No, I'm asking you to use the convention you described above to solve another problem:
48/2/2=???
48÷2(9+3) = ????
- Thread starter nubian
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No, I'm asking you to use the convention you described above to solve another problem:
48/2/2=???
Multiplication and division are evaluated Left to right.that is the problem when they taught you guys PEMDAS many teachers did a poor job of explaining that.
48/2(9+3) Parentheses first
48/2*12 Now left to right ( you don't do multiplication first just because it comes first in PEMDAS the rule is multiplication and division are considered equal you conduct the operations from left to right)
24 * 12 = 288
Check this out if some of you are still having issues you guys are going to have a tough time training you kids for the SAT
http://www.mathgoodies.com/lessons/vol7/order_operations.html
48/2(9+3) Parentheses first
48/2*12 Now left to right ( you don't do multiplication first just because it comes first in PEMDAS the rule is multiplication and division are considered equal you conduct the operations from left to right)
24 * 12 = 288
Check this out if some of you are still having issues you guys are going to have a tough time training you kids for the SAT
http://www.mathgoodies.com/lessons/vol7/order_operations.html
It's undoubtedly 288. Wow.....I can see the mistake that most are making and although it's understandable, you'd think grown men would have learned how to fix it by now.
No offense to the brothers that would get partial credit instead of the correct answer.
No offense to the brothers that would get partial credit instead of the correct answer.
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Because we can only do 2(9+3) FIRST before dividing if they were in the same ()
Like (2(9+3)), this is 2 binding to 9+3. Since they are not exclusive to each other you only solve 9+3 first then divide then multiply.
48÷2(9+3)--the problem posted-- is the same as (48÷2)(9+3)
Both get 288
48÷(2(9+3)) is the sane as 48/(2(9+3))
or
48
-----
2(9+3)
Both get 2
In the latter, the ----- under 48 represents the () around 2(9+3) which gives you (2(9+3)) which is equal to 24
When you have 48÷(2(9+3))
you Add, Multiply, and then Divide
When its 48÷2(9+3)
you Add, Divide, then Multiply
GOOGLE, EXCEL, AND TI-83 all give 288 for the answer
Thats what happens when you pay math teachers the same thing you pay the groundskeepers...Art School FTW
8 pages!! The answer is 2.
You have to work the () first which will give you 12. Then multiply by 2 which gives you 24. 48/24 = 2
Think of it this way. 48/(9+3) = 4.
If you are getting 288 that means you divided 48/2 then multiply by 12 which is not right.
Here is another way to look at it: 48/1 * 1/2 * 1/12
Treat them as fractions.
Here it is theoretical: w=48, x=2, y=9, z=3
w/x(y+z) = w/(xy+xz) = w *(xy+xz)^-1 = w * x^-1 * (y+z)^-1 = 48 * 2^-1 * (9+3)^-1 = 48 * (1/2) * (1/12) = 2
if you are coming up with 288 then you are treating the -1 exponent as a positive; meaning when you inverted the denominator to the numerator you made -1 a positive. This is not right. Example. 1/x = 1*x^-1 which is not equal to 1*x
The answer lies within arithmetic not programming
Master of Applied Math ('09)
You have to work the () first which will give you 12. Then multiply by 2 which gives you 24. 48/24 = 2
Think of it this way. 48/(9+3) = 4.
If you are getting 288 that means you divided 48/2 then multiply by 12 which is not right.
Here is another way to look at it: 48/1 * 1/2 * 1/12
Treat them as fractions.
Here it is theoretical: w=48, x=2, y=9, z=3
w/x(y+z) = w/(xy+xz) = w *(xy+xz)^-1 = w * x^-1 * (y+z)^-1 = 48 * 2^-1 * (9+3)^-1 = 48 * (1/2) * (1/12) = 2
if you are coming up with 288 then you are treating the -1 exponent as a positive; meaning when you inverted the denominator to the numerator you made -1 a positive. This is not right. Example. 1/x = 1*x^-1 which is not equal to 1*x
The answer lies within arithmetic not programming
Master of Applied Math ('09)
your logic is weird how can you take a number out the problem and then put it back in you do () first and the when its all multiplication and division you go left to right
so it would be incorrect to say the problem was poorly written?
8 pages!! The answer is 2.
You have to work the () first which will give you 12. Then multiply by 2 which gives you 24. 48/24 = 2
Think of it this way. 48/(9+3) = 4.
If you are getting 288 that means you divided 48/2 then multiply by 12 which is not right.
Here is another way to look at it: 48/1 * 1/2 * 1/12
Treat them as fractions.
