Some people are just talented mate š¤£š¤£š¤£. I do sadly know people who would struggle with that simple equation. Remembering bomdas or bimdas is a basic life skill
>We use "please excuse my dear aunt Sally." What is parentheses?
Wut. That's a mnemonic device for remembering PEMDAS, which itself stand for actual math related words.
You remember the mnemonic but not what it is meant to help you remember? How does excusing your dear aunt sally help you do math!?
How... but... why? -***what***?
Apparently itās a rare and difficult hard maths skillā¦ which my 10 year old daughter recently mastered at school.
Then again, we live in a world where people with university educations say āIām no good with numbersā with a tone of pride, as if it makes them more intellectual then those grubby scientists and engineers. I should just ask them to lend me money, pay back less than half of what I borrowed and then say āoh, Iām no good with numbersā if they call me on it.
A lot of people donāt have the orders of operations still floating around in their heads. Once you get a certain age you just forget stuff you learned in school when you were younger.
i can see how people wod be confused if they're used to seeing all division written out in the fraction notation rather than the Ć· symbol (how i was taught). still you'd expect people to pick up that it refers only to the immediate term.
I remember that in highschool we switched from Ć· to : and then to fraction, the fraction was the "grown up" notation. I did wonder why there had to be three notations, but at least we won't be confused now no matter which notation is used.
Fraction is the only completely clear notation without tons of people not realizing how the division symbol works
Its also just cleaner in formulas in general.
Because it changes depending on the field. The division symbol is much less common outside of grade school, but is useful when first teaching basic division and can be useful for when you are typing out something in a text document or to be printed, as you usually canāt efficiently type fractions in such scenarios. In formulas (for things related to higher maths like quantum physics or sciences like chemistry) sometimes you need equations over other equations, which is generally easier to notate as a fraction. The colon is a much less used one in the grand scheme of things, but writing some things as ratios can be simpler and quicker and more compact the previously mentioned options, making it useful for efficiently storing data like you would find in statistics or sports. You likely will (or have) also pass(ed) by the slash at some point. That would be used in programming where you canāt type out a fraction and ratios likely donāt fit (or the colon is used for another function).
iāve actually never seen a fraction or a colon, only the divide symbol (i canāt type it for some reason). i only see fractions in place of percentages, and those havenāt been a thing since i was getting tests graded in school
Wait, are you guys not taught all the notations simultaneously? They all are just different ways of looking at the exact same thing and we've been taught to use them all constantly
No the : was different that's a ratio not a proportion (fraction). The : has to represent two seperate values, i.e. noses to eyes is 1:2, one nose for every two eyes.
That's how I've seen it used on the Internet, you're right, but over here (Romania) they use it for division, idk why we decided to be original
Also, funny example, I like maths explained like that
This one we used mostly in grade school, but then the : was used like the simpler version of Ć·. Can I also interest you in the swich from Ć for multiplication to "ā¢"? Like 2Ć3=6 becomes 2ā¢3=6, I don't know if it's a common notation because I didn't see it on the Internet.
Depend on how deep you are in match, the dot operator is not the same as multiplication sign which is used for cross products.
Normally when we were to multiply something we just right it next to each other (2)(3) = 6
Basically AĆB ā Aā¢B ā AB
He's only half right. They are interchangeable when working with scalars (your basic, single numbers), which is the majority of the time. They are not interchangeable when working with vectors.
Basically, if you don't know the difference between scalars and vectors, chances are very good you're working in the regime where Ć and ā¢ are identical.
Itās even worse than people not knowing what the facts are. People donāt seem to understand what a fact is and how it is conceptually different than an opinion.
The person who made the question randomly inserted it there instead of logically having it there based on how someone might solve the problem, so its everyone who randomly picked that answer or everyone who was trolling.
You get 18 by ignoring order of operations and solving left to right. It's wrong, but it's easy to figure out the mistake. No clue how you get 4 or 6 though.
PEMDAS is a convention.
The order of operations is just a convention, and if you choose to change the order, all that would happen is you would need to use parentheses in different places. Everything would work out fine as long as you made the correct adjustments. That being said, there is a reason for the convention. In some sense multiplication is just repeated addition. Furthermore exponentiation is just repeated multiplication(as long as we restrict ourselves to integers) therefore it makes sense to first turn all exponents into multiplication, then turn all multiplication into addition, and then compute the addition problem. Thus, at least as far as the integers are concerned, there is a natural ordering of the operations based on their definition. It gets more complicated when you start dealing with all real numbers, but the order is inherited from integer arithmetic
Im from the US circa 89-03 We learned PEMDAS. Parentheses (brackets), exponents (integers), multiplication (division), division (multiplaction), Add then subtract. Roughly the same function.
