I am confused.
Did you mean to say that c / a = b ?
From: M100 [mailto:m100-boun...@lists.bitchin100.com] On Behalf Of Ron Hudson
Sent: Thursday, September 21, 2017 1:18 PM
To: Roger Mullins; m...@bitchin100.com
Subject: Re: [M100] BASIC Integer Division Question
a = random number
b
<m100-boun...@lists.bitchin100.com> on behalf of Ron Hudson
<hudson...@live.com>
Sent: Thursday, September 21, 2017 10:18 AM
To: Roger Mullins; m...@bitchin100.com
Subject: Re: [M100] BASIC Integer Division Question
a = random number
b = random number
c = a * b
present what is a /
From: M100 <m100-boun...@lists.bitchin100.com> on behalf of Roger Mullins
<km4...@gmail.com>
Sent: Wednesday, September 20, 2017 12:17 PM
To: m...@bitchin100.com
Subject: Re: [M100] BASIC Integer Division Question
Awesome suggestions all around! I'll have to bring them to my
Awesome suggestions all around! I'll have to bring them to my programming
partner this evening. :-) I'll share the BA file once we're up and running
and after I've had a chance to go through and compress it a little. Right
now we're pushing 7K. 樂 We're apparently getting paid by the KLOC.
What about working division backwards: The routine generates the desired
*result* and computes the required problem to get that result.
Is the answer is: 6 remainder 2
Generate random divisor, say '7'.
Computer dividend = 7*6+2 = 44
State problem as: "What's 44 / 7 ?"
-Josh
On Wed, Sep 20,
On Wed, Sep 20, 2017 at 8:58 AM Roger Mullins wrote:
> Ah. I see where you're headed with that now. I like that. Remainders
> aren't verboten, though. :-) But at the same time that could be a neat
> feature to incorporate especially on the 'easy' or 'medium' difficulty
>
As part of the random number generator subroutine, why not print the
returned values & ask your student if A/B is a valid operation?
On 9/20/17, Roger Mullins wrote:
> LOL it happens I guess; I'm close to that many years removed from having to
> deal with most of this stuff
Ah. I see where you're headed with that now. I like that. Remainders
aren't verboten, though. :-) But at the same time that could be a neat
feature to incorporate especially on the 'easy' or 'medium' difficulty
setting. Regardless it's starting to look like the best thing to do might
be for
Another way to say it... take two non zero random integers a, b. Multiply
them together to get c.
c is divisible by a and b with no remainder or fraction. c is also greater
than or equal to a and b.
-- John.
I love it! Don't give me any ideas... I have just enough of a latent
sarcastic streak (and she does too) to send her back to school some day
spouting trivia about the golden ratio or something. :-D
The teacher just wants them to work a few straight-up math problems each
evening. 65+43, 87-34,
I'm curious what the teacher means by a 'math fact'. Does she just mean
problems like what you're creating because a math fact could be just about
anything historical about the evolution of math or a day-to-day usable
example of math. Also it would seem like using the least efficient method
would
LOL it happens I guess; I'm close to that many years removed from having to
deal with most of this stuff myself.
Anyhow, I don't think I described my predicament as clearly as I should
have. My focus is less on having the computer do the math (although it has
to in order to check the answer
Yep, I screwed it up - The Remainder is what's left of the Dividend.
Anyway, have fun - My 9-year-old daughter is nearly 40. Good times...
On 9/20/17, John Gardner wrote:
> Or simply subtract the Divisor from the Dividend until the Dividend
>
> is less than the Divisor -
Or simply subtract the Divisor from the Dividend until the Dividend
is less than the Divisor - The index of the loop is the
Quotient, & the Remainder is what's left of the Quotient.
I hope I did'nt screw that up - 3rd grade was about 60 years ago...
:)
On 9/20/17, John R. Hogerhuis
I guess for division your random numbers are the divisor and the result of
the division.
Multiply them together to get what you are to divide.
-- John.
Morning all!
My daughter (she's 9) and I are working together on a program, partly for
fun and partly for the learning experience. Her teacher doesn't assign
specific homework, but asks that the students spend ten to twenty minutes
per night drilling on 'math facts.' There's no worksheet, and
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