+Deathnotefan97 Calculators (at least TI-84/nSpire) usually don't account for order of operations anyway, so if people used a calculator they'd be wrong 😂
When I went to school in the 1950’s the rule was if you are dividing by a fraction you invert it and multiple. This is done before addition and subtraction. So 3 divided by 1/3 becomes 3 x3/1which equals 9. 9-9+1=1
II Coffee I no it’s not. There is no ambiguity here so you literally just have to follow the order rules (idk how these are called in English) which means division first and then addition (or sums I think), both basic elementary school level arithmetic.
Common mistakes: If you get 19, you’ve read the entire thing left to right and ignored order of operations. If you get -1, you’ve not understood the fact that subtraction and addition have equal value, and so do multiplication and division. If you get 9, you’ve misinterpreted 3/(1/3) as (3/1)/3. If you get 7, you’ve made the mistake above this one and you’ve also made the mistake above that. If you get anything else idk what you’ve done If you get 1 then well done here is a cookie 🍪
The people who get 9 do either 3×⅓ by accident or do (3÷1)/3 by mistake. Those that get 7 make both the mistake above and the addition error you mentioned.
@@seanc552able Just because you can do A before S doesn't mean you can ignore signs attached to the values. With 9 - 9 + 1 think of it like money. Doing the S first there is like having €9 in your pocket and paying off a €9 debt so you have €0 and then you find €1 behind the couch. So you have €1 overall. Doing the A first is you find the €1 in the couch first and pay €1 off your debt leaving you with €8 of debt. Now you have the other 9 here which is €9 you have in your pocket already. You only owe €8 now so after paying it off you still have €1 So, AS or SA makes no difference. To have €10 of debt you need 9 - (9 + 1) or 9 - 9 - 1 and neither of these are 9 - 9 + 1 so aren't the same question.
@@GanonTEK thanks. But this is not money. It’s math and there are rules to follow. And if you follow the rules the answer is -1. I can’t get around how people are getting 1 if they follow the rule of math.
-1? What "Math rule" are you talking about Wass Art? If you have an expression with only Addition and Subtraction you evaluate the expression from "Left to Right", you can also rearange the values in the expression provided you move the preceeding operation with its value: Example: 9 - 9 + 1 = 0 + 1 = 1 or; 9 + 1 - 9 = 10 - 9 = 1 or; -9 + 1 + 9 = -8 + 9 = 1 or; 1 - 9 + 9 = -8 + 9 = 1 Or it seems that you have become confused about how to define Zero, Zero is neither Positive or Negative , it is a neutral point on the number line. Basically, -1 is not the answer at all.
technicalleon You evaluated the expression correctly, the first thing you did was the division and you recognised that you could invert and multiply the fraction so the expression became 9 - 3 x 3 + 1 = and therefore simplifying the problem, then it was just a straight Order of Operations from there, simple.
Rather than breaking the associative property with PEMDAS, it's better to realize that, after you evaluate the division portion, you're left with three terms: +9, -9, +1. Combine them in any order you please.
LOL dude, you gotta be careful telling people here to use the associative and commutative properties when adding. They are dead-set on "left to right" arithmetic. Many (as shown in a lot the comments here) will just mess up signs and end up with something like 9 - 9 + 1 = 9 - 10 = -1 instead of 9 + (-9) + 1 = 1.
@@cdmcfall That's why I hate order of operations. It encourages people to think they know everything there is to know about math because of something they recall from jr. high (or their senior year in high school for some of them).
@@kennethmiller2333 Preaching to the choir. I mean, it's a necessary evil to resolve potential ambiguities, but I'd still rather students understand to solve problems in descending order of complexity instead of memorizing a mnemonic and screaming "left to right!" -- addition is the simplest, multiplication is just repeated addition, exponentiation is just repeated multiplication. The other common operations (subtraction, division, roots) are the same thing as those three basic ones since: A - B = A + (-B) A ÷ B = A × (1/B) ᴬ√B = B⁽¹ᐟᴬ⁾ That's what allows students in higher level mathematics the ability to manipulate the format of equations. Incidentally, stacked exponents are of course evaluated from right to left. I'm dying to see one of these viral math questions have stacked exponents just for the comedy value in the comments.
@@cdmcfall nah, Nothing wrong with associative and commutative properties The issue is that SOME people can't do it right, and THOSE people really need to go left to right.
Dont tease people with dyskalkulesi. They are normal people and does not live in stone age. Dyskalkulesi are people with normal IQ but still they cant figure out how to solve math problem with or without calkulator
@@smartart6841 i thought at first dyskalkulesi was a central African tribe. Then I realized that he was talking about Dyscalculia, showing us an example that there is another condition called Dyslexia, in which people can't write or read words right...
+The Truthful Channel But, 75% of Americans would get this wrong. We can't even figure out our checkbooks rather a complex Algebra question. And yes this is a complex Algebra question for most. Who among you remember what an 'order of operation' means anyways
SkipperXZ About year ago, i was at the same level in math as a 2nd or 3rd grader, though i was, and am still now, 18 years old. I decided to drop out of school to teach myself. And now i'm at about a 10th grade level. Point is, public schools often fail miserably. I think that many students would be better off doing what i've done. And i don't think they'd notice how badly their school has failed them until college comes at them like a speeding semi truck flying down the highway straight towards their face/unprepared brains. The ones who don't go to college probably never notice. So... Maybe people are dumbassees, but i think that the failure of public schools is a heavy contributor to that. At least that's my personal postulation.
flying cars were suposed to be a common thing in 2015 already, alongside hoverboards, read 3D cinema, weather forecasts precise to the second and self-fitting clothes :D
dorderre Flying cars are more of a societal lack of trust than a technological constraint. The issue isn’t making or producing flying cars, the issue is adding another dimension of maneuverability in a society that already cant drive on flat ground. It would cause massive destruction and the causality rate would be much higher in airborne collisions as well. Hence why we are creating self driving cars instead to eliminate human error and not propagate it haha
Everyone gets that the problem is about three divided by one-third. As it was written in the problem: 3÷⅓ If we take this and look at the whole thing as fractions it looks like: ³/1 ÷ ⅓ Take the second fraction and flip it, then multiply: ³/1 × ³/1 Multiply the top by each other: 3 × 3 Multiply the bottom by one another: 1 × 1 And we end up with: ⁹/1 For the same reason we turned the 3 into a fraction, we can remove the fraction: ⁹/1 = 9 Hope this helps some better understand how this problem works.
It's really pathetic that people are making such a big deal out of a simple math problem. Anybody who actually learned basic algebra properly should be able to do this problem in about 10 seconds.
Also, why is the focus on Japan? Are Japanese smarter than other people? As a student of mathematics I never met any smart so-called "Asians" in mathematics. I have yet to experience this myth that Americans have about Asian people. Being good a math is not ethnic-specific; it is about having a desire to learn, having good teachers and parents who care / or being self-motivated; and working diligently at learning principles instead of memorizing formulas and answers.
You couldn't be more wrong. Almost every single top university in this country is full of Asians. It's that way for a reason and it isn't by coincidence that they have earned the model minority status.
It's not because they are Asians. If they do well it is because of their work ethics. I am not Asian and I have always been better than most people in math. Stereotypes also play a role in people's beliefs.
