18 divided by (3 plus 6 divided by 2 times 1) = ? A BASIC Math problem that MANY will get WRONG!
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- Опубліковано 9 жов 2024
- Basic math skills question - order of operations, pemdas, number operations, fractions. Learn more math at TCMathAcademy.....
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I have learned more math from this channel than I did in 12 years of primary and secondary schooling
Same here
Well, that's the problem isn't it. Our teachers suck. And I asked you how often do you come across these problems in life? You can hit Google assistant and get the answer on your cell phone. Why is it important? Because mathematics is language. Perhaps the most important language as we quantify kill ratios and the devastating effects of our negligent mismanagement of our planet. Mathematics can communicate to both children in China and children in the United States and Soviet union. My generation has f***** up the planet so bad, we now seek some resolution in the media available to us. And frankly these little mini lessons from a century ago are worthless. If a teacher can't use redundant parentheses to clarify the order in which the problem should be presented dash given the intention that it correct solution is the objective - then we are all in trouble. These problems and this one in particular, are terrible. Use word problems relevant and able to isolate the language barriers that confront a math student. There's no way a Us kid is going to be able to talk to a Chinese kid about economics if you can't even speak to resolve a math equation in the same I can't read the Chinese language, but I can read a Chinese formula. This will be the last battleground available to us giving the insanity I see today. Let's take a little more seriously than putting a times one at the end of an equation. It does nothing to identify and erroneous solution. Sort of like a politician turning to the Dow Jones industrial average as the success of the current American economy. What a f****** joke. And everybody buys into it. Why? Cuz of that f****** stupid let's educate, let's teach, let's do something so that the next generation of Americans is not stupidified into acquiescence add mediocrity.
"First hint of the puzzle: what is in brackets has priority."
18:(3 + 6 : 2 x 1) = 18:(3 + (6 : 2) x 1)) = 18:(3 + (3 x1)) = 18 : (3 + 3) = 18 : 6 = 3 ---> ANS
Are quintessentially stupid example. Why put a times one at the end. It does not serve to illustrate any descriptive assessment. These problems need to be created with isolated incidents which are identifiable during the assessment. Multiplying by one could be done at any step in the process changing nothing. I have seen some excellent examples over the hundreds of suffer through. Stupidification remains an ongoing educational phenomenon even in this technologically advanced era. It is probation because the teachers are so f****** stupid they play these kinds of problems for idiots to solve. It's nice that people remember braces brackets parentheses, exponents, multiplication and division, addition and subtraction. These completed from left to right with the commas properly denoting the sequence. If the intention was is to instruct, instruct. If you teach, teach. If you assess, assess. Mine is to critique. Students receive instruction. Students receive instruction on pemdas repeatedly. I've noted the inability of so many for successfully complete such a simple problem it's terrifying. Why? Because they're taught so poorly. Mathematics remains the best language for the world to communicate. I asked, therefore, why do we communicate so poorly. Clearly there are problems where parentheses would a cyst in the successful completion of a problem. Even if redundant. But the successful completion of a problem is really the lesson. And rarely do we see a word problem associated with the mathematical symbols . So another generation of youth deal in abstractions concrete examples. This particular problem would require some idiot to add 3 and 6 and then divided by either 2 or 2 x1 and 18 by 4 1/2 would never come up. Stupid example. i can't even create an appropriate word problem. Both math teachers submitted the names of the students attending the upcoming field trip. Busses will cost $50 each and carry 55 students. The tickets will cost $5 each. If teacher a has 42 students and teacher b had 30 students what is the ending balance in the $1000 field and trip fund? That is a question worthy of teaching. Extend, remediate, discuss, integrated with spread sheet formula and a if( then, not then) condition or set up vertical accounting. then quantity.
And with time permitting, evaluate the morality of defining the cost of education monetarily at all. Discuss the kill ratios of August 6 and 8 1945. Manhattan Project expense and the cold war and current day consequences. Include the parentheses
PEMDAS for 3
I love the way you explain algebra. I'm in my 70's and have gone from feeling unsecusseful in math as a kid to math anxiety in my 40's to complete resolve to learn at my age now. I sub teach and often assigned to math so I model to students the resolve I have now. We find help if we can't help eachother. I use your site. Thanks!
Use it wisely. This particular problem is garbage. Both in its ability to descriptively assess a student or prescriptive address skill gaps. Using the times one at the end does absolutely nothing to indicate anything! Only some poor kid trying to divide 18 by the quotient of 9 / 2 (4 by the way) might suggest a flawed process. That is assuming they don't misread a sign😢. I substituted from kindergarten to calculus, and taught at the fourth grade level. My greatest shock was not the lack of student success, rather the complete ignorance of the teachers. Have them apply something more than a formula to a concept and you can easily demonstrate the lack of understanding. If a pizza fits perfectly in the pizza box how much space is wasted. A fairly basic understanding of a circle inscribed in a square and of pi versus 4. That is a question every teacher at any level should get easily. And if you understand math despite your terrible education come up you should be able to figure that one out, even if you don't remember pi r squared will give you the pizza add for r squared will give you the box. You shouldn't have to look up the formula, you should be able to create it from your conceptual understanding. That's the problem. Students memorize PEMDAS and never use it. And they don't understand the concept behind it. If e equals MC squared is to have any meaning you might want to just put some parentheses around the c squared for clarification. Then juxtaposes with f equals m a and we understand how PEMDASBe. Acceleration defined as the speed of light squared make mathematics.
