With respect to this thread:

This “We don’t help with homework” answer seems like acop out. Any worksheet would be due in days. An answer would come too late tohelp. I wonder if they were just unable to solve this.

As far as the second answer stating “Since, in decimal arithmetic and undernormal conditions, none of the stated equalities is actually true, it mighthelp if you provided the missing contextual information” I have to wonder ifthis person actually read the problem. It is apparent that the solution (if there is one) will be for theoperation, or series of operations, represented by the asterisk which wouldmake all three preliminary statements true. No one can really think they mean two times 6 equals 4!

My 7

I don’t believe there is a solution.

I havetried many different approaches. The change determined by * cannot simply belinear. I have had no luck tryingcomplex functions in place of * or using exponential changes (both integers andfractional.)

I broughtit to work and showed it to a few of our engineers. No one has solved this.

One fellowsuggested plotting all three sets of numbers (2,6,4 4,1,7 and 8,3,10 to definea plane and backing the 5*5 out of it to arrive at an answer. This is verycreative but too brute force and beyond the scope of a 7

Thesolution came back from school as two. (i.e.5*5=2)

That doesn’thelp in defining the function taking place as *.

If anyonecan show me what operations are occurring for * I would like to hear from you.

This “We don’t help with homework” answer seems like acop out. Any worksheet would be due in days. An answer would come too late tohelp. I wonder if they were just unable to solve this.

As far as the second answer stating “Since, in decimal arithmetic and undernormal conditions, none of the stated equalities is actually true, it mighthelp if you provided the missing contextual information” I have to wonder ifthis person actually read the problem. It is apparent that the solution (if there is one) will be for theoperation, or series of operations, represented by the asterisk which wouldmake all three preliminary statements true. No one can really think they mean two times 6 equals 4!

My 7

^{th}grader got this problem two weeks ago.(Her sheet is already turned in by the way.)I don’t believe there is a solution.

I havetried many different approaches. The change determined by * cannot simply belinear. I have had no luck tryingcomplex functions in place of * or using exponential changes (both integers andfractional.)

I broughtit to work and showed it to a few of our engineers. No one has solved this.

One fellowsuggested plotting all three sets of numbers (2,6,4 4,1,7 and 8,3,10 to definea plane and backing the 5*5 out of it to arrive at an answer. This is verycreative but too brute force and beyond the scope of a 7

^{th}grademath class.Thesolution came back from school as two. (i.e.5*5=2)

That doesn’thelp in defining the function taking place as *.

If anyonecan show me what operations are occurring for * I would like to hear from you.

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