|=|_|[|<3|2
Example:
u |=|_||<3|2
u |=|_||<3|2
3/2
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.
Example:
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?
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
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.
Example:
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.
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
a method of smoking a joint in which every member of the circle takes three serrupticiously and holds them all,passes, and then two,passes, and then one,passes, and lets out once the new round has started.
Example:
"that 3 2 1 was heeaaavy!"
"that 3 2 1 was heeaaavy!"
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.
Example:
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.
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/G
This term is commonly used for the Volkswagen community to refer to three specific models on the MK4(99-05) line up.
The 3 is for the 337 model, the 2 is for the 20th anniversary model and the G is for the GLI model. All these models share the same engine and transmission and are commonly set apart from the rest due to their sportier looks.
The 3 is for the 337 model, the 2 is for the 20th anniversary model and the G is for the GLI model. All these models share the same engine and transmission and are commonly set apart from the rest due to their sportier looks.
2 3 4 2 ?
like 143 which basically means " i love you" 2 3 4 2 means "do you love me?" each number represents the amount of letters in each word. the response can be either a "2" for no, or "3" for yes.
3 for 2
A promiscuous girl takes off her shirt and shows her tits in exchange for 3 gentleman showing off their dicks.
Example:
Man can you believe that? That girl gave us the 3 for 2 last night.
Remember that party back in 3rd year when she showed us the 3 for 2? Slut!
Man can you believe that? That girl gave us the 3 for 2 last night.
Remember that party back in 3rd year when she showed us the 3 for 2? Slut!