|=|_|[|<3|2
it's fucker nothing more nothing less
u |=|_||<3|2
3:2
The perfect ass to boob ratio.
Bob: That girl's got a 3:2?
Jim: Yeah she's a keeper
Jim: Yeah she's a keeper
3/2
Zoe was born.
Bitch I love you
Bitch I love you
-what day is it?
-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.
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.
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.
"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.
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.