Only people who are blinded by stereotypes would believe that people are smart just because they are Asians. I am not foolish enough to believe your nonsense or any stereotypes.
Juan Palo It is not only because they are hard working. It is also because they are raised culturally to excel in academics since birth. Yeah it sounds extreme to you, but if you truly understood Asian culture, then you'd see it as a fact more than a stereotype. I work hard as well and I perform better than most as my college. However, I still fall short of Asians, even the ones I work harder than, because they have been raised since birth to excel in academics and they have been trained to think mathematically. Also being raised in an academic-friendly environment and family that values education helps. Unlike them, I did not have those luxuries.
Yeah this is what went into my mind and then I was like wait it has gone viral and shti so I kinda doubt this way of thinking , and then I saw the answer .
+Eddie Russell If you consider ÷ and / to both denote the division operation, the order of operations matters. If, however, you consider / to separate the numerator and denominator of a fraction, then there is only one valid order of operations so it doesn't matter.
+Araqius you're doing it wrong then. If you do 3 divided by 1/3, without grouping the 1/3 so that it's evaluated first, it does 3/1/3, so it evaluates 3/1 first which is one, then the result of 3 divided by 3 which is one, which solves the whole equation then to nine. However, 3 divided by the fraction of 1/3, which is really 0.33 repeating, is equal to 9. If you took 3 and split it evenly into groups of 1/3 or 0.3333... then you would get 9 equal groups. Therefore, that section in the middle evaluates to 9, but normal calculators see it as division, not as a fraction. So they evaluate it wrong. Thusly, if the section in the middle evaluates to 9, the equation evaluates to 1, giving us the correct answer.
Figured it out correctly - am I right thinking that fractions shall be considered having the same validity in the order of operations as parenthesis/brackets?
No, but I knew the 'one over three' is a grouped expression, it is the same as doing 0.333..., so obviously, I solved it first. To be fair, the equation is in bad form, as the 1/3 should be grouped in parenthesis just to prevent confusion, but I think it was intended to trip up those not paying attention.
FARTER 72 "3 / (1/3)" vs "3 / 1 / 3". I think the issue is, this equation breaks calculators. they solve it incorrectly since you have to supply your own parenthesis for grouped fractions.
For those who still don’t understand, Let x be 9 and let z be the answer. 9-3/ (1/3)+1=z 9-z=(3/0.3333)-1 So -z= (3/0.3333)-10 Put it in the original equation, Z=\=-z So -z=z+(3/0.3333)+10 10+z=-[z+(3/0.3333)] Take away the z, 10=(3/0.3333) 10*0.3333=3 3.333=3 So 0=0.3333 So this proves that no matter how lonely you feel, you always got your 0.3333 with you. Don’t thank me Your welcome.
When I hear about a “viral” math problem, I never have high expectations for its difficulty. The answer is 1. You just need to know the order of operations and some basic integer rules.
Yeah this is why I always get rid of the division symbol by multiplying by the reciprocal. I also never subtract. I always add a negative. (For example, I see 3-3 as 3 + -3). This makes order of operations easier to remember: Good People Make A’s: Grouping Symbols, Powers, Multiplication, Addition.
“..never subtract…always add a negative number.” That’s literally the same thing, with more to write out. And in order to avoid confusion, you’d need to write it like this; 3+(-3)
Let me clarify: That’s not how I write it. That’s how I see subtraction in my head. I never see it as 3 minus 3. I always see it as 3 plus a negative 3. Which then allows me instead of using PEMDAS (which is 6 cognitive steps), I use Good people Make As (Grouping symbols, powers, multiplication and addition) 4 cognitive steps.
Sometimes I think I'm bad at math, and then I hear that people are struggling with something like this, and it makes me think I'm a fucking math genius.
I guarantee there are pretty basic things in life that you don't know and other people would feel like geniuses if they saw your pathetic attempt at those things. You're not special for getting a basic maths problem correct, regardless of how poorly anyone else does.
Patrik Pålsson *I mixed the the numbers by mistake. its actually 0.909090~to infinity.* convert (3 / 1/3) to (3.0 / .33). adding 3rds together will never actually equal to one because true 1/3 is .333~to infinity, because ever once you get into demical places, 3rds are always short of becoming a whole number again. *(eating your popcorn)* pass the butter please
You should only use calculators to double check results That was a rule my 8th grade Math teacher had, he never actually enforced it, but it was a rule that he had
You used google calculator because you didn’t know how to solve it without a calculator. Then how come it’s not productive. Every knowledge is valuable.
I disagree. The controversy indicates the real issue: the differing ways the equations are evaluated which results in different answers for the same equation. Added to that are the acronyms that also confuse the issue. PEMDAS, if taken literally, indicates that you do all of the multiplications first, then the divisions, additions, and subtractions, which is not the correct Order of Operations (OOO). Added to that is the issue with calculators. Different calculators evaluate equations using different OOOs, resulting in different answers. Another video showed two Casio scientific calculators that got different answers for the same equation. I think one solution is to write equations in an unambiguous manner so it can only be evaluated one way. Another solution is to have a recognized group come together (much like with Metric Measures) and formally establish the OOO that everyone should follow. Of the two, I think the first option is the most possible.
I was taught that PEMDAS/BEDMAS or BODMAS are useful memory aids to help you remember what is properly known as the order of operations. I was also taught as a memory aid as well, the phrase, please excuse my dear aunt Sally which could be abbreviated by using the first letter of each of the words as PEMDAS. If we were asked what rule we always had to remember when solving math equations, PEMDAS/BEDMAS or BODMAS would not have been an acceptable answer. The answer would have to be, the order of operations.
I must disagree. "The order of operations" fails to demonstrate that a student knows WHAT order is appropriate. Now the BODMAS rule is not prescriptive. Where do functions fit? What is a fraction? Division and multiplication are equivalent. Addition and subtraction are equivalent. But it is a great start.
I still don't get why you wouldn't do the 9 - 3 first which would give you sex so then that would be six that you start off with instead of 0 why wouldn't you just do it from left to right?
Paemdas/ Bodmas Parentheses/Brackets Exponents/Orders Multiplication-Division Addition-Subtraction Do those left to right. So if there are more than 1, then do the far left of that order. Got it. Thank you.
My calculator, a Texas Instruments TI-60x, reads 1/3 as a fraction and so does the equation correctly with the answer being 1 My calculator allows the equation to be typed in exactly this way: 9-3÷1/3+1=
I also learned in public school to flip the second fraction and multiply instead. But the reason WHY was NEVER explained (they just wanted us to pass the test at the end of the year). I homeschool my own kids now, and I've explained it thus: How many 1/3 fit into 3 wholes? Because that's what we're doing when we divide. 10 divided by 2 can mean how many 2s fit into 10, etc... So not only do we now know that we should multiply by the reciprocal, we also understand why we do so.
Flipping the fraction and multiplying instead helps a lot later on when they will have to simplify math equations before solving. Grouping like terms and all that sorta stuff. It's setting a foundation for them to learn algebra. A fun trick that is related with percentages. What is 4% of 75? Hard to answer, but you can change it to 75% of 4 which is easy to solve as 3. 4% of 75 is equal to 75% of 4
Here's ur reason: Multiplication and division are inverse operations, so multiplication is just inverse dividing, dividing by the inverse, and vice versa Edit: this also applies to sum and subtraction, as they are simetrical operations
@@joelmiller2601 merci de votre réponse Joel. Tout à fait à propos et pertinente. Merci de me répondre dans un français châtié pour démontrer votre propos. Il serait navrant de ne point donner une réponse superieure au niveau que vous réclamez, n est ce pas ?
