Old guy checking in again. Again, in my head from your thumbnail. I like to see if I can do your problems in my head which I almost always get right. I have had a lot of math almost 50 years ago...lots of calculus. Like riding a bike. Wish you would present more challenging problems. Glad you are helping people. I loved math from a young age.
I'm an older lady and use this to help keep me sharp. I impress my own self with how much I remember. Also, I like the way you teach and explain which for me anyway, is a big part of learning alot of this stuff. I laughingly say I was ok at math until they put letters in it !!! 😊
When I was in High School, the teacher thought a calculator would get you the answer, but not help you understand the process. So he was sort of old school but did allow us to use a slide-rule and he accepted slide-rule accuracy. I just wish he had been as good at explaining the process as you are. It would have made it a lot easier on me as I moved on from algebra into geometry. Posulates and Theorems blew me away and that teachers' inability to explain them to me at the time turned me off to math altogether:( But you have definitely lit a fire under me to keep my mind sharp. To give you an indication of my age ..... the "Guess Who" had just released "American Woman", one of my all-time favorite albums. When vynal was still a thing .... lol
Greetings. The answer is definitely minus 10, (-10). The answer is determined as follows -2^3 -3! +(-2) = -8 -(3×2) +(-2)^2= -8-6 +4=-14+4=-10. Lovely.
FYI Just last week I could have gotten a similar question wrong because it was my belief that -3^2 was the same as (-3)^2. I learned here that it's not. The former is -9, while the latter is 9. The reason being is that -3^2 is equal to -(3^2) because you square before negating. With (-3)^2, you are forced to square everything inside the parentheses.
Also, many people believe the questions are "ambiguous" because unnecessary parentheses aren't used. They're used to questions for lazy people who don't understand the proper implementation of the order of operations. The -3^2 vs (-3)^2 being an example of this. If I wrote -3^2 + 9 = ?, many people would incorrectly answer 18, when the correct answer is 0. Those who answered 18 would say, "That's ambiguous!!!"
It's the positive and negative that I'm not getting. I understood everything else. I tried to work it out on the number line but I'm still confused about how -14 + 4 = -10. So I put the problem in MathPapa and it explained and showed the number line where you count back 4 towards the positive and get -10. In college, I took College Algebra and I did good I got a B. But when I went for my Bachelor's I had to take Statistical Math. I made it out with a C but I'm still in therapy for that class. I don't know how I passed nor do I understand any of it.
What's really interesting is that 0!=1 is a convention and is not derived mathematically. Therefore, the transitive property does not apply... ie 1!=1=0! therefore, 1!=0! is an incorrect statement since the property does not apply. Basically, I look at it as 0! = 1 with an asterisks. 🙂
I think the problem depends on when you learned mathematics. If you learned before graphing calculators came around -3^2 always equaled (-3) x (-3). Unfortunately, the program that was created for graphing calculators sees the term -3 as two separate terms so it calculates it as -1 x 3 instead of just one term of -3. So when the calculator sees that it follows PEDMAS and gives you -1 x 3^2 instead of -3^2. When you look at any old math book you will see -3^2 or written out negative three squared. If you wanted specifically the answer of -9 you would see it written as either -1(3^2) or -(3^2) or written out the negative of three squared.
«-3^2 always equaled (-3) x (-3)». Really? Now let x=3: what does -x^2 mean? In my world, since 1960, this has been equal to -9. I now must accept it to be +9?
-3² never meant (-3) × (-3). Basic commutativity tells you that a - b is equivalent to -b + a. But by your definition, 1 - 3² would not be equivalent to -3² + 1. Which would be a bit weird. Also, by your definition the answers to the questions "What is -3²?" and "What is -x² for x = 3?" would not be the same. Which would also be a bit weird.
-8 - 6 + 4 which gives us -10. (factorial means multiply by itself minus 1 then reduce one from each multiple until you get 1. So 3! means 3 * 2 * 1. 4! would mean 4 * 3 * 2 * 1.) Negative signs don't apply when using the exponent. so -x² isn't -x * -x * -x. But (-x)² is -x * -x * -x
You put your parentheses in the wrong place and changed the expression. What you wrote doesn't evaluate to -10, it evaluates to -18. You meant -(2³) - (3!) + (-2)²
⇒-10 -8-6+4 -10 I know why you are doing it because it is a sticking problem for a lot of people but I still hate the negative square crap and the multitude of videos in a row pushing the concept is kind of laboring the point. I am just saying.
