@@RushLite not to "but achthually" y'all but both answers can be right. the order in which the question 6/2(1+2) should be resolved is ambiguous and can be interpreted in two ways. the way Jaiden, Maaz and James interpreted the question was 6/[2(1+2)] that results in 1, but the way you interpreted it is [6/2](1+2) that results in 9. so yeah, both you and the contestants can be right.
@@octonine6212 Pretty sure if there is no operator between 2 and the parentheses you have to calculate that first (like 2x can't be separated). Meaning 1 is the ONLY correct answer.
5:46 NO. JAMES IS CORRECT. The answer is 1, physical calculators say 1 because brackets (aka times) is always done first before divide BUT EVERYTHING ONLINE (INCLUDING AI) WILL SAY TEH ANSWER IS 9 *BUT THAT IS WRONG*
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity. Your calculator got 1 because it seems to be programmed to prioritize a(b) over a/b (and likely a*b). Other calculators might be programmed differently. For example, when I copied and pasted the expression into Desmos, I got 9.
No, your wrong, think of Pemdas here after the 1+2 is combined that order is done, it no longer has priority and the brackets would go away so then it would be 6/3x3
I hate those types of math equations, so dumb. It becomes less about the math and more about wondering which way the math is supposed to work. Is it 6/(2(1+2)) or (6/2)(1+2). Idk I just prefer aggressive use of parenthesis.
Okay the math question James got right because you put the number next to the paranthesis. You have to get rid of parantheticals before anything else, so James deserves those points
Please(parenthesis) Excuse My (multiplication) Dear (divide) Aunt (add) Sally (subtract) Going down the line, u multiply the nearby number first then divide it. It is 1. They don't have equal importance. That doesn't make sense.
PEMDAS (or BODMAS/BEDMAS) isn't meant to be taken completely literally. Multiplication and division have equal precedence (similar to how addition and subtraction have equal precedence). This is because multiplication and division are inverses and can be turned into each other (a/b=a*(1/b)=a*(b^-1)). (This is similar to how addition and subtraction are inverses (a-b=a+(-b)).) I'm not sure why "PEMDAS" is spelled in that order instead of "PEDMAS" (or "PEMDSA"/"PEDMSA"). It might be because people thought "PEMDAS" sounds better or thought that it allowed for better mnemonics.
I actually got 9 for the math question. The reason why the answer was 9 to the math question was because Rush happened to use BODMAS instead of PEMDAS. Both answer are CORRECT, but it really depends on who you ask it to. For this case, asking people who learned their education in the US should use PEDMAS. So YES, THE ANSWER SHOULD IN FACT BE 1!
@ParrotParrk Its sorta like PEMDAS, its the order on how you do math equations. Each letter in BODMAS stands for something, B=Bracket, D=Divide, M=Multiply, A=Add, S=Subtract. I forgot what O means.
The maths question, you do the full brackets first, 3 is still in brackets, I feel like I’m teaching tree ur olds sometimes. “Can you see the brackets, that’s right. So what do we do first” “the devision” “no!?” There isn’t a timesing symbol only brackets therefore you assume it goes first. (Sorry I’m so annoyed at this point)
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
@Petrovious I get that, but that breaks a lot of other algebra to do so, (what if the equation was 8÷2x, by the logic provided that would equal 4x not 4/x which is the correct answer, 2(4) (or whatever version of the calculation it it) is a grouped expression the same way 2x would be. You get my logic?
