When I was tested it was determined I was below the necessary level I should be. I can do sums, of course, but this goes beyond anything I've ever needed before.
So I've been told, but why do it like this? If there is a sum we're meant to find why not describe the situation? It's easy enough to work a sum if you know that.
...hmm. Let me put it like this: Let's say you know you can travel a mile in an hour. And you know it'll be true no matter what. The only variable with how long it'll take you to travel somewhere is the distance right? So, if we represent our variable, distance, with the letter "d", and represent how much time it'll take you with the letter "t", we get: 1*d=t. Get it now? The way certain equations are set up will always remain the same, but the numbers making it up won't.
If the problems were like that--things I can base on what I have observed--I would be able to do them. But these are all meaningless numbers with no relation to anything. Though, the problems they give that are written out in words I can solve most of the time.
[long pause] ... And that number you used was wrong. On foot if a man isn't weakened or lazy I would say at least two and more likely three or four of your miles in an hour.
One was just the first number that popped into my head. It could've just as easily been fifteen or one hundred. The point was to explain the reason for variables, not to be correct about average traveling speeds.
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I fear this will be my least favorite class.
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I mean... huh?
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You... you're studying math? Here?
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...This is very different from what I am used to, I'm afraid.
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[long pause] ... And that number you used was wrong. On foot if a man isn't weakened or lazy I would say at least two and more likely three or four of your miles in an hour.
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...I still don't think it makes any sense at all in the problems I've been given.
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