FAQs on the exercise Using Operators to Make Calculations

There are currently no frequently asked questions associated with this exercise – that’s where you come in! You can contribute to this section by offering your own questions, answers, or clarifications on this exercise. Ask or answer a question by clicking reply () below.

If you’ve had an “aha” moment about the concepts, formatting, syntax, or anything else with this exercise, consider sharing those insights! Teaching others and answering their questions is one of the best ways to learn and stay sharp.

Join the Discussion. Help a fellow learner on their journey.

Ask or answer a question about this exercise by clicking reply () below!

Agree with a comment or answer? Like () to up-vote the contribution!

If still not working Instructions: “The recipe says that for a fruit salad that serves 2-4 people you will need four apples. But you’re making a fruit salad for a party, so you need to double the recipe. Use the buttons to calculate the correct amount of apples to use in the fruit salad.”
Here is an example: Choose the number 4, click the Add button, then the Calculate! button. 4 will appear. Next, select a number from the list and click the arithmetic action you want to do (Add, Subtract, Multiply, Divide). You can press the Multiply button, and then the Calculate! button. The number of will double. It’s simple!

I used add and multiply before the numbers and after the numbers both and came up with 8, I thought there had to be a specific order in which to enter them.

Yes. It seems others are having this same issue as well. I just ignored it and moved on. I chose to report it in case someone thought they had fixed it… it is not fixed.

This exercise seems pointless. The sequence of entering/clicking is neither explained nor made visible, so it’s only by hit-or-miss that you can get anything to happen. For several tries, my screen remained unchanged. Nothing to learn here.

Thank you! This was helpful.
I think what was missing for us folks who didn’t get it was the idea that you have to imagine each entry kind of like an accounting calculator entry. A simple calculator goes “4 add 4 calculate = 8”. In this example it goes "4 add calculate , 4 add calculate = eight " or “4 add calculate, 2 multiply calculate = eight”

This is a mistake IMO. Wouldn’t you want answer to be 6 so that you can use that variable later when applying the answer to the rest of the recipe? Shouldn’t it be more like:

apples = 5
my_apples = apples * 2
answer = my_apples - 4
making answer = 6

then later, in apple apple pie container, you’d add answer as part of the whole recipe.

This isn’t working? What am I supposed to do? I click all the buttons and numbers and nothing changes. I don’t see the =* =+ =- =/ operators that were in the lesson material

Exercise basically tells you to calculate the amount of apples required (in this case double amount of the original 4 apples). I was looking for a way to complete 4 x 2 in the interactive screen (right screen). The method of using the interface was not clear. You actually have to do the following:

Select 4 in the drop down

Click Add, then Calculate! Four apples will appear

Now, multiply by 2 by doing the following: select 2 in the drop down, Multiply, then Calculate! You should have a total of 8 apples on the screen now

Not being intuitive is the issue here. Come on, this is a place we’re supposed to be learning about User Experience… well here it is! This exercise needs an update so that a user can understand how to even use the functions available. There is no inclination that once the number is selected, via drop-down menu, and the operator is selected, i.e. clicking on add, subtract, etc., that the selection is being held, and to complete the operation all that remains is to select ‘Calculate!’. This could easily be remedied by including in the UX an obvious change in the selected element, like the button becoming darker in colour, appearing embossed or having a drop-shadow when the pointer hovers and/or only once the item is clicked on.