Thank you. I am 52, and just love trying to keep a sharp mind. I got the right answer, but waited one more step to remove the subtraction.. I struggled with fractions, in junior high, before a great teacher made things crystal clear. Keep up the good work.
I have a post secondary education, a solid background in science and loads of mathematics experience. Yet I have never heard of PEMDAS! Somehow we were supposed to just 'know' the rules without any assistance like this. I can't believe this is new to me. Great series of videos, John. Subscribed!
I am 64 and ran into this while looking for something else, so took the challenge for fun. I excelled at algebra, trig and calculus (I skipped over geometry) at the University and once in a while do a little calculus for fun. I can't believe I got this wrong! Lol. I remember Order of Ops, and most fraction tricks, but I multiplied the last two fractions together before doing the division! Bzzzzt. So thanks for the fun refresher. I liked fractions and algebra, and even word problems, much to the dismay of my sister. Lol.
@@tombulasok51. No. He is correct. Multiplication and Division have equal priority. That is where PEMDAS is misleading. It is a very common misunderstanding.
Loved relearning. My HS teacher in the 60's taught while he was asleep. I struggled ever since. You are crystal clear. I want to master all of calculus and exponents, linear programming, simplex algorithms, geometry are you the best source for an older student a Renaissance man?
Same here, did it in my head in 10-20 seconds. D and M are a tie and go L to R because they are one in the same. D can be switched to M and M to D by inverting.
Surely this is spemdas. Deal with the subtraction signs first. Change them to positive and negative then do parenthesis etc. Its not clear how to do negative square roots of plus or minus factorial numbers. Please clarify for me. Thanks
Consider explaining this by drawing in parentheses to show the PEMDAS order of operations for the entire equation BEFORE resolving any fractions or performing the operations. The sequence would be to draw in parentheses for each exponentiation, multiplication, and division, THEN the equation. This example has no exponentiation, one division, and one multiplication working left to right so there needs to be two sets of parentheses: "3/4 - (1/5 / 2/3) * -1/2; then "3/4 - ((1/5 / 2/3) * -1/2)". Then solve each () set from inside out. No need to change a subtraction to an addition.
This is basic. It was a good explanation of PEDMAS. A set of parens would be a good example. I believe it is up to the individual as to whether it is easier to convert all subtraction to adding negatives, division to multiplying the inverse, or what may work best for the overall manipulation and obtain the correct answer. I would rather Add two Negative numbers. That is me- 15:39
That was a good one. A little bit challenging, but easy to do if you remember all the rules. I bet the people who got it wrong did multiplication first or didn't flip the second fraction and turn the division into multiplication. What you said about showing your work is very true. My old teacher wouldn't give any credit if you didn't take the extra steps such as showing your work, or leaving a fraction "top heavy" or not fully simplifying. (Basically that hard ass didn't give partial credit it was either 100% right or 100% wrong with him. So thanks for being light hearted about it)
Lack of using parenthesis! One should be clear in asking the question and avoid future confusion right away. I learned nothing about PEMDAS - not only for not being raised in an English speaking environment, there was no rule in my country that would correspond to that; I was taught that the division by a fraction is equivalent to the multiplication with the inverse fraction - so that is what I would do first after cancelling the 2 minus-signs in the factors, and then write the three fractions as one and, cancel first: -3/4 + 1*3*1/5*2*2 = -3/4 + 1*1*3/5*2*2 = - 3/4 +3/20 = -15/20 + 3/20 = -12/20 = -3*4/5*4 =- 3/5 - problem solved . And ... it would be illegal to put a multiplication sign in front of a "+" or "-" - parenthesis required. Maybe the rules have changed in the past 65 years since I am out of school?
If you've been out of school for 65 years as you say then it's possible that you learned what was, for lack of a better term, "old math." About the time that you were in school there came the "new math." The thinking was that the important thing was to know what you were doing rather than get the right answer, as Professor Tom Lehrer so dryly noted. I'm not questioning your methods, believe me. I'm not enough of a mathematician to do such a thing. However, I guess there were new rules introduced as a result of this New Math. And to be frank I believe the idea of not using parentheses when creating equations is barbaric. It sets a trap for those who would try to solve the equation, intentionally trips them as they run to the finish line and laughs at them for being stupid. It's not like parentheses are hard to write, though I suppose that some of the less observant among us might mistake them for a lower case "c" if they were perhaps a bit sloppily written and come away thinking that they're trying to solve a physics problem involving the speed of light. But not using them when you clearly can is frankly a sign of sociopathy. It's the realm of bullies. Though now that I think of it that way it's possible that not using parentheses was a way of gaining some sort of revenge on the school bullies who would harass the more studious and meek students.