Here it is theoretical: w=48, x=2, y=9, z=3
w/x(y+z) = w/(xy+xz) = w *(xy+xz)^-1 = w * x^-1 * (y+z)^-1 = 48 * 2^-1 * (9+3)^-1 = 48 * (1/2) * (1/12) = 2
if you are coming up with 288 then you are treating the -1 exponent as a positive; meaning when you inverted the denominator to the numerator you made -1 a positive. This is not right. Example. 1/x = 1*x^-1 which is not equal to 1*x
The answer lies within arithmetic not programming
Master of Applied Math ('09)
Which school? I wanna forward this to USAToday for when they're compiling their rankings
Which school? I wanna forward this to USAToday for when they're compiling their rankings
It would be correct to say it was written to cause long debates.
Also, I don't believe you can input this problem, as written, into Excel. You have to first convert it to (24÷2) * (9+3) as Google did.
niggas is breakin out calculators? really?
if my mom saw me breakin out a calculator for this math she'd have snapped on my ass in a heartbeat.
Better believe i'm not putting them joints in my kids hands.
I ain't gon lie, Calculus and Statistics, now that's some shit. Let's see how you cats deal with Imaginary numbers and shit.
if my mom saw me breakin out a calculator for this math she'd have snapped on my ass in a heartbeat.
Better believe i'm not putting them joints in my kids hands.I ain't gon lie, Calculus and Statistics, now that's some shit. Let's see how you cats deal with Imaginary numbers and shit.
Which school? I wanna forward this to USAToday for when they're compiling their rankings
I'd say there's nothing wrong with the wording, unless you were trying to solve a different equation.
Conventions were established centuries ago to take the ambiguity out of the equation....it's up to the solver to work within that context to come up with the one and only answer.
its written correctly. But its not written in a way everyone can understand it because not everyone is taught the same way. Its only written incorrectly if the OP thought it was 2. But if its suppose to be 288 its ok the way it is.
This is the most hilarious post of the whole thread!!!!!
I can't stop laughing!!!
Then hit us with the "Master of Applied Math ('09)".
I can't stop laughing!!!
Then hit us with the "Master of Applied Math ('09)
". 8 pages!! The answer is 2.
You have to work the () first which will give you 12. Then multiply by 2 which gives you 24. 48/24 = 2
Think of it this way. 48/(9+3) = 4.
If you are getting 288 that means you divided 48/2 then multiply by 12 which is not right.
Here is another way to look at it: 48/1 * 1/2 * 1/12
Treat them as fractions.
Here it is theoretical: w=48, x=2, y=9, z=3
w/x(y+z) = w/(xy+xz) = w *(xy+xz)^-1 = w * x^-1 * (y+z)^-1 = 48 * 2^-1 * (9+3)^-1 = 48 * (1/2) * (1/12) = 2
if you are coming up with 288 then you are treating the -1 exponent as a positive; meaning when you inverted the denominator to the numerator you made -1 a positive. This is not right. Example. 1/x = 1*x^-1 which is not equal to 1*x
The answer lies within arithmetic not programming
Master of Applied Math ('09)
Exactly. You can argue it either way
You are not incorrect to say that at all. That's my argument too.
Brothers the answer is 2 I teach Adult Education math. This problem covers the order of operations in math. For Adults it is a bitch to work out if you don't know the order of operations. When you use the calculator and just punch the numbers in without knowing the order of operations you will come up with 288 which is incorrect.
Good ass post got folks in here thinking like a motherfucker. Remember when you were taking math and thinking what the hell do I need to know this for. LOL!!
Good ass post got folks in here thinking like a motherfucker. Remember when you were taking math and thinking what the hell do I need to know this for. LOL!!
You put it in the damn sack that's how you do it!
Anyway dont worry about it cause Swizzie85 said it was 288 back on page 4...
A common technique for remembering the order of operations is the abbreviation "PEMDAS", which is turned into the phrase "Please Excuse My Dear Aunt Sally". It stands for "Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction". This tells you the ranks of the operations: Parentheses outrank exponents, which outrank multiplication and division (but multiplication and division are at the same rank), and these two outrank addition and subtraction (which are together on the bottom rank). When you have a bunch of operations of the same rank, you just operate from left to right. For instance, 15 ÷ 3 × 4 is not 15 ÷ 12, but is rather 5 × 4, because, going from left to right, you get to the division first. If you're not sure of this, test it in your calculator, which has been programmed with the Order of Operations hierarchy. For instance, typesetting this into a graphing calculator, you will get:
calculator screen-shot: 15 / 3 * 4 = 20
Using the above hierarchy, we see that, in the "4 + 2×3" question at the beginning of this article, Choice 2 was the correct answer, because we have to do the multiplication before the addition.
(Note: Speakers of British English often instead use "BODMAS", which stands for "Brackets, Orders, Division and Multiplication, and Addition and Subtraction". Since "brackets" are the same as parentheses and "orders" are the same as exponents, the two acronyms mean the same thing.)
http://www.purplemath.com/modules/orderops.htm
Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In Canada the acronym BEDMAS is common. It stands for Brackets, Exponents, Division, Multiplication, Addition, Subtraction. In other English speaking countries, Brackets may be called Parentheses, or symbols of inclusion and Exponentiation may be called either Indices, Powers or Orders, and since multiplication and division are of equal precedence, M and D are often interchanged, leading to such acronyms as BIMDAS, BODMAS, BOMDAS, BERDMAS, PERDMAS, PEMDAS, and BPODMAS.