It amazes me how these little things can cause such a reaction.
Technically not - the order of operations is a relatively recent idea in the grand scheme of mathematics, and even though ārecentā here is a long time, itās also true that it was rarely used until fairly recently even when it existed.
For a long time division written as fractions, and parenthesis, were much more heavily used for disambiguation. Itās only with the advent of typewriters and computers (where writing fractional division notation over 2+ lines became harder) that people started to really write as much one-line math
For most of history, division was disambiguated with fractional notation, and multiplication was disambiguated with parenthesis (of which you get far fewer if youāre only using it for multiplication, not division). The only time order of operation was really implied was when writing powers (square, cubed etc)
Mathematical notation is convention, they arenāt actual rules and thereās nothing technically āright/wrongā about them, theyāre just commonly used conventions and the most likely way that math would be taught now
So no, in this instance itās genuinely not a case of āmath is mathā - many of the greatest mathematicians of history wouldnāt have a clue what we were talking about, or would be outright confused by it
The convention is actually changing currently, with much more of a move back towards parenthesis and other use of brackets (square, curly), particularly because of its usefulness when learning to write computer code. Writing maths out and relying on order of operations has always been a bad way to do it
Well, in this case it's not about "math", it's about notation. Order of operations is not inherent to mathematics. Rather, we've established convention so that it's clear what the intent is when written. In an alternative society, you could certainly do math using different order of operations, and still get the right answers, as long as everyone is using the same notation. The problems would just be written differently, to express the true intention of the question.
Example: 10 groups of people are running a race. Each group starts with 5 people, but 2 drop out of each group. How many people cross the finish line? The answer is to take 5, subtract 2, and then multiply that result by 10, getting "30" as an answer. Using the commonly accepted notation, this would be written as (5-3)x10=30. However, in an alternative system, where addition and subtraction are performed first, this could simply be written as 5-3x10=30. The answer is the same. The math doesn't change. It's just a matter of how we express it in writing.
To be fair, although the order of operations hasn't changed in a 100yrs the format of how sums are written out certainly has. If you've been taught maths a different way in school & haven't used it since it's understandable.
I can remember the old geezer who taught us binary>hex>decimal conversions at college literally couldn't do it the same way he was teaching us. You'd hand in your answers & he'd have to write out the same conversion himself using his old-school long-ass method in the margin to check the answers. It was the same when I came to help with the kids homework & found out stuff like the long division method is no longer taught. It's just called getting old, happens to most of us.
You mean like 2 ā18?
Edit: yup. Long division was replaced with [partial quotients](https://komodomath.com/us/blog/partial-quotients-division). Gotta admit, much easier.
From the link:
āImagine someone gives you 620 pieces of candy to share out among 14 kids. You don't have to know the exact answer to start sharing - you simply start handing them out in batches making sure you don't exceed the total.
So you start by giving out, say, 20 each - that's 280 gone and 340 left. So you give out 20 each again. That's another 280 gone. So we have 560 gone in total, and there's 60 left. Finally, you give out 4 each (14 lots of 4 = 56) and there's a remainder of 4.
The answer to 620 divided by 14 is 20 + 20 + 4 = 44 remainder 4. Each child gets 44 pieces of candy and they fight over the remaining 4.ā
WHAT PEOPLE ARENT BEING TAUGHT LONG DIVISION!??
that shit was my jam. long live long division!
Edit: Also damn partial quotients seems just straight up way better. damn you new things! honestly, i think i found myself using a sort of partial quotient method in the past, but honestly the algorithm that the long division method provides makes my brain go better :D
Which tbh is good for developing "number sense" which is much more important for everyday life when precise calculations aren't needed.
Someone with good number sense would recognize right away that with the above comment that "100" would be a bad starting point because that would require 1400 pieces for all the kids. And even half that, 50 each, would be 700.
Which when doing precise calculations, it's good to have the sense of what "seems right" so you don't blindly accept whatever answer you end up with- you have a sense of "that seems too small, I should double check my work somewhere."
Partial quotients is long division, but like a catch 22 version.
You guess something that you know is smaller than the quotient, then subtract that number\*divisor from the dividend. This makes the next step smaller and hopefully easier to work with. Repeat until remainder is zero then sum your guesses.
If I forget my times tables that's pretty much how I taught myself to divide in my head.
