Questions like this wouldn't be at all difficult or confusing if they were written out properly as intended, with brackets or fraction lines to communicate their correct meaning. Who would really write out such a confusing string of numbers and symbols for people to puzzle over - except maybe in test papers?! Using BODMAS or PEMDAS and their 'order of operations' just makes things unnecessarily difficult, when if things are written out properly in the first place, nobody would get them wrong!
I responded to you on another video, but I think I figured out where you're coming from. Let's see if I'm accurately stating your position: For the average person, this is an unnecessarily confusing way to write an equation. A large percentage of people don't remember or care about the details of PEMDAS, and they don't need to. In the real world, this is a bad way to present an equation to someone. Parentheses should be added to avoid confusion. If I got that right, I agree with you. It's a crappy way to write an equation under normal circumstances. However, I think it's a completely valid equation to teach or test an understanding of the finer points of PEMDAS. Most examples and problems in a Math text book are contrived. This is also a contrived example that was clearly created for the purposes of education.
Lol your saying if things are written out properly in the first place it would be easier yea sure why don't you tell your teacher that why would they even talk to a moron who can't even understand how to solve simple questions like on this video which are some of the easiest problems you will ever see on a math test even for a child.
I would like to know when to use PEMDAS vs BODMAS. Seems like confusion deliberatly designed for failure. I use BODMAS all the time to get correct answers. I can follow this PEMDAS rule and get the correct answer, but who else uses it, and why and when to use it?
so Q1. 9 over 9 over 9 over 9 =1 over 9 over 9 = 1 over 81 Q2. 3 + 14 * 3 over 2 = 3 + 42 over 2 = 3 + 21 = 24 Q3. 5 x 2 over 2 x 5 = 10 / 2 * 5 = 5 * 5 = 25 or you can do 5 * 1 * 5 = 25 or turn the division in to a multiplication and have 5 * 2 * (1/2) * 5 and do it in any order you like. Q4. 3(5 + 20 / 2 * 5) = 3(55) = 165 Q5. 7 - 7 * 7 + 7 + 1! = 7 - 49 + 7 + 1 = -42 + 7 + 1 = -34
In the last one, you should point out that Factorials are for POSITIVE number and the precedent numbers are applied down to, but not including, zero And I don't know why THEY had to DEFINE 0! as equal to 1. If 1! = 1 and 0! = 1, then doesn't 1 = 0 ‽‽‽‽‽ I mean, if 4! = 24 and x! = 24, then x = 4, so why doesn't 1 = 0? Because THEY DEFINED 0! and did not do math to prove it.
I don’t understand how factorials work at all. How does 1! Convert to the number 1 ? Formula always shown as n(n-1),(n-2), (n-3), etc. So i input number 1 into the formula n(n-1): then 1(1-1) and it becomes 1(0) which results in zero..1 x 0 = 0 ⁉️👀🤪
I see that divided as a fractional bar: 5*2/2*5 = 10/10 = 1 If the global context dictates that it cannot be a fraction bar: 5*2÷2*5 = 5*5*2÷2 = 50/2 = 25 Depending on the context, both results can be correct.
you need to learn how the inline division works and how it groups terms as written it would be (5*2)/2 * 5 or you can see it as 5 * (2/2) * 5 but to get 10 / 10 it would need to be (5 * 2 ) / (2 * 5) which it isn't.
Don't change the rules of the game at your own will and invent answers that mimic a fraction version ,or better said an unworked sum to still be divided or representative of the answer in a fraction form ,which is nothing but a figurative unfinished answer to that part of the sum and then carry on in that way once u have established a partly worked out answer or total, expressed as an unworked fraction and then arrive at the answer you have ie instead of 500g +500g = ½kg in one kg bag and another ½kg in another one kg bag resulting in 2kg bags of 500g each when the question was how much does 500g +500g!!!! 9÷9÷9÷9 =means the answer goes to the decimal point not the fractional equivalent mate!!!
9÷9÷9÷9 is a fraction = 9 * (1/9) * (1/9) * (1/9) = 1/81 9 * (1/9) = 1 and (1/9) * (1/9) = 1/81 and 1 * (1/81) = 1/81 to write this fraction fully as a decimal you would be there forever, as it is a repeating unending decimal, so you either round it, making it not quite correct or use the correct fraction.
Fun Problems. Thank You!
Ich finde es super, genauso die Aufgabe zu stellen, ohne ( ) ... So lernt man die Regeln wie an solche Aufgaben heran zu gehen ist ...
Danke ☘️🦩
Questions like this wouldn't be at all difficult or confusing if they were written out properly as intended, with brackets or fraction lines to communicate their correct meaning. Who would really write out such a confusing string of numbers and symbols for people to puzzle over - except maybe in test papers?! Using BODMAS or PEMDAS and their 'order of operations' just makes things unnecessarily difficult, when if things are written out properly in the first place, nobody would get them wrong!
I responded to you on another video, but I think I figured out where you're coming from. Let's see if I'm accurately stating your position: For the average person, this is an unnecessarily confusing way to write an equation. A large percentage of people don't remember or care about the details of PEMDAS, and they don't need to. In the real world, this is a bad way to present an equation to someone. Parentheses should be added to avoid confusion.