Alright, so I’ve apparently been following the wrong order of operations for nineteen years, and despite doing an A-Level in maths, haven’t faced a problem with it until now. Hey, better late than never I suppose. (For context, it’s still BODMAS (or BIDMAS as we call it in the UK), but I was taught to place priority on operations based on the sequence of letters. I can’t recall *a single time* where I was told “hey, you’re supposed to do it left-to-right for these”, or was told that an error I made was due to my misunderstanding of the order of operations. God, I wonder how many questions I got wrong, just because of this?)
You do place priority on that sequence, mostly. Division and multiplication have the same priority. Addition and subtraction also have the same priority with each other. Whenever two things have the same priority, it's calculated from left to right. So, basically, you follow the normal order of operations then calculate whatever's left over from left to right.
Someone in another comment I think put it best PE (MD) (AS) or I suppose in the UK it is BI (DM) (AS). The importance of order "left to right" is (B) (I) (DM) (AS). As long as you do those 4 operator types in that order it doesn't matter whether you do Division and Multiplication first or 2nd or left to right or right to left if they are done after B and I. I think the reason they emphasize "left to right" is that it keeps everything consistent. If you always do BIDMAS in that order and work the problem left to right, then you don't really need to understand anything else about the order of operations to get the correct answer.
I do have a university degree in computer science. this is a 5th grade math "problem" (essentially it's not even a problem but a computation using the most basic math rules). I would be really really embarrassed not to be able to do this properly. Everybody who has finished school should be able to do this.
There are an awful lot of comments about how they just multiplied by the reciprocal, so I'm not sure whether they noticed he does exactly that at about 3:10, lol.
@@dragonforce815 Thirty divided by half, and thirty divided in half give very different answers. You, like most people interpret it as the latter, which is why you get it wrong. This is a test on one's reading/listening comprehension skills, rather than their math skills.
I've had so many arguments with highschool kids in Japan about this kind of thing. They're absolutely convinced that maths operations are left to right, regardless of operators.
As I was thought in school, and in a way easier to understand manner: 9 - 3 ÷ 1/3 + 1 = x => 9 - 3/1 ÷ 1/3 + 1 = x => Division of fractures can be changed to multiplication by flipping divider => 9 - 3/1 • 3/1 + 1 = x => 9 - (3 • 3)/1 + 1 = x => 9 - 9/1 + 1 = x => 9 - 9 + 1 = 1
Seriously, I can do that in 4th grade, how is that a problem, they teach you something called Pemdas parentheses exponents multiplication/division addition/subtraction basically order of operation but seriously, I know it in 4th grade
Maybe it is old school but my mind changed the fraction first. My mind immediately changed the equation to 9-3x3+1… that was drilled into me that dividing by a fraction is multiplying by its inverse.
This just demonstrates that while in real life we use calculators all the time, they shouldn't be allowed in classrooms before high-school just to force kids to actually learn their maths. Once you know how you can get lazy and use a machine to figure it out for you but until then, you need to learn it the hard way.
Uma Chan calculators are good for long division. Percents, addition, subtraction and many other things the only time a calculator wont help is when you don't understand the problem which the calculator is there to help u trial and error
And? What does that have to do with not allowing calculators in school? That was really the whole point. Besides, unless you know how to use a calculator properly, you'll just get the wrong answer if you punched this equation into one. It's not a question of "trial and error". It's getting it right the first time around.
the only issue with this is they use a mixture of conventions obviously the 1/3 is meant to be calculated first as if it is in brackets but you can see how people working the divisions left to right would get it wrong.
A downright shame to see plenty of people using a calculator just to solve this problem when they can do it in their head along with not knowing their "order of operations".
And this is why I advocate for over use of brackets, especially when calculators are involved, just to maintain clarity. If it starts getting hectic then I'll break it down and throw brackets around everything, trying to only keep a single pair of values per operator
I'm gonna be totally honest, it's been so long since I've done anything beyond super basic math that I forgot how to divide fractions... The joys of adulthood.
I got this one. I see it as a clear case of the Order of Operations. It's been years since I've been in a Math class, but I'm glad I can still remember some things. This is one of the reasons I like your channel. I want to regain some of what I forgot or just never learned (The curriculum has changed since I was in school, and I didn't take any college math classes.) You explain everything well, and I like your step by step approach. Much appreciated! I am learning a lot! 😁😁😁
A lot of people in these comments are missing the key point, which is that a HORIZONTAL fraction bar, in addition to indicating fraction (or division), ACTS AS A KIND OF GROUPING SYMBOL. This is NOT true of a slash or a traditional division sign (obelus). THAT is why, when we switch from a horizontal fraction bar to a slash or obelus, we MUST enclose the fraction that previously had the fraction bar in PARENTHESES if there is any chance of ambiguity.
I took the log of the expression, used a Fourier transform, exponentiated it, then applied Cauchy's integral theorem, applied an inverse Laplace transform, migrated it to a Hilbert space, and then, after using a double Lebesgue Fatou monotone theorem, I got the answer. But I'm not sharing it with anyone.
You lived to be 83 and you still need to put other generations down to stroke your own ego? I bet old people said the same about *your* generation when you were young. You're nothing special.
This was so easy I was afraid I had made a mistake.
The trick is not to get the value 1 when dividing 3 by 1/3.
When you divide with fractions just flip the second one and multiply. 3 ÷ 1/3 = 3 × 3/1 = 9. 9 - 9 + 1 = 1
3
Me too bro
Same
How the hell do people need a calculator for this?
+Marko Djordjevic This!
+Marko Djordjevic Ovi ameri glupi u pm, ja ne verujem.
+yuffi81 same here... humanity is hopeless...
+Deathnotefan97 Calculators (at least TI-84/nSpire) usually don't account for order of operations anyway, so if people used a calculator they'd be wrong 😂
+Deathnotefan97 - I came here just to post that same comment. So thanks for reading my mind well in advance
Instead of all of this complexity, I just turned the sign division into the sign of multiplication and so: 9-3÷1/3+1
=9-3×3+1
=9-9+1
=1
Yup this is a quick mental math problem
same thing for me.
@Rio the Chief Master Boss Idol dividing by 1/3 is the same as multiplying by 3/1
好简单
What!
Oh, hell naw!😃
When I went to school in the 1950’s the rule was if you are dividing by a fraction you invert it and multiple. This is done before addition and subtraction. So 3 divided by 1/3 becomes 3 x3/1which equals 9. 9-9+1=1
That's still the rule.
Correct. Essentially 1/3 goes into 3 a total of 9 times. That's the easiest way of doing it.
That's still thought in our schools as reciprocal..., because it's a rule
@@hulumtuesi63 THANKS for reassuring me!! i was sooo confused
@@hulumtuesi63 2:26 ! The first answer is a “common mistake” :)
Even though I solved it in my mind, I watched this vid cuz I thought there’s something challenging but I was disappointed
Same
Same
Same
Same
Same
Two most popular ways to solve math problems are...
