Susanne, I'm and old engineer, 82 that got tired of puzzles and Sudoku. My brain is waning from a bike accident and old age. I find your site fun to watch. Helps bring back maths memories. Suggest lesson Plan, Algebra and maybe Geometry puzzles for old people, then show each solution step by step. I will buy you a cup of Hot chocolate. Praying Germany Leadership can get their act together.😢
Hi collegue, here a 62 yo engineer/architect, retired at 59 yo and voluntering math teacher at Curaçao. During my active years as an architect I didn't use that much math except for some calculus and matrix calculations. At technical university I helped students in architecture with differential equations with second order, matrices and mechanics. Now I have much more time to re-enjoy these math puzzles.
Danielle, ich vermisse dich mehr als einen Krug voller eiskaltem, süßem Tee, den du hochgehoben und zwischen tiefen Atemzügen getrunken hast, um die kühlende Freisetzung von Wasserdampf hervorzurufen, der über glitschige, rote Schultern und Rücken aufsteigt - die übliche Belohnung für diejenigen, die es wagten zu schwingen Schlitten zum Holzpfosten, Zaunskelette versinken langsam in Lehm unter der heftigen Sonne Carolinas. Translate to English
Disagree when the text is a header. Mostly we do not require end of sentence punctuation in a heading which is a single sentence. So I am happy the ambiguous title leads to a rethink, and I like the dots before lines even though I am a monolingual anglophone. 😉
Only if you're referencing that "mathematically", where "4!" is (again, mathematically speaking) 4 factorial, or 4 * 3 * 2 * 1, which is 24. 25 - 5 / 5, following the PEMDAS mnemonic means we do the division first, so 5/5=1, and 25 - 1 is 24.
I once won a Trivial Pursuit quiz by calculating the answer to the question "How many spots on a dominoes set pieces?" The answer is calculated using factorial maths. I think the quiz expected the contestant to know the answer, not calculate it from first principles.
At primary school we had BODMAS - B=Brackets, O = Of, D = Division, M = Multiplication, A = Addition, S = Subtraction that the order of operation. For those who don't know "Of" it's like in a worded problem when we say 13% of 30 cows!!
O stands for Ordinal, another way of saying “to the power of” or exponentiation. Of, using the example you gave, is a mix of division and multiplication. 13% of 30 is thirteen hundredths of 30 or 13/100 * 30 or (13*30)/100, works out to 3.9. So, in 3x^2 + 4x/3 + 19=y, if you know the value of x, you first square x and multiply the result by 3, then you either multiply x by 4 and divide the result by 3 or divide x by 3 and multiply that result by 4 (multiplication and division are equal priority as they are the reciprocal of each other) and then finally you add those two intermediate results to 19 to get your y. Where people tend to come unstuck, and get into arguments on social media is things like “9/3(2+1)=9?” Middle school math teachers and those who didn’t pay much attention in school in math/maths or numerate science classes will scream PEMDAS/PEDMAS/BODMAS/BOMDAS and say the answer is 9, 9 divided by 3 is 3 calculate the brackets/parentheses and get 3 so multiply by that 3 and get back to 9. People who paid attention past age 14 who have therefore heard of multiplication by juxtaposition, aka implicit multiplication, and that it has higher precedence than explicit multiplication or division know that it’s 1, first you calculate the brackets/parentheses to get 3, which you then multiply by the other three to get 9 then you divide the 9 at the start by that 9 and get 1. After middle school PEMDAS become PEJMDAS, amusingly even the textbooks that first formally defined PEMDAS later in the same page show examples where multiplication by juxtaposition has higher precedence that division. Even calculator manufacturers get it wrong, although I’ve noticed the ones that get it wrong tend to be the ones aimed at the US education market and the ones that get it right tend to be aimed at engineering, accounting and other numerate careers. The American Mathematical Society has weighed in on this and said that you should use layout or parentheses to make your intent clear. Layout is hard in plain text but if you want 9/3(2+1) to equal 9 you need to write it as (9/3)(2+1).
@@StephenBoothUK If you had read and understood my post you would have noted that I started saying in PRIMARY SCHOOL!! At that level we had no idea what exponents or squares, square roots, etc are. This was the 1 st introduction to mixed arithmetic operations. In any case I totally agree with you .
@@HeinrichDixon did you not read the bit where I pointed out that sometimes even calculator manufacturers get it wrong. Wolfram Alpha oscillates, they put it right then because school kids use it middle school math teaches start complaining so they change then people who use maths for actual work point out that if middle school math teachers actually knew any maths they wouldn’t be middle school maths teachers so they correct it again.
We used to call numbers like 720 (6!) or 120 (5!) etc. "Scream numbers." Because the expression "6!" was expressed as "Scream Six" or, seven hundred twenty.
