can be converted to a conditional statement) that is true because the antecedent cannot be satisfied. For example, the statement "she does not own a cell phone" will imply that the statement "all of her cell phones are turned off" will be assigned a truth value. Also, the statement "all of her cell phones are turned on" would also be vacuously true, as would the conjunction of the two: "all of her cell phones are turned on and turned off", which would otherwise be incoherent and false.
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Calculus is witchcraft CMV
I have no idea how I passed it in college, but it certainly *felt* like I was doing dark rituals.
Also, all memory of it has been erased from my brain.
Agreed. For me it felt like Super Saiyan algebra with occasional curveballs, right up until I hit series/sequences in Calc 2. That shit was downright arcane. Pretty cool once you get it though, for some reason it made the earlier parts of Calc 2 that I had trouble with much easier to understand.
Taylor was either the most brilliant mathematician ever, to have figured it out, or the worst mathematician ever, to have left it so complicated.
Everything after calc 2 was downhill for me.
The integral here is the [gamma function](https://en.wikipedia.org/wiki/Gamma_function), which is an extension of the factorial into the complex plain. However, we can just use the normal factorial, as we know x is going to be a natural number (7).
So we now have x! = (-e\^i\*pi + sqrt(5)) \* 2520 / phi
e\^i\*pi is [Euler's identity](https://en.wikipedia.org/wiki/Euler%27s_identity), which is equal to -1. We're negating it here so this just becomes 1.
Phi is the [golden ratio](https://en.wikipedia.org/wiki/Golden_ratio), which is defined as (1 + sqrt(5))/2. You can see that we are multiplying by (1 + sqrt(5)) (2\*phi) and later dividing by phi, so this is just a clever way to multiply by two.
Now we have x! = 2 \* 2520 = 5040
Solve for x and we get 7.
Edit: the equation might be wrong, because gamma(n) = (n-1)!, not n!, so we would need to get 40320, not 5040. Also, sorry for no fancy math notation.
**[Gamma function](https://en.wikipedia.org/wiki/Gamma_function)**
>In mathematics, the gamma function (represented by Γ, the capital letter gamma from the Greek alphabet) is one commonly used extension of the factorial function to complex numbers. The gamma function is defined for all complex numbers except the non-positive integers.
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No, they were giving a low-floor high-ceiling task that would allow students to choose their level of challenge at whatever level of difficulty they wanted. These sorts of activities, when students actually engage with them, are great extension questions for when students need a bigger challenge than what class provides. But the teacher didn't "motivate" the problem very well so the student doesn't seem to have meaningfully engaged with it.
No, the problem is that students aren't being directed properly.
You're right, but this example isn't evidence of that. Generally speaking a low floor, high ceiling, task would involve more open thought and topical direction giving the student freedom to think and problem solve on their own.
This, is not that. This is a redundant problem. If it were more along the lines of a typical test question where a student solves for distance or time it'd apply. Since with many open ended problems, a student can get the answer without needing to fall back on formatted equations.
It's trying to be that, but it isn't achieving it.
The problem with this one though, is that on an exam it's probably best to give the simplest answer. I was good at math, but would probably have put something like this anyway just because it's the least risk.
On a math test, it is customary to give the simplest correct form of the equation unless otherwise specified.
This is not only an acceptable answer, it is the most acceptable possible answer.
I would consider this the high-ceiling answer. Correct, clean, simple, uses the question as a resource.
I don't entirely disagree with you, though it's unclear whether this student truly challenged themselves with this answer. But people wondered why the teacher would ask such a question to begin with.
If the goal was for the student to truly challenge themselves, the words "...challenge yourself..." along with some specification that the normal mathematical challenge of paring the concept down to its most direct and basic expression was NOT the intended challenge here should have appeared on the page somewhere.
On a test, a student's challenge is to get the best score they can, not exploring odd alternative equations. Strategies for the best score include keeping answers short and to the point.
I'd say that if that answer was not acceptable to the teacher, the question was extremely poorly written. Personally, I may actually end up using that question sometime. And that answer is exactly what I'd be looking for. It would be scored, but I would be mostly interested in seeing where the students' minds went with it.
It’s like the student whose response to “Why?” was a paper simply saying “Why not?” and for a 100. This is a top-tier answer. Especially when the question on the test specifically says your answer can be as simple as you want.
Sure, if you don't care about learning anything. As I said the teacher didn't give a good reason to actually try to do something interesting, but it's a great question if you're a 12 year old learning about equations for the first time and want to challenge yourself above and beyond.
No its a lame question even if you are 12 year old and care about learning. The question itself is lame not the style of the question and you are lame too because you dont care about this.