I have taught Maths as ling as you , some engineering Maths and Electronic Maths at a College for electricians. I have NEVER seen a factorial. Once you explained it, it was simple.
Big Oops!!😫I added vs multiplied the factorial numbers of 3. Got Lucky they added up to 6! 😂 yet embarrassed I forgot that!😳 + had 0/1(n) in there too.. *triple oops on this one.. sigh..
No. I did some research into factorials and they have a higher precedence in the Order of Operations. It's more of a grouping symbol that should be evaluated before powers.
The issue is the ambiguity of the equation text and its description. For the description to be unambiguous, it should say "negative of two cubed" because saying "negative two cubed" seems like the "negative" is bound to the "two" and not the "two-cubed". It is a CONVENTION, not MATHEMATICS, that says the text "-2^3" means that the minus symbol is bound to the "2^3". The unambiguous equation text should be " -(2^3) ", but this teacher is slightly lazy or vague about being unambiguous.
-2 cubed - 3! + (-2) squared I'll do it and then look at your solution 1) (-2) squared is -2 x -2 = 4 2) 3! is 3 x 2 x 1 = 6 3) -2 cubed is -2 x -2 x -2 = -8 So now we have -8 - 6 + 4 = -10
Step three is incorrect. It is2*2*2=8 then the subtraction is applied to make it -8. -2^2=-4. (-2)^2=4. The exponent is completed before the subtraction is applied in the first one. The minus 2 inside the parens is completed before the exponent so that is -2*-2=4.
@@petersearls4443yes. The problem is that the guy making the video consistently makes incorrect statements. He stated negative 2 cubed. He should have stated subtract or minus 2 cubed. The statement negative 2 cubed literally means -2•-2•-2. The statement subtract or minus 2 cubed literally means 2•2•2. He does explain it. The issue is that he starts by making a false statement. Another thing that he could state to help everyone out is to add a 0 at the beginning of an equation that starts with a - symbol.
@@thatgayqueen2826 grammatically you are correct. However since it is also written down there shouldn’t be any confusion. If the expression hadn’t been written down and was just verbal then his answer would be incorrect.
Mathematicians have decided that since factorials are not defined in Order of Operations that factorials should be processed after parentheses and before exponents. You can’t just treat it as a multiply operation. Try completing this exponent without first solving the factorial 2^3!. You have to solve the factorial before you do the exponent. I don’t think you made this clear in the video.
Hello Mr. John! I'm a practical guy that wants to use math to build and/or understand things and not to use math to create puzzles. I would find it very interesting if you included the practical uses for things like a factorial in your future videos. Thank you!
You said in another PEDMAS problem, the answer was 21, but I argue it is 39. This question proves you are wrong. The other example was -3 to power 2 + 6(4+1). PEDMAS. Parentheses (4+1) =5. So, now = -3 to power 2 + 6*5 [ or (6*5)], so = -3 to power 2 +30. Exponential. -3 * -3 =9, so =9 + 30 =39. Here the answer is -10, and I agree. Following PEDMAS, P (-2) to power 2 = -2 * -2 = +4 and that is the first reason you answer to the other question falls. Either the first example needs parantheses, or neither does. They are used, in this example, to separate the "+" from the "-". Factorial, PEDMAS, seems to miss out but is just multiplication (3*2*1). So from PEDMAS P and E still come first. P = -2* -2 =+4 . E = -2* -2* -2 = -8 (- *- =+, but - * + =-), so -2 cubed = -8. So after P and E, equation is -8 - (3!) +4. Factorial 3 (3!) = (3*2*1) = +6. So problem is now -8 - 6 +4 = (-8 -6) +4, = -14 +4 = -10.
Guess you do not like to be called out for being wrong. I thought you were a good guy, guess not. Simple error, just cannot admit it. Are you deleting all the comments that say you are wrong from that video? Guess so, Boo Hoo, poor you, you made an error, get over it.
