Oh I agree, hence why I suggested waaaaaaay back in post 129 of this lol as it would be interesting to see
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Solve this simple math problem: 48/2(9+3)
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Oh I agree, hence why I suggested waaaaaaay back in post 129 of this lol as it would be interesting to see
You are wrong.
Order is
1. Brackets
2. Exponentiate
3. Divide or multiple (which ever comes first left to right)
4. Add or Subtract (which ever comes first left to right.)
So
48/2(9+3)
Brackets 9+3=12 so now you have 48/2(12) or other wise 48/2*12.
Now we work left to right. 48/2 = 24 so now you have 24*12
24*12=288
Yeah. This break down showing 50% of the people think the answer is 2 is telling me that Math skills all over the world suck. It is use it or lose it.
For me I considered basic Math to be Cal I and down. So basic math for me starts at Cal I.
You're right, Of is the same as Multiply. Yet I can distinctively remember being told that the O stands for Of. You're right. I'm embarrassed - I have a degree in maths!
Can you give me an example of what you mean by order?
Of is the same as multiplication. It doesn't matter what order you do your above sum.
10 - 3 + 2 = 7 + 2 = 9
or
10 - 3 + 2 = 10 - 1 = 9.
You're right - we do need Doctor Q!
Yes, my mistake.
You are correct!
I have a degree in math and use it all the time for my job. I think evaluating the expression as 2 has merit. At the very least, it's a poorly formed expression for the very fact it's open to interpretation.
and I also willing to bet that even you think 2 is the wrong answer. It merit is very low. Yes I can see how someone can come to that result but does not change the fact that 2 is incorrect and wrong.
Only way it could be 2 is if it was written 48/(2(9+3))
That may be harsh, this is one small issue. This one thing isn't a good indication.
What is "proper maths" is quite subjective. I was always reasonably happy with things like calculus, it wasn't easy but I got it. I could merrily go along with it. I learned the basics of matrices/determinants before that but I struggled, because my brain just doesn't work that way. I'd look like a toddler poking at the question with my fingers and crying. Most of my friends were the other way around.
Order, exponents or powers could be what you were thingking "of"
3^3 is three to the power of three.
At least you see it as a sum.
Many who take the mnemonic seriously and don't understand it would say 5 because they do the addition first before subtracting.
10 - 3 + 2 = 10 - 5 = 5.
In order to get 2 from the problem at hand you somehow have to prioritize the implied multiplication operation from juxtaposition. The AMS link above does just that. Otherwise, if you do the equal precedence operators left to right. 48/2*12 is 288.
B
I asked my Calculus 2 teacher today just to put this to a rest and he agreed with me and said it was 288.
This is how my teacher said he would solve it:
48/2(9+3)
= 48/2(12)
= 24*12
= 288.
He then asked me if this was a problem in the book and I had to laugh and say no.
I cannot believe people think the order doesn't matter, the fact that this thread has so many pages and the fact that ~50% believe the answer is 2.
This is how my teacher said he would solve it:
48/2(9+3)
= 48/2(12)
= 24*12
= 288.
He then asked me if this was a problem in the book and I had to laugh and say no.
I cannot believe people think the order doesn't matter, the fact that this thread has so many pages and the fact that ~50% believe the answer is 2.
Order, exponents or powers could be what you were thingking "of"
3^3 is three to the power of three.
At least you see it as a sum.
Many who take the mnemonic seriously and don't understand it would say 5 because they do the addition first before subtracting.
10 - 3 + 2 = 10 - 5 = 5.
In order to get 2 from the problem at hand you somehow have to prioritize the implied multiplication operation from juxtaposition. The AMS link above does just that. Otherwise, if you do the equal precedence operators left to right. 48/2*12 is 288.
B
Thanks balamw. Probably what I've been taught is Of as in 2 to the power of 2 etc (like you said), and over the years I've adapted it to make me think it meant the same as three quarters of 100 when in actual fact that is multiply.
For your question when performing the calculation in my head it see it as 10 + (-3) + 2.
Does having a math-based degree from Texas Tech count though?
Yes.
Beside it is a hell of a lot better than a math based degree from Aggie Land.
All the people who chose "2" as the answer clearly never did their college math homework on a computer. When you get to a number next to a number in parentheses it means multiply. ex: 3(10) =30. It's not an exponent as exponents are expressed 3^10 and without a second set of parentheses around the 2(9+3) you start on the left and go right.
The answer is 288. I suggest a college-level math refresher course.
The answer is 288. I suggest a college-level math refresher course.
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I asked my Calculus 2 teacher today just to put this to a rest and he agreed with me and said it was 288.
This is how my teacher said he would solve it:
48/2(9+3)
= 48/2(12)
= 24*12
= 288.
He then asked me if this was a problem in the book and I had to laugh and say no.
I cannot believe people think the order doesn't matter, the fact that this thread has so many pages and the fact that ~50% believe the answer is 2.
generalization is always problematic though, I asked before, but nobody answered:
y/2x=7
what is y when x=3?
and more in general, would you consider
x/yz = xz/y generally true for z≠1?
and i suggest an elementary-level reading refresher course, because people in the "2" camp is NOT suggesting that it should be an exponent (i am not sure anyone suggested that at all).
Re-read my post followed by the rest of the thread...
Also, you can go join that entry-level grammar course: "... because people in the "2" camp ARE not suggesting..." fixed.
never said i couldn't use one as well, besides that would be grammarIts are not is.
Re-read my post followed by the rest of the thread...
you can
until they get stuck, but you post still makes no sense, since you are claiming people are say things they never said.
That's an excellent point.
I'm happy to express y/2(3) as 3y/2 for example (which is why I voted 288 here, that's what the writer means). But having 2x like that makes it much harder even though it is really the same thing. I just can't imagine why anyone would write that instead of xy/2. I can't help but think that is supposed to be y/(2x) and someone missed out the brackets. This is what I've been saying, it doesn't matter how strict the definition of "/" is if people don't consistently use it in that way.
never said i couldn't use one as well, besides that would be grammar
you can
It's two ideas separated with a period. Should I make them separate paragraphs?
I suggest a middle school level refresher course. If it took until college to learn order of operations you did something very wrong in your math studies.
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y would = (7/3)*2
Your your 2nd question x/y*z = x*z/y is true even if z =1. Hell no matter what z = it would be true. Remember division is nothing more than multiply something by x^-1.
well, i would be willing to bet good money that a vast majority of people, including mathematicians (and the two of you if you had seen it before this thread) would have quickly said 42, without a second thought, because convention makes you read that as "y over 2x" not as "y over 2, times x".
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