The problem with this type of puzzle is that the basic premise is derived from spoken or written statements e.g., a man has 25 apples etc., When constructing equations from such statements, the writer would inevitably add brackets to indicate order and precedence of operations. Being given an equation of the above type just wouldn't happen.
@@marlinsommers9507 This is an equation which is a fraction written out WITHOUT brackets so: By default when there are no brackets the Division Sign creates "virtual BRACKETS" that control the order of work. Everything to the left of the division sign is the numerator ( top part) of the fraction. Everything to the right is the denominator the bottom part. Write it out in full properly. (25-5) divided by 5 = 20/5 = 4 or 25 - (5/5) = 25-1 = 24 = 4!
@@marlinsommers9507 Exactly. They used to teach maths by first principals not by simple rote where you are not taught why and how. Also write the equations out fully not in linear form and do not miss out the brackets and you will understand. Did they not teach you algebraic equations?
I read somewhere that some time ago the ÷ symbol was used to separate the expression into a numerator before the symbol and a denominator after it. But it was abandoned to avoid confusion with / when reading
One thing I would always forget in this type of layout is what to do with the "-" sign. I understand the order of operation, PEMDAS, but one time I had a professor say to divide -5/5, which in this case would still be -1, then 25 - 1 = 24. When a problem is structured like this, without parenthesis, you would put them in for clarity but not include the operator, correct? And the "answer" given at the top is considered a poorly written clue, punctuation is important. Thanks.
Even when using BIDMAS/BODMAS/PEMDAS rules, many people go wrong. They forget - or don't understand - that M and D have the SAME precedence, as do A and S, and evaluate them according to the order they appear in the acronym. 🍌🙂
@@toby9999They possibly were never taught it. Sad but true, I loved doing maths because its rules are nice and tidy. However doing English was a nightmare for me, I’m dyslexic, with rules like i before e expect after c except that’s not always true , but with maths the rule is the rule.
@@paulfrost8952 "They possibly were never taught it." This certainly seems to be the case in Facebook maths Groups. Many people - and they seem to be mostly from the Indian sub-continent - calculate strictly from left to right, with no order or precedence except for parentheses. 🍌🙂
@@HeinrichDixon EXACTLY well said. what's the good in an acronym if it doesnt hold true all the time, it's like saying 'i before e except after c' to remember spelling some words, but it's bollox lol, and does more harm that good. I just made a post above about the same thing, coz IMHO problems should be spelled out simply by the addition of parenthesis for example and not leave anything open to misinterpretation by the non-purists. GL
It seems about 98% of commenters also forgot the order of operations or conveniently can only remember part of it. That doesn't surprise me. What surprises me is that they can't look it up before digging in to argue. Thanks for the video.
PEMDAS - Answer is 24, however since parenthesis are free, in order to make this clear (and believe me, when you are dealing with computer languages as I do on a regular basis, you better be clear about what you want), the problem is better written as 25 - (5 ÷ 5) if there is any risk of doubt, use parenthesis, even if they seem superfluous.
I immediately figured out that the 4! was 4 factorial, but if the statement was made in a grammatically correct way, it would have a period after the 4!. LOL and you just said that as I was typing it! (Combinatorial design theorist here.)
I knew 4 was wrong before I clicked on the video... but it was 4! ... well that one got me, very sneaky, Have a great day!!! I'll bet you'll do a video on !!! next. LOL.
Goddamn, I missed the trick. To be fair, this showed up as "yet another clickbait" in my feed, so I wasn't in the right frame of mind to approach it. Nice, felt good to be properly owned and legtiimately humbled!
The confusion is over the division symbol. It was before we had modern computers to write out math equations like how we write it on a blackboard. That division symbol assumes everything to the left of it is in paraphrases and everything to the right of it is in paraphrases. It should be read as (25-5)/(5). This context has been forgotten over time. You won't see modern textbooks using that symbol anymore.
There is plenty written about this by professional organizations, journals, and standards organizations and they instruct people to avoid confusion by using parenthesis because the the division symbol does not imply that everything to the left if it is in parenthesis.
@@didjitalone9544 Instead, we just avoid using ÷ all together. I just flipped through my old electical engineering textbooks. They never use ÷. Either it's / or fraction bars.
Unfortunately, there are many people these days who forget or neglect to use the Order of Operations (PEMDAS, BOMDAS). Some computer languages simply calculate left-to-right, if there are no parentheses used. (They will generally calculate what is inside parentheses first.) So inputting 25-5÷5= might yield the correct or incorrect answer, depending on the tool that's used. But 25-(5÷5)= should give the right answer every time. I've seen some people take a problem like 25-5÷5 and add parentheses to make it 25-(5÷5) just to be sure they follow the Order of Operations more clearly.