1. Right
2. Wrong
For me there is only right
There is also another way. The way is BODMAS (Bracket Of Division Multiplication Addition Subtraction)
Not sure about the order...
WROONG
2 most popular ways? So what are the other ways to solve math problems?
Its so easy I thought it was a trick question and that's the only reason I clicked tbh.
Yeah well,that's just, like, your opinion, man.
II Coffee I no it’s not. There is no ambiguity here so you literally just have to follow the order rules (idk how these are called in English) which means division first and then addition (or sums I think), both basic elementary school level arithmetic.
Same lmao
same
@@Nina-zm4ej uhh check the guy who made this comment name
Common mistakes:
If you get 19, you’ve read the entire thing left to right and ignored order of operations.
If you get -1, you’ve not understood the fact that subtraction and addition have equal value, and so do multiplication and division.
If you get 9, you’ve misinterpreted 3/(1/3) as (3/1)/3.
If you get 7, you’ve made the mistake above this one and you’ve also made the mistake above that.
If you get anything else idk what you’ve done
If you get 1 then well done here is a cookie 🍪
The people who get 9 do either
3×⅓ by accident or do (3÷1)/3 by mistake.
Those that get 7 make both the mistake above and the addition error you mentioned.
@@GanonTEK Thank you mate will add
If this is true, Why is the order of operations BODMAS The A is before the S.. I get -1.
@@seanc552able Just because you can do A before S doesn't mean you can ignore signs attached to the values.
With 9 - 9 + 1 think of it like money.
Doing the S first there is like having €9 in your pocket and paying off a €9 debt so you have €0 and then you find €1 behind the couch. So you have €1 overall.
Doing the A first is you find the €1 in the couch first and pay €1 off your debt leaving you with €8 of debt.
Now you have the other 9 here which is €9 you have in your pocket already. You only owe €8 now so after paying it off you still have €1
So, AS or SA makes no difference.
To have €10 of debt you need
9 - (9 + 1) or 9 - 9 - 1 and neither of these are 9 - 9 + 1 so aren't the same question.
@@GanonTEK thanks. But this is not money. It’s math and there are rules to follow. And if you follow the rules the answer is -1. I can’t get around how people are getting 1 if they follow the rule of math.
Ridiculous. Calculator? Who the fuck needs a calculator for 3*3?
IKR?
Non Asian students?
+Cucas 360
If you can't do this without a calculator, please tell your boss. If he still keeps you, he deserves you.
quineloe you must be fun at parties...
oh wait you dont get invited
you only get invited because you're stupid goof who makes people laugh at him.
Pretty sure the answer is 1. Not very good at math but this is what I did:
9 - 3 ÷ 1/3 + 1 = ?
9 - 3 x 3/1 + 1
9 - 3 x 3 + 1
9 - 9 + 1
0 + 1
1
Before the plus and then minus, it's a math rule, so it's -1
technicalleon (
-1?
What "Math rule" are you talking about Wass Art?
If you have an expression with only Addition and Subtraction you evaluate the expression from "Left to Right", you can also rearange the values in the expression provided you move the preceeding operation with its value:
Example:
9 - 9 + 1 = 0 + 1 = 1
or;
9 + 1 - 9 = 10 - 9 = 1
or;
-9 + 1 + 9 = -8 + 9 = 1
or;
1 - 9 + 9 = -8 + 9 = 1
Or it seems that you have become confused about how to define Zero, Zero is neither Positive or Negative , it is a neutral point on the number line.
Basically, -1 is not the answer at all.
technicalleon
You evaluated the expression correctly, the first thing you did was the division and you recognised that you could invert and multiply the fraction so the expression became
9 - 3 x 3 + 1 =
and therefore simplifying the problem, then it was just a straight Order of Operations from there, simple.
There is no = so the whole sum is wrong 😏
Imagine not flipping the fraction when the divison sign before it
This post was made by the fraction multiplication gang
Basic math... we learnt these gimmicks at 10 or 11..
@@romeo2473 10 in BC, Canada, in 1977
Wait, I learned this actually in 5th grade
@@say7867 I learned this actually in 4th grade
I learned this actually in the womb.
Advice to people: Always put your fractions in parenthesis, regardless of how you're writing it out. It prevents any misunderstanding.
Um... Parentheses are inherent in fractions. Putting parentheses around negative numbers is enough.
@@aporifera It depends on which rules you're following.
It’s suppose to be like tht
The only person you should try to be better than, is the person you were yesterday
Exactly.
Hexactly...
That hit deep
The answer is 1 obviously, it took me 10 seconds
10 sec? you are too slow 😂
it took me 9 seconds noob :O
Yeah your life’s greatest achievement
-1
It took me 4-6 sec
i thought japanese were smart
Unfortunately, they are too disciplined (repressed) to show any signs of creativity, which is how smart people usually come up with innovative ideas.
Then McDonalds and KFC took over their diets....
i’m japanese,
I think current japanese are fool
@@awertyuiop8711 What about anime though?
@@hachipachi1742 lol
Rather than breaking the associative property with PEMDAS, it's better to realize that, after you evaluate the division portion, you're left with three terms: +9, -9, +1. Combine them in any order you please.
LOL dude, you gotta be careful telling people here to use the associative and commutative properties when adding. They are dead-set on "left to right" arithmetic. Many (as shown in a lot the comments here) will just mess up signs and end up with something like 9 - 9 + 1 = 9 - 10 = -1 instead of 9 + (-9) + 1 = 1.
@@cdmcfall That's why I hate order of operations. It encourages people to think they know everything there is to know about math because of something they recall from jr. high (or their senior year in high school for some of them).
@@kennethmiller2333 Preaching to the choir. I mean, it's a necessary evil to resolve potential ambiguities, but I'd still rather students understand to solve problems in descending order of complexity instead of memorizing a mnemonic and screaming "left to right!" -- addition is the simplest, multiplication is just repeated addition, exponentiation is just repeated multiplication. The other common operations (subtraction, division, roots) are the same thing as those three basic ones since:
A - B = A + (-B)
A ÷ B = A × (1/B)
ᴬ√B = B⁽¹ᐟᴬ⁾
That's what allows students in higher level mathematics the ability to manipulate the format of equations.
Incidentally, stacked exponents are of course evaluated from right to left. I'm dying to see one of these viral math questions have stacked exponents just for the comedy value in the comments.
@@cdmcfall nah,
Nothing wrong with associative and commutative properties
The issue is that SOME people can't do it right, and THOSE people really need to go left to right.
Imagine not being able to solve this without calculator. Or even worse, not being able to solve it correctly using a calculator
Dont tease people with dyskalkulesi. They are normal people and does not live in stone age. Dyskalkulesi are people with normal IQ but still they cant figure out how to solve math problem with or without calkulator
@@mariep.9965 whats that
@@smartart6841 i thought at first dyskalkulesi was a central African tribe. Then I realized that he was talking about Dyscalculia, showing us an example that there is another condition called Dyslexia, in which people can't write or read words right...
@@hpept ah. Thanks
The commenter was actually trying to write the german word for dycalculia, dyskalkulie but wrote it wrong anyways, writing dyskalkulesi.
What's viral about this? A second grader can solve this correctly.
+The Truthful Channel But, 75% of Americans would get this wrong. We can't even figure out our checkbooks rather a complex Algebra question. And yes this is a complex Algebra question for most. Who among you remember what an 'order of operation' means anyways
PEMDAS!
