Quick-Start Guide
When you enter an equation into the calculator, the calculator will begin by expanding (simplifying) the problem. Then it will attempt to solve the equation by using one or more of the following: addition, subtraction, division, taking the square root of each side, factoring, and completing the square.
Floor(8/ 8th root(8) ) Cube root(8)+cube root(8)+cube root(8)=6 8- 4th root(8+8) =6 8- 6th root(8.8) =6 (Sqrt(8+8/8))!=6 S((8+8)/8))! Where S(x) is the next natural.
Variables
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Any lowercase letter may be used as a variable.
Exponents
Exponents are supported on variables using the ^ (caret) symbol. For example, to express x2, enter x^2. Note: exponents must be positive integers, no negatives, decimals, or variables. Exponents may not currently be placed on numbers, brackets, or parentheses.
Parentheses and Brackets
Parentheses ( ) and brackets [ ] may be used to group terms as in a standard equation or expression.
Multiplication, Addition, and Subtraction
For addition and subtraction, use the standard + and - symbols respectively. For multiplication, use the * symbol. A * symbol is not necessary when multiplying a number by a variable. For instance: 2 * x can also be entered as 2x. Similarly, 2 * (x + 5) can also be entered as 2(x + 5); 2x * (5) can be entered as 2x(5). The * is also optional when multiplying with parentheses, example: (x + 1)(x - 1).
Order of Operations
The calculator follows the standard order of operations taught by most algebra books - Parentheses, Exponents, Multiplication and Division, Addition and Subtraction. The only exception is that division is not currently supported; attempts to use the / symbol will result in an error.
Division, Square Root, Radicals, Fractions
The above features are not supported.
Tutoring
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Pundit Press ^ | 10/10/14 | Aurelius
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Posted on 10/10/2014 9:28:56 AM PDT by therightliveswithus
Imagine you are a student doing math work. You've gone through a number of questions, and you feel you've really got the hang of everything. Then, all of a sudden you get this question: 'Tell how to make 10 when adding 8 + 5.' What do you respond?
That was the problem facing a young student learning how to add using Common Core. The student responded with confusion, answering the same way most of us would: 'You cannot make 10 withe [sic] 8 + 5.' Hands off 4 4 24.
The student was told he was wrong.
Underneath, his teacher wrote, 'Yes you can. Take 2 from the 5 and add it to 8 (8 + 2 = 10). Then add 3.' But wait, if you're adding three, it's not 10 any more.. It's 13.
And why does 5 need to be broken down? Why not 8? Why not turn 8 into 5 and 3, add 5 plus 5, then add 3? Still, though, 8 + 5 will never add up to 10.
You can see the question, student answer, and teacher correction below:
(Excerpt) Read more at thepunditpress.com ..
TOPICS:PoliticsKEYWORDS:commoncore; educationNavigation: use the links below to view more comments.
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1posted on 10/10/2014 9:28:56 AM PDTby therightliveswithus
To: therightliveswithus
This is insane. And only making real math, the “core” of the issue, more complex for zero reason.
2posted on 10/10/2014 9:31:42 AM PDTby the OlLine Rebel(Common sense is an uncommon virtue./Federal-run medical care is as good as state-run DMVs.)
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Blacks and whites are now the same; neither can do math!
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On that basis you can make any number you want.
4posted on 10/10/2014 9:32:41 AM PDTby RightGeek(FUBO and the donkey you rode in on)
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In a base-13 number system, 8+5=10. Hmmm, maybe Common Core is really for brainiacs and riddle solvers?
5posted on 10/10/2014 9:33:40 AM PDTby hollywood(Stay on topic, please.)
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A misguided attempt to teach critical thinking, without exposing kids to political thought other than that prescribed by the regime. You know the old math saying, “There’s lies, damned lies, and statistics”.
6posted on 10/10/2014 9:34:06 AM PDTby JimRed(Excise the cancer before it kills us; feed & water the Tree of Liberty! TERM LIMITS NOW & FOREVER!)
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A national movement to start firing all these idiots, admins, “teachers” and politicians associated with this.
7posted on 10/10/2014 9:34:19 AM PDTby A_Former_Democrat(STOP flights and immigration from HOT Zones . . .NOW)
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Base13?
