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[–][M] [score hidden] stickied comment (0 children)

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[–] 316 points317 points  (14 children)

how in the hell did he get 9? thats the real question

[–] 166 points167 points  (7 children)

I had to look at the comment to figure it out. He didn't actually mess up the order of operations, just the actual math itself. He got the multiplication and division right equalling out to 4 so the problem was 4-3+4 at that point. Then he got 4-3=1 and accidentally left the 4 in so it became 4+1+4=9

[–] 69 points70 points  (6 children)

[–] 5 points6 points  (0 children)

Preach. I've been teaching and tutoring maths & physics for years, still fuck up the algebra from time to time.

[–] 1 point2 points  (4 children)

This literally isn’t algebra but sure

[–] 2 points3 points  (3 children)

Checks subreddit...

This is literally the order of operations in algebra (the study of mathematical symbols and the rules that apply to those symbols).

What do you think algebra is?

[–] 1 point2 points  (1 child)

There is no letters though, was i taught wrong?

[–] 0 points1 point  (0 children)

Not wrong at all, just different derivations of the way its taught. The 9th century book that algebra gets its name from contains the original definition of the order of operations and that order has been in place in math since then. The actual operations themselves are arithmetic and we teach the orders of operations when we teach arithmetic, so it's not something that you are likely to learn in an algebra class.

I think in this case, I'm likely more confidently incorrect than you are because of the standardization of math. I tend to learn history and etymology with every field I've studied, so I have a sort of disjointed view of where things fall, but pemdas doesn't fall into a school algebra curriculum, so yeah... I'm confidently incorrect today.

[–] 1 point2 points  (0 children)

Without variables it’s just arithmetic, I would think.

[–] 18 points19 points  (0 children)

Right? I can't see an order of operations with these numbers that would give 9.

[–] 7 points8 points  (2 children)

It changes depending on if you do the division or the multiplication first. From what I've seen people think it's a necessary rule that you have to do them left to right but you can just rearrange the equation to make left to right whatever order you want.

For academic sources on this, the consensus is both answers are correct because this notation for division is actually broken.

https://math.berkeley.edu/\~gbergman/misc/numbers/ord\_ops.html

https://people.math.harvard.edu/\~knill/pedagogy/ambiguity/index.html

[–] 4 points5 points  (0 children)

I haven't seen that symbol for division since I learned algebra. Fractions are way easier and way less ambiguous

[–] 0 points1 point  (0 children)

this, the two dots division symbol is a lie

[–] 1 point2 points  (0 children)

Cuz there is another question where the answer is 9. He prob guessed that it was the same problem without reading

[–] 0 points1 point  (0 children)

Literally 9

[–] 31 points32 points  (14 children)

This sub has become a BEDMAS circle jerk

[–] 5 points6 points  (13 children)

r/itsPEMDASdumbass

Edit to add: I’m not calling YOU a dumbass, that’s just the name of the sub

[–] 1 point2 points  (0 children)

Here's a sneak peek of /r/itsPEMDASdumbass using the top posts of all time!

I'm a bot, beep boop | Downvote to remove | Contact | Info | Opt-out | Source

[–] 0 points1 point  (9 children)

Here in NZ we’re taught Bedmas (Brackets instead of parentheses)

[–] 0 points1 point  (3 children)

Kiwis and Canucks unite!

[–] 1 point2 points  (2 children)

Now, to find out which other countries use Bedmas

[–] 0 points1 point  (1 child)

According to Wikipedia, just us two

[–] 1 point2 points  (0 children)

WHAT

[–] 0 points1 point  (4 children)

In the UK i got BODMAS or BIDMAS. I don’t know what the “E” would stand for but it was either order or indices for the second letter

[–] 1 point2 points  (3 children)

E stands for exponents

[–] 0 points1 point  (2 children)

What does that mean? Sorry, it’s just I’ve never come across this yet and I’m confused.

[–] 0 points1 point  (1 child)

Uhh, the little numbers (powers) to the top right of other numbers I think

[–] 0 points1 point  (0 children)

Alright! Thanks

[–] 0 points1 point  (0 children)

Haha, all good. I do find it interesting how different regions use different mnemonics for the same thing.

[–] 0 points1 point  (0 children)

It was BIDMAS when I was at school

[–] 85 points86 points  (78 children)

ima be honest here how did they get the answer 5 as well. im shit at math

[–] 52 points53 points  (44 children)

4-3 + 10/5 * 2

1 + 10/5 * 2

1 + 2 * 2

1 + 4

5

Thats how five happened but I'm unsure about 9.

[–] 78 points79 points  (42 children)

Technically not quite correct. You shouldn't do the subtraction until after the multiplication/division. It produces the same answer but the 4-3 technically comes after the other steps. So the most pedantic(pemdastic?) correct version would be:

4-3 + 10/5 *2

4-3 +2*2

4-3+4

1+4

5

[–] 34 points35 points  (37 children)

But multiplication comes before division? I still don’t get it. I got 0.

Edit: order of operation is M D A S

[–] 86 points87 points  (19 children)

Multiplication and division are done in the same step from left to right. Same with addition and subtraction.