ITS STILL ONE THO. You solve brackets first. And just saying 2+1=3 isnt solving them. You need to get RID of the brackets before anything else. So 1 WOULD be correct
@@PetroviousThe 3 is in brackets, not *. So you would have to do 2(3) first BEFORE 6/2 because of BODMAS and having to get rid of the brackets. 2(3) = 2*3 but the order is different when it comes to solving. So the actual answer should be 1, not 9
@@WindyGG0612 After looking into it a bit, it seems to be dependent on what you're taught. The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I also wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
Ok this is for the dad joke question. So a couple of farmers are sitting outside of a barn in their straw hats and overalls. Now one of the farmer's sons had just gotten back from collage. So the son shows up in his collage suit and his father puts an arm around him and is like "Ey my boy just got back from college, son, say somethin' from collage" the son says "Pi R squared" ... ... ... *Silence* ... "DANG NAB IT BOY, PIE AIN'T SQUARE, CORNBREAD ARE SQUARE!!!! WHAT DID WE EVEN SEND YOU THERE FOR!!!!!!" (Also James, you learn PEMDAS in middle to highschool what the- /silly)
So, to do my best to try and explain in more than "no youre doing it out of order". When 4÷1(2×2) =Y, 1(2×2) is now its own equation, X= 1(2×2) and the equation you have otherwise is 4÷X=Y, and after you solve for X you get 4÷4= Y, which is 1 obviously. But, if you say that after doing the parentheses that the equation becomes 4÷1×4= Y, the answer becomes 16. But that equation is actually 4÷1×(2×2), which someone might say its dumb because () means ×, but it doesnt. The order of operations here is to still do the parentheses first, then continue, this logic is also applied when a parentheses is connected to another number instead of separated by a symbol, similar to squaring or cubing a number, indicating that those numbers are their own condensed equation that must be solved before continuing down the order of operations. Someone once taught you that parentheses equals multiplication so you're treating it like its same thing, but parentheses are just the first thing you need to do. When you go down PEMDAS, you eliminate each part before moving on. Turning 1(2×2) into 1×4 instead of 1(4) doesnt eliminate the parentheses, it replaces it and changes how it interacts with the rest of the equation, resulting in different answers. You'd never apply this logic to division with a parentheses though, because that is, visually, a fraction, because if youre divinding its possible to get a fraction, so you'll solve that whole part first, but there isnt a way to visually show the opposite for multiplication by doing anything other than placing it right next to the number. Also, this is in no way a "i know better" kinda comment. This is a super common misconception about PEMDAS, and i understand how the math makes sense, i can see the A to B to C logic of it, im just trying to do my best to put my understanding into words that will allow others to follow my logic.
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity. Also, I'm pretty sure the correct term for "4÷1(2×2)" and "1(2×2)" is "expression," not "equation". (I'm pretty sure "4÷1(2×2) =Y" and "4÷X=Y" are equations, though.) Edit: added extra line of space between paragraphs
The real answer to the math question is that it was written horribly. It should be 6 / 2 * (1 + 2). When it’s 6 / 2(1 + 2) theres an implication that it’s a fraction where 6 is above everything. Technically that might be wrong, but theres a reason math isn’t usually written out on one line.
The fact they were all right because multiplication comes before division in PEMDAS so it's 3×2/6=1, if 6/2 was in parentheses it would be different All the contestants were right and they still lost XD
Multiplication and division have equal priority in PEMDAS (similar to how addition and subtraction have equal priority). I'm not sure why it's "PEMDAS" instead of "PEDMAS" (or "PEMDSA"/"PEDMSA"), but it might be because it sounds better.
@@Funhaus_Fr34k no, multiplication doesn't have priority over division, but that's actually a problem with the whole PEMDAS thing. PEMDAS only shows 6 types of equations, and by the (correct) logic that parenthesis should be done before exponents, people assume the same goes for the rest of the letters, but people forget that PEMDAS has the sub-rule of multiplication/division and addition/subtraction having equal priority between these pairs. a better way to show the order of equations is through 4 pairs of types, with the types in each pair being of equal priority, making this order: 1st - parenthesis and brackets 2nd - exponents and roots 3rd - multiplication and division 4th - addition and subtraction
about the question itself though, both answers can be right, cause the question itself is ambiguous and can be read in both ways. the way Jaiden, Maaz and James interpreted the question 6/2(1+2) was 6/[2(1+2)] that results in 1, but the way Rush interpreted it is [6/2](1+2) that results in 9. the correct answer not only depends on the question itself but also on how the person making the question interpreted it.
Right, it should've been (6/2)(1+2) to be equal to 9. In that way you solve the brackets and then multiply (6/2)(1+2) = (3)(3) = 9 __6__ * 1+2 = 9 2 The problem was wrote 6/2(1+2) so the result in the brackets just multiply the number next to it, in this case 2, 6/2(2+1) = 6/2(3) = 6/6 = 1 ____6____ = 1 2(1+2) You have to specify exactly how the numbers will affect each other by, for example, brackets. it's all about how it's understandable.
The funniest thing about math questions on the internet is that ur more likely to get a higher rate of correct answers from the internet for a hard question than an east question.