-3 to power 2 (or -3 squared) + 6(4+1) = 39. PEDMAS although just need PEMA. P = (4+1)=5, E = -3 squared = +9, [yes?] M = 6*5 = 30. So A = +9 + 30 = 21. Yep seems legit to me. Going to cross this out too? It is one of your video questions!
The other video explains that the notation -3² means "take the negative of 3²" not "calculate the square of -3". Nothing in this video contradicts that.
Concerning your basketball analogy, at my age if it goes in first try then I'm quitting while I'm ahead.😁 Learned something new today, thanks for that.
At 10:06 you say NEGATIVE two squared. BUT that is NOT correct reading of the problem. You work out the opposite of 2 squared, not -2 ^2. THERE IS as you point out a difference, and this must be made clear in the language and the symbols. That is why grouping symbols were developed, if you don't use them, and your language is confused, the problem is ambiguous.
Would be really nice to see a video of him explaining how he reads the words vs how he writes the ambiguous math expression vs how a clearly written math expression of his words actually looks!
Actually (-2) ^2 IS negative two squared, which is 4. This is why the correct answer is -10. -2^2 is what you said - two squared and then made negative.
I have no idea why that positive 6 turned into a negative one. You didn't explain that part and now I'm totally confused. Im thinking its -8 minus 6 plus 4. Why does that 6 become a negative value as subtraction comes before adition in that final breakdown.
3!=6. The subtraction symbol prior to the 3! gives you the minus 6. He probably showed it. After the cubed, factorial, and the squared, the equation looks like -8-6+4. Then in order of left to right it becomes -14+4 and then -10.
There is no integer Number with a minus in Front of it, because Mathematik results out of Natur and there is no way of calculating the growth which is not Happening. A negative Figure is the sole Imagination of mankind. Also to multiply the Non existence of something to a growth (-2)^3=-8😂
OMG! This man talks too much! Just tell me what a factorial is already! Jeez! 😬 Maybe when I was younger, but now I don't have patience for all this 'filler' talk.
"Many will get wrong" . This is what happens when teachers are more interested in pushing social agendas than teaching their course. Reading, Writing, and Math should be the absolute bedrock of any education. There is no reason to teach anything else until these three are mastered for their grade level.
@@petersearls4443 What am I complaining about? I'm complaining because the schools are not doing their job. EVERYONE should be able to do this SIMPLE math problem. That's what I am complaining about.
I did get -10, but I'm still going to note the sloppy notation! We all got -8 because the ambiguous notation, -2^3 can be interpreted two different ways: (-2)^3 and -1(2^3). Because the power is odd, the result will be negative either way. If the power were even: (-2)^4 or -1(2^4), we get results 16, -16. This is why it is very important that we write math expressions unambiguously. So, no, YOU got lucky this time. Unfortunately, we keep seeing this same ambiguity in so many of your videos. It gets old. If you MEAN -1(2^3), then write that. Don't write the expression in a way that can be interpreted differently and also correctly. The problem here is that you've causing more confusion than you're preventing. This is not good didactics. Order of Operations No. 1: WRITE CLEARLY! I understood this intuitively, but a little research revealed that the factorial is a grouping symbol. As a matter of fact, the older symbol for it, ⌊ makes it visually clear that there is some kind of grouping, such as with a radical symbol. Makes sense because we're doing a special operation on a particular number. I also found that it has a higher precedence in the OOO than powers. I understand that PEMDAS is a kind of dumbed down, introductory system and factorials may not be introduced early on, but it should be addressed as being of higher precedence. 3! should be evaluated first, even before we get to the powers. Frankly, I think the factorial operation should be introduced as a REALLY COOL AND EXCITING! form of multiplication as soon as kids learn that 2 x 1 = 2! We'd thus get: (-2)^3 - 3! + (-2)^2 -1(2^3) - 3! + (-2)^2 (-2)^3 - ⌊1*2*3 + (-2)^2 -1(2^3) - ⌊1*2*3 + (-2)^2 -8 - 6 + 4 -8 - 6 + 4 -14 + 4 -14 + 4 -10 -10 I used the older factorial symbol simply to show how it's a grouping.
Exponentiation takes precedence over negation. -2^4 = -16. If you want negation to take precedence, place parentheses around the number, since P comes before E in PEMDAS. (-2)^4 = 16 This is the way it is, like it or not.
Old guy checking in again. Again, in my head from your thumbnail.