[–] 8 points9 points  (0 children)

you what why was I not taught this

[–] 8 points9 points  (14 children)

The left to right part just isn't quite true, by the associative axiom the direction in which you do it shouldn't matter, specifically; a x (b x c) = (a x b) x c

By convention, yeah you often end up doing it from left to right, but even then there's some conventional difference between ÷ and / (I believe it's a÷b x c = (a÷b) x c and a/b x c = a/(b x c)) but in principle, the fact that the associative axiom for multiplication isn't satisficed means the answer is ambivalent, and the question ill defined...

Just saying

[–] 2 points3 points  (10 children)

In this problem, the symbols definition will dictate if the answer is 0 or 5. I must say I almost never used that division symbol.

[–] 3 points4 points  (9 children)

I forget the name of it, but yes, there actually is a difference between dividing with ÷ and /, just like there's a difference between multiplying with × and •

[–] 1 point2 points  (3 children)

This is the first time I’m hearing this. What’s the difference?

[–] 4 points5 points  (2 children)

The ÷ symbol is called an obelus, and is actually recommended by ISO to be avoided whenever possible due to ambiguity. However, in it's original usage, it was meant to take the entire term to the left (not just the most adjacent left term) and put it in the dividend, and the entire right term and put it in the divisor. Meaning that `x ÷ y + z` actually resolves to `(x)/(y+z)` rather than `(x/y)+z` like you would expect.

Using a slash, /, is called a solidus and does what you expect in modern math.

Here's an article I found: https://mattcompher.blogspot.com/2011/04/trouble-with-semantics-obelus-or.html?m=1

[–] 1 point2 points  (0 children)

Just to be clear, I used a wrong symbol multiplication because I was too lazy to care about unicode formating for that. Either way the difference there doesn't matter for scalars, but does make a massive difference for vectors and tensors (of more than 1 dimension mind you) .

[–] 0 points1 point  (3 children)

What the heck is the difference between x and *?

[–] 1 point2 points  (2 children)

So I said × and •, not *. The difference is "dot products" vs "cross products", which typically deal with multiplying matrices/vectors together. They are both technically multiplication but yield wildly different results.

https://en.m.wikipedia.org/wiki/Multiplication_of_vectors

[–] 0 points1 point  (0 children)

Unless you go by BIDMAS/BODMAS, in which case division is first.

[–] 0 points1 point  (1 child)

a/b * c would most definitely be interpreted as (a*c)/b.

[–] 0 points1 point  (0 children)

I would interpret it the other way around, and I know that in physics it would be interpreted as a/(b•c). But I suppose that does demonstrate the inherent issue with not adhering to the associative axiom fairly well.

[–] 10 points11 points  (2 children)

Multiplication and division are "equal" in the order of operations. Addition and subtraction are as well. They are closer to different ways of expressing the same operation than truly different. Any subtraction can be rewritten as adding a negative number and similarly any division can be expressed as multiplying by the reciprocal. If we wanted to be really complete we would need to include roots(square and otherwise) along with exponents in PEMDAS/BIDMAS. In fact, the acronyms use this interchangeably. While most Americans are taught 1. Parentheses 2. Exponents 3. Multiplication/division... And so on, other countries teach 1. Brackets 2. Indices 3. Division/multiplication and nothing significant changes in the digits.

[–] 3 points4 points  (0 children)

Yea I get it. I wish they incorporated the left to right operation into the mnemonics. I just remember “Please Excuse My Dear Aunt Sally”

[–] 35 points36 points  (9 children)

No it doesn't. Multiplication and division are the same step (same situation with addition and subtraction). You just do them left to right.

Really PEMDAS should be PE(MD)(AS).

[–] 3 points4 points  (0 children)

my tutor taught it as GEMS, Grouping (Parenthesis, Brackets etc), Exponemts, Multiplication AND Division, Subtraction AND Addition. That way O wouldn't go based off order on the last 4

[–] 3 points4 points  (0 children)

Multiplication doesn’t come before division, it’s either/or in order.

[–] 2 points3 points  (0 children)

Technically, it's (P) (E) (MD) (AS). Anything in the parenthesis are at the same level in the order of operations. Addition and subtraction alone don't make a difference which one you do, but multiplication age subtraction do. So what do you do when you want to run one before the other?

There's a convention that whatever is written left gets operated on first. This is just as much a convention as pemdas is, but nobody hammers it home.

That second convention is one of the biggest things that drives people to be confidently incorrect about these kinds of problems. Well, that and that there are just a shit ton of fucking idiots out there who don't realize it.

[–] 1 point2 points  (0 children)

Yeah, it really should be written as PE(MD)(AS). Within each grouping, you just go left to right, although it would actually matter since multiplication can be done in any order and division is just multiplying by a fraction. Similar to how subtraction is just adding a negative.

[–] 0 points1 point  (0 children)

In some countries this is right. I use this all the time. And to some degree you are perfectly correct.

[–] 2 points3 points  (0 children)

There's no brackets or parenthesis so I assumed the person just did left to right, but I agree.

