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As mechanical engineer my answer is 1

Sharp and Casio calculators use PEJMDAS, properly placing a higher priority on the juxtapositional multiplication. Which will give the correct answer of 1. Mathematics was created in order to communicate explanations of physics, astronomy, and finances. The solution to these issues is to verify the techniques against experimentaly verifiable results and make sure that your math actually serves it's original purpose. In science, hypotheses are tested before being accepted, let's test the hypothesis of being able to preform this math problem as proposed. One such experiment involves rolling a wheel along a track. Distance divided by circumference is equal to the revolutions required to roll a wheel. Dist÷2πr=revolutions. To roll a wheel 120" how many revolutions will a wheel, with hub radius of 11", and a tread thickness of 1" have to complete? 120"÷2π(11"+1")=? 120"÷(2π)(11"+1")=? 120"÷π(22"+2")=? Will it be 120"/2 x π(12") = ? 2262in² Or 120"/6.283 x (12")= ? 229.2in² Or will it be 120"/π x (24")= ? 916.7in² Obviously not since every one of those results, to the same problem, returns a different incorrect answer with the units of inches². Any answer much different from 1.59 revolutions is going to be incorrect. This is verifiable experimentally PEMDAS was not "invented" by mathmaticians. It was created by grade school teachers of Mathematics, not even physics or science. It's an oversimplification to make it easier to get the basics taught. The Style Guides of both the Society for Mathematics and the Society for Physics recognize the importance of the PEJMDAS conventions that prioritizes juxtapositional multiplication ahead of division. And our experiment supports this. In science, it only takes one example to disprove an hypothesis, which I believe has now been done.

There is no such rule as left to right priority... The correct way to Write it in excel is =6/(2(2+1)) The answer will be 1. You have to understand that by proximity of parenthesis 2(2+1) has to be done first before you can proceed to division This is not viral at all Just a plain mathematical solution gone wrong!

I'll bet at the time you were taught PEMDAS, at least by someone qualified and with knowledge of levels of mathematics beyond the subject at hand at the time you were shown PEMDAS, every multiplication problem you read or wrote had an explicit multiplication sign. The 'M' stands for explicit multiplication - since that's the only multiplication you're exposed to at the time, it's easy to get that confused with 'M stands for multiplication', but it stands for explicit multiplication. Once implicit multiplication enters the picture, things change. Given four variables, w, x, y, and z, does the fraction wx/yz equal the fraction wxz/y? It sure doesn't look like it. The whole purpose of order of operations is to reduce the number of symbols: parentheses, and operator symbols. So when designing a ruleset for order of operations, you could choose a set of rules which requires either parentheses or an extra operator in the expression wx/(yz), alternately wx/y/z - or you could choose a ruleset which does not. Arguing that a system, whose whole purpose is to reduce the number of symbols, should be designed require extra symbols, seems... a bit addled.

For instance 6/2*1=3. But 6/2(1)=2. Another way to look at it is you haven't got rid of the parentheses yet until you do the multiplication

a bs math graduate and my answer is 1

Ngayon ko lng to naintindihan ah samantalang nung nag aaral ako hirap na hirap ako intindihin yan 😂

The correct answer is 1 6/2(1+2)= 6/(2x1+2x2)= 6/(2+4)= 6/6=1 We need to resolve the implicit multiplication first. The expression a/bc should be reduced to a/(bc) and not (a/b)c

If the P in PEMDAS is for parentheses first. Then why aren’t we clearing the parentheses first when the equation is rewritten after clearing the parentheses, first?when it’s rewritten as 6/2 (3) why aren’t we clearing the parentheses?

Then try the same thing on your Casio and add a time symbol instead of juxtaposition you'll come up with nine every time

This is PEMDAS rule. The second () in math is to multiply numbers since no arithmetic. So, 9 is the correct answer.

Multiplication and division are equal operators, same as subtraction and addition, so in order to distinguish which one has precedence, you take in account which one is first from left to right. Makes sense. So yes, this is definitely 9.

8/4(1+1) =8/4(2) =2(2) =4

This guy is NOT a math teacher.