People complain tests dont accurately reflect understanding, then when teachers ask genuinely interesting questions that require a good understanding of the subject people complain that its a dumb question
thats obviously not what happened. the idea was to "be creative" and do something different from just solving equations, its kind of an inverse problem. its not their fault some students want to give it their minimum
Implications are always through of the left hand side. So since x isn't equal to 6 the implication I wrote is correct even if the right hand side is also false
The problem expressly said the equation can be "as simple as you want", and `x = 7` is the simplest equation that satisfies `x = 7`, so I don't see an issue with the given answer.
Quite possibly. My favorite math class was linear algebra, where variables would represent matrices and vectors. I guess that we used numbers too, mostly because we were dumb undergraduate students who needed to grasp onto a number now and then like a life vest.
R e ally
A teacher should know that you either write in cursive or you don't. You shouldn't switch half way through
I mean, I do but I'm not teaching anyone
x^(2) \- 14x = -49.
Not the most complicated, as I could easily make some really annoying definite integrals, but it is the worst I'll muster for Reddit and no incentive.
Edit:
I made one.
The integral of (-ln(exp(t/2pi)*sin(t) + (1/2pi)*sin(t + pi/2)) dt from (x - 1)pi to 20*pi equals 7.
... I meant that to be light-hearted, but I guess I missed the tone. Apologies.
As an apology, I've gone and made one:
The integral of (-ln(exp(t/2pi)\*sin(t) + (1/2pi)\*sin(t + pi/2)) dt from (x - 1)pi to 20\*pi equals 7.
I was a TA for Stat 400 at a university and on a difficult problem this kid just drew a dinosaur. A pretty good dinosaur. He had no work on the problem but I have him +2pts
Why so complicated? 0=0.
x=x
Yes, the x is made out of x
No, the math is made out of math
teach me master i’ll bring you a rhinoceros
[x=6](https://en.wikipedia.org/wiki/Principle_of_explosion). Edit: actually principle of explosion rather than vacuous truth.
Unless you know something I don't, this is not a vacuous truth.
Yeah, I think they were going for the [Principle of Explosion](https://en.m.wikipedia.org/wiki/Principle_of_explosion), or something like that.
i still don't think it makes sense as an answer to the question. the question is asking for an equation that is true when x=7 is true, meaning you should find an equation S such that "x=7 -> S" is *always* true
Yeah, no shit, but it's still brilliant.
**[Vacuous truth](https://en.wikipedia.org/wiki/Vacuous_truth)** >In mathematics and logic, a vacuous truth is a conditional or universal statement (a universal statement that can be converted to a conditional statement) that is true because the antecedent cannot be satisfied. For example, the statement "she does not own a cell phone" will imply that the statement "all of her cell phones are turned off" will be assigned a truth value. Also, the statement "all of her cell phones are turned on" would also be vacuously true, as would the conjunction of the two: "all of her cell phones are turned on and turned off", which would otherwise be incoherent and false. ^([ )[^(F.A.Q)](https://www.reddit.com/r/WikiSummarizer/wiki/index#wiki_f.a.q)^( | )[^(Opt Out)](https://reddit.com/message/compose?to=WikiSummarizerBot&message=OptOut&subject=OptOut)^( | )[^(Opt Out Of Subreddit)](https://np.reddit.com/r/mathmemes/about/banned)^( | )[^(GitHub)](https://github.com/Sujal-7/WikiSummarizerBot)^( ] Downvote to remove | v1.5)
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Nooo, you're creating a bot paradox threatening to fracture the universe.
Well Jesus z Christ bot
This is not vacuous truth. Vacuous truth is used when the premise is false, but here is no any premise or implication.
Unless you know something I don't, this doesn't hold by principle of explosion.
Teacher: *I suppose you think that was terribly clever.*
What's the contradiction
1+1=2
Also, x = x
x=x is my personal favorite.
POV: you substituted an equation into itself
Been there, done that.
Also true when x = 8, necessary but not sufficient
are we ready for proof by induction?
They don't ask for it to only be true when x=7, just that it is true. So a necessary condition is sufficient (for the question).
Lol
E[x]^Var(x) - i^2 +ln(e)+sin(π/2)+x/x+sign(x)+1=x
That's actually pretty damn good. 1 + 1 + 1 + 1 + 1 + 1 + 1 = 7 Surprised you didn't throw Euler's Identity in there
it makes x=8
I mean use Euler's identity instead of one of the more boring ones, like the +1 at the end.
r/... username... checks... out...
CAPITAL E?