Okay it would be 1 no matter what because 6/2(1+2) you would parathases first becoming 6/2(3) so you would the times the 2 into the 3 because algebra giving you 6/6 or 1
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
@@Petrovious So no actually because even if you are not taught it, it is implied to some degree in algebra or any higher math if you have a(b) you treat it the same as a*b but you do it before any explicit a*b. It more so depends how far you have gotten in math. They teach you this normally in algebra 1. Just like how a dot is the same as a x for multiplication. So I do agree it depends but only on how far you have gotten in algebra. also adding together the two numbers does not make the prathases disappear or get removed. You have to do something else to do that just like you have o square root something to get rid of a 2nd power. Sorry if this sounds rude I don't mean to be. I just really like math and want people to be informed on how it works and Ihave seen several problems like this where your explanation is there but it does not make it right. Thank you for your input though.
@@aceofclubs8555 That's interesting. I don't remember being explicitly taught that a(b) has higher priority than a*b in algebra (or higher math), but it could be that it never came up because we wrote our division/fractions "vertically" a ( -- ) b instead of "horizontally" (a/b), which removed any ambiguity. a a(c+d) --(c+d)=-----------=(a/b)(c+d)=a/b*(c+d) b b a -----------=a/(b(c+d)) b(c+d) (It could also be possible that they did teach it, and I forgot.) I have seen some people imply it when people write exponents "horizontally." I've seen a ---- bc written as a/bc and a/(bc). (I prefer a/(bc).) I also like math, and I can understand the desire for people to be informed about it. Thank you for your perspective.
@@Petrovious huh I was taught that pretty explicitly but different place different thing I guess but ya. I think they did it because how else would the parathases disappear you know. Also YAY MATH
For the math problem involving 6 divided by 2 (1+2), you distribute the 2 to the 1 and 2- That's all I'm saying so I don't sound like a math teacher...
@@Petrovioususing PEMDAS literally, that doesn’t make sense (multiplication before division, yet you did the division prior) It should be ‘DM’, tbh, because at least then, you can write 6/2 like a fraction
@@Cheri_Blast PEMDAS (or BODMAS/BEDMAS) isn't meant to be taken completely literally. Multiplication and division have equal precedence (similar to how addition and subtraction have equal precedence). This is because multiplication and division are inverses and can be turned into each other (a/b=a*(1/b)=a*(b^-1)). (This is similar to how addition and subtraction are inverses (a-b=a+(-b)).) I'm not sure why "PEMDAS" is spelled that way instead of "PEDMAS" (or "PEMDSA"/"PEDMSA"). It might be because people thought "PEMDAS" sounds better.
@@Petrovious Fair enough, I just meant a looooot of people do take it literally, which is where the confusion comes from 🤷🏻♀️ (And I suppose I stated that to get clarification for anyone reading this later XD) I personally use BIDMAS because this order makes a li'l more sense in my opinion, and BI is what I was most recently taught from school (tho, it means the same, ofc) - there are cases where doing D or M first gives different results, but that's if the equation is poorly-written, such as the above example (like I said, utilising fractions makes things much clearer)
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
Jaiden wins again. Is she just that good or does everyone flub it up on purpose to make her win? I still like her content, but it just feels like Jaiden is winning a lot these days.
Legit wanted to watch more, this was awesome rush!! Still mad that I didn't get 9
MAAAAAAAAAAAAAAAAAAAAAFIAAAAAAAAAAAAAAAAAAAAA 4 when
Rip o roni my dude :p
You can actually do division before multiplication even if it's after.
U R so cool 😎
@@Idk-be4jg already posted, linked in the main video even :)
I can't believe the math guy failed so hard on the math question smh
RIGHT!?!?!
Like that's crazy, how could you mess up a second grade math question?
@@RushLite not to "but achthually" y'all but both answers can be right.
the order in which the question 6/2(1+2) should be resolved is ambiguous and can be interpreted in two ways. the way Jaiden, Maaz and James interpreted the question was 6/[2(1+2)] that results in 1, but the way you interpreted it is [6/2](1+2) that results in 9. so yeah, both you and the contestants can be right.
Me who got four💀💀💀💀
@@octonine6212 Pretty sure if there is no operator between 2 and the parentheses you have to calculate that first (like 2x can't be separated). Meaning 1 is the ONLY correct answer.
This Dumpster was FIRE !!! I wish we could have more. Also, your webcam dying at 7:32 during the "dad jokes" segment was hilarious on so many levels.