@@swistedfilms Out of school for 55 years, and out of university math for 45 years - but if there are new rules they should eliminate possible confusion instead of creating one. The rules for Abelian Groups do not allow for arbitrary results depending on where you start or which direction (left to right or random) you take the results. And there are no new rules for these groups and algebra.
I came up with - 3/10 doing it in my head. Of course, doing it in my head, I need help seeing where I made my mistake. I am 78 years old, and I'm amazed that I came close to getting the answer correct. I'm sure if I had taken the time to write it down, I would have come up with the correct answer. I like to work in my head. It's faster. In my life, I have taken hundreds of standardised tests (multiple choice). For the most part, I generally scored within the top 2%. At 78, it's been a long time, and I've gotten a little rusty. Thank you for the challenge.
55 years ago when I was in HS, PEMDAS was BOMDAS, with B for brackets and O for "of". Same rules just different terminology. Sadly, don't remember much more than that!!
If I'm down 3 quarters, after I downed a fifth, it means just over half the day is wasted, or about two thirds of it, and the other half will not be enough time for me to get on my way. Therefore the answer is two (1+1), as it will take another day to finish the job and get on my way.
I don't understand how the minus sign turned 1/5 into a negative. I thought that it would be -3/4 minus the result of 1/5 divided by 2/3 multiplied by -1/2. I did the math that way and got the same result (-3/5) but if the 1/5 was a negative to begin with then wouldn't that have its own minus sign to indicate that?
Convention. You may attach the negative sign on the denominator, or place the negative sign in the middle to the left of the division bar. It doesn't matter.
There is a lot of things you have to know how to Do You have to know how to add subtract multiple and divide fractions You need to know how to multiply and divide positive and negative numbers you need to know how to find LCD Lastly you need to know the order of operations You MUST know all of this to get the correct answer If a mistake is made by showing your work you can see where you went wrong.This problem requires you to know all these skills This is a great problem oh you also need to know how to reduce to lowest terms ..-3/5
Ho! How humiliating this has been... Never remembered ever having learned something like PEMDAS and of course prioritized the Add/Subs over Mult/Div. Thank you for a great re-learn.
As others have mentioned in the UK its BODMAS. However, PEMDAS is better as it includes exponents. On BODMAS division always takes precident over multiplication, in the example given the division came first as it was being read from left to right. Does this mean that if the multiplication came first then this would have been the first to process? . Maybe adding e to BODMAS would be the best thing. BOEDMAS. I may well adopt PEMDAS from now on.
My understanding is that multiplication and division are on the same level, and addition and subtraction are on the same lower level. So, I would read the problem from left to right, and whatever came first, division or multiplication, I would do in that order. If anyone disagrees with that, please feel free to correct me.
BODMAS and PEMDAS are exactly the same. Just different terminology. The O in BODMAS stands for Order (= Exponent). And yes, if the multiplication came first in the problem (reading from left to right), it would have been performed first. In BODMAS, Division doesn’t take precedence over Multiplication. As in PEMDAS, neither Division nor Multiplication takes precedence. Multiplication and Division have equal priority, and are performed in the order that they appear in the problem, reading from left to right.
My first answer was incorrect but that’s because I thought the x was a variable not an operation sign. As a teacher I would have given my students at least partial credit. I would have taken the blame for not clarifying that to them ahead of time.
-3/20...oops. I did the multiplication first and got it wrong. When I went left to right, I got the right answer. Must you go left to right with a string of multiplications and divisions?
Why at the beginning does the 1/5 become a negative. Surely the question is to subtract positive 1/5 or it would be written minus negative 1/5 or - - 1/5. Doesn't make sense. Incidently I got the rest okay. I'm a primary school teacher in Australia.
He switches the sign. Instead of doing negative 1/5 divided by positive 2/3 (which is negative 3/10) and then subtracting the negative from a negative, he skipped the “two negatives in mathematics make a positive” rule and just inherently did it. (Something I forgot to do, which gave me the wrong answer of negative 9/10).