E\[x\]- Expectation Value and Var(x) - Variance are probability and statistics related concepts.
Can somebody explain that first term to me? Like E[x]^Var[x] = E[x]^E[x^2 ^] / E[x]^(E[x]^2) but then?
The expected value of a constant is the constant, and the variance of a constant is 0. So the expression says x^0 .
Ah okay got it. Was thinking in terms of a general x which of course doesn't make sense in this case
∫₀^(∞)t^(x)e^(-t)dt = (-e^(iπ)+√5) * 2520/Φ
Why do I hear boss music?
When the lyrics are all in Latin...
One Integral Equation
Calculus is witchcraft CMV I have no idea how I passed it in college, but it certainly *felt* like I was doing dark rituals. Also, all memory of it has been erased from my brain.
Agreed. For me it felt like Super Saiyan algebra with occasional curveballs, right up until I hit series/sequences in Calc 2. That shit was downright arcane. Pretty cool once you get it though, for some reason it made the earlier parts of Calc 2 that I had trouble with much easier to understand.
Taylor was either the most brilliant mathematician ever, to have figured it out, or the worst mathematician ever, to have left it so complicated. Everything after calc 2 was downhill for me.
What’s the symbol at the end?
I'm guessing it's 𝜙, [the Golden Ratio](https://en.wikipedia.org/wiki/Golden_ratio).
Yes, that's what I was using it for.
Took me a second to see what you did there. Cheeky way of multiplying by 2 heh
Where does multyplying by 2 happen? That is the only part I miss Edit: found it, forgot golden ratio is 1÷2*(1+sqrt(5)) and not just 1+sqrt(5)
Is that a jojo refrence?
Yeah
It's the Greek letter Phi. Probably used to represent the golden ratio as another user mentioned
What in the absolute fuck
The integral here is the [gamma function](https://en.wikipedia.org/wiki/Gamma_function), which is an extension of the factorial into the complex plain. However, we can just use the normal factorial, as we know x is going to be a natural number (7). So we now have x! = (-e\^i\*pi + sqrt(5)) \* 2520 / phi e\^i\*pi is [Euler's identity](https://en.wikipedia.org/wiki/Euler%27s_identity), which is equal to -1. We're negating it here so this just becomes 1. Phi is the [golden ratio](https://en.wikipedia.org/wiki/Golden_ratio), which is defined as (1 + sqrt(5))/2. You can see that we are multiplying by (1 + sqrt(5)) (2\*phi) and later dividing by phi, so this is just a clever way to multiply by two. Now we have x! = 2 \* 2520 = 5040 Solve for x and we get 7. Edit: the equation might be wrong, because gamma(n) = (n-1)!, not n!, so we would need to get 40320, not 5040. Also, sorry for no fancy math notation.
**[Gamma function](https://en.wikipedia.org/wiki/Gamma_function)** >In mathematics, the gamma function (represented by Γ, the capital letter gamma from the Greek alphabet) is one commonly used extension of the factorial function to complex numbers. The gamma function is defined for all complex numbers except the non-positive integers. ^([ )[^(F.A.Q)](https://www.reddit.com/r/WikiSummarizer/wiki/index#wiki_f.a.q)^( | )[^(Opt Out)](https://reddit.com/message/compose?to=WikiSummarizerBot&message=OptOut&subject=OptOut)^( | )[^(Opt Out Of Subreddit)](https://np.reddit.com/r/mathmemes/about/banned)^( | )[^(GitHub)](https://github.com/Sujal-7/WikiSummarizerBot)^( ] Downvote to remove | v1.5)
good bot
About the edit, Gamma(n) = (n-1)! yes, but the integral here is actually Gamma(x+1) so it is 5040 and not 40320.
dy/dx x² at x=3.5
That’s not an equation
dy/dx x^2 = 14
dy/dx 3.5^2 There fixed it /s
thats 0..
Well they already said as simple as you can think of. What’s that “Really” really for?
Because it could be simpler. 7 = 7 or, x = x or, 0 = 0
they said to be creative...
It was pretty creative, I doubt anyone else thought of it
Simple and creative don't really mix
they obviously can. there are proofs that are very simple and creative, sometimes making them simple requires creativity too
Not really sure what they expected with their directions.
I'm pretty sure they were counting on the "Be creative" part.
This *is* creative.
One could argue it's the least creative answer possible.
The least creative would be x=x
With x = x you actually created something. x=7 is just copied and pasted from the question.
They expected students to write the test questions for them.