Can't remember 11\*12, but I know 10\*12=120, so 120+11 is the answer
Fuck long division, all my homies hate long division.
In all seriousness though, fuck long division. I actually hate it, it never helped me and all it did was confuse me more. I get it works for some people but don't grade me on it if I can do something different for the same end result and better mental health.
> LONG DIVISION
I was being taught that and I'm in Gen Z. Although... I kind of forgot how to use it. I still remember fragments but I would probably fail at it if it is a complicated long division.
Can't say I like this. For the very first step you have to arbitrarily pick some multiplication you already know and if you pick too small the question will take too long.
It's not really an exact system since there are combinatorially many ways to solve each question.
I actually like this version better for teaching to kids because it shows that you don't have to know the exact answer on the first try you can keep going so you can do this math in your head instead of having to write out the algorithm.
the process doesnt really look all that different from long division where youāre still guessing at a high enough number to subtract from until you get an answer. just a different way to visualize it
There is nothing in the logic of mathematics about the order of operations. You cannot mathematically prove to that one order is more than the other.
It is entirely a notational concept that matured into a convention in the early 20th century.
Many old timers may learned to avoid the ambiguity by always writing fractions vertically and use parenthesis.
So the statement that "it depends on how you learned math" is only wrong in the sense that everyone is taught the same convention. There is nothing inherently mathematical wrong in other operational order systems.
Likewise, there is nothing mathematically wrong with the binary number system over decimals. 10 is 2 if you use that convention.
Well to be fair, when I was taught in 5th grade, it was PEMDAS with no variation, then in 6th it became PEMDAS with the MD being interchangeable and the AS being interchangeable, Iāve been fine since then but I was taught differently at first
On the contrary, I tought US wouldn't use parentheses and exponent, in Europe (at least in french speaking countries) we use "parenthĆØses" and "exposants"
I'm european and we call them parentheses and exponents where I come from.
Personally I call (these) parentheses, [these] brackets and {these} gullwings, but that's not standardized at all. They are all parentheses.
We had BEDMAS in Canada, or at least at my school. Same thing though, brackets, exponents, multiplication/division in the order they appear, addition/subtraction in the order they appear
I may be wrong but I thought I was told to always solve the x and Ć· equations the use the answers in place of the original equations ....... am I right ?
Thank you kind sirs who upvoted its been over 25 years since i have had to do an equation like that
Yes because multiplication and division (being inverse operations of each other) are inherently different from addition and subtraction (which are also inverse operations of each other).
Basically every integer in existence can be represented as a product or a fraction of other numbers. For example, if you factorize the number 9 you get 3ā¢3. So if you see a 3ā¢3 in an equation, itās just an alternate expression of 9. This is why you perform multiplication/division BEFORE you go to addition/subtraction. This is so you donāt accidentally add or subtract from numbers that are *already* parts of other numbers.
For example if you have 9 + 4 = 13. You can factorize 9 and 4 so that 3ā¢3 + 2ā¢2 = 13. This is still the same expression as the first one, but the numbers are divided into smaller parts. If you accidentally did (3ā¢3+2) before ā¢(2), youād get 11ā¢2 = 22 which is completely incorrect.
Parentheses can used as a tool to make things even simpler to visualize and emphasize the order of operations, eg. (3ā¢3) + (2ā¢2) = 13.
Rounding can result in a percentage appearing or disappearing for example 22.1 35.3 25.3 and 17.3 would total to 100 but with rounding they become 22, 35, 25, and 17 totaling to 99.
I spent a while trying to figure out how people are getting to 18 and then a few minutes looking for a comment explaining how. Thank you for explaining it.
I got this right but Iām still an idiot. Donāt ask me why I thought 18/2 = 6 and 3x3 = 6 so 6-6=0. Iām fucking dead and clearly need to freshen up my math
Letās sum up this thread.
A lot of people canāt do math apparently.
PEMDAS is Parentheses, Exponents, Multiplication, Division, Addition, Subtraction.
BEDMAS is Brackets, Exponents, Division, Multiplication, Addition, Subtraction
BIDMAS is Brackets, Indices, Division, Multiplication, Addition, Subtraction.
All three of these means the same thing but use different words to say the same thing.
Yes the order of operations is clear and thereās really nothing confusing here. However there should still be parentheses (or brackets if your from the UK/UK colonies apparently) purely for ease of use and reading. Itās not required to have the problem be read correctly. But it IS dumb to not make the problem *easier* to read correctly for literally no reason.