The first operation is to divide -1/5 by 2/3 = (-1/5 ) (3/2) = -3/10 that's negative 3/10 To divide -1/5 by 2/3, invert and multiply, right? so (-1/5) (3/2) = negative 3/10
Don't konw if I'm right, but if I am You have a little mistake. So what I've been teached is that if we have a negativ (-) number after the multipication sign (*) we would have to put it in a parenthesis. Nevertheless, You are so amazing and thank You. I personly don't need help with math I watch your videos for fun and to learn some new things and ways. Aslo I'm new here so I don't really know if You have done it before and explane it or not, if You have I apologize.
No. The answer is the same. You are probably thinking division before multiplication. But neither takes precedence. Watch the video again. He explains that.
@@duggydugg3937 the equal sign separates the sides of an equation. In an expression, there are no sides. Simplify from left to right depending on the operation.
Wow,I’ve just realised how bad my maths understanding is. I’ll blame 1970s catholic school system and my fall back excuse of the war we had here in Ireland back in the day . Thanks for sharing 😊
Did this problem in my head and it took me about a minute... When I was younger I probably could have done this much faster. The answer should be -3/5.
Dang I thought division comes before multiplication :-( AAAAAAAA I did it right (but only by luck because I didn't realize the rule about what you come across going left to right)!!!
It's funny that you said 75% will get it wrong in a fraction problem and not 3/4 - 3/4 - 1/5 / 2/3 x - 1/2 change 1/5 / 2/3 to 1/5 x 3/2 - 3/4 - 1/5 x 3/2 x - 1/2 now do - 1/5 x 3/2 - 3/4 - 3/10 x - 1/2 now - 3/10 x - 1/2 - 3/4 + 3/20 change 3/4 to 15/20 - 15/20 + 3/20 and do the addition - 12/20 or - 3/5
Parenthesis, are at a lower order to the Greater than and less than signs that are added to the Common order to bring your mrasures to cultured + powered exponents are amplified to amplitude at median of Distance, +: is and additional "Optic" to Infinite from Zero+, "Is"×"One=.+!~2/1^3=0.1^3! So, 0+1~1/3~0+1^3>0.1^3~°×%+(0)~[1]{3}Is Cubical+.=$>$0.1^3=0.1×1.0=(1^3)[Cubed]{Cubical}|0|{&^, "Spherical"~1°×%>(Cubical)1! 10!/~(E=M^2)+[1/3]{3}D^3=%×°+1,620^3~0.1^3(%)×[°]{Are}0.1^3=Widget+1~"Noun" of Exponent.
Wow.. PEMDAS ? how to confuse kids? I was taught BODMAS in the UK, this has now become BIDMAS and always means you do division before multiplication. How did you ever come up with PEMDAS ???
I disagree with one step you did. It didn’t effect the answer, but technically it is wrong according to PEMDAS. You changed minus 1/5 to plus negative 1/5. Actually the minus is minus the last term which involves the division and multiplication of the three fractions. So if you were to put in parenthesis, the opening parenthesis would go after the minus sign before the 1/5, and the closing parenthesis would go at the end. So you have to do everything inside the parenthesis before changing the minus to plus a negative. What you did is valid, just not for the reason you gave which could result in the wrong answer in certain situations. For example minus 2 squared cannot just be changed to plus negative 2 squared. The first is -4, the second is +4.
Bob, that was no mistake. You can rewrite -1/5 as + -1/5. Your explanation for placement of parentheses is incorrect. If you wanted to place parentheses, they would be placed just as he placed them. No mistake here.
In your last example, according to PEMDAS, the exponent must be evaluated first (before adding or subtracting). So, with minus 2 squared, the 2 squared is evaluated first (= 4). Then the answer is -4 or + (-4). If the intention was to square -2 (= +4), then the -2 should be in brackets: (-2). And the exponent outside the brackets.
The minus sign in front of the “1/5”, only applies to the “1/5”; not to all the subsequent terms as well. If the latter was the intention, there should be have been an opening bracket after the minus sign and a closed bracket at the end of the problem.
Why does math prioritize equations Rather than solve as you read I admit I never had this lecture I believe it to be correct But understanding why Please don’t elude me. I could never remember this unless I understood why!
If it is possible to express this equation so as to solve as you read (this and every equation (and I’m not saying it is possible) then why is the burden transferred to the person solving it rather then taken by the person formulating it.
