6*0(6), so 6 sodas multiplied by 0 is 6, becaus they equation dosnt happen
Voting Style:  Open  Point System:  7 Point  
Started:  11/19/2014  Category:  Science  
Updated:  2 years ago  Status:  Post Voting Period  
Viewed:  3,153 times  Debate No:  65473 
6*0=0, is a false equation, what it really means is 6, because you can not destroy the 6 sodas so you still have them
Thank you Pro for creating this Mathematical Debate.
My opponent claims: 6 x 0 = [6]. Or 6 multiplied by 0 equals 6 To solve this equation we must first understand what multiplication is: **The multiplication of two whole numbers is equivalent to the addition of one of them with itself as many times as the value of the other one; for example, 3 multiplied by 4 (often said as "3 times 4") can be calculated by adding 3 copies of 4 together:


I don't claim 6*0=6, the claim is 6*0(6), the equation dosnt equal so it just dosnt happen
0=nothing=information=false and truth 1=something=matter=true 1+0=1, is a false equation, the equation dosnt happen, so its just 1, so 1+0(1) 1+0+4+0=1+4=5 = 1+4=5 what you are doing is false, 5+5 is not 10+5. is(=, equal), my shoe is blue 5*6=30 this would be true, 21+9=10+20=5+25=30 0*6(6), as the equation dosnt happen, you cant not multiply nothing by something 0=creation and destruction=nothing 1=transformation=something matter can never be created and destroyed My opponent has made numerous point against my math. I will start with my 5 * 6 = 30. And how I broke it down. "what you are doing is false, 5+5 is not 10+5. is(=, equal), my shoe is blue" What I was doing was completely accurate, however misread by my opponent. I will redo the same breakdown, however, I will space it out to hopefully make more sense. 5*6=30 OR 5+5+5+5+5+5 = 30 OR 5+5 = 10 ... 10+5 = 15 ... 15+5 = 20 ... 20+5 = 25 ... 25+5 = 30 You are allowed to add, or subract, or multiply by Zero. It is a very valid equation, especially to help solve word problems like my own. While it may not necessary to right out the full equation, the equation is still valid. 1+0=1 IS VALID. 1 * 0 = 0 IS VALID. My initial word problem shows how multiplying by zero is a legitmate mathematical problem. The equation exists and is valid. Proven by the multiplication table given in round one, it also proves mulitplying by zero has an answer in the mathematical equation. Unless my opponent can disprove math, I have won this debate. 

no its false, 5 stones are not 10 stones, the fore they do not equal each other
ah you get it now thou :) it is impossible to add 0 to 1, therefore you just have 1, the equation dosnt go through, it just dosnt happen 1+0=1 is multiplication failure 1+0(1) it is the equivalent of saying, don't add nothing, no stickers, no times, to my 1 soda. ai? 1*0=0, the answer is valid, but the equation is invalid, so its 1*0(1) what happens if I don't punch you in the face but I just think it? nothing what happens if I don't stop breathing? im proving math has an absolute definition 0=nothing 1=something you can never show me 0 bananas, I know this is true My opponent has again misread my equation. 5 (stones) + 5 (stones) = 10 stones. This was merely an example of multiplication that has misconstrued by my opponent. My opponent is thinking literally, in the physical life, that a math equation, written out, is not valid. This is wrong. My word problem, as I mentioned last round (which has gone without a rebuttal, therefore still stands), is a prime example of why the equation for multiplying by zero is valid. My opponent has failed to show why multiplying by zero is invalid, and he has not disproved my word problem. My word problem is a valid reason to write out the equation, and has a valid and legitimate answer. Here is the word problem again: A local store is having a one day special! Every child that enters the store on this one day is given 6 pieces of candy. However, on this day, NO children enter the store. How many children have candy? 6(six) pieces of candy MULTIPLIED BY 0(Zero) Children EQAULS Zero. (No child has any candy, because no child entered the store this day) 

5+5 = 10 +5 = 15 +5 = 20 +5 = 25 +5 = 30!
is what you wrote.. 5+5=10 is true, but does not equal 15+5 you can not add nothing to something, therefore it doesn't happen, but we can share 2 sodas, 2/2=1, happens in reality you can not multiply by 0 in reality, therefore the true answer is what y"u try to multiply with 0, as nothing happens and 3 real sodas for eksample can not be destroyed, can never become 0 I am not saying 5+5 = 10 which equals 15+5. I am adding 5 6 separate times to come to thirty as an example of how multiplication works. You are reading it as one different problem when it is 6 different ones. Look at everything I wrote to figure it out: 5*6=30 OR 5+5+5+5+5+5 = 30 OR 5+5 = 10 ... 10+5 = 15 ... 15+5 = 20 ... 20+5 = 25 ... 25+5 = 30 But anyways, my opponent has still completely ignore my word problem. Pro keeps stating about destroying or creating (sodas) in this instance. Or any material object. His Word problem of having 6 sodas, and multiplying them makes no sense. How are we multiplying the sodas? What other entity is being used as the multiplier. MY word problems shows the legitimacy of multiplying by zero. Until my opponent can create his own word problem that suggest multiplying by zero, or the inability to do so, my word problem stands, and multiplying by zero is a valid mathematical equation. 

you did do that.. you even corrected your mistake.. stop acting, go back and look at what you wrote
as you write it now you corrected it.. good job LOL destruction=from something to nothing creation=from nothing to something matter can only transform and your claim is that the sodas are destroyed, which is to say 6*0=0, where as transformation only allows this 6*0(6) My opponent has made no claim to show how the mathematical equation is invalid: 6 multiplied by 0.

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kNow=Life
according to psychology development no matter how hard you try to explain something to someone belonging in a previous stage of development, that person will never truly understand because their brain is developed enough to allow understanding to happen. Just like a 1year old child will not be able to understand toilet no matter how much you punish or reward or explain to the child. You simply need to wait until that part develops