Parentheses
Exponents
Multiply & Divide
Add & Subtract
+Van L This isn't algebra. This is basically advanced arithmetic.
There are a lot of dumbasses on this planet.
SkipperXZ About year ago, i was at the same level in math as a 2nd or 3rd grader, though i was, and am still now, 18 years old.
I decided to drop out of school to teach myself. And now i'm at about a 10th grade level.
Point is, public schools often fail miserably. I think that many students would be better off doing what i've done.
And i don't think they'd notice how badly their school has failed them until college comes at them like a speeding semi truck flying down the highway straight towards their face/unprepared brains. The ones who don't go to college probably never notice.
So... Maybe people are dumbassees, but i think that the failure of public schools is a heavy contributor to that. At least that's my personal postulation.
In 2020 we'll have flying cars
2020:
Instead we have people not knowing how to solve elementary math 😂
flying cars were suposed to be a common thing in 2015 already, alongside hoverboards, read 3D cinema, weather forecasts precise to the second and self-fitting clothes :D
dorderre Flying cars are more of a societal lack of trust than a technological constraint. The issue isn’t making or producing flying cars, the issue is adding another dimension of maneuverability in a society that already cant drive on flat ground. It would cause massive destruction and the causality rate would be much higher in airborne collisions as well. Hence why we are creating self driving cars instead to eliminate human error and not propagate it haha
Instead we have 2020 enough said
We do!
Everyone gets that the problem is about three divided by one-third. As it was written in the problem: 3÷⅓
If we take this and look at the whole thing as fractions it looks like: ³/1 ÷ ⅓
Take the second fraction and flip it, then multiply: ³/1 × ³/1
Multiply the top by each other:
3 × 3
Multiply the bottom by one another:
1 × 1
And we end up with: ⁹/1
For the same reason we turned the 3 into a fraction, we can remove the fraction: ⁹/1 = 9
Hope this helps some better understand how this problem works.
It's really pathetic that people are making such a big deal out of a simple math problem. Anybody who actually learned basic algebra properly should be able to do this problem in about 10 seconds.
Also, why is the focus on Japan? Are Japanese smarter than other people? As a student of mathematics I never met any smart so-called "Asians" in mathematics. I have yet to experience this myth that Americans have about Asian people. Being good a math is not ethnic-specific; it is about having a desire to learn, having good teachers and parents who care / or being self-motivated; and working diligently at learning principles instead of memorizing formulas and answers.
You couldn't be more wrong. Almost every single top university in this country is full of Asians. It's that way for a reason and it isn't by coincidence that they have earned the model minority status.
It's not because they are Asians. If they do well it is because of their work ethics. I am not Asian and I have always been better than most people in math. Stereotypes also play a role in people's beliefs.
Only people who are blinded by stereotypes would believe that people are smart just because they are Asians. I am not foolish enough to believe your nonsense or any stereotypes.
Juan Palo It is not only because they are hard working. It is also because they are raised culturally to excel in academics since birth. Yeah it sounds extreme to you, but if you truly understood Asian culture, then you'd see it as a fact more than a stereotype. I work hard as well and I perform better than most as my college. However, I still fall short of Asians, even the ones I work harder than, because they have been raised since birth to excel in academics and they have been trained to think mathematically. Also being raised in an academic-friendly environment and family that values education helps. Unlike them, I did not have those luxuries.
my first thought was: 9 - 3*3 + 1 it is obvious!!!
The answers of the problem in the video is 1 but the answers of 9 - 3 ÷ 1/3 + 1 is 9.
Yeah this is what went into my mind and then I was like wait it has gone viral and shti so I kinda doubt this way of thinking , and then I saw the answer .
+Araqius how do you even get 9? And anyways it's funny to see you certain because you're wrong. Simple enough you are wrong
+Eddie Russell If you consider ÷ and / to both denote the division operation, the order of operations matters. If, however, you consider / to separate the numerator and denominator of a fraction, then there is only one valid order of operations so it doesn't matter.
+Araqius you're doing it wrong then. If you do 3 divided by 1/3, without grouping the 1/3 so that it's evaluated first, it does 3/1/3, so it evaluates 3/1 first which is one, then the result of 3 divided by 3 which is one, which solves the whole equation then to nine. However, 3 divided by the fraction of 1/3, which is really 0.33 repeating, is equal to 9. If you took 3 and split it evenly into groups of 1/3 or 0.3333... then you would get 9 equal groups. Therefore, that section in the middle evaluates to 9, but normal calculators see it as division, not as a fraction. So they evaluate it wrong. Thusly, if the section in the middle evaluates to 9, the equation evaluates to 1, giving us the correct answer.
seriously, who still use division symbol
+oldcowbb No one. We all use slashes now.
+TallEspanol „TallEspanol“
Gernabs write : instead.
Kids in school
Nah. Everyone uses /
Figured it out correctly - am I right thinking that fractions shall be considered having the same validity in the order of operations as parenthesis/brackets?
fractions like that have implied brackets, so yes
Consider the entire fraction as one number
Fractions are considered one number, so they have implicit brackets
I finally got one of these right. There may be hope for me after all
Lol
this is elementary level
Gayatri sandlya
The answer is 1.
Woot :) I don't know if being happy about getting it right even though many Japanese kids didn't would be racist...
Have you seen this before?
No, but I knew the 'one over three' is a grouped expression, it is the same as doing 0.333..., so obviously, I solved it first. To be fair, the equation is in bad form, as the 1/3 should be grouped in parenthesis just to prevent confusion, but I think it was intended to trip up those not paying attention.
I dont get why people find this so hard, yet again im a 7th grader in 8th grade math so i guess 20 year olds would mabye forget how to do this
FARTER 72 "3 / (1/3)" vs "3 / 1 / 3". I think the issue is, this equation breaks calculators. they solve it incorrectly since you have to supply your own parenthesis for grouped fractions.
I am terrible at math, but this channel has taught me so much. Thank you for this channel!
Making simple problems so confusing
@@ammuvilambil8032 Awesome. Now you wanna kick me in the teeth?
before I watch, my answer: 1
Mine too. I'm not even going to watch.
Same
How is it 1..?
@@straightint101
9-3 ÷ 1/3+1
9-3÷3/1+1
9 -9+1
10-9 =1
I'm sorry, I thought it said 3 times 1/3 uwu
If my math looked like this probably I wouldn't have a depression
agree
Same
For those who still don’t understand,
Let x be 9 and let z be the answer.
9-3/ (1/3)+1=z
9-z=(3/0.3333)-1
So -z= (3/0.3333)-10
Put it in the original equation,
Z=\=-z
So -z=z+(3/0.3333)+10
10+z=-[z+(3/0.3333)]
Take away the z,
10=(3/0.3333)
10*0.3333=3
3.333=3
So 0=0.3333
So this proves that no matter how lonely you feel, you always got your 0.3333 with you.
Don’t thank me
Your welcome.
Yes I completely understand you.
@@mr_niceman and... It's back
The answer is 1. No, I don't feel smart for knowing it.
Same
I am also feel it
my answer is also coming 1
Same
Sorry but if you use DMAS rule is -1
When I hear about a “viral” math problem, I never have high expectations for its difficulty. The answer is 1. You just need to know the order of operations and some basic integer rules.