I think the most likely reason is because prioritization the Order would only work as long as nobody messes up the equation. Presenting Equations this Way and not allways the Way that only have to calculate them from left to right helps to keep that Rule in Mind.
@@opyduke8992 The person formulating the equation has to follow pemdas.. The equation may come together fairly randomly depending on the field, If it were up to the formulator to put it in the right order, he would have to use pemdas to do so.
Do problems like this exist in the real world, or are they simply designed to catch people in the "order of operations" they use? Shouldn't the goal be to write problems in a way that cannot be misunderstood, a way that everyone would solve in the same way? Let's eliminate "Order of operations," and learn to write problems that can only be solved in one way.
It depends on what your real world consists of. If it involves a world of building, statistics, or other math, then yes, it does. If your world consists of writing or other creative output, then probably not. The thing is, when a student is in middle school we don’t know. 12 year olds are mainly just potential. When my students ask, “When are we going to use this in real life,” I’m honest with them. I tell them, “I really don’t know. I do know you are going to use this in real life next week when you have a test on it.” After that, it’s up to them.
I have a genius IQ and love knowledge, but as a machinist, cyclist, stagehand, traveler, and building things expert,I fail to see exactly the need to know this is important. I love quantification and playing with numbers but this is ridiculous. My name is Bicycle Bob and I approved this message.
Thanks for clarifying that John
Thank you. I am 52, and just love trying to keep a sharp mind. I got the right answer, but waited one more step to remove the subtraction.. I struggled with fractions, in junior high, before a great teacher made things crystal clear. Keep up the good work.
52 is not a big sum
yeah it is rarely the student and mostly the way it is taught.
Thanks!
From now on, l'll be less confused about PEMDAS. Thanks for this example
These practice problems are great. These help me find out if I really know what I "think" I know.
Thanks.
I’m 71 and I was drawn to this video because…..well, I can’t remember. Very well done. Good stuff.
The clearest explanation of PEMDAS i have seen. Thank you.. An easy problem once that was explained.
I have a post secondary education, a solid background in science and loads of mathematics experience. Yet I have never heard of PEMDAS! Somehow we were supposed to just 'know' the rules without any assistance like this. I can't believe this is new to me. Great series of videos, John. Subscribed!
In the UK we were taught BODMAS (which is exactly the same).
Thank you for explaining order of operations. Now I get it. God bless
Shame on our teachers for not doing a better job teaching it to us when we were kids.
I am 64 and ran into this while looking for something else, so took the challenge for fun. I excelled at algebra, trig and calculus (I skipped over geometry) at the University and once in a while do a little calculus for fun. I can't believe I got this wrong! Lol. I remember Order of Ops, and most fraction tricks, but I multiplied the last two fractions together before doing the division! Bzzzzt. So thanks for the fun refresher. I liked fractions and algebra, and even word problems, much to the dismay of my sister. Lol.
It should be. You did it right. His solution is error.
@@tombulasok51. No. He is correct. Multiplication and Division have equal priority. That is where PEMDAS is misleading. It is a very common misunderstanding.
I am still learning ,thank u soo much for this program
Divide first, left to right order
Or you could just look at division as inverse multiplication
I thought I'd be in the 75%...and that's the only thing I got right!
I am 62, has been using calcuator and decimal for long time.
thank you , it refresh my mind about fraction.
Loved relearning. My HS teacher in the 60's taught while he was asleep. I struggled ever since. You are crystal clear. I want to master all of calculus and exponents, linear programming, simplex algorithms, geometry are you the best source for an older student a Renaissance man?
Your never too old to learn to travel efficiently.
Fatima. Hi. I'm 74. I love math. I did high school math till junior certificate. I got the sum right. But I used BODMAS
Love these problems
Same here, did it in my head in 10-20 seconds. D and M are a tie and go L to R because they are one in the same. D can be switched to M and M to D by inverting.
I got the order right but messed up in LCD. Or to put it another way, I got it wrong.
Do you have a book that covers starting from pre-algebra to integral calculus. I would buy 1. Please illustrate problems and solutions.
I am 168 years old and using a calculator since 1789. Having watched this video, I am over it. Thanks Pampaz!