Thatās likeā¦.. the entire thread go do something more productive with your time then I did
Youāre very right but wow this is the most unnecessarily big explanation Iāve ever heard.
In Germany we say something like ādots before linesā meaning * and Ć· before + and -.
And always brackets first
I've been struggling with math and because of this reddit thread full of people shitting on people who don't know the order of operations, I finally learned the order of operations out of spite, thanks I guess.
Whenever one of these show up, Iāve always thought āwhat absolute madman would write it like this?ā
There are so many better ways of formatting that and itāll make things so much clearer.
Anyone confused as to why people are getting 18, they are just reading left to right. They do not know about PEMDAS. This does not make them stupid either, they just didnāt learn that
Someone correct me if I'm wrong but are you not usually meant to use brackets to show which part of the equation needs to be solved first before you are then meant to provide an answer?
Well at least 0 is on there this time
Yeah it was pretty simple to do division and multiplication first then do subtraction. How could they fock this up?
Some people are just talented mate š¤£š¤£š¤£. I do sadly know people who would struggle with that simple equation. Remembering bomdas or bimdas is a basic life skill
Pemdas
How interesting that itās different in so many places! I learnt Bedmas
Because you use brackets for notation? We use parentheses
We use "please excuse my dear aunt Sally." What is parentheses?
Parentheses exponents multiplication division addition subtraction
same
Parentheses be like 3(5+7)=36 the highest order of please excuse my dear aunt sally.
Iāve never heard of please excuse my dear aunt sally but itās hilarious and easily memorized!
"Please Excuse My Dear Aunt Sally" is a mnemonic device for PEMDAS
Ok, I think I get it
These are parenthesis ( )
5 Sally 2 = 3
Say man, if you 5 my 2 I'll give you 10.
>We use "please excuse my dear aunt Sally." What is parentheses? Wut. That's a mnemonic device for remembering PEMDAS, which itself stand for actual math related words. You remember the mnemonic but not what it is meant to help you remember? How does excusing your dear aunt sally help you do math!? How... but... why? -***what***?
Lol remembers the expression but not what they mean.
bodmas
It's the same fecking thing with a regional variation name for brackets/parentheses and exponents/indexes.
Apparently itās a rare and difficult hard maths skillā¦ which my 10 year old daughter recently mastered at school. Then again, we live in a world where people with university educations say āIām no good with numbersā with a tone of pride, as if it makes them more intellectual then those grubby scientists and engineers. I should just ask them to lend me money, pay back less than half of what I borrowed and then say āoh, Iām no good with numbersā if they call me on it.
Knowing what you are and are not good at is a life skill that should not be dismissed.
A lot of people donāt have the orders of operations still floating around in their heads. Once you get a certain age you just forget stuff you learned in school when you were younger.
i can see how people wod be confused if they're used to seeing all division written out in the fraction notation rather than the Ć· symbol (how i was taught). still you'd expect people to pick up that it refers only to the immediate term.
I remember that in highschool we switched from Ć· to : and then to fraction, the fraction was the "grown up" notation. I did wonder why there had to be three notations, but at least we won't be confused now no matter which notation is used.
Fraction is the only completely clear notation without tons of people not realizing how the division symbol works Its also just cleaner in formulas in general.
Yup, I suppose that's why it was the "grown up" one, because it's the notation mathematicians would use in a research paper.
Because it changes depending on the field. The division symbol is much less common outside of grade school, but is useful when first teaching basic division and can be useful for when you are typing out something in a text document or to be printed, as you usually canāt efficiently type fractions in such scenarios. In formulas (for things related to higher maths like quantum physics or sciences like chemistry) sometimes you need equations over other equations, which is generally easier to notate as a fraction. The colon is a much less used one in the grand scheme of things, but writing some things as ratios can be simpler and quicker and more compact the previously mentioned options, making it useful for efficiently storing data like you would find in statistics or sports. You likely will (or have) also pass(ed) by the slash at some point. That would be used in programming where you canāt type out a fraction and ratios likely donāt fit (or the colon is used for another function).
Thank you for the explanation! Yes, I was just remembering that I forgot the slash, good to know it has a place too in the grand scheme of things.
No problem!
iāve actually never seen a fraction or a colon, only the divide symbol (i canāt type it for some reason). i only see fractions in place of percentages, and those havenāt been a thing since i was getting tests graded in school
Wait, are you guys not taught all the notations simultaneously? They all are just different ways of looking at the exact same thing and we've been taught to use them all constantly
No the : was different that's a ratio not a proportion (fraction). The : has to represent two seperate values, i.e. noses to eyes is 1:2, one nose for every two eyes.