The correct answer is 1. Division by a fraction is multiplying the inverse fraction and 9 - 3 x 3 + 1 = 1.
Nikioko it's not the "inverse".
Pyrros Official it's the reciprocal.
Pyrros Official No, it's not.
Ya I know it was easy I got 1 as well
Glenn Bates inverse is acceptable. It’s the generic term for all fields.
Answer is 1.
I have not seen the whole video
Its so easy right. I dont understand why that question gonna be hard for japan??????
Me too
Answer is 3
It’s 3
It's one
9-3x3+1=9-9+1 Easy
2:48
I heard him stumble in his video for the first time
Bhupinder Kaurhut lol nice find
😂😂😂😂😂😂😂
Lmao
This is also a great example of the importance of grouping and of the reasons there are multiple ways of indicating multiply and divide.
why would anyone use a calculator for something so simple?
Peter Jackson In our school cafeteria they had a lady who used a calculator on things like 2.00€ - 0.80€.
AIL Ⓥ lol
Wow! Her maths was super fast . Lol
Peter Jackson, welcome to planet earth
The number one rule of life is to not overestimate people's intelligence.
Yeah this is why I always get rid of the division symbol by multiplying by the reciprocal. I also never subtract. I always add a negative. (For example, I see 3-3 as 3 + -3). This makes order of operations easier to remember: Good People Make A’s: Grouping Symbols, Powers, Multiplication, Addition.
“..never subtract…always add a negative number.”
That’s literally the same thing, with more to write out. And in order to avoid confusion, you’d need to write it like this;
3+(-3)
Let me clarify: That’s not how I write it. That’s how I see subtraction in my head. I never see it as 3 minus 3. I always see it as 3 plus a negative 3. Which then allows me instead of using PEMDAS (which is 6 cognitive steps), I use Good people Make As (Grouping symbols, powers, multiplication and addition) 4 cognitive steps.
Sometimes I think I'm bad at math, and then I hear that people are struggling with something like this, and it makes me think I'm a fucking math genius.
I guarantee there are pretty basic things in life that you don't know and other people would feel like geniuses if they saw your pathetic attempt at those things. You're not special for getting a basic maths problem correct, regardless of how poorly anyone else does.
I just remember when dividing by a fraction you multiply by the reciprocal, so 3x3=9
The answer is 1 and nothing was hard about it *IF YOU PAID ATTENTION IN MATH CLASS!*
9 - (3 / 1/3) + 1 =
9 - 9 + 1 =
0 + 1 =
*1*
Dude you are such a genius.
Larry Li If we want to get technical, the actual answer is 1.090909~to infinity.
Please expand on that tought "the actual answer is 1.090909~to infinity."
*grabs popcorn
Patrik Pålsson *I mixed the the numbers by mistake. its actually 0.909090~to infinity.* convert (3 / 1/3) to (3.0 / .33). adding 3rds together will never actually equal to one because true 1/3 is .333~to infinity, because ever once you get into demical places, 3rds are always short of becoming a whole number again. *(eating your popcorn)* pass the butter please
A third is not 0.33 that's your mistake.
3 divided by a third is nine the same as 3 multiplied by a third is 1 and not 0.99
wtf is the big deal? you divide 3 by 1/3.. this means multiplying 3 with 3.. so you get 9-9+1.. so 1.. took me 3 seconds..
3 ÷ 1/3 = 1
3 ÷ (1/3) = 3*3 = 9
+Araqius 3×1/3=1 not 3÷1/3
MC Modder
LOL.
3×1 = 3÷1
3×1/3 = 3÷1/3
ditto
Are you being sarcastic because they are not equal. Three multiplied by 1/3 is 1 Three divided by 1/3 is 9.
The real problem here is how we write out equations like these which only leads to confusion.
+fouroverseven
There is nothing confusing about this equation. The division and fraction are clearly defined by different symbols and positioning.
+Toveri Juri A fraction is division, stupid.
Very true. The problem is dash "-" in 1/3, which makes the brain interpret "%" as multiplication.
***** AllI I'm saying is could there be an easier way to write this equation out that doesn't leave so many people stumped.
***** Ok, whatever.
"Many people will input this expression into google or into a calculator"
Who is this people??? Why would they do that??
Who. "ARE" these. people ?
9 -10 = negative. one.
Because. they. can't. do. SIMPLE. math.
@@WilliamHNice-bl1hj yeah, you're right) Not my language, sorry.
Thought. so. Then, I. can. help. I'm. college. professor. level. Don't. be. embarrassed. I'm. just. trying. to. figure. your. path. and. "train. of. Thought."
calculators weaken your mind when solving simple problems .
true
i should internalize that for i always seem to do 2+2 to make sure it is equal to 4 on tests...
You should only use calculators to double check results
That was a rule my 8th grade Math teacher had, he never actually enforced it, but it was a rule that he had
+Deathnotefan97 it's a good rule
When I was in 1st grade I heard someone say, "When the calculator goes on, the brain goes off." I Guess he was right.
I put this into the google calculator and it told me to find something more productive to do with my time. :(
Paul Something
What????
Paul Something lol!
😂😂😂... Too funny!
Paul Something 🤣🤣🤣
You used google calculator because you didn’t know how to solve it without a calculator. Then how come it’s not productive. Every knowledge is valuable.
Such questions going viral puts us students to shame.
According to you
@@jonathanacungwire7341 according to me
I disagree. The controversy indicates the real issue: the differing ways the equations are evaluated which results in different answers for the same equation. Added to that are the acronyms that also confuse the issue. PEMDAS, if taken literally, indicates that you do all of the multiplications first, then the divisions, additions, and subtractions, which is not the correct Order of Operations (OOO).
Added to that is the issue with calculators. Different calculators evaluate equations using different OOOs, resulting in different answers. Another video showed two Casio scientific calculators that got different answers for the same equation.
I think one solution is to write equations in an unambiguous manner so it can only be evaluated one way. Another solution is to have a recognized group come together (much like with Metric Measures) and formally establish the OOO that everyone should follow. Of the two, I think the first option is the most possible.
Being a 13 year old who solved this in 30 seconds, I feel immensely proud of myself.
This wasn't even difficult, I'm not sure how they taught you people PEMDAS but I was taught it the correct way.
ruler100000 what were you taught? As was taught BEDMAS. I got it right too so i was just wondering how you were taught
Sam Fehr pemdas, bedmas, podmas etc they're all the same things just a different wording
I was taught that PEMDAS/BEDMAS or BODMAS are useful memory aids to help you remember what is properly known as the order of operations. I was also taught as a memory aid as well, the phrase, please excuse my dear aunt Sally which could be abbreviated by using the first letter of each of the words as PEMDAS. If we were asked what rule we always had to remember when solving math equations, PEMDAS/BEDMAS or BODMAS would not have been an acceptable answer. The answer would have to be, the order of operations.
They're only acronyms to remember the "order of operations". Sounds like you bogarted too many joints.
I must disagree. "The order of operations" fails to demonstrate that a student knows WHAT order is appropriate.
Now the BODMAS rule is not prescriptive. Where do functions fit? What is a fraction? Division and multiplication are equivalent.
Addition and subtraction are equivalent. But it is a great start.
Okay why do people need a calculator for this??! Like, this is so easy!!