Surely this is spemdas. Deal with the subtraction signs first. Change them to positive and negative then do parenthesis etc. Its not clear how to do negative square roots of plus or minus factorial numbers. Please clarify for me. Thanks
Consider explaining this by drawing in parentheses to show the PEMDAS order of operations for the entire equation BEFORE resolving any fractions or performing the operations. The sequence would be to draw in parentheses for each exponentiation, multiplication, and division, THEN the equation. This example has no exponentiation, one division, and one multiplication working left to right so there needs to be two sets of parentheses: "3/4 - (1/5 / 2/3) * -1/2; then "3/4 - ((1/5 / 2/3) * -1/2)". Then solve each () set from inside out. No need to change a subtraction to an addition.
One pair of parentheses, if any.
This is basic. It was a good explanation of PEDMAS. A set of parens would be a good example. I believe it is up to the individual as to whether it is easier to convert all subtraction to adding negatives, division to multiplying the inverse, or what may work best for the overall manipulation and obtain the correct answer.
I would rather Add two Negative numbers. That is me- 15:39
That was a good one. A little bit challenging, but easy to do if you remember all the rules. I bet the people who got it wrong did multiplication first or didn't flip the second fraction and turn the division into multiplication. What you said about showing your work is very true. My old teacher wouldn't give any credit if you didn't take the extra steps such as showing your work, or leaving a fraction "top heavy" or not fully simplifying. (Basically that hard ass didn't give partial credit it was either 100% right or 100% wrong with him. So thanks for being light hearted about it)
I'm 77 love maths and got it it right but made it positive!!
-3/4 -3/10 x -1/2
-3/4 +3/20
-12 / 20
- 3/5
-0.6
Division, multiplication, subtraction, addition.
Lack of using parenthesis! One should be clear in asking the question and avoid future confusion right away.
I learned nothing about PEMDAS - not only for not being raised in an English speaking environment, there was no rule in my country that would correspond to that; I was taught that the division by a fraction is equivalent to the multiplication with the inverse fraction - so that is what I would do first after cancelling the 2 minus-signs in the factors, and then write the three fractions as one and, cancel first:
-3/4 + 1*3*1/5*2*2 = -3/4 + 1*1*3/5*2*2 = - 3/4 +3/20 = -15/20 + 3/20 = -12/20 = -3*4/5*4 =- 3/5
- problem solved . And ... it would be illegal to put a multiplication sign in front of a "+" or "-" - parenthesis required.
Maybe the rules have changed in the past 65 years since I am out of school?
If you've been out of school for 65 years as you say then it's possible that you learned what was, for lack of a better term, "old math." About the time that you were in school there came the "new math." The thinking was that the important thing was to know what you were doing rather than get the right answer, as Professor Tom Lehrer so dryly noted. I'm not questioning your methods, believe me. I'm not enough of a mathematician to do such a thing. However, I guess there were new rules introduced as a result of this New Math. And to be frank I believe the idea of not using parentheses when creating equations is barbaric. It sets a trap for those who would try to solve the equation, intentionally trips them as they run to the finish line and laughs at them for being stupid. It's not like parentheses are hard to write, though I suppose that some of the less observant among us might mistake them for a lower case "c" if they were perhaps a bit sloppily written and come away thinking that they're trying to solve a physics problem involving the speed of light. But not using them when you clearly can is frankly a sign of sociopathy. It's the realm of bullies. Though now that I think of it that way it's possible that not using parentheses was a way of gaining some sort of revenge on the school bullies who would harass the more studious and meek students.
@@swistedfilms Out of school for 55 years, and out of university math for 45 years - but if there are new rules they should eliminate possible confusion instead of creating one. The rules for Abelian Groups do not allow for arbitrary results depending on where you start or which direction (left to right or random) you take the results.
And there are no new rules for these groups and algebra.
I came up with - 3/10 doing it in my head. Of course, doing it in my head, I need help seeing where I made my mistake. I am 78 years old, and I'm amazed that I came close to getting the answer correct. I'm sure if I had taken the time to write it down, I would have come up with the correct answer. I like to work in my head. It's faster. In my life, I have taken hundreds of standardised tests (multiple choice). For the most part, I generally scored within the top 2%. At 78, it's been a long time, and I've gotten a little rusty. Thank you for the challenge.
Got it right doing it in my head in about 20s.
>
Show off! Got it right in about 5 minutes working on paper.