I would never use that particular symbol for division. Some would say it means everything before is like a numerator and everything after the denominator. Then you end up with implied parenthesis. (25-4)/(5) Which does indeed equal 4. Also 4! is not a solution but an unsimplified expression and not the answer or result. It perhaps simplifies to it. Be very careful how you write expressions so they cannot be misinterpretted. I was taught that very young in Algebra 2, Sophomore year High school.
the way to solve any PEMDAS problem is to check it with algebra. if algebra gives you a different answer than PEMDAS, then PEMDAS was used wrong. and PEMDAS should be FPEMSD. where F stands for convert all division into Fractions first. and Division last.
Infact, Every Result or Outcome Result of Anything in Maths, has 2 Results. But, Math Scientists predetermine the Outcome Result, so that's how it becomes complex equation to solve. Among the 2 Results, Whatever Result we desire to see, is not going to be the same as the other person is expecting. Actually, Maths is Funny if you play with the numbers, and Infinity itself has No End. Thats how Maths is Tough for Millions of People around the world
An ultimate challenge dealing with arranging people and stating the possibilities using a factorial: Twister! (And no, no version of unclothed Twister, as that can get socially and possibly numerically awkward)
It’s a question about Factorials, using brackets would still give the same answer if the brackets were 25-(5/5) = 24 = 4!, but if the brackets were (25-5)/5 = 5
This is an equation which is a fraction written out WITHOUT brackets so: By default when there are no brackets the Division Sign creates "virtual BRACKETS" that control the order of work. Everything to the left of the division sign is the numerator ( top part) of the fraction. Everything to the right is the denominator the bottom part. Write it out in full properly. (25-5) divided by 5 = 20/5 = 4 or 25 - (5/5) = 25-1 = 24 = 4!
The answer to the question is 4 because if you write it properly the numerator is 25-5 and the denominator is 5. This is an issue of poorly writing the question when you write it on a single line you must add the brackets so people can understand what happened
I've never encountered that, ever.... not even right through to completing a mathematics degree at university. Maybe I was lucky with teachers? A more likely reason would be that students misunderstand what they're taught. A glaring example is the PEMDAS / BODMAS thing and not paying attention to detail. The acronym is a guide. It's not a full set of rules, but people seem to forget that.
Dear Susanne, At first I thought it seemed to me that you looked like the soloist of moonsun. But after comparing the moonsun channel and yours I was pleasantly surprised by your versatility.
I have seen this meme countless times, but it still catches me, even if for only a few seconds. Puzzles that play with how you parse information can really mess with you.
The problem is in the expression. Arithmetic is not algebra. As expressed, it is like a sentence with no verb or subject (take your pick). To properly express the equation the 5/5 should be defined with parenthesis. Simple arithmetic is like reading, left to right, Algebra has rules of order within the expression. Please stop confusing people and expressing algebraic functions as if they are arithmetic. As written the answer is 4. Applying PEMDAS without expression is confounding many.
Is multiplication and division before addition and subtraction just a universal convention or is there a real mathematical reason. Also which comes first, multiplication or division, or doesn't it matter.
If the argument was "The result is 24"; I wouldn't expect the same number of complaints about incorrect punctuations. However, when there is a factorial, it's suddenly very important. No wonder there are wars in the world.
i just dont like the fact that it's too easy to build confusion into these simple problems, seemingly for the sake of it when the simple addition of parenthesis around the numbers to be evaluated first would make things so much easier, i.e 25 - (5 / 5). if i incorporate formula into any computer program i write in the real world, it's good practice & makes it clear what the order is. i saw another example the other day when it was discussed how operator order can change and BODMAS/PEDMAS or (whatever your acronym of choice is doesnt strictly hold true all the time). I love maths, but understand how so many hate it with this sort of stuff.
As soonest I saw the exclamation mark, I knew you was talking about factorial lol. I solved it in the thumbnail and knew the answer is 24, and I knew that 4! is equal to 24, not that the answer was 4.
@@Ian-R-Wilz This is an equation which is a fraction written out WITHOUT brackets so: By default when there are no brackets the Division Sign creates "virtual BRACKETS" that control the order of work. Everything to the left of the division sign is the numerator ( top part) of the fraction. Everything to the right is the denominator the bottom part. Write it out in full properly. (25-5) divided by 5 = 20/5 = 4 or 25 - (5/5) = 25-1 = 24 = 4!