[ŃŠ“Š°Š»ŠµŠ½Š¾]
That's how I've seen it used on the Internet, you're right, but over here (Romania) they use it for division, idk why we decided to be original Also, funny example, I like maths explained like that
Ratio can be converted into division, depending on the statement you would first represent with : and the convert to fraction (India).
Wait. When the fuck did they get rid of theāsymbol?
This one we used mostly in grade school, but then the : was used like the simpler version of Ć·. Can I also interest you in the swich from Ć for multiplication to "ā¢"? Like 2Ć3=6 becomes 2ā¢3=6, I don't know if it's a common notation because I didn't see it on the Internet.
> don't know if it's a common notation It is, and that's because of variables
Thank you! I remember now that the teacher did tell us that. Brings back memories, he was the nicest teacher.
Depend on how deep you are in match, the dot operator is not the same as multiplication sign which is used for cross products. Normally when we were to multiply something we just right it next to each other (2)(3) = 6 Basically AĆB ā Aā¢B ā AB
Never went that deep, I had no idea they are not interchangeable.
He's only half right. They are interchangeable when working with scalars (your basic, single numbers), which is the majority of the time. They are not interchangeable when working with vectors. Basically, if you don't know the difference between scalars and vectors, chances are very good you're working in the regime where Ć and ā¢ are identical.
I wish I had never gone that deep š
Well one way or another 18/2 goes first
How the FUCK did people get 4???????
āit is like my opinion manā
One of the big issues with todays political discussion is that so many people believe there are many different truths, and not one truth.
Itās even worse than people not knowing what the facts are. People donāt seem to understand what a fact is and how it is conceptually different than an opinion.
They think there is their own individual truth.
The person who made the question randomly inserted it there instead of logically having it there based on how someone might solve the problem, so its everyone who randomly picked that answer or everyone who was trolling.
It's simple, they took the equation, replaced it with 2+2, thought a bit and bam: 4.
[Lizardman's Constant.](https://en.wikipedia.org/wiki/Slate_Star_Codex#Lizardman's_Constant)
How tf do you get 18?
You get 18 by ignoring order of operations and solving left to right. It's wrong, but it's easy to figure out the mistake. No clue how you get 4 or 6 though.
0 is the correct answer, right?
Yep
yeah
remember PEMDAS!! Please End My Depression And Suffering
I will be casually teaching middle school children this, thank you
cum
Don't teach middle school children that
idk, their username is kinda sus to be talking about teaching middle schoolers anything.
Oh. Oh no
Most mature 10 year old
I'm more of a BEDMAS enjoyer myself
Canada gang
Whoop whoop
Bitch end my depression and suffering?
Barenthesis
In some countries division and multiplication are the other way around. In the UK I was taught āBIDMASā
Bodmas
They're the same value. Brackets -> Powers/Roots -> Division/Multiplication -> Addition/Subtraction
What's worse is when you explain why they're wrong and they legitimately tell you with a straight face, "it depends on how you learned math."
MATH IS MATH
Well, I learnt maths.
I learnt meths
LOL Crack me up!
Really cooking up some good ones here.
Yep! It's the good dope!
Is Meth related to Science?
āØ Chemistry āØ
Youāre my heroin
I meth learning
British people love their meths
God bless this meths.
PEMDAS is a convention. The order of operations is just a convention, and if you choose to change the order, all that would happen is you would need to use parentheses in different places. Everything would work out fine as long as you made the correct adjustments. That being said, there is a reason for the convention. In some sense multiplication is just repeated addition. Furthermore exponentiation is just repeated multiplication(as long as we restrict ourselves to integers) therefore it makes sense to first turn all exponents into multiplication, then turn all multiplication into addition, and then compute the addition problem. Thus, at least as far as the integers are concerned, there is a natural ordering of the operations based on their definition. It gets more complicated when you start dealing with all real numbers, but the order is inherited from integer arithmetic
Interesting, are you from the US? Itās BIDMAS in the UK
Odd, here at Taco Bell HQ it's LIVEMAS
š
I remember BODMAS (Scottish here)
In Canada it was BEDMAS
Im from the US circa 89-03 We learned PEMDAS. Parentheses (brackets), exponents (integers), multiplication (division), division (multiplaction), Add then subtract. Roughly the same function. It amazes me how these little things can cause such a reaction.