I can not believe nobody has thought to post a video using the simple approach. If you get a difficult equation you normally break it into segments. { Find operators not enclosed in parenthesis, then put brackets around each segment} For 8 / 2[2+2] There is only one operator not enclosed it parenthesis. So, 8 / 2[2+2] => [8] / [2[2+2]] so it is 8 / 8 = 1 The reason people are having a problem with this is they take the problem 6 / 2(1+2) = ? Then they jammed it up to confuse people 6/2(1+2)=? The clarity of it being one number divided by another is lost.

GINAWA NANGA PEMDAS PARA MAY FORMULA HOW TO SOLVE PAG GANYAN MAY PA LEFT SIDE KAPAMG NALALAMAN 9 TOLOY ANSWER MO TEACHER KAPANAMAN TSK KAWAWA MGA STUDENT NETO

OK, here is proof that the answer is 1: If x = y, then x/x = 1, y/y = 1, x/y = 1 and y/x = 1 Now, let x = 2(4) and y=4(2) Using the video, the answers would be: x/x = 2(4) / 2(4) = 8 / 2(4) = 4(4) = 16 ?!?!? y/y = 4(2) / 4(2) = 8 / 4(2) = 2(2) = 4 ??! x / y = 2(4) / 4(2) = 8 / 4(2) = 2(2) = 4 !??! y / x = 4(2) / 2(4) = 8 / 2(4) = 4(4) = 16 ???!! Now, using the "implied multiplication" rule: x/x = 2(4) / 2(4) = 8 / 2(4) = 8 / 8 = 1 y/y = 4(2) / 4(2) = 8 / 4(2) = 8 / 8 = 1 x /y = 2(4) / 4(2) = 8 / 4(2) = 8 / 8 = 1 y / x = 4(2) / 2(4) = 8 / 2(4) = 8 / 1 = 1 We can see that "implied multiplication" (or what the P in PEMDAS _actually_ means) is the correct method. So, using implied multiplication ... 6/2(1+2) = 2 / 2(3) = 6/6 = 1 End of story !!!

He seems to keep flipping back and forth between two different languages in his explanation. Which makes it hard to follow, since I only speak one of them. But the gist of the argument is this: The "Correct" answer according to the way people are taught math is nine. Six divided by two is one expression, one plus two is a separate expression, so take six divided by two, then multiply the result of that by three. Except, the way WE were taught math, a number located adjacent to a parenthetical expression is an implied multiplication, so we would have evaluated it as six divided by...the product of two times three. The problem would have been written in our 80's math textbooks with a fraction bar: Six over two, next to the parenthetical expression 1+2. So there wouldnt have been this stupid ongoing "Viral math problem" argument.

This guy is not a competent “math teacher”. Clearing the parens is not simply performing the operation (s) within the parens but one must perform the operation dictated by the parens as well. Therefore, the multiplication, in this problem, of 2(3) must be performed prior to continuing with the “pemdas”.

Parenthesis is still in play 🤦‍♂️

the problem with PEMDAS and not using the extended rules. 2(1+2) is (1+2)+(1+2) and 2(1+2) is an implied multiplication so doesn't terminate the division. 6/2(1+2) is 6/6 not 6/2*(1+2) changing an implicit multiplication to an explicit multiplication CHANGES the problem. if correctly expanded the problem is 6/((1+2)+(1+2)) you would not use an implicit multiplication for an explicit multiplication, so if the answer was to be 9 it should have been 6/2*(1+2) and not 6/2(1+2) the problem here is treating implicit multiplication the same as explicit multiplication, when they are very different in mathematics.

2:28 time mark, you say "it means multiplication", referring to the term "2(3)". Yet you fail to follow up by showing such a substitution. You SHOULD HAVE shown the substitution “2 x 3” in the equation before doing the division. And you SHOULD HAVE justified the substitution by quoting the appropriate mathematical convention. You've casually ignored these steps. And therein lies the controversy. That substitution of a multiplication sign where there wasn’t any in the original problem is something that PEMDAS does not address. It comes from how mathematicians treat implied multiplication (a.k.a., juxtaposition). Depending on what school of thought (or what you were taught), you will come up with different answers. The controversy is discussed at length on the web. For more insight, search for “implied multiplication ambiguity”. You are incorrect to have said that you solved the problem. Instead, you have provided only half the solution and have done the general public a great disservice by misleading them... for if you're only half-right, that means that you are half-wrong. The answers are 1 and 9.