Good :p
@@RushLightInvader I forgot whether you called this "Dumpster Fire" or "Dumb-Star Fire" ? 😅
Finished the video and was hoping for more, this was so good
Thanks my dude!
0:34 Bro summoned the undertale fandom with 4 beats
Real
5:46 NO. JAMES IS CORRECT. The answer is 1, physical calculators say 1 because brackets (aka times) is always done first before divide BUT EVERYTHING ONLINE (INCLUDING AI) WILL SAY TEH ANSWER IS 9 *BUT THAT IS WRONG*
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
Your calculator got 1 because it seems to be programmed to prioritize a(b) over a/b (and likely a*b). Other calculators might be programmed differently. For example, when I copied and pasted the expression into Desmos, I got 9.
Wdym. I use my calculator on phone it says 9
No, your wrong, think of Pemdas here after the 1+2 is combined that order is done, it no longer has priority and the brackets would go away so then it would be 6/3x3
THANK YOU!!!
It's 9
Nice, the extras before the actual video lol
I swear to god when you showed us the Ragdoll Sound effect, I screamed "SKYRIM RAGDOLL" because it pretty much sounds the exact same :D
I was more shocked to know that they didn't know that sound, like... who doesn't?
I hate those types of math equations, so dumb. It becomes less about the math and more about wondering which way the math is supposed to work. Is it 6/(2(1+2)) or (6/2)(1+2). Idk I just prefer aggressive use of parenthesis.
Yeah, if you don't know how to approach to a simple math problem, probably there's a better way to express it, and using parenthesis helps a lot
I like the part where jaiden dumpsters the fire
spittin the truth!
@@RushLite ikr
@@RushLitespitting on that thang?
Okay the math question James got right because you put the number next to the paranthesis. You have to get rid of parantheticals before anything else, so James deserves those points
Wouldn't it be:
6/2(1+2)=6/2(3)=6/2*3=3*3=9 ?
@Petrovious no. In this case it would be 6/2(1+2) = 6/2(3) = 6/6 = 1. You don't transfer the parenthesis to a multiplication symbol
@@djtimo Doesn't a(b)=a*b, though?
@Petrovious Yes. But due to how the problem was written, you wouldn't transfer the two
@@djtimo Why not? They're equal, so it should be valid.
For the expression to equal 1, it's needs to be 6/(2(1+2)).
Please(parenthesis) Excuse My (multiplication) Dear (divide) Aunt (add) Sally (subtract)
Going down the line, u multiply the nearby number first then divide it. It is 1. They don't have equal importance. That doesn't make sense.
PEMDAS (or BODMAS/BEDMAS) isn't meant to be taken completely literally. Multiplication and division have equal precedence (similar to how addition and subtraction have equal precedence). This is because multiplication and division are inverses and can be turned into each other (a/b=a*(1/b)=a*(b^-1)). (This is similar to how addition and subtraction are inverses (a-b=a+(-b)).) I'm not sure why "PEMDAS" is spelled in that order instead of "PEDMAS" (or "PEMDSA"/"PEDMSA"). It might be because people thought "PEMDAS" sounds better or thought that it allowed for better mnemonics.
I actually got 9 for the math question. The reason why the answer was 9 to the math question was because Rush happened to use BODMAS instead of PEMDAS. Both answer are CORRECT, but it really depends on who you ask it to. For this case, asking people who learned their education in the US should use PEDMAS. So YES, THE ANSWER SHOULD IN FACT BE 1!
Wait what’s bodmas?
@ParrotParrk Its sorta like PEMDAS, its the order on how you do math equations. Each letter in BODMAS stands for something, B=Bracket, D=Divide, M=Multiply, A=Add, S=Subtract. I forgot what O means.
@@ury3434 The "O" stands for "Order."
I used pemdas and it's 9
Why does using BODMAS or PEMDAS make a difference?
The maths question, you do the full brackets first, 3 is still in brackets, I feel like I’m teaching tree ur olds sometimes. “Can you see the brackets, that’s right. So what do we do first” “the devision” “no!?” There isn’t a timesing symbol only brackets therefore you assume it goes first. (Sorry I’m so annoyed at this point)
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
@Petrovious I get that, but that breaks a lot of other algebra to do so, (what if the equation was 8÷2x, by the logic provided that would equal 4x not 4/x which is the correct answer, 2(4) (or whatever version of the calculation it it) is a grouped expression the same way 2x would be. You get my logic?