Over reliance on calculators? That or they have a handicap like me and can't do math in their head.
I still don't get why you wouldn't do the 9 - 3 first which would give you sex so then that would be six that you start off with instead of 0 why wouldn't you just do it from left to right?
@@jaybefaulky4902 Because that's not how
equations are ordered (brackets, indices, division, multiplication, addition, subtraction)
@@toby2826 right im not a math guy so i see first: 9-3 which equals 6. then i go from there lol
@@jaybefaulky4902 dude this is like fourth grade level come on man
Paemdas/ Bodmas
Parentheses/Brackets
Exponents/Orders
Multiplication-Division
Addition-Subtraction
Do those left to right. So if there are more than 1, then do the far left of that order. Got it. Thank you.
There's another one called GEMA that is basically the same thing :)
Grouping
Exponents
Multiplication and Division
Addition and Subtraction
My calculator, a Texas Instruments TI-60x, reads 1/3 as a fraction and so does the equation correctly with the answer being 1
My calculator allows the equation to be typed in exactly this way:
9-3÷1/3+1=
It's so easy and obvious, I was thinking there was going to be some sort of "trick" to it.
1 ITS SO EASY
But it was 9
By logic of bodmas it would be -1
@@aidanmorrison4599 Absolutely!
@@aidanmorrison4599 I too got -1
Right
What the fuck, "smart" phones melting brains? :D
I also learned in public school to flip the second fraction and multiply instead. But the reason WHY was NEVER explained (they just wanted us to pass the test at the end of the year). I homeschool my own kids now, and I've explained it thus: How many 1/3 fit into 3 wholes? Because that's what we're doing when we divide. 10 divided by 2 can mean how many 2s fit into 10, etc... So not only do we now know that we should multiply by the reciprocal, we also understand why we do so.
Flipping the fraction and multiplying instead helps a lot later on when they will have to simplify math equations before solving. Grouping like terms and all that sorta stuff.
It's setting a foundation for them to learn algebra.
A fun trick that is related with percentages. What is 4% of 75? Hard to answer, but you can change it to 75% of 4 which is easy to solve as 3.
4% of 75 is equal to 75% of 4
Here's ur reason:
Multiplication and division are inverse operations, so multiplication is just inverse dividing, dividing by the inverse, and vice versa
Edit: this also applies to sum and subtraction, as they are simetrical operations
all of the people who did this
1) doesn't know pemdas
2) doesn't know how to properly input problems in calculators
3) all of the above.
+KTM
**GEMDAS
(G is for grouping symbols like parentheses, fractions, absolute value)
+awesampwnah blahblLAH Some people learn it different, because we learned PEDMAS
Noah T. i know, its just that generally, GEMDAS is better than PEMDAS
you dont need calculator
Tails377 I know you don't need a calculator; I don't need one any many other people don't.
It's just for everyone who doesn't know pemdas.
I watched the thumbnail and i simply gave the ans.. that it was 1
But this video didn't use bodmas by which it is -1
@@yodk9026 it is still 1 by bodmas noob
@@yodk9026 9-3÷1/3+1
9-3x3/1+1
9-9+1
0+1
1
Do you really 4 min video for such calculations ????? How low does humanity became 🙄
Chill smart ass. Everyone has to start from somewhere
Arnaud Delvallee your english is an example of how low we’ve gone
@@geraskatinas1846 really ? And somewhere should be that video ? Please enjoy your journey
@@joelmiller2601 merci de votre réponse Joel. Tout à fait à propos et pertinente. Merci de me répondre dans un français châtié pour démontrer votre propos. Il serait navrant de ne point donner une réponse superieure au niveau que vous réclamez, n est ce pas ?
@@arnauddelvallee5416 i dont understand your dogshit english
Alright, so I’ve apparently been following the wrong order of operations for nineteen years, and despite doing an A-Level in maths, haven’t faced a problem with it until now.
Hey, better late than never I suppose.
(For context, it’s still BODMAS (or BIDMAS as we call it in the UK), but I was taught to place priority on operations based on the sequence of letters. I can’t recall *a single time* where I was told “hey, you’re supposed to do it left-to-right for these”, or was told that an error I made was due to my misunderstanding of the order of operations. God, I wonder how many questions I got wrong, just because of this?)
You do place priority on that sequence, mostly. Division and multiplication have the same priority. Addition and subtraction also have the same priority with each other.
Whenever two things have the same priority, it's calculated from left to right. So, basically, you follow the normal order of operations then calculate whatever's left over from left to right.
Someone in another comment I think put it best PE (MD) (AS) or I suppose in the UK it is BI (DM) (AS). The importance of order "left to right" is (B) (I) (DM) (AS).
As long as you do those 4 operator types in that order it doesn't matter whether you do Division and Multiplication first or 2nd or left to right or right to left if they are done after B and I.
I think the reason they emphasize "left to right" is that it keeps everything consistent. If you always do BIDMAS in that order and work the problem left to right, then you don't really need to understand anything else about the order of operations to get the correct answer.
I did this calculation just by seeing the question and imagine the calculation right before you told
This question is so easy!
I can't even imagine
I'm not praising myself
But that can be solved in seconds.
Do the right way and its simple ..he likes to complicate things
A ten year old can get it in 1 minute or less so yes it is very
I know. Finally I get one right, and it's this.
I do have a university degree in computer science. this is a 5th grade math "problem" (essentially it's not even a problem but a computation using the most basic math rules). I would be really really embarrassed not to be able to do this properly. Everybody who has finished school should be able to do this.
@@smartart6841 1 min? thats too long, either they know it or they dont
I haven't watched the video yet and I got 1.
By the way, in school I was taught BEDMAS.
Same thing, different acronym
Same, but was taught PEMDAS.
DarthShadow25 I know, but it wasn't an acronym listed in the video.
me2. so proud o myself
There are an awful lot of comments about how they just multiplied by the reciprocal, so I'm not sure whether they noticed he does exactly that at about 3:10, lol.
i was gonna say just follow PEMDAS or whatever u learned in middle school. this problem is cake
Always show your work ...
9 - 3 ÷ 1/3 + 1
= 9 - ( 3 ÷ 1/3 ) + 1
= 9 - ( 3 * 3 ) + 1
= 9 - 9 + 1
= 0 + 1
= 1
right or wrong ??
Right 😊❤️
I can't believe that I made a whole page of calculus to get one as the result
Isn't this like mental math tho
Same lol
This reminds me of a math puzzle I put to work colleagues and friends, which most got wrong: thirty divided by half plus fifteen.
It's 75. Nothing else.
What's half,half of thirty?
@@dragonforce815 Thirty divided by half, and thirty divided in half give very different answers. You, like most people interpret it as the latter, which is why you get it wrong. This is a test on one's reading/listening comprehension skills, rather than their math skills.
30÷1/2+15, well 60+15 is 75 lol
I've had so many arguments with highschool kids in Japan about this kind of thing.
They're absolutely convinced that maths operations are left to right, regardless of operators.
I didn't find anything viral about this..