Yeah........and I'm the Easter Bunny
@@trfflyboy Sorry , it took me about 20 to 30 seconds doing it in my head to get it right
I would clearly not be in your class. Lol
Got it right , just looking at it. I looked at it, and said, would you look at that !
at 63 I forgot a few rules so thanks helping me keep my mind sharp
I'm 63 and am very much enjoying flexing my old math skills. This is great!
-3/5 was my guess. I typed that my guess in and then watched the video.
He had me convinced a number times that I had screwed up something.
55 years ago when I was in HS, PEMDAS was BOMDAS, with B for brackets and O for "of". Same rules just different terminology. Sadly, don't remember much more than that!!
It’s BODMAS. And the “O” is for “Order” (exponents). “Of” = multiplication, which is already in the acronym.
I got all the steps right I’m nearly 75yrs still teaching cxc math
-3/5. I learned more from this 15 minute video than I did from my entire 11th grade algebra class. Because my teacher was an idiot.
If I'm down 3 quarters, after I downed a fifth, it means just over half the day is wasted, or about two thirds of it, and the other half will not be enough time for me to get on my way. Therefore the answer is two (1+1), as it will take another day to finish the job and get on my way.
I don't understand how the minus sign turned 1/5 into a negative. I thought that it would be -3/4 minus the result of 1/5 divided by 2/3 multiplied by -1/2. I did the math that way and got the same result (-3/5) but if the 1/5 was a negative to begin with then wouldn't that have its own minus sign to indicate that?
Why do you associate the negative sign with the numerator?
Convention. You may attach the negative sign on the denominator, or place the negative sign in the middle to the left of the division bar. It doesn't matter.
Considering the ordering, should it be pronounced pemd-as, rather than pem-das? By the latter, you're misled into not grouping MD
There is a lot of things you have to know how to Do You have to know how to add subtract multiple and divide fractions You need to know how to multiply and divide positive and negative numbers you need to know how to find LCD Lastly you need to know the order of operations You MUST know all of this to get the correct answer If a mistake is made by showing your work you can see where you went wrong.This problem requires you to know all these skills This is a great problem oh you also need to know how to reduce to lowest terms ..-3/5
Ho! How humiliating this has been... Never remembered ever having learned something like PEMDAS and of course prioritized the Add/Subs over Mult/Div. Thank you for a great re-learn.
As others have mentioned in the UK its BODMAS. However, PEMDAS is better as it includes exponents. On BODMAS division always takes precident over multiplication, in the example given the division came first as it was being read from left to right. Does this mean that if the multiplication came first then this would have been the first to process? . Maybe adding e to BODMAS would be the best thing. BOEDMAS. I may well adopt PEMDAS from now on.
My understanding is that multiplication and division are on the same level, and addition and subtraction are on the same lower level.
So, I would read the problem from left to right, and whatever came first, division or multiplication, I would do in that order. If anyone disagrees with that, please feel free to correct me.
I've seen variations of BODMAS, where the O stands for other, which includes exponents, or BIDMAS, where the I stands for indices.
In the BODMAS the O stands for order(power). Power is a base number raised to the exponent. I don't think you need to adopt PEMDAS.
M and D are commutative- equal- order is irrelevant
BODMAS and PEMDAS are exactly the same. Just different terminology. The O in BODMAS stands for Order (= Exponent).
And yes, if the multiplication came first in the problem (reading from left to right), it would have been performed first.
In BODMAS, Division doesn’t take precedence over Multiplication. As in PEMDAS, neither Division nor Multiplication takes precedence. Multiplication and Division have equal priority, and are performed in the order that they appear in the problem, reading from left to right.
My first answer was incorrect but that’s because I thought the x was a variable not an operation sign. As a teacher I would have given my students at least partial credit. I would have taken the blame for not clarifying that to them ahead of time.
Yes, it is easy to see the "x" as a variable. I usually use the dot for multiplication in these types of problems.
-3/20...oops. I did the multiplication first and got it wrong. When I went left to right, I got the right answer. Must you go left to right with a string of multiplications and divisions?
Yes. They all have equal priority. So, they are performed left to right as they appear in the problem.
Negative three-fifths (-3/5)
'3/5, I did it in my head talking out loud so I would not forget. I did not get it right the first and second time.
Neg 3/5
Why at the beginning does the 1/5 become a negative. Surely the question is to subtract positive 1/5 or it would be written minus negative 1/5 or - - 1/5. Doesn't make sense. Incidently I got the rest okay. I'm a primary school teacher in Australia.