The answer is 3 using BODMAS method🎉
But tell me, where does exponents feature in BODMAS, how do we go about calculating exponents with this method
@@PaulinahPaulinah-tx1gxBODMAS is just another name for PEMDAS. "Exponents" is called "Orders" in BODMAS. It's exactly the same method, just with different names for the first two steps.
@@gavindeane3670 Thank you very much. I've learnt something to boost my math experience.
3
John is a really good teacher. I enjoy his videos.
Got 3
simple pemdas
Thanks for the fun.
I got the right answer not because I'm good but because you are a good teacher. I took your PEMDAS class this summer. Next, is your fraction class (when I'm ready)
We learned this as 'BEDMAS' growing up in Nova Scotia ... late 80s.
Brackets, Exponents, Division, Multiplication, Addition, Subtraction.
Thank you for freshing up my memories.
18 / (3 + 6 / 2 x 1)
18 / (3 + 3 x 1)
18 / (3 + 3)
18 / 6 = 3
3
I'm guessing that the "many" referred to would say 4.
Let's pemdas around... first adding some parenthesis: 18 / (3 + (6 / 2 x 1) ) this is how I teach it my students.
Step 1: 6 / 2 x 1 = 3
Step 2: (3 + 3) = 6
Step 3: 18 / 6 = 3
6/2=3x1=3-3+3=6-18/6=3
My Goldfish got this one in 30 seconds. And this was while he was being chased by a Blue Neon
The moral being: if you want to improve your maths skills, hire a Blue Neon to chase you around.
BODMAS
18÷(3+6÷2×1)
6÷2=3
3×1=3
3+3=6
18÷6=3
Therefore the answer is 3
Veru simple, solved at thumbnail, in my head, in a few seconds, the answer is 3.
Using good ol' PEMDAS:
6 divided by 2 is three, times 1, still three.
Three plus three is six, and we're done with the parentheses.
18 divided by six is three, and we're done!
18÷(3+3×1)
18÷(3+3)
18÷6= 3.
6×1=6
6×2=12
6×3=18
6×4=24
6×5=30
6×6=36
6×7=42
6×8=48
6×9=54
6×10=60
6×11=66
6×12= 72
6×13= 78
6×14= 84
6×15= 90
6×16=96
6×17=102
6×18=108
6×19=114
6×20=120.
18÷(3+6÷2×1)
entered into a Google search yields proper form:
18 / (3 + ((6 / 2) * 1)
= 3
Many will get this right!
Thanks. I got 3, I used PEMDAS
3 with PEMDAS.
Ty
18 ÷ (3+6 ÷ 2 ×1)= 18 ÷ [3 + (6÷2 ×1)] = 18 ÷ [ 3 + (3×1) = 18 ÷ 6 = 3
PEMDASS! 6/2 = 3 3x1 = 3 3+3=6 18/6 = 3
What happened if you no longer have a teacher, or someone grading my work?
Deu 3.
3 using PEMDAS
3 from an 80s math student. Really, what's the issue?
Dear old aunt Sally is there again to suggest 3…
4
Answer is 3.
3?
answer is three.
2
108
I thought 18/(6) means 18/*6 which equals 108
Doesn’t the first parentheses mean MULTIPLY?
The parentheses group the entire 3+6/2×1 together as a single thing.
So the 18 is divided by the entire 3+6/2×1.
Not sure where you got the idea of multiplication from. 18/×6 doesn't mean anything. A multiplication operator can't follow a division operator like that. That's just a syntax error.
If the problem were:
18(3 + 6 ÷ 2 × 1)
then it would indeed simplify to 18 × 6.
The division sign before the bracket changes it, though, to 18 ÷ 6. (The same would be true if the sign were plus or minus). Put another way, the bracket means "multiply" by default but is modified if preceded by a sign.
@@dazartingstall6680 It's not a bracket that means "multiply". Brackets mean "everything inside me is a single, inseparable thing". Brackets always mean that and only mean that. They have got nothing to do with any particular kind of mathematical operation.
Juxtaposition - writing two terms next to each other - means multiplication. For example, 18(3+6/2×1) or (2+3)(4+5) or mc² or 2π. And juxtaposition means multiplication regardless of whether either or both or neither of the juxtaposed terms happens to be in brackets.
The presence or absence of juxtaposition has no bearing on the meaning of brackets. And the presence or absence of brackets has no bearing on the meaning of juxtaposition. Brackets and juxtaposition are completely unrelated parts of mathematical notation with completely unrelated meanings and purposes.
@@gavindeane3670 I know. I was trying to keep it simple and jargon-free.
In the absence of a preceding operator, as in x(y), we have juxtaposition. That's what the poster appears to have picked up on. If a preceding operator is present, as in x−(y), we don't have juxtaposition.
The effect is that we can think, for practical purposes, of the brackets having a default × in front of them unless another operator is present. (When the brackets don't enclose the opening term, of course.)
mental math from the thumbnail
2 is my answer
You don't really have to use PEMDAS for this..
You need to know that the division and multiplication have higher precedence than the addition to correctly evaluate 3+6/2×1.
@@gavindeane3670 okay I understand
The only correct answer to this is 3.
USED PEMDAS METHOD.
Lemme guess…3?
😊
6
wow! 3
Negligent 3+3=6 18/6=3
18➗ (3+6➗ 2x1)
18➗ (3+3)
18➗ 6 = 3
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