My guess at sight:
9-(3×(3÷1))+1=9-9+1=1
I didn't even think about it. This is just my guess at first
Petar Mitkov and c o r r e c t you got it right
Yeah man, me too
Е да видя някой бг
@@kristiangeorgiev181 е не сме толкова редки
Petar can I call you Peter
As I was thought in school, and in a way easier to understand manner:
9 - 3 ÷ 1/3 + 1 = x
=>
9 - 3/1 ÷ 1/3 + 1 = x
=> Division of fractures can be changed to multiplication by flipping divider
=>
9 - 3/1 • 3/1 + 1 = x
=>
9 - (3 • 3)/1 + 1 = x
=>
9 - 9/1 + 1 = x
=>
9 - 9 + 1 = 1
Yep 😁👍
+1
Seriously, I can do that in 4th grade, how is that a problem, they teach you something called Pemdas
parentheses
exponents
multiplication/division
addition/subtraction
basically order of operation but seriously, I know it in 4th grade
Pemdas is also known as "Please excuse my dear Aunt Sally"
+Bernice Chen uuuhmazing
I learnt in 5th, knew it in kindergarten. my father wants me to be good at math and my boat hasn't sunk.
yet.
Here in the UK (idk about anywhere else) we mostly use BODMAS or BIDMAS ( I : indices)
+Bernice Chen i was taught BIDMAS; Bracket, indices, etc..
Good job. You did another one of these questions, which hammers home the sequence for evaluating expressions. I am grateful.
1. Piece of cake.
Dude isn’t it 3
Boi nah, it’s 1 for sure. Which order did you solve things in to get 3?
Dude I realized that I just haven’t done recripricals in a about 7 months
Dude my mistake was that I changed 3/ one third to 3 because I changed the 3
Its 0
Maybe it is old school but my mind changed the fraction first. My mind immediately changed the equation to 9-3x3+1… that was drilled into me that dividing by a fraction is multiplying by its inverse.
Why would anyone need a calculator for this?
This just demonstrates that while in real life we use calculators all the time, they shouldn't be allowed in classrooms before high-school just to force kids to actually learn their maths.
Once you know how you can get lazy and use a machine to figure it out for you but until then, you need to learn it the hard way.
Uma Chan calculators are good for long division. Percents, addition, subtraction and many other things the only time a calculator wont help is when you don't understand the problem which the calculator is there to help u trial and error
And? What does that have to do with not allowing calculators in school? That was really the whole point.
Besides, unless you know how to use a calculator properly, you'll just get the wrong answer if you punched this equation into one. It's not a question of "trial and error". It's getting it right the first time around.
This is actually how it works in my country.
Uma Chan we dont bring calculators into class here.
My country don't let you use calculator the entire school from primary school until senior high school. Totally no calculator
"Can you figure it out?" Can I follow the order of operations?
the only issue with this is they use a mixture of conventions obviously the 1/3 is meant to be calculated first as if it is in brackets but you can see how people working the divisions left to right would get it wrong.
if you divide by a fraction, you simply write the fraction upside down and multiply. so it is not 3 divided by 1/3 but 3 multiplied by 3.
A downright shame to see plenty of people using a calculator just to solve this problem when they can do it in their head along with not knowing their "order of operations".
The lesson here is write math equations intelligently and never use that archaic division symbol
Haven't watched the video yet, in my head, I think the answer is 1. I'm probably wrong.
Edit: oh hey I was right!!
Nice you were right
And this is why I advocate for over use of brackets, especially when calculators are involved, just to maintain clarity. If it starts getting hectic then I'll break it down and throw brackets around everything, trying to only keep a single pair of values per operator
I'm gonna be totally honest, it's been so long since I've done anything beyond super basic math that I forgot how to divide fractions... The joys of adulthood.
+SilverKnight LOL I don't need to know this to balance a bank account
+SilverKnight
...
This is super basic math.
+1mantisco
You need to understand basic fucking divisions to at least manipulate percentages. It's not calculus....
Toveri Juri Go fuck yourself It's a joke
1mantisco
Yeah, a joke that shows your ignorance.
I got this one. I see it as a clear case of the Order of Operations. It's been years since I've been in a Math class, but I'm glad I can still remember some things. This is one of the reasons I like your channel. I want to regain some of what I forgot or just never learned (The curriculum has changed since I was in school, and I didn't take any college math classes.) You explain everything well, and I like your step by step approach. Much appreciated! I am learning a lot! 😁😁😁
We study this in fifth grade.
потому что канада это прекрасно
Фердинанд Уткин прив
Okay, okay but then your winters are longer...
@@captainamerica3493 кого заботят зимы?
I don't live in canada though lol
A lot of people in these comments are missing the key point, which is that a HORIZONTAL fraction bar, in addition to indicating fraction (or division), ACTS AS A KIND OF GROUPING SYMBOL. This is NOT true of a slash or a traditional division sign (obelus). THAT is why, when we switch from a horizontal fraction bar to a slash or obelus, we MUST enclose the fraction that previously had the fraction bar in PARENTHESES if there is any chance of ambiguity.
9-3÷1/3+1 = 9-3×3+1 = 1 That's easy...
Wrong.
3×3 = 3÷(1/3), not 3÷1/3.
9-3÷1/3+1 = 9
i think that's what this video was getting at
Guys he did it right just forgot the parentheses he's not a calculator he knows how to do it.
I got 1 which is the correct answer.
kathy grace
9-3÷1/3+1 = 9
9-3÷(1/3)+1 = 1
i figured this out in my head in 5 seconds. idk why it’s so hard for people to remember PEMDAS ?
just edgy what does PEMDAS stand for? I am norwegian so I have not learned it in school
@@trulsrakvag Parenthesis, Exponents, Multiplication, Division, addition, subtraction.
@@trulsrakvag basically means that first × ÷ then + -
@@trulsrakvag u probably learnt BIDMAS
Brackets, Indices, Division, Multiplication, adding, subtraction
Could have figured it out myself, but was too lazy to do it 2 months ago I guess :P
I got it correct and I'm not even 1 year old.
I took the log of the expression, used a Fourier transform, exponentiated it, then applied Cauchy's integral theorem, applied an inverse Laplace transform, migrated it to a Hilbert space, and then, after using a double Lebesgue Fatou monotone theorem, I got the answer. But I'm not sharing it with anyone.
Damn making people fool 😂
Or you’re just saying a load of nonsense to most people
I looked at the thumbnail and 2 sec later I already knew the answer was 1.
This took less than 2 seconds to work out in my head. I am 83. God help our youngsters.
Wow ! It's just people getting intimidated probably. It's just confusing
That's like more than easy
Nah its just the idiots
You lived to be 83 and you still need to put other generations down to stroke your own ego? I bet old people said the same about *your* generation when you were young. You're nothing special.
I'm half a century younger than you and it took me about the same. The kids will be fine with or without God's help.
Just by instantly looking at the comments I knew the answer was 1. 😏
Anyone else notice that all of these "viral math problems" are because nobody seems to understand order of operations?
This is not so hard !!! Quite simple if you are still learning mathematics at school ☺
Pemdas dumbo
Psst! Social media order of operation puzzles are clickbait.
I clicked. Don't judge me. You did too!
1 is not the answer. The answer is 42
answer is 1.... If you want I can explain
Answer is always 42...
nope.... Because, 3 dividing by 1/3 means 3 times 3.... 3x3=9... 9-9+1=1... That's it
The most powerful computer in the Universe said the answer is 42
he/she is wrong.. :/ Because I 100% know that, it is 1..
That just sounds like those students need a better calculator. It actually makes all the difference.