C'est un très joli piège qui vient du point d'exclamation de l'énoncé. Juste une petite remarque. Le problème posé par l'ordre des opérations, est un FAUX PROBLÈME . En effet il est uniquement dû au fait que L'ON N'ÉCRIT PAS LES PARENTHÈSES que L'ON DEVRAIT ÉCRIRE . 25 - 5 : 5 devrait s'écrire avec des parenthèses 25 - ( 5 : 5 ) = 25 - 1 = 24 et non (25 - 5) : 5 = 20 : 5 = 4. Pourquoi prendre le risque d'écrire un calcul mal interprété alors qu'il suffit de rajouter deux parenthèses? Pourquoi on enquiquine nos élèves avec un problème aussi sordide ? C'est parce que certaines calculatrices n'ont pas (n'avaient pas) de parenthèses. Achetez une calculatrice qui a des parenthèses! ( ici c'est bien un point d'exclamation) A propos du FACTORIELLE : sa définition est RÉCURSIVE . On pose 0 ! = 1, puis (n+1) ! =(n+1) n ! . On comprend alors pourquoi factorielle zéro n'est pas égal à zéro. En effet si 0 ! = 0 alors toutes les factorielles sont nulles.
Susanne, I'm and old engineer, 82 that got tired of puzzles and Sudoku. My brain is waning from a bike accident and old age. I find your site fun to watch. Helps bring back maths memories. Suggest lesson Plan, Algebra and maybe Geometry puzzles for old people, then show each solution step by step. I will buy you a cup of Hot chocolate. Praying Germany Leadership can get their act together.😢
Hi collegue, here a 62 yo engineer/architect, retired at 59 yo and voluntering math teacher at Curaçao. During my active years as an architect I didn't use that much math except for some calculus and matrix calculations. At technical university I helped students in architecture with differential equations with second order, matrices and mechanics. Now I have much more time to re-enjoy these math puzzles.
Ich denke auf dich. 😢
Danielle, ich vermisse dich mehr als einen Krug voller eiskaltem, süßem Tee, den du hochgehoben und zwischen tiefen Atemzügen getrunken hast, um die kühlende Freisetzung von Wasserdampf hervorzurufen, der über glitschige, rote Schultern und Rücken aufsteigt - die übliche Belohnung für diejenigen, die es wagten zu schwingen Schlitten zum Holzpfosten, Zaunskelette versinken langsam in Lehm unter der heftigen Sonne Carolinas.
Translate to English
Hi Danielle, did my silly german translate to English? If not could you let me know how I messed up? Thx. Eric ❤😊
Thanks for the good explanation 🎉❤
Correct: The result is 4!.
Incorrect: The result is 4!
Punctuation still matters.
Correct math, bad language (English or German) use of punctuation.
You are absolutely right.
Disagree when the text is a header. Mostly we do not require end of sentence punctuation in a heading which is a single sentence.
So I am happy the ambiguous title leads to a rethink, and I like the dots before lines even though I am a monolingual anglophone. 😉
"Let's eat Grandma", vs, "Let's eat, Grandma!"
So it depends if you ask an English teacher or a math teacher.
Only if you're referencing that "mathematically", where "4!" is (again, mathematically speaking) 4 factorial, or 4 * 3 * 2 * 1, which is 24. 25 - 5 / 5, following the PEMDAS mnemonic means we do the division first, so 5/5=1, and 25 - 1 is 24.
Multiplications and divisions take precedence, then additions and differences are done!
@@fabioc.9404 Yes. That's why the answer is 4!, and not 4.
@@kymhines8328 the answer is "FOUR" !
That's Math Click Bait... I'm glad I fell for it 😅
So did I.
saw it right away, good 1😂
I once won a Trivial Pursuit quiz by calculating the answer to the question "How many spots on a dominoes set pieces?" The answer is calculated using factorial maths. I think the quiz expected the contestant to know the answer, not calculate it from first principles.
How practical. Never knew about this concept. Thank you Suzanna
"Then you have one possibility to do nothing."
Sigh. Story of my life Susanne. Story of my life.
Can't help but hear 'Hallo ihr lieben😁!", despite your flawless English 👌! Love your channel, nice maths - and I put 2 factorials in my comment
At primary school we had BODMAS - B=Brackets, O = Of, D = Division, M = Multiplication, A = Addition, S = Subtraction that the order of operation. For those who don't know "Of" it's like in a worded problem when we say 13% of 30 cows!!
O stands for Ordinal, another way of saying “to the power of” or exponentiation. Of, using the example you gave, is a mix of division and multiplication. 13% of 30 is thirteen hundredths of 30 or 13/100 * 30 or (13*30)/100, works out to 3.9. So, in 3x^2 + 4x/3 + 19=y, if you know the value of x, you first square x and multiply the result by 3, then you either multiply x by 4 and divide the result by 3 or divide x by 3 and multiply that result by 4 (multiplication and division are equal priority as they are the reciprocal of each other) and then finally you add those two intermediate results to 19 to get your y.
