So you all laugh. But at the right level of math these are very important concepts in engineering.
2.49 + 2.49 does equal 5. That is why we spend the entire first-year of engineering to study significant digits. We would round to the accuracy of the measurement device and probably express the solution as 5.0 so others know the result was rounded. So 2+2 might equal 5, which is why it is so important not to round your work early and to keep track of units and not take numbers out of black-box models without understanding their origin.
There are similar concepts in high-level statistics.
This type of thing is what every journalist and keyboard warrior and even doctor is doing right now with the COVID data. Which why all the data and models are fucked.
The problem is this social justice faggot has probably never taken any math, took his examples out of some SJW textbook and is using it to teach racism to 10-year-olds.
"Working to bring other perspectives from other cultures" =/= teaching sig digs
Honestly, there could be a salient point in the burger example in demonstrating the usage of unit conversions in equations (eg. 1burger + 1burger = 5dollars, dollars/burger = 2.50) however the way he has framed it has made it seem that he isn't teaching it that way.
How about 1+4 = 1. One fox + four chickens in the hen house = 1 fox in the hen house?
the way he has framed it has made it seem that he isn't teaching it that way
I think I said that. He probably attended a ProD day session or something and now thinks he is all smart shit. This type of thing is supposed to be about teaching critical thinking and thinking outside the box. IQ test type stuff. Not SJW crap.
Wouldn’t you have to define the different units in that example? Ie (1f+4h)H =1fH or something like that? Thus not simply 1+4=1? Lol I’m not a very mathy guy so that’s probably not the right way to express that situation but I think you would have to define that 1 is the fox, 4 the hens and then those in context of being added in a hen house results in 1 fox in the hen house
Sure, and that is what I did. I just used words instead of notation. But is a riddle for 8 year-olds to teach critical thinking. As you just pointed though, you could take another level into mathematical notation & use the concept for a Grade 9 algebra class.
I am saying that if you fuck up 2+2 by using bad data you get 4 when really it should be 5. It sounds dumb, but you have start somewhere.
Very few things in life are exact integer math. So with COVID everybody is obsessed with reporting it as an integer. Because that is all the average idiot can understand. People come in integer quantities correct?
So everybody reports that there are 2,000 cases per province and they add them up to get 20,000 cases. But in reality there is a certain probability distribution of false positives and it varies depending on the test used. And there is a certain probability distribution of false negatives. And the is a certain probability distribution that tests are getting lost or double recorded. etc etc
So you can't just add up 2+2+...+2=20. Because there may be as few as 10 or as many as 30 thousand depending on the stats.
That is the type of thinking that question is supposed to instill in a young child if tought properly.
So you all laugh. But at the right level of math these are very important concepts in engineering.
2.49 + 2.49 does equal 5. That is why we spend the entire first-year of engineering to study significant digits. We would round to the accuracy of the measurement device and probably express the solution as 5.0 so others know the result was rounded. So 2+2 might equal 5, which is why it is so important not to round your work early and to keep track of units and not take numbers out of black-box models without understanding their origin.
There are similar concepts in high-level statistics.
This type of thing is what every journalist and keyboard warrior and even doctor is doing right now with the COVID data. Which why all the data and models are fucked.
The problem is this social justice faggot has probably never taken any math, took his examples out of some SJW textbook and is using it to teach racism to 10-year-olds.
"Working to bring other perspectives from other cultures" =/= teaching sig digs
Honestly, there could be a salient point in the burger example in demonstrating the usage of unit conversions in equations (eg. 1burger + 1burger = 5dollars, dollars/burger = 2.50) however the way he has framed it has made it seem that he isn't teaching it that way.
How about 1+4 = 1. One fox + four chickens in the hen house = 1 fox in the hen house?
I think I said that. He probably attended a ProD day session or something and now thinks he is all smart shit. This type of thing is supposed to be about teaching critical thinking and thinking outside the box. IQ test type stuff. Not SJW crap.
Wouldn’t you have to define the different units in that example? Ie (1f+4h)H =1fH or something like that? Thus not simply 1+4=1? Lol I’m not a very mathy guy so that’s probably not the right way to express that situation but I think you would have to define that 1 is the fox, 4 the hens and then those in context of being added in a hen house results in 1 fox in the hen house
Sure, and that is what I did. I just used words instead of notation. But is a riddle for 8 year-olds to teach critical thinking. As you just pointed though, you could take another level into mathematical notation & use the concept for a Grade 9 algebra class.
Making rounding errors and errors with significant digits does not make 2+2 equal 5, it makes you shit at math.
I am saying that if you fuck up 2+2 by using bad data you get 4 when really it should be 5. It sounds dumb, but you have start somewhere.
Very few things in life are exact integer math. So with COVID everybody is obsessed with reporting it as an integer. Because that is all the average idiot can understand. People come in integer quantities correct?
So everybody reports that there are 2,000 cases per province and they add them up to get 20,000 cases. But in reality there is a certain probability distribution of false positives and it varies depending on the test used. And there is a certain probability distribution of false negatives. And the is a certain probability distribution that tests are getting lost or double recorded. etc etc
So you can't just add up 2+2+...+2=20. Because there may be as few as 10 or as many as 30 thousand depending on the stats.
That is the type of thinking that question is supposed to instill in a young child if tought properly.