ITS STILL ONE THO. You solve brackets first. And just saying 2+1=3 isnt solving them. You need to get RID of the brackets before anything else. So 1 WOULD be correct
YES
Wouldn't it be:
6/2(1+2)=6/2(3)=6/2*3=3*3=9 ?
@@PetroviousThe 3 is in brackets, not *. So you would have to do 2(3) first BEFORE 6/2 because of BODMAS and having to get rid of the brackets. 2(3) = 2*3 but the order is different when it comes to solving. So the actual answer should be 1, not 9
@@WindyGG0612 After looking into it a bit, it seems to be dependent on what you're taught. The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I also wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
THANK YOU!!
Ok this is for the dad joke question.
So a couple of farmers are sitting outside of a barn in their straw hats and overalls. Now one of the farmer's sons had just gotten back from collage. So the son shows up in his collage suit and his father puts an arm around him and is like "Ey my boy just got back from college, son, say somethin' from collage" the son says "Pi R squared" ... ... ...
*Silence*
...
"DANG NAB IT BOY, PIE AIN'T SQUARE, CORNBREAD ARE SQUARE!!!! WHAT DID WE EVEN SEND YOU THERE FOR!!!!!!"
(Also James, you learn PEMDAS in middle to highschool what the- /silly)
Bruh they all failed to do the brackets 💀
1:39- that’s was the spring sound effect from classic Sonic games!
This was hilarious!! I would love to see a bunch of animators arguing 😂
That's a great video, would be great to see more with Haminations
So, to do my best to try and explain in more than "no youre doing it out of order". When 4÷1(2×2) =Y, 1(2×2) is now its own equation, X= 1(2×2) and the equation you have otherwise is 4÷X=Y, and after you solve for X you get 4÷4= Y, which is 1 obviously. But, if you say that after doing the parentheses that the equation becomes 4÷1×4= Y, the answer becomes 16. But that equation is actually 4÷1×(2×2), which someone might say its dumb because () means ×, but it doesnt. The order of operations here is to still do the parentheses first, then continue, this logic is also applied when a parentheses is connected to another number instead of separated by a symbol, similar to squaring or cubing a number, indicating that those numbers are their own condensed equation that must be solved before continuing down the order of operations. Someone once taught you that parentheses equals multiplication so you're treating it like its same thing, but parentheses are just the first thing you need to do. When you go down PEMDAS, you eliminate each part before moving on. Turning 1(2×2) into 1×4 instead of 1(4) doesnt eliminate the parentheses, it replaces it and changes how it interacts with the rest of the equation, resulting in different answers. You'd never apply this logic to division with a parentheses though, because that is, visually, a fraction, because if youre divinding its possible to get a fraction, so you'll solve that whole part first, but there isnt a way to visually show the opposite for multiplication by doing anything other than placing it right next to the number. Also, this is in no way a "i know better" kinda comment. This is a super common misconception about PEMDAS, and i understand how the math makes sense, i can see the A to B to C logic of it, im just trying to do my best to put my understanding into words that will allow others to follow my logic.
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
Also, I'm pretty sure the correct term for "4÷1(2×2)" and "1(2×2)" is "expression," not "equation". (I'm pretty sure "4÷1(2×2) =Y" and "4÷X=Y" are equations, though.)
Edit: added extra line of space between paragraphs
5:26 HOW DID HE PREDICT THAT SH*T?
5:20 that Roosevelt picture reminds me of the creepy seal from Pingu
1:30 thats the sonic *spring*...
Shoot. U right lol
You gotta get rid of the parentheses, so the answer is actually 1
Wouldn't it be:
6/2(1+2)=6/2(3)=6/2*3=3*3=9 ?
@@Petrovious nope
6/2(1+2) = 6/2(3) = 6/(2*3) = 6/6 = 1
@@Petroviousno, it would be
____6____ =
2(1+2)
___6___ =
2(3)
__6__ = 1
6
Me personally.
6/2(1+3)
3(1+3)
3+6
=9
I got every sound
The real answer to the math question is that it was written horribly. It should be 6 / 2 * (1 + 2). When it’s 6 / 2(1 + 2) theres an implication that it’s a fraction where 6 is above everything. Technically that might be wrong, but theres a reason math isn’t usually written out on one line.