I like to see if I can do your problems in my head which I almost always get right.
I have had a lot of math almost 50 years ago...lots of calculus.
Like riding a bike.
Wish you would present more challenging problems.
Glad you are helping people. I loved math from a young age.
I'm an older lady and use this to help keep me sharp. I impress my own self with how much I remember. Also, I like the way you teach and explain which for me anyway, is a big part of learning alot of this stuff. I laughingly say I was ok at math until they put letters in it !!! 😊
When I was in High School, the teacher thought a calculator would get you the answer, but not help you understand the process. So he was sort of old school but did allow us to use a slide-rule and he accepted slide-rule accuracy. I just wish he had been as good at explaining the process as you are. It would have made it a lot easier on me as I moved on from algebra into geometry. Posulates and Theorems blew me away and that teachers' inability to explain them to me at the time turned me off to math altogether:( But you have definitely lit a fire under me to keep my mind sharp. To give you an indication of my age ..... the "Guess Who" had just released "American Woman", one of my all-time favorite albums. When vynal was still a thing .... lol
Smoke on the water and School's Out !
Greetings. The answer is definitely minus 10, (-10). The answer is determined as follows
-2^3 -3! +(-2) = -8 -(3×2) +(-2)^2=
-8-6 +4=-14+4=-10. Lovely.
ONE MUST MEMORIZE CERTAIN RULES(THAT IS NOT CONSIDERED CONFUSION;AS HE STATES! Thank you.
Very informative but I would love to see a more concise and less wordy narrative.
Agree. More concise please. Most of us just want the answer because we do these in our heads.
The answer is provided at the start of each video. but each explanation is about three times longer than it needs to be.
FYI Just last week I could have gotten a similar question wrong because it was my belief that -3^2 was the same as (-3)^2. I learned here that it's not. The former is -9, while the latter is 9. The reason being is that -3^2 is equal to -(3^2) because you square before negating. With (-3)^2, you are forced to square everything inside the parentheses.
Also, many people believe the questions are "ambiguous" because unnecessary parentheses aren't used. They're used to questions for lazy people who don't understand the proper implementation of the order of operations. The -3^2 vs (-3)^2 being an example of this. If I wrote -3^2 + 9 = ?, many people would incorrectly answer 18, when the correct answer is 0. Those who answered 18 would say, "That's ambiguous!!!"
-7.
It's the positive and negative that I'm not getting. I understood everything else. I tried to work it out on the number line but I'm still confused about how -14 + 4 = -10. So I put the problem in MathPapa and it explained and showed the number line where you count back 4 towards the positive and get -10.
In college, I took College Algebra and I did good I got a B. But when I went for my Bachelor's I had to take Statistical Math. I made it out with a C but I'm still in therapy for that class. I don't know how I passed nor do I understand any of it.
-14 + 4 is the same as 4 - 14.
What's really interesting is that 0!=1 is a convention and is not derived mathematically. Therefore, the transitive property does not apply... ie 1!=1=0! therefore, 1!=0! is an incorrect statement since the property does not apply. Basically, I look at it as 0! = 1 with an asterisks. 🙂
That was my question. If 0! = 1, what does 1! equal?
Super, excellent teachers are as rare as hair on a frog!!!
where do you find the factorial sign on the calculator.I had never seen that before
got it. Factorial was an interesting twist. Nice one, thanks.
I liked this problem as it let us practice what you taught on your other video with negative exponetial numbers not in parenthesis.
What makes you think that many will get it wrong.
I think the problem depends on when you learned mathematics. If you learned before graphing calculators came around -3^2 always equaled (-3) x (-3). Unfortunately, the program that was created for graphing calculators sees the term -3 as two separate terms so it calculates it as -1 x 3 instead of just one term of -3. So when the calculator sees that it follows PEDMAS and gives you -1 x 3^2 instead of -3^2. When you look at any old math book you will see -3^2 or written out negative three squared. If you wanted specifically the answer of -9 you would see it written as either -1(3^2) or -(3^2) or written out the negative of three squared.
«-3^2 always equaled (-3) x (-3)». Really? Now let x=3: what does -x^2 mean?
In my world, since 1960, this has been equal to -9. I now must accept it to be +9?
-3² never meant (-3) × (-3).