These mnemonics may be misleading, especially if the user is not aware that multiplication and division are of equal precedence, as are addition and subtraction. Using any of the above rules in the order "addition first, subtraction afterward" would also give the wrong answer.
10 - 3 + 2 ,
The correct answer is 9, which is best understood by thinking of the problem as the sum of positive ten, negative three, and positive two.
http://en.wikipedia.org/wiki/Order_of_operations
Position within the expression is used to determine the order of evaluation when two or more operators share the same operator precedence. Consider the following:
A = 6 / 2 * 3
In this case, A equals 9, since the division operator is to the left of the multiplication operator. The subexpression 6 / 2 is evaluated before the multiplication is done, even though the multiplication and division operators have the same precedence. Again, parentheses can be used to override the default evaluation order:
A = 6 / (2 * 3)
In this case, A equals 1, because the expression inside parentheses is evaluated first.
A useful rule of thumb is, "when in doubt, parenthesize". Some examples of expressions are provided in the following table.
http://idlastro.gsfc.nasa.gov/idl_html_help/Operator_Precedence.html
calculator screen-shot: 15 / 3 * 4 = 20
Using the above hierarchy, we see that, in the "4 + 2×3" question at the beginning of this article, Choice 2 was the correct answer, because we have to do the multiplication before the addition.
(Note: Speakers of British English often instead use "BODMAS", which stands for "Brackets, Orders, Division and Multiplication, and Addition and Subtraction". Since "brackets" are the same as parentheses and "orders" are the same as exponents, the two acronyms mean the same thing.)
http://www.purplemath.com/modules/orderops.htm
Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In Canada the acronym BEDMAS is common. It stands for Brackets, Exponents, Division, Multiplication, Addition, Subtraction. In other English speaking countries, Brackets may be called Parentheses, or symbols of inclusion and Exponentiation may be called either Indices, Powers or Orders, and since multiplication and division are of equal precedence, M and D are often interchanged, leading to such acronyms as BIMDAS, BODMAS, BOMDAS, BERDMAS, PERDMAS, PEMDAS, and BPODMAS.
These mnemonics may be misleading, especially if the user is not aware that multiplication and division are of equal precedence, as are addition and subtraction. Using any of the above rules in the order "addition first, subtraction afterward" would also give the wrong answer.
10 - 3 + 2 ,
The correct answer is 9, which is best understood by thinking of the problem as the sum of positive ten, negative three, and positive two.
http://en.wikipedia.org/wiki/Order_of_operations
Position within the expression is used to determine the order of evaluation when two or more operators share the same operator precedence. Consider the following:
A = 6 / 2 * 3
In this case, A equals 9, since the division operator is to the left of the multiplication operator. The subexpression 6 / 2 is evaluated before the multiplication is done, even though the multiplication and division operators have the same precedence. Again, parentheses can be used to override the default evaluation order:
A = 6 / (2 * 3)
In this case, A equals 1, because the expression inside parentheses is evaluated first.
A useful rule of thumb is, "when in doubt, parenthesize". Some examples of expressions are provided in the following table.
http://idlastro.gsfc.nasa.gov/idl_html_help/Operator_Precedence.html
This is the most hilarious post of the whole thread!!!!!
I can't stop laughing!!!
Then hit us with the "Master of Applied Math ('09)
I think I just ocked myself
Its open season and I'm truly embarrassed.
I'm face palming right now.
My bad!!! I was wrong.
You put it in the damn sack that's how you do it!
Anyway dont worry about it cause Swizzie85 said it was 288 back on page 4...
I think I just ocked myself
Its open season and I'm truly embarrassed.
I'm face palming right now.
My bad!!! I was wrong.
This whole thread has me in tears!
I think I just ocked myself
Its open season and I'm truly embarrassed.
I'm face palming right now.
My bad!!! I was wrong.
No worries, fam. Happens to the best of us. I'm just having fun at this point. lol.
After all the proof I posted you still think its 2
I think this is the problem, A lot of teachers dont know that multiplication and divisions have equal precedence from left to right along with addition and subtraction.
They teach hundreds of kids and leave out this fact and you see the kind of results as displayed on BGOL.
Again explain in detail how 48/2*12 = 2
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I always knew there was something off about the way they taught that shit in them bamma ass schools.
I think I just ocked myself
Its open season and I'm truly embarrassed.
I'm face palming right now.
My bad!!! I was wrong.
It's all good, although I should clown you.......I won't. But I'd be lying to say I wasn't
right now
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