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user:acrowle1:portfolio:cprogproject3 [2014/03/02 22:23] – [Procedure] acrowle1 | user:acrowle1:portfolio:cprogproject3 [2014/03/09 14:53] (current) – [Project: dayofweek] acrowle1 | ||
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A project for CSCS1320S14 by Alana Whittier during the Spring Semester 2014. | A project for CSCS1320S14 by Alana Whittier during the Spring Semester 2014. | ||
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Second mistake: The way I used the curly braces. Essentially, | Second mistake: The way I used the curly braces. Essentially, | ||
- | Since my initial attempt at writing this program included the modulus operator, which had been quickly abandoned, I decided to revisit that since I now had a working program written in a manner I felt was more simplistic. What I realized that I was missing from my initial program was the factor (the number of times that 10 went into the integer). For example, if I declared the factor to be i/10 and R= i%10, then for an integer value of 25, R=5 and the factor=2, since 10 can go into 25 twice, with a remainder of 5. With this program written this way, the same mental math technique works for 3 and 4 digit integers ending in 5 as well, to compute the squares. This code is shown above as the second method | + | Since my initial attempt at writing this program included the modulus operator, which had been quickly abandoned, I decided to revisit that since I now had a working program written in a manner I felt was more simplistic. What I realized that I was missing from my initial program was the factor (the number of times that 10 went into the integer). For example, if I declared the factor to be i/10 and R= i%10, then for an integer value of 25, R=5 and the factor=2, since 10 can go into 25 twice, with a remainder of 5. With this program written this way, the same mental math technique works for 3 and 4 digit integers ending in 5 as well, to compute the squares. This code is shown above in Example 2 of the Procedure section. |