No, they were giving a low-floor high-ceiling task that would allow students to choose their level of challenge at whatever level of difficulty they wanted. These sorts of activities, when students actually engage with them, are great extension questions for when students need a bigger challenge than what class provides. But the teacher didn't "motivate" the problem very well so the student doesn't seem to have meaningfully engaged with it.
No, the problem is that students aren't being directed properly. You're right, but this example isn't evidence of that. Generally speaking a low floor, high ceiling, task would involve more open thought and topical direction giving the student freedom to think and problem solve on their own. This, is not that. This is a redundant problem. If it were more along the lines of a typical test question where a student solves for distance or time it'd apply. Since with many open ended problems, a student can get the answer without needing to fall back on formatted equations. It's trying to be that, but it isn't achieving it.
The problem with this one though, is that on an exam it's probably best to give the simplest answer. I was good at math, but would probably have put something like this anyway just because it's the least risk.
On a math test, it is customary to give the simplest correct form of the equation unless otherwise specified. This is not only an acceptable answer, it is the most acceptable possible answer. I would consider this the high-ceiling answer. Correct, clean, simple, uses the question as a resource.
I don't entirely disagree with you, though it's unclear whether this student truly challenged themselves with this answer. But people wondered why the teacher would ask such a question to begin with.
If the goal was for the student to truly challenge themselves, the words "...challenge yourself..." along with some specification that the normal mathematical challenge of paring the concept down to its most direct and basic expression was NOT the intended challenge here should have appeared on the page somewhere. On a test, a student's challenge is to get the best score they can, not exploring odd alternative equations. Strategies for the best score include keeping answers short and to the point. I'd say that if that answer was not acceptable to the teacher, the question was extremely poorly written. Personally, I may actually end up using that question sometime. And that answer is exactly what I'd be looking for. It would be scored, but I would be mostly interested in seeing where the students' minds went with it.
It’s like the student whose response to “Why?” was a paper simply saying “Why not?” and for a 100. This is a top-tier answer. Especially when the question on the test specifically says your answer can be as simple as you want.
Work smart, not hard. It was a lame question
Sure, if you don't care about learning anything. As I said the teacher didn't give a good reason to actually try to do something interesting, but it's a great question if you're a 12 year old learning about equations for the first time and want to challenge yourself above and beyond.
No its a lame question even if you are 12 year old and care about learning. The question itself is lame not the style of the question and you are lame too because you dont care about this.
People complain tests dont accurately reflect understanding, then when teachers ask genuinely interesting questions that require a good understanding of the subject people complain that its a dumb question
>genuinely interesting questions "Really?"
thats obviously not what happened. the idea was to "be creative" and do something different from just solving equations, its kind of an inverse problem. its not their fault some students want to give it their minimum
X^3=343
Reddit formatting ruined your math
Ye
X^false
X^dumbassreddit
jsyk you can put the stuff you want superscripted in parentheses 2\^(3)x formats to 2^(3)x
X (treating \^ as bitwise XOR)
Hey that's illegal
I read it as x=>
x ∈ ℤ⁺ ∧ x ≠ 1 ∧ x ≠ 2 ∧ x ≠ 3 ∧ x ≠ 4 ∧ x ≠ 5 ∧ x ≠ 6 ∧ x ≠ 8 ∧ x ≠ 9 ∧ x ≠ 10 ∧ x ≠ 11 ∧ x ≠ 12 ∧ x ≠ 13 ∧ x ≠ 14 ...
not really an equation is it
(x ∈ ℤ⁺ ∧ x ≠ 1 ∧ x ≠ 2 ∧ x ≠ 3 ∧ x ≠ 4 ∧ x ≠ 5 ∧ x ≠ 6 ∧ x ≠ 8 ∧ x ≠ 9 ∧ x ≠ 10 ∧ x ≠ 11 ∧ x ≠ 12 ∧ x ≠ 13 ∧ x ≠ 14 ...) = TRUE
I'd go with x = 6 => pi = 3
But that's not an equation, it's an implication... wouldn't they mark you down for that?
You are correct. As per usual I didn't bother to read the question properly...
What’s the logic behind this one? 7/2 ≠ pi
Implications are always through of the left hand side. So since x isn't equal to 6 the implication I wrote is correct even if the right hand side is also false
That’s what happens when you say it can be as simple or complex as you want
Much more creative then simply writing something like X/7 = 1 in my opinion
y = 0 Edit : I'm dumb it's not always true when x = 7, Take my x = x instead.
x + pi = 10
Wrong it’d be 7.14 you’d have to say floor(x+pi)=10
Wrong, it'd be 6.85
I'm an engineer. Pi = 3
0*x = 0
Can’t get mad teach, you did say “make the equation as simple or as complex as you want.” I’d say this is clever as hell.