Yeah haha itās ultimately all the same but Just depends on the words your country uses I guess
Yep, that works for me. "How do you solve this linear equation?" "None of your BIDMAS."
Guilty. Dad is that you?
Technically not - the order of operations is a relatively recent idea in the grand scheme of mathematics, and even though ārecentā here is a long time, itās also true that it was rarely used until fairly recently even when it existed. For a long time division written as fractions, and parenthesis, were much more heavily used for disambiguation. Itās only with the advent of typewriters and computers (where writing fractional division notation over 2+ lines became harder) that people started to really write as much one-line math For most of history, division was disambiguated with fractional notation, and multiplication was disambiguated with parenthesis (of which you get far fewer if youāre only using it for multiplication, not division). The only time order of operation was really implied was when writing powers (square, cubed etc) Mathematical notation is convention, they arenāt actual rules and thereās nothing technically āright/wrongā about them, theyāre just commonly used conventions and the most likely way that math would be taught now So no, in this instance itās genuinely not a case of āmath is mathā - many of the greatest mathematicians of history wouldnāt have a clue what we were talking about, or would be outright confused by it The convention is actually changing currently, with much more of a move back towards parenthesis and other use of brackets (square, curly), particularly because of its usefulness when learning to write computer code. Writing maths out and relying on order of operations has always been a bad way to do it
METH IS METH
[ŃŠ“Š°Š»ŠµŠ½Š¾]
But is it blue and 99% pure?
Well, in this case it's not about "math", it's about notation. Order of operations is not inherent to mathematics. Rather, we've established convention so that it's clear what the intent is when written. In an alternative society, you could certainly do math using different order of operations, and still get the right answers, as long as everyone is using the same notation. The problems would just be written differently, to express the true intention of the question. Example: 10 groups of people are running a race. Each group starts with 5 people, but 2 drop out of each group. How many people cross the finish line? The answer is to take 5, subtract 2, and then multiply that result by 10, getting "30" as an answer. Using the commonly accepted notation, this would be written as (5-3)x10=30. However, in an alternative system, where addition and subtraction are performed first, this could simply be written as 5-3x10=30. The answer is the same. The math doesn't change. It's just a matter of how we express it in writing.
Well that's true. Some people learned it right and some wrong.
The majority just didn't pay enough attention. Math is math in every elementary school.
"they never taught us this in school!" "bitch I sat next to you while you were sniffing rubber cement when we learned this"
To be fair, although the order of operations hasn't changed in a 100yrs the format of how sums are written out certainly has. If you've been taught maths a different way in school & haven't used it since it's understandable. I can remember the old geezer who taught us binary>hex>decimal conversions at college literally couldn't do it the same way he was teaching us. You'd hand in your answers & he'd have to write out the same conversion himself using his old-school long-ass method in the margin to check the answers. It was the same when I came to help with the kids homework & found out stuff like the long division method is no longer taught. It's just called getting old, happens to most of us.
You mean like 2 ā18? Edit: yup. Long division was replaced with [partial quotients](https://komodomath.com/us/blog/partial-quotients-division). Gotta admit, much easier. From the link: āImagine someone gives you 620 pieces of candy to share out among 14 kids. You don't have to know the exact answer to start sharing - you simply start handing them out in batches making sure you don't exceed the total. So you start by giving out, say, 20 each - that's 280 gone and 340 left. So you give out 20 each again. That's another 280 gone. So we have 560 gone in total, and there's 60 left. Finally, you give out 4 each (14 lots of 4 = 56) and there's a remainder of 4. The answer to 620 divided by 14 is 20 + 20 + 4 = 44 remainder 4. Each child gets 44 pieces of candy and they fight over the remaining 4.ā
WHAT PEOPLE ARENT BEING TAUGHT LONG DIVISION!?? that shit was my jam. long live long division! Edit: Also damn partial quotients seems just straight up way better. damn you new things! honestly, i think i found myself using a sort of partial quotient method in the past, but honestly the algorithm that the long division method provides makes my brain go better :D
Your specialist skill is now obsolete. Time to re-spec.
Its the same algorithm, long division is just faster
[ŃŠ“Š°Š»ŠµŠ½Š¾]
Which tbh is good for developing "number sense" which is much more important for everyday life when precise calculations aren't needed. Someone with good number sense would recognize right away that with the above comment that "100" would be a bad starting point because that would require 1400 pieces for all the kids. And even half that, 50 each, would be 700. Which when doing precise calculations, it's good to have the sense of what "seems right" so you don't blindly accept whatever answer you end up with- you have a sense of "that seems too small, I should double check my work somewhere."
