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#801
May 4 2011 05:19pm
Quote (L4d @ May 4 2011 07:17pm)
PEMDAS? If so, it = 1.


6/2*(1=2)



*denotes where idiots missed a multiplication
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#802
May 4 2011 05:20pm
Quote (EnSoR @ May 4 2011 06:19pm)
In the form of the original question:

6÷2(1+2)
6÷2*3
3*3
=9

When wrote as:

6/2(1+2)

You can interpret it two ways:

6/2(1+2)
6/2*3 (Again, left to right, / = ÷)
3*3
=9

OR

6(FRACTION)2(1+2)
6/(2*3)
6/6
=1

THE CONCLUSION

The question is poorly wrote and would never appear on an exam like that.
The question would VERY CLEARLY be:
6/2(1+2) or 6/(2(1+2))




This still makes the most sense.


The question is written fine. Only a complete moron would over-think it so much that they get the wrong answer.

PEMDAS

Solve for the parentheses. (1+2) = 3. Right? "Yes."
Solve for the exponents. No exponents, so no solving to be done. Right? "Yes."
Solve for the multiplication or division, going from left to right. 6÷2*3 = 9. Right? "I DON'T FUCKING KNOW HELP!!"
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#803
May 4 2011 05:21pm
Quote (detego @ May 4 2011 02:58pm)
...WTF ARE YOU TALKIN ABOUT? I THINK YOU AINT PAINT CHIPS TOO


lol learn some math
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#804
May 4 2011 05:21pm
Quote (TeaRs- @ May 4 2011 03:19pm)
m is before d so multiply first gawd


fo sho
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#805
May 4 2011 05:22pm
Quote (Panic_Fails_at_Diablo @ May 4 2011 06:20pm)
The question is written fine. Only a complete moron would over-think it so much that they get the wrong answer.

PEMDAS

Solve for the parentheses. (1+2) = 3. Right? "Yes."
Solve for the exponents. No exponents, so no solving to be done. Right? "Yes."
Solve for the multiplication or division, going from left to right. 6÷2*3 = 9. Right? "I DON'T FUCKING KNOW HELP!!"


I am not disagreeing with you, I am saying that I have not seen a ÷ symbol used on math test since elementary school meaning the instructor would use /.
If the instructor uses / without putting any other parentheses the question can be interpreted two ways.
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#806
May 4 2011 05:22pm
Here you go guise.

http://www.math.com/school/subject2/lessons/S2U1L2GL.html

Quote (EnSoR @ May 4 2011 06:22pm)
I am not disagreeing with you, I am saying that I have not seen a ÷ symbol used on math test since elementary school meaning the instructor would use /.
If the instructor uses / without putting any other parentheses the question can be interpreted two ways.


It can't, really, because "÷" and "/" are the same thing.

This post was edited by Panic_Fails_at_Diablo on May 4 2011 05:24pm
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#807
May 4 2011 05:22pm
I lol'd:
"Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In the United States the acronym PEMDAS is common. It stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. If PEMDAS is followed without remembering that multiplication and division have the same weight, and addition and subtraction have the same weight. Doing multiplication before division, can give the wrong answer. So can doing addition before subtraction. Some grade school books teach this incorrectly. For example: 6÷2×3 = 9, not 1. 6-2+3 = 7, not 1."
From the wikipedia. I am wrong because PEMDAS is not always in that order. Multiplication and division have the same weight like subtraction and addition do.
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#808
May 4 2011 05:23pm
dumbasses =D

6 ÷ 2 = 3

1 + 2 = 3

3 x 3 = 9

retards...
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#809
May 4 2011 05:23pm
Step #1: 6÷2(1+2)
Step #2: 6÷2(1)+2
Step #3: 6÷2+2
Step #4: 6÷4
Step #5: Unsolvable, 6÷4 does not equal a number

This post was edited by Canadian_Man on May 4 2011 05:23pm
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#810
May 4 2011 05:23pm
Quote (Panic_Fails_at_Diablo @ May 4 2011 06:22pm)
Here you go guise.

http://www.math.com/school/subject2/lessons/S2U1L2GL.html


First do all operations that lie inside parentheses.
Next, do any work with exponents or radicals.
Working from left to right, do all multiplication and division.
Finally, working from left to right, do all addition and subtraction.
^^^^^^
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