He switches the sign. Instead of doing negative 1/5 divided by positive 2/3 (which is negative 3/10) and then subtracting the negative from a negative, he skipped the “two negatives in mathematics make a positive” rule and just inherently did it. (Something I forgot to do, which gave me the wrong answer of negative 9/10).
The first operation is to divide -1/5 by 2/3 = (-1/5 ) (3/2) = -3/10 that's negative 3/10
To divide -1/5 by 2/3, invert and multiply, right? so (-1/5) (3/2) = negative 3/10
@@andrewm6424 So---- how's my teaching?
I easily got it right. I haven’t forgotten what I learned 60 years ago.
why have brackets?..none here and it would easy with them
Multiply first
Don't konw if I'm right, but if I am You have a little mistake. So what I've been teached is that if we have a negativ (-) number after the multipication sign (*) we would have to put it in a parenthesis. Nevertheless, You are so amazing and thank You. I personly don't need help with math I watch your videos for fun and to learn some new things and ways. Aslo I'm new here so I don't really know if You have done it before and explane it or not, if You have I apologize.
Actually, there is no need to do that.
What about BODMAS? The answer is different from PEMDAS
I Didn't know about BODMAS so I looked it up and it's the same as PEMDAS just using different Words.
No. The answer is the same. You are probably thinking division before multiplication. But neither takes precedence. Watch the video again. He explains that.
I thought I did this one. But -3/5. Maybe I just redid it but it's good practice.
It's a long time since I was at school
Converted fractions to decimals did the math, 2 EZ
Answer is .15 or about 1/7th?
Multiplication first
Divide next
Subtract last
Divide 1/5 by 2/3 ==> 3/10. 1940, 4th grade, Sister Anunciatis., RIP.
nah .. i was always taught to simplify both sides first..
left side is - 16/20.. then - .8
You are correct, when it's an equation. This is an expression that needs to be solved...
@@winangels2375
same issue..
convert expressions into values that can be calculated by arithmetic
@@duggydugg3937 the equal sign separates the sides of an equation. In an expression, there are no sides. Simplify from left to right depending on the operation.
@@winangels2375 Needs to be simplified.
Division should be solved first.
opps - 3/5
Wow,I’ve just realised how bad my maths understanding is. I’ll blame 1970s catholic school system and my fall back excuse of the war we had here in Ireland back in the day . Thanks for sharing 😊
What is the square root of 69? Ate-something
Divide
Division first
what about BODMAS????
PEMDAS is the American version. They are exactly the same; just different terminology.
2.1
Did this problem in my head and it took me about a minute... When I was younger I probably could have done this much faster. The answer should be -3/5.
Just put parentheses in to make this clear; As written it is misleading.
Not if you follow PEMDAS.
1 and 37/80
-3/5 or -0.6
In UK its BODMAS
3/5
I almost got the pemdas right; but I did it all in my head, and I got it wrong; +6/11
Many of those who choose to watch this channel or video must get that right.
Why would I even want to know how to solve this?
There is nothing to solve.
For fun? Why do people do crosswords or sudoku puzzles? If it’s not fun for you, don’t do it.
I worked from left to right and got -33/80
Dang I thought division comes before multiplication :-( AAAAAAAA I did it right (but only by luck because I didn't realize the rule about what you come across going left to right)!!!
It's funny that you said 75% will get it wrong in a fraction problem and not 3/4
- 3/4 - 1/5 / 2/3 x - 1/2 change 1/5 / 2/3 to 1/5 x 3/2
- 3/4 - 1/5 x 3/2 x - 1/2 now do - 1/5 x 3/2
- 3/4 - 3/10 x - 1/2 now - 3/10 x - 1/2
- 3/4 + 3/20 change 3/4 to 15/20
- 15/20 + 3/20 and do the addition
- 12/20 or - 3/5
Parenthesis, are at a lower order to the Greater than and less than signs that are added to the Common order to bring your mrasures to cultured + powered exponents are amplified to amplitude at median of Distance, +: is and additional "Optic" to Infinite from Zero+, "Is"×"One=.+!~2/1^3=0.1^3! So, 0+1~1/3~0+1^3>0.1^3~°×%+(0)~[1]{3}Is Cubical+.=$>$0.1^3=0.1×1.0=(1^3)[Cubed]{Cubical}|0|{&^, "Spherical"~1°×%>(Cubical)1! 10!/~(E=M^2)+[1/3]{3}D^3=%×°+1,620^3~0.1^3(%)×[°]{Are}0.1^3=Widget+1~"Noun" of Exponent.