Basic commutativity tells you that a - b is equivalent to -b + a. But by your definition, 1 - 3² would not be equivalent to -3² + 1. Which would be a bit weird.
Also, by your definition the answers to the questions
"What is -3²?"
and
"What is -x² for x = 3?"
would not be the same. Which would also be a bit weird.
I love the way and the pace with which you teach. Thanks!
-8 - 6 + 4 which gives us -10. (factorial means multiply by itself minus 1 then reduce one from each multiple until you get 1. So 3! means 3 * 2 * 1. 4! would mean 4 * 3 * 2 * 1.)
Negative signs don't apply when using the exponent. so -x² isn't -x * -x * -x. But (-x)² is -x * -x * -x
What does «get wrong» mean? What is a «prom»?
this one i have -8 - 6 +4 = x x = -10 ... the factorial was the question but it multiplication so its own bracket
In the 60s I was taught that this was an "irrational" problem.
Great vids. Great teaching techniques.
Put in parenthesis to remove the sign ambiguities and it is a simple problem.
-(2 ^ 3) - (3!) + (-2 ^ 2) = (-8) + (-6) + 4 = 10
-10
You put your parentheses in the wrong place and changed the expression.
What you wrote doesn't evaluate to -10, it evaluates to -18.
You meant
-(2³) - (3!) + (-2)²
I got it right because I watched another video of yours reminding me of the order of operations. Yay!
The factorial button on a scientific claculator is n!
X!
⇒-10
-8-6+4
-10
I know why you are doing it because it is a sticking problem for a lot of people but I still hate the negative square crap and the multitude of videos in a row pushing the concept is kind of laboring the point. I am just saying.
It is nice to learn math without being graded on it. 😊
I have taught Maths as ling as you , some engineering Maths and Electronic Maths at a College for electricians. I have NEVER seen a factorial. Once you explained it, it was simple.
What! You taught maths and had never seen or heard of a factorial number? What has education come to in the USA.
@@nigelmansfield3011why do you assume this person is from the US? The use of "maths" instead of "math" suggests otherwise.
MATH is not a word@@sandyrice3559
Big Oops!!😫I added vs multiplied the factorial numbers of 3. Got Lucky they added up to 6! 😂
yet embarrassed I forgot that!😳
+ had 0/1(n) in there too..
*triple oops on this one.. sigh..
Would factorial fall under multiplication in pemdas
No. I did some research into factorials and they have a higher precedence in the Order of Operations. It's more of a grouping symbol that should be evaluated before powers.
-8-6+4=-10
Why is 0! = 1???.... and would 9 factorial be 9×8×7×6×5×4×3×2×1.....or just the actual factors of 9?....3×3×1..?
I understood and solved the problem correctly but i dont get how 0! = 1.
0! = 1 and 1! = 1. How is that?
Factorial...1st time came across this now i know at 76yrs old thank you very much
You lost me on -8-6 in changing that to addition. Aren’t you subtracting a positive 6 from a negative 8 to get a -2?
Yes, we are subtracting positive 6 from negative 8. That gives -14.
ADDING positive 6 to negative 8 would give -2.
I knew about factorial. Plus PEMDAS from my u experience.
The issue is the ambiguity of the equation text and its description. For the description to be unambiguous, it should say "negative of two cubed" because saying "negative two cubed" seems like the "negative" is bound to the "two" and not the "two-cubed". It is a CONVENTION, not MATHEMATICS, that says the text "-2^3" means that the minus symbol is bound to the "2^3". The unambiguous equation text should be " -(2^3) ", but this teacher is slightly lazy or vague about being unambiguous.
You missed the whole point, he isn’t lazy. It is an example of how to solve an expression which isn’t written as clearly as it should be.
-2 cubed - 3! + (-2) squared I'll do it and then look at your solution
1) (-2) squared is -2 x -2 = 4
2) 3! is 3 x 2 x 1 = 6
3) -2 cubed is -2 x -2 x -2 = -8 So now we have -8 - 6 + 4 = -10
Step three is incorrect. It is2*2*2=8 then the subtraction is applied to make it -8. -2^2=-4. (-2)^2=4. The exponent is completed before the subtraction is applied in the first one. The minus 2 inside the parens is completed before the exponent so that is -2*-2=4.