If I got that right, I agree with you. It's a crappy way to write an equation under normal circumstances. However, I think it's a completely valid equation to teach or test an understanding of the finer points of PEMDAS. Most examples and problems in a Math text book are contrived. This is also a contrived example that was clearly created for the purposes of education.
Lol your saying if things are written out properly in the first place it would be easier yea sure why don't you tell your teacher that why would they even talk to a moron who can't even understand how to solve simple questions like on this video which are some of the easiest problems you will ever see on a math test even for a child.
I would like to know when to use PEMDAS vs BODMAS. Seems like confusion deliberatly designed for failure. I use BODMAS all the time to get correct answers. I can follow this PEMDAS rule and get the correct answer, but who else uses it, and why and when to use it?
so Q1. 9 over 9 over 9 over 9 =1 over 9 over 9 = 1 over 81
Q2. 3 + 14 * 3 over 2 = 3 + 42 over 2 = 3 + 21 = 24
Q3. 5 x 2 over 2 x 5 = 10 / 2 * 5 = 5 * 5 = 25 or you can do 5 * 1 * 5 = 25 or turn the division in to a multiplication and have 5 * 2 * (1/2) * 5 and do it in any order you like.
Q4. 3(5 + 20 / 2 * 5) = 3(55) = 165
Q5. 7 - 7 * 7 + 7 + 1! = 7 - 49 + 7 + 1 = -42 + 7 + 1 = -34
Nice sol
In the last one, you should point out that Factorials are for POSITIVE number and the precedent numbers are applied down to, but not including, zero And I don't know why THEY had to DEFINE 0! as equal to 1. If 1! = 1 and 0! = 1, then doesn't 1 = 0 ‽‽‽‽‽ I mean, if 4! = 24 and x! = 24, then x = 4, so why doesn't 1 = 0? Because THEY DEFINED 0! and did not do math to prove it.
I got an answer of 165 the the equation 3(5+20/2*5)
I don’t understand how factorials work at all. How does 1! Convert to the number 1 ? Formula always shown as n(n-1),(n-2), (n-3), etc. So i input number 1 into the formula n(n-1): then 1(1-1) and it becomes 1(0) which results in zero..1 x 0 = 0 ⁉️👀🤪
going off what you have stated every factorial would equal 0
Hector very good point
"a factorial is a function that multiplies a number by every number below it till 1."
5x2=10. 2x5=10 10:10=1
25
1/81
5
5x5=25
In Level 4, you didn't complete the math! You left it as "3 x 55". So WE have to do the math with all that "carrying" and stuff!
Where the he'll did this "factorial" is come from? 😂
Yep i turned it off after that
@@jamesconklin120 ugh...🤔😆🤙
1
25.5
Twenty five.
Ans 25
Ans35
1÷9÷9=1/81
Dá 1
24 answer
I see that divided as a fractional bar: 5*2/2*5 = 10/10 = 1
If the global context dictates that it cannot be a fraction bar: 5*2÷2*5 = 5*5*2÷2 = 50/2 = 25
Depending on the context, both results can be correct.
you need to learn how the inline division works and how it groups terms as written it would be (5*2)/2 * 5 or you can see it as 5 * (2/2) * 5
but to get 10 / 10 it would need to be (5 * 2 ) / (2 * 5) which it isn't.
B
Don't change the rules of the game at your own will and invent answers that mimic a fraction version ,or better said an unworked sum to still be divided or representative of the answer in a fraction form ,which is nothing but a figurative unfinished answer to that part of the sum and then carry on in that way once u have established a partly worked out answer or total, expressed as an unworked fraction and then arrive at the answer you have ie instead of 500g +500g = ½kg in one kg bag and another ½kg in another one kg
bag resulting in 2kg bags of 500g each when the question was how much does 500g +500g!!!! 9÷9÷9÷9 =means the answer goes to the decimal point not the fractional equivalent mate!!!
9÷9÷9÷9 is a fraction = 9 * (1/9) * (1/9) * (1/9) = 1/81
9 * (1/9) = 1 and (1/9) * (1/9) = 1/81 and 1 * (1/81) = 1/81
to write this fraction fully as a decimal you would be there forever, as it is a repeating unending decimal, so you either round it, making it not quite correct or use the correct fraction.
_______________Why do you keep calling it an "expression"? That sounds so lame.
because that is the name given to a bunch of terms that don't have the = sign at the end
@@johng.1703
_____________Isn't an = sign assumed? Why do a math problem without finding an answer? I've never heard it before.
@@shmeet everything in maths has a name and a meaning. 5 +4 = 9 is an equation, 5+4 is an expression.
the other one used but not here is an identity.
Jesus Christ on a crutch - 4! DOES NOT equal 3+14×3÷2. Not in this or any parallel universe.
Hmm. I guess I'm not living in this or any parallel universe, because where I'm from, they both equal 24.
24
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5
1
1
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25
25
25
25
25
25
25
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25