If you're so smart, what is the answer to: 6 / 2(1+2)
6 / 2(1+2) = ?
one
Side Score: 32
|
 |
nine
Side Score: 45
|
|
|
|
|
1
point
1
point
Not that I'm really against Julius,he's a professor and I'm just a student, but I believe you're supposed to start with what's inside the parenthesis which is "1+2". 3 then it would look "6/2(3)" so since there is still a parenthesis, 2(3)=6. 6/6=1. That's how I understand PEMDAS. Side: one
1
point
To do the four letter arguement. Right your argument such as "I went to the park and found Jesus" and separate any two words with the space bar to like fifty spaces. In other words, separate it to a good amount. If your argument is just one word like "Hi," then separate the letters to a large amount. In this case, the letters would be "H" and "I." Now to your argument. Yes the three is still in parenthesis but the you can get rid of it. The P in PEMDAS means to do the function the lies within the parenthesis. You did the function which was addition. And that is it...get rid of the parenthesis. So now the question is 6 divided by two times three. In PEMDAS, the multiplication and division is interchangeable (Also the addition and subtraction) but read the math equation from left to right and do the function the comes up first. The division comes first when you read it from left to right. So... 6 divided by 2 times 3 is ....... 3 times 3. Side: nine
1
point
1
point
1
point
2
points
1
point
'÷' is the same as / isn't it? Wolfram alpha doesn't treat the two symbols differently Side: nine
6/2(1+2)= 6/6 = 9 hang on why are we doing this again? alternatively you can always do something like this... six halves times one plus 2 (they look the same typed up), this would mean you get the following equation... 6(1+2)/2 = 4.5 HERE IS AN EASY (for some) ONE Y = x^2 +4X - 12 Side: one
0
points
1
point
1
point
|
Also, for you sakes, am your college professor that you requested, with a doctorate in Mathematics. I will break this down as simply as possible and end this debate as approx. 10 students have already asked me this today. The problem as it is written is 6÷2(1+2) , the ÷ cannot be substituted with a fraction bar because they have different ranks on the order of operations. It is an illegal math move to do this. The bar ranks with parentheses, ÷ is interchangeable with . therefore the problem must be solved as 6÷2(1+2) NOT 6 (over) 2(1+2) we do the parentheses first, so 6÷2(3), the parentheses are now no longer relevant, because the number inside is in it's simplest form. Every single number has implied parentheses around it. 6÷2(3) (6) ÷(2)(3) 6÷23, or even converting the division to multiplication by a reciprocal (a legal math move) (6)(1 (over) 2)(3) are all correct ways to write this problem and mean exactly the same thing. Using pemdas, where md and as are interchangeable, we work from left to right, so (3)(3) or 33= 9 Just because something is implied rather than written does not give it any special rank in the order of operations. The problem in it's simplest form, with nothing implied would look like this: (1+1+1+1+1+1 (over) 1) ÷ (1+1 (over) 1) ((1(over) 1) + (1+1 (over) 1)) From here, nothing is implied, This again, works out to 9. If the symbol '/' was used this whole debate would be ambiguous since that symbol can mean "to divide by" or it could mean a fraction bar. HOWEVER, because the ÷ symbol is used, it can not be changed to mean a fraction bar because that would change the order of operations and thus the whole problem, you can't change a symbol to mean something because you want to, in doing so you are changing the problem. Once and for all, the answer is 9. Hopefully some of my students see this so I can stop answering this question. End of debate... hopefully. Source(s): Doctorate, 9 years teaching experience. Side: nine
2
points
The problem as it is written is 6÷2(1+2) , the ÷ cannot be substituted with a fraction bar because they have different ranks on the order of operations. No, the problem written above uses the fraction bar "/". So since we can't substitute a fraction bar when we have ÷, we can't substitute a ÷ when there is a fraction bar which is what you did. Since there is a fraction bar used, the answer is 1. Side: one
2
points
The difference / and the division sign are equivalent, its just that / is often used incorrectly(even by math majors it seems), both denote fractions, / is just typically used where everything on the right hand side is the denominator, but to not be lazy you should put it all in parentheses. Side: one
2
points
2
points
I have to admit, youtube helped me. If you are using (P)(E)(MD)(AS), you have to read the equation from LEFT to RIGHT to know which you have to use first, multiplication or division, after you finished doing parentheses and exponents. Again, if you don't know which to use first, Mult. or Divis., read from left to right and do what COMES FIRST. giggity. 6 / 2 (1 + 2) = 6 / 2 (3) Now read from Left to Right. Six divided by two times three. Therefore, division is first then multiplication. = 3 x 3 = 9 Done. The interesting thing here is that we are to assume to replace the "/" in the debate question to a division sign. Joe hasn't told us that specifically. I see Julius assumed that as well. With the fraction bar, the answer is one. I am not smart. Probably go ask Julius or see his answer. But... 6 divided by 2 (3) is NOT (6/1) x (1 / 2(3)) 6 divided by 2 (3) IS (6/2) x (3/1) If you try reading, "6 divided by 2 times 3," slowly then you will have a clue why the above statement is the true translation. REMEMBER: LEFT TO RIGHT. :D Side: nine
1
point
2
points
2
points
1
point
1
point
1
point
1
point
PEMDAS. But when you get to multiplication/division they are equal. You don't necessarily multiply before you divide. So if you have both division and multiplication left then you follow left to right: 6/2(3) (after u did the parenthesis). So the. You'd do 6/2 which is 3 Leading to 3*3 wich is 9. Side: nine
1
point
this is what many people are doing, and I'll mark Wrong or Correct 6/2(1+2)Correct 6/2(3)Correct 6/6Wrong 1Wrong this is the correct step 6/2(1+2) 6/2(3) 3(3) 9 because, the second step is the same as six divided by two times five. division and Multiplication are on the same level with Pemdas or Gemdas. P= Parenthesis, E=exponents, M&D;=Multiplication&Division;, A&S;=Addition&subtraction;. Side: nine
1
point
|