Where people tend to come unstuck, and get into arguments on social media is things like “9/3(2+1)=9?” Middle school math teachers and those who didn’t pay much attention in school in math/maths or numerate science classes will scream PEMDAS/PEDMAS/BODMAS/BOMDAS and say the answer is 9, 9 divided by 3 is 3 calculate the brackets/parentheses and get 3 so multiply by that 3 and get back to 9. People who paid attention past age 14 who have therefore heard of multiplication by juxtaposition, aka implicit multiplication, and that it has higher precedence than explicit multiplication or division know that it’s 1, first you calculate the brackets/parentheses to get 3, which you then multiply by the other three to get 9 then you divide the 9 at the start by that 9 and get 1. After middle school PEMDAS become PEJMDAS, amusingly even the textbooks that first formally defined PEMDAS later in the same page show examples where multiplication by juxtaposition has higher precedence that division. Even calculator manufacturers get it wrong, although I’ve noticed the ones that get it wrong tend to be the ones aimed at the US education market and the ones that get it right tend to be aimed at engineering, accounting and other numerate careers. The American Mathematical Society has weighed in on this and said that you should use layout or parentheses to make your intent clear. Layout is hard in plain text but if you want 9/3(2+1) to equal 9 you need to write it as (9/3)(2+1).
@@StephenBoothUK If you had read and understood my post you would have noted that I started saying in PRIMARY SCHOOL!! At that level we had no idea what exponents or squares, square roots, etc are. This was the 1 st introduction to mixed arithmetic operations. In any case I totally agree with you .
@@StephenBoothUK
According to Google calculator, 9/3(2+1)=9. Wolfram Alpha agrees!
🍌🙂
@@HeinrichDixon did you not read the bit where I pointed out that sometimes even calculator manufacturers get it wrong. Wolfram Alpha oscillates, they put it right then because school kids use it middle school math teaches start complaining so they change then people who use maths for actual work point out that if middle school math teachers actually knew any maths they wouldn’t be middle school maths teachers so they correct it again.
Me too... BODMAS
Your method of teaching is soothing and grasping. Keeps my attn. You have a great accent for being German.🤔
I love your content. I wish I still remembered all the calculus I learned in school. It was so much fun. Keep bringing us great content!
I haven't even heard the word factorial in 50 years. I completely forgot about it.
Thanks for the refresher.
We used to call numbers like 720 (6!) or 120 (5!) etc. "Scream numbers." Because the expression "6!" was expressed as "Scream Six" or, seven hundred twenty.
So if you write the number down "SIX"🗣 ìnstead of "six'😄
The problem with this type of puzzle is that the basic premise is derived from spoken or written statements e.g., a man has 25 apples etc., When constructing equations from such statements, the writer would inevitably add brackets to indicate order and precedence of operations. Being given an equation of the above type just wouldn't happen.
Agree maths is all about precision and specifics, if this was a physics question it would have brackets.
We have the order of operations convention so that we don’t have to write as many brackets.
@@marlinsommers9507 This is an equation which is a fraction written out WITHOUT brackets so:
By default when there are no brackets the Division Sign creates "virtual BRACKETS" that control the order of work.
Everything to the left of the division sign is the numerator ( top part) of the fraction.
Everything to the right is the denominator the bottom part.
Write it out in full properly.
(25-5) divided by 5 = 20/5 = 4
or 25 - (5/5) = 25-1 = 24 = 4!
@ when and where was that convention used I never encountered it in my American education.
@@marlinsommers9507 Exactly.
They used to teach maths by first principals not by simple rote where you are not taught why and how. Also write the equations out fully not in linear form and do not miss out the brackets and you will understand. Did they not teach you algebraic equations?
Susanne,
Great that you also provide math lessons in English now. I can not only improve my math but also
my English. Thank you so much. 😮
Clever. Didn't see that one coming.
This I the first time I saw the answer to your problem immediately! Thanks for your great videos.
I read somewhere that some time ago the ÷ symbol was used to separate the expression into a numerator before the symbol and a denominator after it. But it was abandoned to avoid confusion with / when reading
LOL this was brilliant! I saw the factorial symbol and I first thought it was a joke. But the joke's on me!!!
One thing I would always forget in this type of layout is what to do with the "-" sign. I understand the order of operation, PEMDAS, but one time I had a professor say to divide -5/5, which in this case would still be -1, then 25 - 1 = 24. When a problem is structured like this, without parenthesis, you would put them in for clarity but not include the operator, correct?
And the "answer" given at the top is considered a poorly written clue, punctuation is important. Thanks.
So, what we have is Schrodinger's Exclamation Mark. It's simultaneously an Exclamation Mark and a Factorial Symbol.