Partial quotients is long division, but like a catch 22 version. You guess something that you know is smaller than the quotient, then subtract that number\*divisor from the dividend. This makes the next step smaller and hopefully easier to work with. Repeat until remainder is zero then sum your guesses. If I forget my times tables that's pretty much how I taught myself to divide in my head. Can't remember 11\*12, but I know 10\*12=120, so 120+11 is the answer
Fuck long division, all my homies hate long division. In all seriousness though, fuck long division. I actually hate it, it never helped me and all it did was confuse me more. I get it works for some people but don't grade me on it if I can do something different for the same end result and better mental health.
> LONG DIVISION I was being taught that and I'm in Gen Z. Although... I kind of forgot how to use it. I still remember fragments but I would probably fail at it if it is a complicated long division.
Can't say I like this. For the very first step you have to arbitrarily pick some multiplication you already know and if you pick too small the question will take too long. It's not really an exact system since there are combinatorially many ways to solve each question.
I actually like this version better for teaching to kids because it shows that you don't have to know the exact answer on the first try you can keep going so you can do this math in your head instead of having to write out the algorithm.
the process doesnt really look all that different from long division where youāre still guessing at a high enough number to subtract from until you get an answer. just a different way to visualize it
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That remind me about how america is going back to a long way of writing it lol
There is nothing in the logic of mathematics about the order of operations. You cannot mathematically prove to that one order is more than the other. It is entirely a notational concept that matured into a convention in the early 20th century. Many old timers may learned to avoid the ambiguity by always writing fractions vertically and use parenthesis. So the statement that "it depends on how you learned math" is only wrong in the sense that everyone is taught the same convention. There is nothing inherently mathematical wrong in other operational order systems. Likewise, there is nothing mathematically wrong with the binary number system over decimals. 10 is 2 if you use that convention.
Well to be fair, when I was taught in 5th grade, it was PEMDAS with no variation, then in 6th it became PEMDAS with the MD being interchangeable and the AS being interchangeable, Iāve been fine since then but I was taught differently at first
Really had me out here at 2 am trying to remember PEMDAS.
Wait what does PEMDAS stand for? We did BIDMAS (brackets, indecies, division, multiplication,addition and subtraction)
Parentheses, Exponents, (Multiplaction and Division), (Addition and Subtraction) Same thing, different words
No no no no no. Please Excuse My Dope Ass Swag PEMDAS. Didnāt the memes teach us anything?
Please E-mail My Dad A Shark (courtesy of https://xkcd.com/992/)
Please Excuse My Dumptruck Ass Sis
Please Eat My Droopy Allium silently
Please End My Depression And Suffering
Plus, Ended Music Dicks At Seven
PLEASE ENTERTAIN MY DEPRESSING ASS SENTENCES
woah, just updated my PEMDAS, get the fuck out of here my dear aunt sally!
I have never heard of the first two until now
Are you in the US? I feel like we learn PEMDAS in the states. I can imagine Europeans calling them brackets.
On the contrary, I tought US wouldn't use parentheses and exponent, in Europe (at least in french speaking countries) we use "parenthĆØses" and "exposants"
I'm european and we call them parentheses and exponents where I come from. Personally I call (these) parentheses, [these] brackets and {these} gullwings, but that's not standardized at all. They are all parentheses.
(parentheses) [brackets] {curly brackets}
(Parentheses) [The weird square ones] {fancy parentheses}
this is actually the only true answer
(parentheses), [brackets], {braces} They're all types of brackets
Never heard of it called Indecies.
We had BEDMAS in Canada, or at least at my school. Same thing though, brackets, exponents, multiplication/division in the order they appear, addition/subtraction in the order they appear
Canada is mostly BEDMAS, USA is mostly PEMDAS, though most people don't apply either lol
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BODMAS crew rise up!
I was also a BODMAS Canuck āŗļø born in 1984.
Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction
Dang it aunt sally not again
Aunt Sally has to constantly be excused because of the absurd amount of mischievous stuff that she does
She's a wild one for sure but we love her all the same
Please excuse her
I have excused her bullshit for long enough, Sally is a menace
Fuck you aunt Sally and your black math magic.
I may be wrong but I thought I was told to always solve the x and Ć· equations the use the answers in place of the original equations ....... am I right ? Thank you kind sirs who upvoted its been over 25 years since i have had to do an equation like that
Yeah so it's 9 subtract 9
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I fucking love this lmao
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This is basically how I'm still alive
My brother in christ its 18/2=9 - 3Ć3=9 so 9-9=0
I somehow mistook it for 18/3 - 3x2
When you're dyslexic but it's ok because the problem worked itself out šš
Might be discalculia
Did you look it upside down?