@@petersearls4443yes. The problem is that the guy making the video consistently makes incorrect statements. He stated negative 2 cubed. He should have stated subtract or minus 2 cubed.
The statement negative 2 cubed literally means -2•-2•-2. The statement subtract or minus 2 cubed literally means 2•2•2.
He does explain it. The issue is that he starts by making a false statement. Another thing that he could state to help everyone out is to add a 0 at the beginning of an equation that starts with a - symbol.
@@thatgayqueen2826 grammatically you are correct. However since it is also written down there shouldn’t be any confusion. If the expression hadn’t been written down and was just verbal then his answer would be incorrect.
--10
Mathematicians have decided that since factorials are not defined in Order of Operations that factorials should be processed after parentheses and before exponents. You can’t just treat it as a multiply operation. Try completing this exponent without first solving the factorial 2^3!. You have to solve the factorial before you do the exponent. I don’t think you made this clear in the video.
Hello Mr. John! I'm a practical guy that wants to use math to build and/or understand things and not to use math to create puzzles. I would find it very interesting if you included the practical uses for things like a factorial in your future videos. Thank you!
I don't know about factorial. Here's the part I do know or at least think I know. 😊
-8-3!+4
You are correct as far as you went. The factorial works out to -6.
You said in another PEDMAS problem, the answer was 21, but I argue it is 39. This question proves you are wrong. The other example was -3 to power 2 + 6(4+1). PEDMAS. Parentheses (4+1) =5. So, now = -3 to power 2 + 6*5 [ or (6*5)], so = -3 to power 2 +30. Exponential. -3 * -3 =9, so =9 + 30 =39. Here the answer is -10, and I agree. Following PEDMAS, P (-2) to power 2 = -2 * -2 = +4 and that is the first reason you answer to the other question falls. Either the first example needs parantheses, or neither does. They are used, in this example, to separate the "+" from the "-". Factorial, PEDMAS, seems to miss out but is just multiplication (3*2*1). So from PEDMAS P and E still come first. P = -2* -2 =+4 . E = -2* -2* -2 = -8 (- *- =+, but - * + =-), so -2 cubed = -8. So after P and E, equation is -8 - (3!) +4. Factorial 3 (3!) = (3*2*1) = +6. So problem is now -8 - 6 +4 = (-8 -6) +4, = -14 +4 = -10.
Guess you do not like to be called out for being wrong. I thought you were a good guy, guess not. Simple error, just cannot admit it. Are you deleting all the comments that say you are wrong from that video? Guess so, Boo Hoo, poor you, you made an error, get over it.
-3 to power 2 (or -3 squared) + 6(4+1) = 39. PEDMAS although just need PEMA. P = (4+1)=5, E = -3 squared = +9, [yes?] M = 6*5 = 30. So A = +9 + 30 = 21. Yep seems legit to me. Going to cross this out too? It is one of your video questions!
The other video explains that the notation -3² means "take the negative of 3²" not "calculate the square of -3".
Nothing in this video contradicts that.
Concerning your basketball analogy, at my age if it goes in first try then I'm quitting while I'm ahead.😁
Learned something new today, thanks for that.
-8 - 6 + 4 = -10
-2×-2×-2-1×2×3+-2×-2
I don't know the Answer ,but I think it is between -100 and 1,000.
It's always best to jump ahead 5 minutes or so in these videos.
Or even 15 minutes to get to the real problem solving.
Why does 0! = 1
I solved this by ignoring PEMDAS and mostly adding negative numbers.
At 10:06 you say NEGATIVE two squared. BUT that is NOT correct reading of the problem. You work out the opposite of 2 squared, not -2 ^2. THERE IS as you point out a difference, and this must be made clear in the language and the symbols. That is why grouping symbols were developed, if you don't use them, and your language is confused, the problem is ambiguous.
Would be really nice to see a video of him explaining how he reads the words vs how he writes the ambiguous math expression vs how a clearly written math expression of his words actually looks!
Actually (-2) ^2 IS negative two squared, which is 4. This is why the correct answer is -10. -2^2 is what you said - two squared and then made negative.
@@padraicbrown6718 If you know the correct way to interpret the formula, it's not ambiguous. If you think it is, you don't know the correct way.