Only if it’s in a box with a radioactive isotope 😂🙀
This is a prime example of:
a) prime function
b) punctuation
c) all of the above
I thought you made a huge mistake until I noticed the factorial symbol. 🙄
I love points before lines!
Four factorial. I get the joke
Oh Susanne, you're quite proud of yourself. 😊❤ Well it was cute.
P=25 - (5/5) Q=4!
P=25 - 1 Q=4*3*2*1
P=24 Q=24
P==Q TRUE
I seen that exclamation point; good one 😊😉
PEMDAS. Order of operations - Parenthesis, Exponents, Multiply, Divide, Add, Subtract
Even when using BIDMAS/BODMAS/PEMDAS rules, many people go wrong. They forget - or don't understand - that M and D have the SAME precedence, as do A and S, and evaluate them according to the order they appear in the acronym.
🍌🙂
@@HeinrichDixonWhy do you think people get it wrong? Are they poorly taught? It's a pretty simple concept.
@@toby9999They possibly were never taught it. Sad but true, I loved doing maths because its rules are nice and tidy. However doing English was a nightmare for me, I’m dyslexic, with rules like i before e expect after c except that’s not always true , but with maths the rule is the rule.
@@paulfrost8952
"They possibly were never taught it."
This certainly seems to be the case in Facebook maths Groups. Many people - and they seem to be mostly from the Indian sub-continent - calculate strictly from left to right, with no order or precedence except for parentheses.
🍌🙂
@@HeinrichDixon EXACTLY well said. what's the good in an acronym if it doesnt hold true all the time, it's like saying 'i before e except after c' to remember spelling some words, but it's bollox lol, and does more harm that good. I just made a post above about the same thing, coz IMHO problems should be spelled out simply by the addition of parenthesis for example and not leave anything open to misinterpretation by the non-purists. GL
It seems about 98% of commenters also forgot the order of operations or conveniently can only remember part of it. That doesn't surprise me. What surprises me is that they can't look it up before digging in to argue. Thanks for the video.
I had 0! doubts about this
So what was the one doubt you had about this?
I like this joke. It looks like you had no doubt, but you actually had 1.
All about breaking down the initial logic
PEMDAS - Answer is 24, however since parenthesis are free, in order to make this clear (and believe me, when you are dealing with computer languages as I do on a regular basis, you better be clear about what you want), the problem is better written as 25 - (5 ÷ 5) if there is any risk of doubt, use parenthesis, even if they seem superfluous.
That’s not a punctuation question, not maths. The statement should be “The result is 4!.”
math*
@mitch6962 I'm in the UK. It's maths.
@@StephenBoothUK Well then explain to me what a singular math is, and what constitutes plural of that.
@ Maths is an abbreviation of Mathematics, not mathematic.
Thank you, Suzanne. ❤❤❤❤
The best and simplest answer I've ever heard - "only one way to arrange zero possibilities"
3:03 That "Well" broken the cute meter!
I never learned that in school. That was very interesting
I didn't either. Tbh never cared to.
tricky. that kind of stuff got me on exams. Professors must have had a good laugh with my answers!
One of the older math jokes, and it comes in several forms. Good to see it featured by you for some variety in content, too.
She did not say, the result is 4, she said the result is 4! 😉
Exactly. I was about to say it's wrong. That was until I saw the exclamation point.
I immediately figured out that the 4! was 4 factorial, but if the statement was made in a grammatically correct way, it would have a period after the 4!.
LOL and you just said that as I was typing it! (Combinatorial design theorist here.)
Never knew about zero factorial, nice 😄
It was right around the time you said "what is the joke in all of this" that I noticed the exclamation point in the thumbnail and the result page.
I could never pass the school certificate in maths. Had you taught me 60 years ago I might have had a different career😁👍 Phil, Suffolk, U.K.🇬🇧
Good job! Thank you.
All math can be written as addition.
25-5÷5 = 25-1/5-1/5-1/5-1/5-1/5
Because 5÷5 = 5 x 1/5
So the answer is 24
I thought it was a question for how to get the 25 - 5 ÷ 5 to 4. So you add the (). Hence the room between numbers, so it would be (25-5)÷5.
4:40 what if I have zero cookies and want to share them with zero friends?
I knew 4 was wrong before I clicked on the video... but it was 4! ... well that one got me, very sneaky, Have a great day!!! I'll bet you'll do a video on !!! next. LOL.
Goddamn, I missed the trick. To be fair, this showed up as "yet another clickbait" in my feed, so I wasn't in the right frame of mind to approach it.
Nice, felt good to be properly owned and legtiimately humbled!
The confusion is over the division symbol. It was before we had modern computers to write out math equations like how we write it on a blackboard. That division symbol assumes everything to the left of it is in paraphrases and everything to the right of it is in paraphrases.
