3 + 2 = 1 

A mathematical statement most grades K–2 students would disqualify as being an equation, thus revealing their partial understanding of the meaning of an equals sign, which has different meanings.

What percentage of elementary math students (and their teachers and parents) would claim that statements like 1 + 3 = 2, 3 + 2 = 1, and 2 × 3 = 1 aren’t equations, because the sum or product is incorrect?

3 + 2 = 1 by Fasters May 9, 2022

1 + 2 + 3 = 1 × 2 × 3 

The nontrivial solution to the equation a + b + c = a × b × c, where a, b, and c are positive integers—the sum and the product of three whole numbers are the same.

Besides 1 + 2 + 3 = 1 × 2 × 3, the numbers 1, 2, and 3 form the set of three integers such that each divides the sum of the other two, and their reciprocals show that the number 1 can be expressed as the sum of three unit fractions: 1 = 1/2 + 1/3 + 1/6.

1 + 2 + 3 = 1 × 2 × 3 by Fasters May 11, 2022

3 = 2 + 1

A numerical relationship or statement most kindergarteners and younger elementary school students would reject as being an equation, because in their minds the “answer” or the “sum” must always be on the right side of an equation.

When grades 1–3 students don’t consider numerical liaisons like 3 = 2 + 1 and 1 = 3 – 2 as valid equations or mathematical sentences, their responses reveal a fair bit about their thinking processes.

3 = 2 + 1 by Fasters May 8, 2022

1 + 2 = 3 

The solution to the equation a + b = c, where a, b, and c are consecutive integers; or where b = a + 1 and c = a + 2.

If 1 + 2 = 3 and 4 + 5 + 6 = 7 + 8 are the first two terms of a sequence of equations, what is the sum of the third equation in the pattern?

1 + 2 = 3 by Fasters May 7, 2022

3 = 2 + 1

A numerical relationship or statement that most kindergarteners and elementary school students reject as being an equation, because in their minds the “answer” or the “sum” must always be on the right side of an equation.

When students don’t consider numerical liaisons like 3 = 2 + 1 and 1 = 3 – 2 as valid equations or mathematical sentences, their responses reveal a fair bit about their thinking processes.

3 = 2 + 1 by Fasters May 8, 2022

qwertyuiopasdfghjklzxcvbnmmnbvcxzlkjhgfdsapoiuytrewq1234567890@#£_&-+()/*"':;!??!;:'"*/)(+-&_£#@0987654321~`|•√π÷ק∆€¥$¢^°={}\%©®™✓[][✓™®©%\}{=°^¢$¥€∆§×÷π√•|`~μΩ¶€£₱¥₹←↑↓→≠∞≈‰℅≤« ⟨¹ ⅐ ⅑⅒ ² ³ ⁴ ⁵ ⁶⁷ ⁸⁹⁰ⁿ∅№·±<>†‡★« »¿‽¡ 

Is were your a bored of being bored

Dude I'm so bored of being bored (qwertyuiopasdfghjklzxcvbnmmnbvcxzlkjhgfdsapoiuytrewq1234567890@#£_&-+()/*"':;!??!;:'"*/)(+-&_£#@0987654321~`|•√π÷ק∆€¥$¢^°={}\%©®™✓✓™®©%\}{=°^¢$¥€∆§×÷π√•|`~μΩ¶€£₱¥₹←↑↓→≠∞≈‰℅≤« ⟨¹ ⅐ ⅑⅒ ² ³ ⁴ ⁵ ⁶⁷ ⁸⁹⁰ⁿ∅№·±<>†‡★« »¿‽¡) Means [bored of boredom

qwertyuiopasdfghjklzxcvbnmmnbvcxzlkjhgfdsapoiuytrewq1234567890@#£_&-+()/*"':;!??!;:'"*/)(+-&_£#@0987654321~`|•√π÷ק∆€¥$¢^°={}\%©®™✓[][✓™®©%\}{=°^¢$¥€∆§×÷π√•|`~μΩ¶€£₱¥₹←↑↓→≠∞≈‰℅≤« ⟨¹ ⅐ ⅑⅒ ² ³ ⁴ ⁵ ⁶⁷ ⁸⁹⁰ⁿ∅№·±<>†‡★« »¿‽¡ by Sotgingcooc February 27, 2024

` 1 2 3 4 5 6 7 8 9 0 - = q w e r t y u i o p [ ] \ a s d f g h j k l ; ' z x c v b n m , . / ~ ! @ # $ % ^ & * ( ) _ + Q W E R T Y U I O P { } | A S D F G H J K L : " Z X C V B N M < > ? 

Wow you are that bored that you went above and beyond and typed this congrats you get nothing.

I was bored and typed

` 1 2 3 4 5 6 7 8 9 0 - = q w e r t y u i o p \ a s d f g h j k l ; ' z x c v b n m , . / ~ ! @ # $ % ^ & * ( ) _ + Q W E R T Y U I O P { } | A S D F G H J K L : " Z X C V B N M < > ?

` 1 2 3 4 5 6 7 8 9 0 - = q w e r t y u i o p [ ] \ a s d f g h j k l ; ' z x c v b n m , . / ~ ! @ # $ % ^ & * ( ) _ + Q W E R T Y U I O P { } | A S D F G H J K L : " Z X C V B N M < > ? by Eternitys bordeom November 16, 2022