This video should only be about 3 minutes long
I have no idea why that positive 6 turned into a negative one. You didn't explain that part and now I'm totally confused. Im thinking its -8 minus 6 plus 4. Why does that 6 become a negative value as subtraction comes before adition in that final breakdown.
3!=6. The subtraction symbol prior to the 3! gives you the minus 6. He probably showed it. After the cubed, factorial, and the squared, the equation looks like -8-6+4. Then in order of left to right it becomes -14+4 and then -10.
Too much info about pemdas
over 5 mins to get to the point?
the answer is - 10
(x-1)
I definitely learned something
👍👍
100 is not A+.
There is no integer Number with a minus in Front of it, because Mathematik results out of Natur and there is no way of calculating the growth which is not Happening. A negative Figure is the sole Imagination of mankind. Also to multiply the Non existence of something to a growth (-2)^3=-8😂
I use me Cell phone as a Science Cal.
I got 10- could be wrong. Let’s see
-10
-13
You did not give the answer, -10
-10!!! Yay!!!
I got this one right.
Got it right, another video I get to skip
Many, don't care!
-10 i think
10
18
--9
Not that hard,21
niveau 6ieme!!!
OMG! This man talks too much! Just tell me what a factorial is already! Jeez! 😬 Maybe when I was younger, but now I don't have patience for all this 'filler' talk.
John, you could have done much better. Calm down you're good, but you're not the best.!!!!!!
Your explanation is so slow and repetitive that even a newly born child can follow.
blah, blah, blab...; This is about 500% longer than needed. Teacher needs an editor badly.
"Many will get wrong"
.
This is what happens when teachers are more interested in pushing social agendas than teaching their course.
Reading, Writing, and Math should be the absolute bedrock of any education. There is no reason to teach anything else until these three are mastered for their grade level.
This is math, so what are you complaining about?
@@petersearls4443 What am I complaining about?
I'm complaining because the schools are not doing their job.
EVERYONE should be able to do this SIMPLE math problem.
That's what I am complaining about.
@@kevincaruthers5412 oh ok I misinterpreted
, my apologies.
@@petersearls4443 No worries.
Hope you have a great day!
I did get -10, but I'm still going to note the sloppy notation! We all got -8 because the ambiguous notation, -2^3 can be interpreted two different ways: (-2)^3 and -1(2^3). Because the power is odd, the result will be negative either way. If the power were even: (-2)^4 or -1(2^4), we get results 16, -16. This is why it is very important that we write math expressions unambiguously. So, no, YOU got lucky this time. Unfortunately, we keep seeing this same ambiguity in so many of your videos. It gets old. If you MEAN -1(2^3), then write that. Don't write the expression in a way that can be interpreted differently and also correctly. The problem here is that you've causing more confusion than you're preventing. This is not good didactics.
Order of Operations No. 1: WRITE CLEARLY!
I understood this intuitively, but a little research revealed that the factorial is a grouping symbol. As a matter of fact, the older symbol for it, ⌊ makes it visually clear that there is some kind of grouping, such as with a radical symbol. Makes sense because we're doing a special operation on a particular number. I also found that it has a higher precedence in the OOO than powers. I understand that PEMDAS is a kind of dumbed down, introductory system and factorials may not be introduced early on, but it should be addressed as being of higher precedence. 3! should be evaluated first, even before we get to the powers.
Frankly, I think the factorial operation should be introduced as a REALLY COOL AND EXCITING! form of multiplication as soon as kids learn that 2 x 1 = 2!
We'd thus get:
(-2)^3 - 3! + (-2)^2 -1(2^3) - 3! + (-2)^2
(-2)^3 - ⌊1*2*3 + (-2)^2 -1(2^3) - ⌊1*2*3 + (-2)^2
-8 - 6 + 4 -8 - 6 + 4
-14 + 4 -14 + 4
-10 -10
I used the older factorial symbol simply to show how it's a grouping.
Exponentiation takes precedence over negation.
-2^4 = -16.
If you want negation to take precedence, place parentheses around the number, since P comes before E in PEMDAS.
(-2)^4 = 16
This is the way it is, like it or not.
Easy its 10
-8-6+4=-10
-47
-7
21
-10
-8-6+4=-10
-14
-10
-10
-10
-10
-10
-10
-10
-10