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ps: i never said to ignore PEDMAS or BEDMAS because they are the same and they are relevant ... what i am saying is the juxtaposition of the "2" next to the brackets/parenthesis has the SAME order sequence as exponents, period.
Originally posted by Akragon
So its 9 then?
Originally posted by Akragon
BEDMAS is correct as i was taught?
Originally posted by Akragon
PEMDAS is garbage?
Originally posted by Akragon
Divide before you multiply in a simple problem?
the statement is controversial b/c of how its written, its ambiguous, you could write it as 6/2(1+2), where the 6/2 is written vertically, then you distribute and get 9 or you can do the ( ) first and get 3 and mult by 6/2 and you get 18/2 which is 9. Even another way is to distribute the numerators and you get 18 on top, div by 2 is 9 again. There are at least 5 ways to reword this and still get 9.
Originally posted by grey580
Got a reply from my cousin who's teaching up in NYU, if i'm not mistaken.
the statement is controversial b/c of how its written, its ambiguous, you could write it as 6/2(1+2), where the 6/2 is written vertically, then you distribute and get 9 or you can do the ( ) first and get 3 and mult by 6/2 and you get 18/2 which is 9. Even another way is to distribute the numerators and you get 18 on top, div by 2 is 9 again. There are at least 5 ways to reword this and still get 9.
The answer is both 1 & 9.
I'm done with this thread.
Originally posted by Itop1
Following PEMDAS, you always multiply before you divide
15 ÷ 3 × 4 is not 15 ÷ 12, but is rather 5 × 4, because, going from left to right, you get to the division first.
Originally posted by Zarius
The argument we have before us is obelus vs. solidus.
Notice, when obelus is typed-out, a red line appears underneath notifying the writer of an error. This is in fact false. I can only deduce that in today's word, we may classify the term as archaic.
The original meaning that many have came to infer when presented with the symbol is outlined here: mathworld.wolfram.com...
If you closely read the following link WITHOUT bias you will come to understand that when presented with the current formula 6÷2(1+2), this is meant to be read as:
__6__ =
2(1+2)
The reason behind it is simple.
Taking the ratio x/y of two numbers x and y , also written x÷y. (Backbone)
Here, x is called the dividend, y is called the divisor, and x/y is called a quotient. The symbol "/" is called a solidus (sometimes, the "diagonal"), and the symbol "÷" is called the obelus. (Extra Info)
If left unevaluated, x/y is called a fraction, with x known as the numerator and y known as the denominator. (Key)
One must, with the above rules, conclude that because this equation is OBVIOUSLY UNEVALUATED it is actually a fraction. Considering this principle, the x is 6, the y is 2(1+2), there can only be one valid and logical answer to this problem.
1
Originally posted by DocDoyle
ATS YOU ARE EMBARRASSING ME!!!!!!!!!!!!!! SERIOUSLY WTF!!!
6÷2(1+2)=? Come on people, I learned this in like 3rd grade.
6/2(3)=
6/6=
1
How can anyone get 9 from this??? Parenthesis first.
Originally posted by grey580
sigh.
Valid answers to this equation are both 1 and 9.
The equation is ambiguous.
And you all need to recognize this.
Originally posted by DocDoyle
ATS YOU ARE EMBARRASSING ME!!!!!!!!!!!!!! SERIOUSLY WTF!!!
6÷2(1+2)=? Come on people, I learned this in like 3rd grade.
6/2(3)=
6/6=
1
How can anyone get 9 from this??? Parenthesis first.
Originally posted by DocDoyle
ATS YOU ARE EMBARRASSING ME!!!!!!!!!!!!!! SERIOUSLY WTF!!!
6÷2(1+2)=? Come on people, I learned this in like 3rd grade.
6/2(3)=
6/6=
1
How can anyone get 9 from this??? Parenthesis first.
1. Do any math inside grouping symbols first
(parentheses, brackets & braces)
2. Evaluate numbers with exponents
(Whole number exponents will be explained as part of 6th grade lessons. They are not included in this lesson, except to know the correct order.)
3. Multiplication or Division
Multiplying and dividing have the same priority*. When you are reading from left to right, do whichever one you come to first. Skip adding and subtracting until after all multiplication and division has been done.
4. Addition or Subtraction
Adding and subtracting have the same priority. When you are reading from left to right, do whichever one you come to first.