WHAT HAPPENED In December 2017 went on Facebook to reiterate that my answer equates to the correct total number of 28. All Person A could think of to do was ask "Have you tried?". I found this a nonsensical question because it is self-evident that my answer would work. I thought maybe he had forgotten the definition of addition from school and so I provided a link to a YouTube video which explains addition. I went to see my GP to complain that it is a nonsensical question because it is self-evident that my answer would work. He agreed with me and didn't know what they [Person A] were getting at. I don't think Person A knew what he was getting at either. I specifically talked to my GP about how it in effect challenges whether addition means what it means. So the focus in my mind was on the notion that was being challenged was addition, not subtraction (by subtraction I specifically mean "if I eat 2 polos I will have 2 fewer polos; if I eat 3 polos I will have 3 fewer polos"). In fact, altogether, I spent an entire year on Facebook talking about how they were challenging addition, and in all that time, nobody mentioned anything about subtraction. By the way, I had already tired my answer with polos in February 2015. The reason I did this is because I wanted them to do it along with me but they refused. After the first several months of pointing out that their question made no sense because it was nonsensical to challenge the concept of addition, I decided to try my answer with polos. I implored them to do it with me, emphasizing their answer adds up to the incorrect total, but they refused. I kept a written diary of me trying my answer. I showed this diary to my GP who went through it and confirmed it was correct. The group still wouldn't accept my answer of 4 extra was correct. Following this, I continued discussing how their question challenges addition for several more months, adding to the total year-long duration. VIDEO DIARY I then decided to try my answer again, but this time I thought I would make a video diary where I would keep a visual record of how the number of polos goes down each day as I removed polos from a table to eat them - I did not have to make such a video diary, but I did anyway. My intention was to present the progression in a visual way that clearly illustrates the fact that only 2 polos were left for consumption by the second Tuesday (you are allowed to do this if you want, there is no rule that says you are not allowed to do this). Person A complained that I hadn't filmed myself eating the polos that I removed from the table. This is the first time they mentioned subtraction as an issue. SUBTRACTION BEING WRONG HAS NO BASIS IN SCIENCE You have 28 polos on a table and you remove 2 polos leaving behind 26 polos on the table. Person A would have to claim that swallowing the 2 polos you have removed will make the number of the polos left behind on the table to change in number from 26 polos to some other number of polos, before your very eyes. This notion has no basis in science. How can the polos on the table respond to you swallowing the 2 polos? The polos on the table are inanimate objects and as such do not have the capability to detect when other polos get swallowed. Moreover, even if they did have this capability, the remaining 26 polos on the table, being inanimate objects, would not be able to change their number in response to you swallowing the two polos you are holding. Therefore, when you swallow the two polos, the number of polos left behind on the table will remain at 26. IMPORTANT: I have a 1st class degree in theoretical physics and as such would not have conceived of such an absurd notion as inanimate objects detecting others of their kind getting swallowed and then magically changing themselves in number. Because this idea was not part of my considerations before I made the video diary, I didn't see the need to film myself eating the polos that I removed from the table. MY VIDEO ADDRESSES ADDITION Let me reiterate that I thought their question was challenging the concept of addition. Addition is when you represent numbers, like 2s and 3s, with actual objects-such as polos-bring them together, and count the total. For example, you could introduce 2 polos, then 2 more, then 3 more, and so on, then count the total at the end. This is the definition of addition. In my video diary, I started with 28 polos on the table. On the first day, I removed 2 polos, leaving 26 behind. On the second day, I removed 2 more, leaving 24, and continued this process until all the polos were gone. If you think about it carefully, my video diary addresses addition but in reverse. If you watched the video diary in reverse order and each video in reverse, it would essentially show the process of addition-starting with 0 polos and gradually adding more, just as I described above, until there are 28 polos. I HAVE ACTUALLY LISTED THE VIDEOS IN REVERSE ORDER AND HAVE EACH PLAYING IN REVERSE! I actually have listed the videos in reverse order and each video plays in reverse in this webpage: https://www.generalrelativityandlqg.co.uk/addition.html#Numberexplanation So you see for yourself that they address addition!