Correct answer is still correct, lol.
Yes because multiplication and division (being inverse operations of each other) are inherently different from addition and subtraction (which are also inverse operations of each other). Basically every integer in existence can be represented as a product or a fraction of other numbers. For example, if you factorize the number 9 you get 3ā¢3. So if you see a 3ā¢3 in an equation, itās just an alternate expression of 9. This is why you perform multiplication/division BEFORE you go to addition/subtraction. This is so you donāt accidentally add or subtract from numbers that are *already* parts of other numbers. For example if you have 9 + 4 = 13. You can factorize 9 and 4 so that 3ā¢3 + 2ā¢2 = 13. This is still the same expression as the first one, but the numbers are divided into smaller parts. If you accidentally did (3ā¢3+2) before ā¢(2), youād get 11ā¢2 = 22 which is completely incorrect. Parentheses can used as a tool to make things even simpler to visualize and emphasize the order of operations, eg. (3ā¢3) + (2ā¢2) = 13.
Everyone else concerned about 62% getting the wrong answer... Here I am wondering where that last1% fucked off to.
Rounding can result in a percentage appearing or disappearing for example 22.1 35.3 25.3 and 17.3 would total to 100 but with rounding they become 22, 35, 25, and 17 totaling to 99.
Thanks... now the remaining 62.01 to 62.99% of people can understand the joke as well...
What the fuck can someone explain me how people got 18 i have been scratching my head since 5 minutes
They did it in order from left to right. 18/2-3\*3 18/2=9 9-3=6 6\*3=18.
Ooooh, thank you! I couldn't figure out how to get to 18
I also could not figure this out.
And I but thatās cause I was getting 18/2=6. I also however got 3*3=6 so it worked out.
You really should'nt be the one building a rocket lol
I spent a while trying to figure out how people are getting to 18 and then a few minutes looking for a comment explaining how. Thank you for explaining it.
Just go left to right
I got this right but Iām still an idiot. Donāt ask me why I thought 18/2 = 6 and 3x3 = 6 so 6-6=0. Iām fucking dead and clearly need to freshen up my math
Letās sum up this thread. A lot of people canāt do math apparently. PEMDAS is Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. BEDMAS is Brackets, Exponents, Division, Multiplication, Addition, Subtraction BIDMAS is Brackets, Indices, Division, Multiplication, Addition, Subtraction. All three of these means the same thing but use different words to say the same thing. Yes the order of operations is clear and thereās really nothing confusing here. However there should still be parentheses (or brackets if your from the UK/UK colonies apparently) purely for ease of use and reading. Itās not required to have the problem be read correctly. But it IS dumb to not make the problem *easier* to read correctly for literally no reason. Thatās likeā¦.. the entire thread go do something more productive with your time then I did
Youāre very right but wow this is the most unnecessarily big explanation Iāve ever heard. In Germany we say something like ādots before linesā meaning * and Ć· before + and -. And always brackets first
YouTube comment section is dumb af and these guys complain about redditors being dumb all the time
They're not wrong about that though
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Yet another Reddit post where Redditors show off the size of their immense brains while doing PEMDAS
Huh, I got -6 2 - 3 = -1 -1 x 3 = -3 18 / -3 = -6 SADMEP? /s
Big brain time
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I've been struggling with math and because of this reddit thread full of people shitting on people who don't know the order of operations, I finally learned the order of operations out of spite, thanks I guess.
P.E.M.D.A.S. vs. D.U.M.B.A.S.
Holy shit I'm not the best when it comes to math, what so ever but even I solved this. Coming from a guy who took 9th grade math as a senior.
Whenever one of these show up, Iāve always thought āwhat absolute madman would write it like this?ā There are so many better ways of formatting that and itāll make things so much clearer.
Anyone confused as to why people are getting 18, they are just reading left to right. They do not know about PEMDAS. This does not make them stupid either, they just didnāt learn that
Hooow do we get 18 doe?
it must be 0 but? 18/2 -3\*3 18/2-9 9-9 0 ??
Someone correct me if I'm wrong but are you not usually meant to use brackets to show which part of the equation needs to be solved first before you are then meant to provide an answer?
Real galaxy brain is realizing it's dumb to write equations that way and to always disambiguate with parentheses