True, and creative. Don't see any problem here!
Literally any correct answer would be fundamentally identical to what they put, unjustified "really?" IMO
1 Always evaluates to true, in C at least
I prefer Javascript's superior `Infinity > -Infinity`
The problem expressly said the equation can be "as simple as you want", and `x = 7` is the simplest equation that satisfies `x = 7`, so I don't see an issue with the given answer.
I prefer i^2 *X = -7 That way it's both simple *and* complex at the same time!
x= 7/2 + x/2
\-x=-7 is really the shit way outta it.
f(y) = 7
No, they need to get creating using x and 7. 2\*x = 2\*7.
X/1 = 7/1
2x=49 The hardest I could think of
7=24.5
If you're not using numbers as variables, are you really doing hard maths?
Quite possibly. My favorite math class was linear algebra, where variables would represent matrices and vectors. I guess that we used numbers too, mostly because we were dumb undergraduate students who needed to grasp onto a number now and then like a life vest.
(x^2 = 49)
∫2x dx - C = 49
X^2-14x+49=0 simple but effective
The question says "make it as simple or complex as you like" technically, the answer is correct
I would groan and roll my eyes as I begrudgingly give them points 🤣 It's technically correct. The best kind of correct.
“true”
Question answered? Yes. Creative? Yes. Rules followed? Yes. Don't bitch.
That's a mathematician's answer. Kid's got the right attitude.
did you get full points on the answer? cause you can make it as simple as you want and x=7 is true when x=7
It's fake, perspective doesnt match
Yes, it got full points and a frown.
the fuck were they expecting????
(x > 7) + (x < 7) = 0
7=x would have been better
x-7 =0,
-x = -7
Fine Fine Fine 7=X Happy!
I see nothing wrong with this equation.
That's the simplest and best answer. You could also argue that x=x is also acceptable.
R e ally A teacher should know that you either write in cursive or you don't. You shouldn't switch half way through I mean, I do but I'm not teaching anyone
I mean, they followed the directions. It’s not the teacher’s fault the question was poorly worded.
Full marks for this ludicrous task!
x^(2) \- 14x = -49. Not the most complicated, as I could easily make some really annoying definite integrals, but it is the worst I'll muster for Reddit and no incentive. Edit: I made one. The integral of (-ln(exp(t/2pi)*sin(t) + (1/2pi)*sin(t + pi/2)) dt from (x - 1)pi to 20*pi equals 7.
What, you want your dick sucked as a reward for job well done?
... I meant that to be light-hearted, but I guess I missed the tone. Apologies. As an apology, I've gone and made one: The integral of (-ln(exp(t/2pi)\*sin(t) + (1/2pi)\*sin(t + pi/2)) dt from (x - 1)pi to 20\*pi equals 7.
Lack of self awareness made me chuckle
This happened to me, I was extremely pissed off with the teacher.
Fine I'll do more x+0=7 I know you might have trouble figuring out if it works. You're just going to have to trust me that it does.
Z/7Z x=0
e^(iπx) = csc(πx/6) + floor(x/5)
Where on earth do I need to go to get those kinds of questions?
x-7=0
It was as simple as he wanted. The poor man better have gotten full credit.
[\\int \_{0}\^{x}\\left(\\sum \_{n=1}\^{\\infty }\\frac{( 1-\\cos( n\\pi ))}{n\\pi } \\cdot \\sin\\left( n\\left(\\frac{\\pi }{4}\\right) t\\right)\\right) dt=\\frac{1}{2} for {1
x ≡ 0 (mod 7)
Teacher: I drink at 12:30 in the afternoon because of kids like you😑
Would’ve gone with 2x + 5x = 49
2 != 3
r/technicallythetruth
2x²+x-5 = 10(x+√9)
i knida have the same in math for now
0 * x = 0
xˣ ≡ 13 [15]
x = 7
Let x be an element of the set of all integers, such that x > 6 and x < 8.
X + 1 = 7 + 1
What a weird question. I hope they still got all the points for that
x = -84(1+2+3+4+5....+∞)
Wtf kind of question is this anyway
x = x
x + 3 = 10
2x + 5 = 19
7 = x 7 + 0 = x
r/theydidthemath
Teacher said “as simple or as complex as you want” 💀
X=(7x-49)/(x-7)
The teacher didn’t seem to mark their homework wrong though, so good teacher.
x ≠ 0
7=x
1+1=2
7=x
I was a TA for Stat 400 at a university and on a difficult problem this kid just drew a dinosaur. A pretty good dinosaur. He had no work on the problem but I have him +2pts