The fact they were all right because multiplication comes before division in PEMDAS so it's 3×2/6=1, if 6/2 was in parentheses it would be different
All the contestants were right and they still lost XD
Multiplication and division have equal priority in PEMDAS (similar to how addition and subtraction have equal priority). I'm not sure why it's "PEMDAS" instead of "PEDMAS" (or "PEMDSA"/"PEDMSA"), but it might be because it sounds better.
@@Petrovious no they don't?? This it's pemdas because multiplication has priority over division, (addition has priority over subtraction)
@@Funhaus_Fr34k no, multiplication doesn't have priority over division, but that's actually a problem with the whole PEMDAS thing. PEMDAS only shows 6 types of equations, and by the (correct) logic that parenthesis should be done before exponents, people assume the same goes for the rest of the letters, but people forget that PEMDAS has the sub-rule of multiplication/division and addition/subtraction having equal priority between these pairs.
a better way to show the order of equations is through 4 pairs of types, with the types in each pair being of equal priority, making this order:
1st - parenthesis and brackets
2nd - exponents and roots
3rd - multiplication and division
4th - addition and subtraction
about the question itself though, both answers can be right, cause the question itself is ambiguous and can be read in both ways. the way Jaiden, Maaz and James interpreted the question 6/2(1+2) was 6/[2(1+2)] that results in 1, but the way Rush interpreted it is [6/2](1+2) that results in 9. the correct answer not only depends on the question itself but also on how the person making the question interpreted it.
Right, it should've been (6/2)(1+2) to be equal to 9. In that way you solve the brackets and then multiply
(6/2)(1+2) =
(3)(3) = 9
__6__ * 1+2 = 9
2
The problem was wrote 6/2(1+2) so the result in the brackets just multiply the number next to it, in this case 2,
6/2(2+1) =
6/2(3) =
6/6 = 1
____6____ = 1
2(1+2)
You have to specify exactly how the numbers will affect each other by, for example, brackets. it's all about how it's understandable.
Wait, I thought Dr. Eggman was referenced off of queso
The funniest thing about math questions on the internet is that ur more likely to get a higher rate of correct answers from the internet for a hard question than an east question.
The video was so good I subscribed as soon as I James told me to.
I can’t wait for more funny game shows in the future
Yay new video
Nice video
Thank you!
Rush, I am not sure where I was commanded to write this so I have also typed it here: "watery walter".
0:52 i was just screaming g mod the hole time
Lol
Okay it would be 1 no matter what because 6/2(1+2) you would parathases first becoming 6/2(3) so you would the times the 2 into the 3 because algebra giving you 6/6 or 1
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
@@Petrovious So no actually because even if you are not taught it, it is implied to some degree in algebra or any higher math if you have a(b) you treat it the same as a*b but you do it before any explicit a*b. It more so depends how far you have gotten in math. They teach you this normally in algebra 1. Just like how a dot is the same as a x for multiplication. So I do agree it depends but only on how far you have gotten in algebra. also adding together the two numbers does not make the prathases disappear or get removed. You have to do something else to do that just like you have o square root something to get rid of a 2nd power. Sorry if this sounds rude I don't mean to be. I just really like math and want people to be informed on how it works and Ihave seen several problems like this where your explanation is there but it does not make it right. Thank you for your input though.
@@aceofclubs8555 That's interesting. I don't remember being explicitly taught that a(b) has higher priority than a*b in algebra (or higher math), but it could be that it never came up because we wrote our division/fractions "vertically"
a
( -- )
b
instead of "horizontally" (a/b), which removed any ambiguity.
a a(c+d)
--(c+d)=-----------=(a/b)(c+d)=a/b*(c+d)
b b
a
-----------=a/(b(c+d))
b(c+d)
(It could also be possible that they did teach it, and I forgot.)
I have seen some people imply it when people write exponents "horizontally." I've seen
a
----
bc
written as a/bc and a/(bc). (I prefer a/(bc).)
I also like math, and I can understand the desire for people to be informed about it. Thank you for your perspective.
@@Petrovious huh I was taught that pretty explicitly but different place different thing I guess but ya. I think they did it because how else would the parathases disappear you know. Also YAY MATH
WAIT THERE'S MORE?
U know it bb!
**Sounds of collisions**
Maaz: "Me with my friends."