It should be read as (25-5)/(5).
This context has been forgotten over time. You won't see modern textbooks using that symbol anymore.
There is plenty written about this by professional organizations, journals, and standards organizations and they instruct people to avoid confusion by using parenthesis because the the division symbol does not imply that everything to the left if it is in parenthesis.
@@didjitalone9544 Instead, we just avoid using ÷ all together.
I just flipped through my old electical engineering textbooks. They never use ÷. Either it's / or fraction bars.
@@KayleLang
They are all mathematically exactly the same!
🍌🙄
Unfortunately, there are many people these days who forget or neglect to use the Order of Operations (PEMDAS, BOMDAS).
Some computer languages simply calculate left-to-right, if there are no parentheses used. (They will generally calculate what is inside parentheses first.) So inputting 25-5÷5= might yield the correct or incorrect answer, depending on the tool that's used. But 25-(5÷5)= should give the right answer every time.
I've seen some people take a problem like 25-5÷5 and add parentheses to make it 25-(5÷5) just to be sure they follow the Order of Operations more clearly.
I was all like "wtf??" until you mentioned "the joke", and then I was immediately all like, "ah, factorial!".
Well, if you multiply 4 by its factorial expression you’ll get 24= 4! 4x3x2x1=24
I would never use that particular symbol for division.
Some would say it means everything before is like a numerator and everything after the denominator. Then you end up with implied parenthesis.
(25-4)/(5)
Which does indeed equal 4.
Also 4! is not a solution but an unsimplified expression and not the answer or result. It perhaps simplifies to it.
Be very careful how you write expressions so they cannot be misinterpretted. I was taught that very young in Algebra 2, Sophomore year High school.
The moment i saw the exclamation mark i knew exactly what the answer would be 🤣
the way to solve any PEMDAS problem is to check it with algebra. if algebra gives you a different answer than PEMDAS, then PEMDAS was used wrong. and PEMDAS should be FPEMSD. where F stands for convert all division into Fractions first. and Division last.
Infact, Every Result or Outcome Result of Anything in Maths, has 2 Results.
But, Math Scientists predetermine the Outcome Result, so that's how it becomes complex equation to solve.
Among the 2 Results, Whatever Result we desire to see, is not going to be the same as the other person is expecting.
Actually, Maths is Funny if you play with the numbers, and Infinity itself has No End.
Thats how Maths is Tough for Millions of People around the world
Thanks so much !
Agreed! The answer is 4! (four factorial).
This is so fun!
As they said at exam time, "Read the question" 🙂 I didn't. 😞 Very new subscriber and I am enjoying your channel.
Ahh! Trick question! 😀
A set of 25 take away five and divided into 5 boxes yields four.
An ultimate challenge dealing with arranging people and stating the possibilities using a factorial: Twister! (And no, no version of unclothed Twister, as that can get socially and possibly numerically awkward)
You are awesome!
would you please someday talk about factorial and combination, please?
Why not use brackets?
Why use it? Only idiots can't solve this.
It’s a question about Factorials, using brackets would still give the same answer if the brackets were 25-(5/5) = 24 = 4!, but if the brackets were (25-5)/5 = 5
@@dubravkojanusic6996Or someone who was never taught about factorials! (Pun intended).
That was "surprisingly" impressive 😂
I read the title and almost had a heart attack. Then I thought about it and almost had a heart attack!
It’s in my head.
2:00 The result is four factorial.
Good one !
PEMDAS
P= Parentheses
E=Exponentiation
M= Multiplication
D= Division
A=Addition
S=Subtraction
work the problem left to right
This is an equation which is a fraction written out WITHOUT brackets so:
By default when there are no brackets the Division Sign creates "virtual BRACKETS" that control the order of work.
Everything to the left of the division sign is the numerator ( top part) of the fraction.
Everything to the right is the denominator the bottom part.
Write it out in full properly.
(25-5) divided by 5 = 20/5 = 4
or 25 - (5/5) = 25-1 = 24 = 4!
The answer to the question is 4 because if you write it properly the numerator is 25-5 and the denominator is 5.
This is an issue of poorly writing the question when you write it on a single line you must add the brackets so people can understand what happened
wrong!
Nope because what you're describing is this (25-5)÷5, a completely different equation.
This is why we use parentheses. I didn't know the joke.
This is why math always made my head explode, you learn one thing and the next class says no that’s wrong. Mix in dyslexia…
I've never encountered that, ever.... not even right through to completing a mathematics degree at university. Maybe I was lucky with teachers? A more likely reason would be that students misunderstand what they're taught. A glaring example is the PEMDAS / BODMAS thing and not paying attention to detail. The acronym is a guide. It's not a full set of rules, but people seem to forget that.