My answer is 4

8/4(1+1) 8/4=2 2(2) =4

6/2 (1+2) = 3(3) = 9

The answer is 4 let's gooooooo

iba math nila ngayon Pemdas 6÷2(1+2)= mauuna parentheses 6÷2 (3)= walang exponent so multiplication sunod 6÷6= division sunod 1 sagot pero sa math nila ngayon ganyan sagot 9🤧 ai nku

The answer is 9 because 1+2 = 3 x3 is 9

If you wrote the problem like this 6/2*(1+2) you are correct. But 2(1+2) is juxtaposition rule

8:2(1+1)=4

6 : 2(1 + 2) = 6 : 2x3 = 6 : 6 = 1 . Otro resultado, es FALSO. Olvídense de esa maldita PEMDAS, en este ejercicio, hay una división cuyo numerador es 6 y cuyo denominador, es también 6, representado por el producto de sus factores 2 y 3. De modo que es dividir un número por sí mismo y eso es igual a UNO (1) Hagan estos ejercicios 6 : 6 = ? 2x3 : 2x3 = ? 3x2 : 3x2 = ? Si el resultado no les da UNO para los tres ejercicios, se demuestra que su método ES ERRÓNEO, ES FALSO. Dejen de utilizarlo.

Pjemdas. J=juxtaposition answer is one no debate

The answer is 9 because () is first so 1+2 the bring down the 3 and the bring down 6÷2 which is 3 so the the () when brought down means multiplication which means 3×3 so your answer is 9

This is basic, people just making it complicated because they didn't understand the rules properly. Thanks, Teacher Gon!

Kung gani to lang sana kadali ang exam ang daming nakapasa pero salamat sa idea sir

A:4

4 is the answer

6 : 6 = 1

1 plus 2 equals 3.Then 6 divided by 2 equals 3 times 3 equals 9(pemdas)

8÷4(1+1) 8÷4(2) 2(2) Ans: 4

8 ÷ 4 (1 + 1) = 2 (2) = 4

Answer: 4

Ans: 4

Ans is 1 beacause 2x(1+2 is 6 and 6/6is 1

(1+1)=2 8/4=2 2×2=4

The answer is 9

The correct answer is 1 Where the number 2 is a common factor of the arc

4😊

8/4(1+1) 2(2) 4 ans.

8÷4(2) 2(2) =4

Answer is 4

Answer ko po sa 8÷4(1+1) po ay =4

The answer is 4

Teacher the answer is 2×2=4

I graduated for a long time already I just learned from you teacher Gon

Guys look up at calculator 9

4

Word problem naman Sir mas mahirap yun.

My answer is 4❤

These videos always create a lot of discussion and argument. Wonder how they used PEMDAS or BODMAS in the calculations to land humans on the moon? Two different answers to the same problem? Obviously not. 🇦🇺

This is why math is not for me. huehuehue I'm here for clarification but turns out lalo pa ako nagulahan sa paggamit ng PEMDAS especially sa part ng hindi multiplicatio and division. HELP

Any chance you can pre-warn us that it's not in English

Absolutely incorrect. Your math isn't mathing. As a verification of your own work, I would invite you to solve the following equation: X / 2(1 + 2) = 9 X should be 6 for your claim to be valid. But X equals 54 in the equation I gave above. Otherwise, it wouldn't ever equal 9. Please learn about distributive multiplication and division if you are too lazy to learn how to rewrite the same problem differently to check if your math is mathing.

Solomon ans4

4 the answer

correct ans is 1 . even my calculator approved it

Let's go with. 8/4(2)=1. But 8/4*2=4. Try it in your calculator

4 po sagot sa 8/4 (1+1)

absolutely the correct answer is 9 for the 1st sample 2nd sample is 4

4 is the answer.. There is a sign of multiplication before the parentheses.. And when there are divisions and multiplications orv viceversa, both signes have the same priority, so calculation is from left to right.

4(2)

1 How many 6" spheres with 0.120" wall thickness, can be filled from a 300in³ tank? 300in³÷4/3π(3in-0.12in)³=? Solve using PEMDAS Parenthetical expression Exponents Multiplication/Division Addition/Subtraction First resolve the parenthetical, which is in the form of C(fx)¹ Coefficient, function, exponent 4/3π(3in-0.12in)³= Using PEMDAS to resolve the parenthetical expression 4/3π(2.88in)³= Then the exponent 4/3π(23.888)= Then the expressions distrbutive multiplication. Which includes the implicit division 1.333π(23.888in³)=4.1888(23.888)=100in³ Now the parentheses can be dropped. Returning to the original equation 300in³÷100in³=3 Therefore 300in³÷4/3π(3in-0.12in)³=3 Try that using the video methodology.