What do you mean by that?🤔
at 3:26 i would have definitely said fart with reverb
5:30 EPIC RAP BATTLES OF AKADEMI REFERENCE
It was Epic Rap Battles of History first, but I do like the throwback for me
You know, you could call these Leftover Rushlights 😁
1:00 GMod and Source Engine collision sound
why are the screenshots on discord from 2021
MY BOI IS BACK 🗣🗣🗣🗣🗣🗣
Was this recorded 3 years ago bro
Looks cool
Yoizzz
EPICRAPBATTLESOFHISTORYYYYY
For the math problem involving 6 divided by 2 (1+2), you distribute the 2 to the 1 and 2- That's all I'm saying so I don't sound like a math teacher...
According to PEMDAS rules, I'm pretty sure it's
6/2(1+2)=6/2(3)=6/2*3=3*3=9
@@Petrovioususing PEMDAS literally, that doesn’t make sense (multiplication before division, yet you did the division prior)
It should be ‘DM’, tbh, because at least then, you can write 6/2 like a fraction
@@Cheri_Blast PEMDAS (or BODMAS/BEDMAS) isn't meant to be taken completely literally. Multiplication and division have equal precedence (similar to how addition and subtraction have equal precedence). This is because multiplication and division are inverses and can be turned into each other (a/b=a*(1/b)=a*(b^-1)). (This is similar to how addition and subtraction are inverses (a-b=a+(-b)).)
I'm not sure why "PEMDAS" is spelled that way instead of "PEDMAS" (or "PEMDSA"/"PEDMSA"). It might be because people thought "PEMDAS" sounds better.
@@Petrovious Fair enough, I just meant a looooot of people do take it literally, which is where the confusion comes from 🤷🏻♀️
(And I suppose I stated that to get clarification for anyone reading this later XD)
I personally use BIDMAS because this order makes a li'l more sense in my opinion, and BI is what I was most recently taught from school (tho, it means the same, ofc) - there are cases where doing D or M first gives different results, but that's if the equation is poorly-written, such as the above example (like I said, utilising fractions makes things much clearer)
I liked the first part, now i got more yeeeee
1:47 erm actually it’s when you get a role not when you get the imposter ☝️🤓
6/2(1+2) would equal 9 :/since it would go 6/2(3) then just order of operations to get 3(3) which equals 9
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
do you ever wonder
Sometimes
Nope.
How the hell did it take this long to realise this guy is very distorted
Well I'd tell you a dad joke about a roof but it'd probably go over your head 7:57
(Edit: that's my joke entry how many points did I get?)
I will now always see monkeys with orange hair.
EOS WEBCAM UTILITY
Was the gameshow recorded in 2021?
Indeed :p
My question is where did they get 1?!
multiplication was done first
which is usually what people do by default, but math says no it isn’t
Was this all prerecorded in 2021?
I was doing algebra math so I put 2 into both (1+2) so I got 6/(2+4) then to 6/6 and then I got 1. Math have effects me doing that way now.
ERB mentioned
well 6/2(2+1) should be 1 because its actually 6/(2(1+2)); if it was 6/2*(1+2) then it would have been 9, (6/2)*(1+2)
After looking into it a bit, it seems to be dependent on what you're taught (and likely also personal interpretation). The way I was taught, you simplify everything within the brackets/parentheses 1st (not get rid of the brackets/parentheses 1st). I was also taught that a(b)=a*b. I wasn't taught about "juxtaposition"/"implicit/implied multiplication" (which is what a(b) is). There seems to be a dispute about "juxtaposition"/"implicit/implied multiplication." From what I could find, both answers for the video's expression (1 and 9) are correct (depending on what you're taught), and people should use more brackets/parentheses to avoid this kind of ambiguity.
What’s a good animation app that I can make my own videos on my phone?
Chicken
yipee
2+2/2=3
Kachaw
Why is there a marshmallow how odd🤔🤔🤔
hi
Jaiden wins again. Is she just that good or does everyone flub it up on purpose to make her win?
I still like her content, but it just feels like Jaiden is winning a lot these days.
U R Cool 😎
This was recorded in 2021?????
Damn that was a trans moth in the moth joke
😂😂😂😂😂😂
I'm pretty sure people in the US are weird (those in the comments) because how are they taught math in different ways?
Why does rush’s name says Rushlife (rush lite) another TH-camr @Benjimike
That's a great video, would be great to see more with Haminations