What I got is 57/20= 2 and 17/20
Wow.. PEMDAS ? how to confuse kids? I was taught BODMAS in the UK, this has now become BIDMAS and always means you do division before multiplication. How did you ever come up with PEMDAS ???
No it doesn’t. Common misconception. Division and Multiplication have equal priority. PEMDAS is the American version. But it is exactly the same.
I absolutely suk at math and I got it right.
I can't decide if I expect to hear a cubing video or a minecraft video.
_12/20
3/5 or 0.6
nope
@@EinSofQuester -3/5
I disagree with one step you did. It didn’t effect the answer, but technically it is wrong according to PEMDAS. You changed minus 1/5 to plus negative 1/5. Actually the minus is minus the last term which involves the division and multiplication of the three fractions. So if you were to put in parenthesis, the opening parenthesis would go after the minus sign before the 1/5, and the closing parenthesis would go at the end. So you have to do everything inside the parenthesis before changing the minus to plus a negative. What you did is valid, just not for the reason you gave which could result in the wrong answer in certain situations. For example minus 2 squared cannot just be changed to plus negative 2 squared. The first is -4, the second is +4.
Bob, that was no mistake. You can rewrite -1/5 as + -1/5. Your explanation for placement of parentheses is incorrect. If you wanted to place parentheses, they would be placed just as he placed them. No mistake here.
In your last example, according to PEMDAS, the exponent must be evaluated first (before adding or subtracting). So, with minus 2 squared, the 2 squared is evaluated first (= 4). Then the answer is -4 or + (-4).
If the intention was to square -2 (= +4), then the -2 should be in brackets: (-2). And the exponent outside the brackets.
The minus sign in front of the “1/5”, only applies to the “1/5”; not to all the subsequent terms as well. If the latter was the intention, there should be have been an opening bracket after the minus sign and a closed bracket at the end of the problem.
Boss why so long
I'm probably adding myself to the 75% who get this wrong but I got the answer to 0.6. Having watched the full video I see I am one of the 75% :-)
-0.6 would have been correct. So not far off.
-.60
Why does math prioritize equations
Rather than solve as you read
I admit I never had this lecture
I believe it to be correct
But understanding why
Please don’t elude me.
I could never remember this
unless I understood why!
If it is possible to express this equation so as to solve as you read
(this and every equation
(and I’m not saying it is possible)
then why is the burden transferred
to the person solving it
rather then taken by the person formulating it.
I think the most likely reason is because prioritization the Order would only work as long as nobody messes up the equation.
Presenting Equations this Way and not allways the Way that only have to calculate them from left to right helps to keep that Rule in Mind.
@@opyduke8992 The person formulating the equation has to follow pemdas.. The equation may come together fairly randomly depending on the field, If it were up to the formulator to put it in the right order, he would have to use pemdas to do so.
Folks, this is NOT an equation.
-3/5
I am 80. I got this right with a pencil in 60 seconds.
The final is 0 100%
I think writing is wrong (x-1/2)
Hi! I’m 70 , 😂. I got it!
The answer is -3/5
Do problems like this exist in the real world, or are they simply designed to catch people in the "order of operations" they use? Shouldn't the goal be to write problems in a way that cannot be misunderstood, a way that everyone would solve in the same way? Let's eliminate "Order of operations," and learn to write problems that can only be solved in one way.
It depends on what your real world consists of. If it involves a world of building, statistics, or other math, then yes, it does. If your world consists of writing or other creative output, then probably not. The thing is, when a student is in middle school we don’t know. 12 year olds are mainly just potential. When my students ask, “When are we going to use this in real life,” I’m honest with them. I tell them, “I really don’t know. I do know you are going to use this in real life next week when you have a test on it.” After that, it’s up to them.
I have a genius IQ and love knowledge, but as a machinist, cyclist, stagehand, traveler, and building things expert,I fail to see exactly the need to know this is important. I love quantification and playing with numbers but this is ridiculous. My name is Bicycle Bob and I approved this message.
I didn't need pen and paper to do this