These problems are viral because they are ambiguous. There is no single correct answer. The notation multiplication by juxtaposition like ab or a(b) etc., may impliy grouping or not. It depends on context (E.g. academic or programming). It's just really poorly written. This is backed up by Wolfram Alpha's Solidus article and international standards, like ISO-80000-1, which mentions that brackets are required to remove ambiguity if you use division on one line with multiplication or division directly after it. Over in America, the American Mathematical Society's official spokesperson literally says "the way it's written, it's ambiguous". The AMS blog Viral Equations says so also. Many calculators, even from the same manufacturer like Casio, TI etc., have no consensus on the notation. Other references are: Entry 242 in Florian Cajori's book "A History of Mathematical Notation (1928)" (page 274) - says brackets should be used when using × and ÷. "The American Mathematical Monthly, Vol 24, No. 2 pp 93-95" mentions there was multiplication by juxtaposition ambiguity even in 1917 (and not the ÷ issue people bring up sometimes) "Common Core Math For Parents For Dummies" p109-110 addresses this problem, states it is ambiguous. "Twenty Years Before the Blackboard" (1998) p115 footnote says "note that implied multiplication is done before division". "Research on technology and teaching and learning of Mathematics: Volume 2: Cases and Perspectives" (2008) p335 mentions about implicit and explicit multiplication and the different interpretations they cause. "The Primes Contain Arbitrarily Long Arithmetic Progressions" (2007), Green & Tao, p36 uses multiplication by juxtaposition with brackets to imply grouping for e_k. This can be checked as a couple paragraphs down they say e_k < 1/k and that only works if interpreted as implied grouping. Other credible sources are: - The PEMDAS Paradox (a paper by a PhD student on this ambiguity) - The Failure of PEMDAS (the writer has a PhD in maths) - Harvard Math Ambiguity (Cajori's book above is talked about here) - Berkeley Arithmetic Operations Ambiguity - PopularMechanics Viral Ambiguity (AMS's statement is here) - Slate Maths Ambiguity - Education Week Maths Ambiguity - The Math Doctors - Implicit Multiplication - YSU Viral Question (Highly decorated maths professor says it's ambiguous) - hmmdaily viral maths (Another maths professor says it's ambiguous) The volume of evidence highly suggests it's ambiguous and saying one of the two valid answers is the only right one isn't beneficial to students. Good, clear notation is the real lesson here. Not the order of operations.

my answer is 4

my ans is 4 iam conchit from grade 4 rizal

So, how are you interpreting the equation ? Or is the equation 6 / 2 * ( 2 + 1) ? Now there is a difference. With no multiplication symbol, there is a direct connection between the 2 and (2+1). Cannot remember the proof that proves the answer is 1.

6÷2(1+2)=6÷2÷2(1+2)÷2 9=1?

sa tanda kong ito hindi ko na rin maalala. hahaha

paano kong walang parenthesis.sana mga teacher ipaliwanag muna bago ipa eksam.ang apo nagrrklamo hindi pa daw naituturo pina eeksam na nilam

support lagi po ako sayo sir:) ^-^

6÷2×3=9. Ask any grade 5 child

Answer is 4.

4 is yung sagot

4 answer

6 is the answer

Second question answer 4

4 ans.

2(2)=4

2”

4 is my answer

Ana showed me first

Pag ba teacher gumagawa na nang sariling formula?

the answer is 4

8÷4 (1+1) = 4

4 po ang sagot

Bollox. No scientific text uses ÷. Use /.

Implied multiplication has implied parentheses around them. so 'ab' means (aXb), ratio - also.

Division by a product, 2(3), is equal to division by EACH of its factors, 2 and (3), not just 2 alone. 6÷2(3)= Divide 6 by the first factor, 2 and we get: 3÷3= Divide the quotient, 3, by the second factor, (3) 1 Answer Vertical presentation: 6 3 ------ = ------- = 1 2(3) (3)

4 sagot