8posted on 10/10/2014 9:34:38 AM PDTby Calvin Locke
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This is insane. And only making real math, the “core” of the issue, more complex for zero reason.Clearly you don't understand the mission of 21st century education in the US. We're not teaching kids to be productive members of society.
We're creating dependents who are incapable of knowing the difference between million, billion and trillion, and who will vote with their hearts rather than their brains.
O-bots, in other words.
9posted on 10/10/2014 9:35:51 AM PDTby tpmintx(Gun free zones are hunting preserves for unarmed people.)
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When the state tells you that 2+2=5..
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The reason is to dumb down the electorate even more. Too many of them are educated and smart enough to see through the leftist agenda.
11posted on 10/10/2014 9:38:16 AM PDTby Blood of Tyrants(The cure has become worse than the disease. Support an end to the WOD now.)
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This is ridiculous. Let’s take a simple addition problem and make it into a subtraction operation and 2 separate addition operations.
5-2 = 3
8 + 2 = 10
10 + 3 = 13
8 + 2 = 10
10 + 3 = 13
Yeah, that’s a lot simpler than just 8 + 5 = 13. /s
12posted on 10/10/2014 9:39:17 AM PDTby tpmintx(Gun free zones are hunting preserves for unarmed people.)
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Huh?
7 X 6
What is the purpose of that question?
13posted on 10/10/2014 9:40:55 AM PDTby Girlene(Hey NSA!)
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The student responded with confusion, answering the same way most of us would: 'You cannot make 10 withe [sic] 8 + 5.' The student was told he was wrong. Underneath, his teacher wrote, 'Yes you can. Take 2 from the 5 and add it to 8 (8 + 2 = 10). Then add 3.' But wait, if you're adding three, it's not 10 any more.. It's 13. The extra three is graft that goes into Obama's pocket.
14posted on 10/10/2014 9:40:56 AM PDTby Alex Murphy('the defacto Leader of the FR Calvinist Protestant Brigades')
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Now I understand how the administration calculates the unemployment and inflation numbers.
Tell how, when you have 92,000,000 people in a nation of over 300,000,000 not working, you get an unemployment rate of 5.9%.
You take 92,000,000 and remove from it 74,000,000 which gives you 18,000,000 which is roughly six percent of 300,000,000. Common core! Whoo hoo!
Tell how, when you have 92,000,000 people in a nation of over 300,000,000 not working, you get an unemployment rate of 5.9%.
You take 92,000,000 and remove from it 74,000,000 which gives you 18,000,000 which is roughly six percent of 300,000,000. Common core! Whoo hoo!
15posted on 10/10/2014 9:42:46 AM PDTby LostInBayport(When there are more people riding in the cart than there are pulling it, the cart stops moving..)
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I think its completely on purpose. Same w/ reading and writing. The more unintuitive and unnatural it becomes the less students actually learn. In the end it weakens the nation. Think for a moment about the guys who put men on the moon. They weren’t burdened by ‘new’ maths and all the boutique methods of teaching (or not) reading/writing/geography/etc. These guys understood the rudiments of math and science and had few quick aides to complete the calculations. They also were able to think critically.
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Using that logic, you can also make 5, 6, 111, and -46^^3 when you’re adding 8 and 5.
But it just fits in with the PoMo philosophy that everything is whatever you want it to be.
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Where did the 2 come from?
Typical liberals, making things up from thin air.
Poor kids will be terribly confused.
18posted on 10/10/2014 9:44:24 AM PDTby CodeToad(Islam should be outlawed and treated as a criminal enterprise!)
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Maybe they should hire some Australian Aborigine teachers..who count one two, three,..many
19posted on 10/10/2014 9:44:53 AM PDTby spokeshave(He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people,)
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Reinforces my developing theory that Common Core math is about sophisticated reasoning, taught by the unsophisticated to the novice. I see what they’re trying to teach, but it’s something that can’t be grasped until primitive steps are learned, internalized, and made intuitive. In this case, someone had a half-baked idea about using insights to juggle values to compute a result from a starting point, but completely missed the point (and goal) and is too self-important to admit (or even recognize) the miss.
3 8 5 6 Fraction
20posted on 10/10/2014 9:45:06 AM PDTby ctdonath2(You know what, just do it.)
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