Dear Susanne, At first I thought it seemed to me that you looked like the soloist of moonsun. But after comparing the moonsun channel and yours I was pleasantly surprised by your versatility.
Oh in english now. I Like all your Contest No Matter what language
I have seen this meme countless times, but it still catches me, even if for only a few seconds. Puzzles that play with how you parse information can really mess with you.
The problem is in the expression. Arithmetic is not algebra. As expressed, it is like a sentence with no verb or subject (take your pick). To properly express the equation the 5/5 should be defined with parenthesis. Simple arithmetic is like reading, left to right, Algebra has rules of order within the expression. Please stop confusing people and expressing algebraic functions as if they are arithmetic. As written the answer is 4. Applying PEMDAS without expression is confounding many.
Dang it, I didn't figure it out until around a quarter of the way through.
Is multiplication and division before addition and subtraction just a universal convention or is there a real mathematical reason. Also which comes first, multiplication or division, or doesn't it matter.
That reminds me of this:
Whien it comes to binary, there are 10 kinds of people.
Those that understand it
Those that do not understand it.
If the argument was "The result is 24"; I wouldn't expect the same number of complaints about incorrect punctuations.
However, when there is a factorial, it's suddenly very important.
No wonder there are wars in the world.
i just dont like the fact that it's too easy to build confusion into these simple problems, seemingly for the sake of it when the simple addition of parenthesis around the numbers to be evaluated first would make things so much easier, i.e 25 - (5 / 5). if i incorporate formula into any computer program i write in the real world, it's good practice & makes it clear what the order is. i saw another example the other day when it was discussed how operator order can change and BODMAS/PEDMAS or (whatever your acronym of choice is doesnt strictly hold true all the time). I love maths, but understand how so many hate it with this sort of stuff.
Order of operation. The math question is wrong if inferred. There should be brackets showing what the intent is.
= 4! = 4 factorial
good Idea to attract more intention .
Please write math expressions for clarity, not brevity. So in this case I would strongly prefer:
25-(5/5)=
Susanne I wanna go back to school with a teacher like You
As soonest I saw the exclamation mark, I knew you was talking about factorial lol. I solved it in the thumbnail and knew the answer is 24, and I knew that 4! is equal to 24, not that the answer was 4.
Nice "hook" in the thumbnail! Clever. Correction: Clever! [commented before watching]
I would marry this woman, but my odds of having a chance are about 1 in 400,000 factorial (400,000!)
Got me! Bis Sekunde 9 war ich schwerst verwirrt! 😅
Wusste nicht, dass du auch nen englischen Kanal betreibst.
4 ≠ 4!
Touché!
Of courses it's 4 😊 you first deal with the first part of the sum, so 25 - 5 = 20 ÷ 5 = 4.
A-there is no sum because there is no addition
B-the answer isn’t 4 because you divide first.
C-The answer is 4!
How is the answer 4 then😂@@Ian-R-Wilz
@@HamzaSultan-m5k The answer isn't 4, it's 4!
@Ian-R-Wilz I know I'm just kidding bro chill
@@Ian-R-Wilz
This is an equation which is a fraction written out WITHOUT brackets so:
By default when there are no brackets the Division Sign creates "virtual BRACKETS" that control the order of work.
Everything to the left of the division sign is the numerator ( top part) of the fraction.
Everything to the right is the denominator the bottom part.
Write it out in full properly.
(25-5) divided by 5 = 20/5 = 4
or 25 - (5/5) = 25-1 = 24 = 4!
C'est un très joli piège qui vient du point d'exclamation de l'énoncé.
Juste une petite remarque. Le problème posé par l'ordre des opérations, est un FAUX PROBLÈME . En effet il est uniquement dû au fait que L'ON N'ÉCRIT PAS LES PARENTHÈSES que L'ON DEVRAIT ÉCRIRE .
25 - 5 : 5 devrait s'écrire avec des parenthèses 25 - ( 5 : 5 ) = 25 - 1 = 24 et non (25 - 5) : 5 = 20 : 5 = 4.
Pourquoi prendre le risque d'écrire un calcul mal interprété alors qu'il suffit de rajouter deux parenthèses?
Pourquoi on enquiquine nos élèves avec un problème aussi sordide ? C'est parce que certaines calculatrices n'ont pas (n'avaient pas) de parenthèses. Achetez une calculatrice qui a des parenthèses! ( ici c'est bien un point d'exclamation)
A propos du FACTORIELLE : sa définition est RÉCURSIVE . On pose 0 ! = 1, puis (n+1) ! =(n+1) n ! . On comprend alors pourquoi factorielle zéro n'est pas égal à zéro. En effet si 0 ! = 0 alors toutes les factorielles sont nulles.