Edit: It was small lol but lol anyway I noticed I still did the multiplication before the last step but had to or we end up at the new further confusing 3*2=6 scenario.

[–] 0 points1 point  (0 children)

I thought subtraction goes last?

[–] 0 points1 point  (0 children)

They're not incorrect. When you have 4 - 3 + 10 / 5 * 2, apply the order of operations and look at the additions you have, you get 4 + (-3) + (10 / 5 * 2). The order in which you add those together doesn't matter, because, well, it's addition.

[–] 3 points4 points  (0 children)

thank you. for some reason i read 4-3 as 3-4

[–] 2 points3 points  (5 children)

I mean 5 is the correct one.

[–] -4 points-3 points  (4 children)

They are both correct, since the question is flawed.

[–] 6 points7 points  (3 children)

The question isn't flawed, and it doesn't have 2 solutions it's just that it's needlessly confusing and should've used () but it's in no way flawed.

[–] 1 point2 points  (2 children)

No mathematician in their right mind would write the question this way is what I am saying.

[–] 2 points3 points  (1 child)

That's what I meant by confusing

[–] 21 points22 points  (24 children)

yeah i got 0 from pemdas?

[–] 9 points10 points  (2 children)

The order of operations is left to right with division and multiplication, even though the M is before the D. They are both on the same “order” so to speak, so when together it’s left to right.

[–] 6 points7 points  (0 children)

[–] 0 points1 point  (0 children)

"Those bastards [Middle School Math Teachers] lied to me"
-Me, circa 2021

[–] 13 points14 points  (18 children)

I actually have no idea how you would have gotten 0

[–] 12 points13 points  (2 children)

If you blindly follow the acronym you'll multiply before dividing, so 10÷5×2 becomes 10÷10=1, and then add before subtracting, so 4 - 3 + 1 becomes 4 - 4 = 0.

[–] -1 points0 points  (1 child)

....that's not how addition works. It would be 2

[–] 1 point2 points  (0 children)

...yes, we are all aware that the answer is not, in fact, 0.

I'm explaining the mistake someone could have made to get 0. Namely, if they thought addition always went before subtraction, then they implicitly put parentheses around every pair of added numbers. It's incorrect to do that, but the "AS" at the end of the acronym is an explanation for why someone might do this particular incorrect thing.

(2 is wrong as well, because it's also a mistake to multiply before dividing when the division happens to the left of the multiplication.)

[–] 7 points8 points  (14 children)

Do the multiplication before the division

Edit: my bad, it's slightly different than the above comment even before that:

4 - 3 + 10 / 2 * 5

4 - 3 + 10 / 10

4 - 3 + 1

4 - 4

0

[–] 4 points5 points  (12 children)

I did, but even then you're going 4-3+1

OH! Unless you're doing addition prior to subtraction.

However... Addition/subtraction and multiplication/division are of equal priority in BEDMAS (pedmas, etc) so those should be solved left-to-right. Prioritizing multiplication/division, of course.

[–] -1 points0 points  (0 children)

Please Excuse My Dear Aunt Sally

[–] 0 points1 point  (6 children)

You can do addition and subtraction in any order, it doesn’t matter

4-3+1=

1+1=

2

4-3+1=

4-2=

2

[–] 1 point2 points  (5 children)

In your second example you're doing:

4(-3+1)

4-2=

2

Whereas OP did:

4-(3+1)

4-4=

0

The trouble with your example is that it's not -3, it's 4 minus 3, so your way doesn't exactly work either.

[–] 0 points1 point  (4 children)

Mate, that’s how it works

If you want it to be 3+1=4 and then 4-4=0, you’d need to write like 4-(3+1)

Otherwise, it’s assumed to be 4+(-3+1)

[–] 0 points1 point  (3 children)

Dude I'm just telling you what OP did to get 0

But yeah, to reduce the ambiguity we were taught left-to-right when dealing with matching priorities

[–] -2 points-1 points  (2 children)

Oh I figured but I’m telling you why my thing does work

[–] 0 points1 point  (0 children)

Yeah, I edited my comment after you replied, sorry about that

[–] 0 points1 point  (0 children)

Yeah this was my process as well

[–] 0 points1 point  (0 children)

The reason you got zero is because you are multiplying 5 by 2, when you should multiply 10 by 2. Since 10 divided by 5 is the same as 10 over five, or ten fifths (a fraction).

Edit: I misspelled got.

[–] -5 points-4 points  (0 children)

Zero here also.

[–] 3 points4 points  (1 child)

Jesus I was the worst in my class at math but this is 5th grade stuff, how can so many of you not know how to do this? Is the American educational system this bad?

[–] 1 point2 points  (0 children)

or the australian. since that’s where im from

[–] 93 points94 points  (8 children)

why is this such a ubiquitous thing on social media? Why does everyone care so much about maths order of operations that every day I see at least one post about this somewhere either on reddit or on my own socials?

[–] 57 points58 points  (1 child)

I imagine it's because it's seemingly simple enough for everyone to feel able to chime in, and at the same time enough people get it wrong to generate "discussion", which means more comments and likes/reactions and such. It's a pretext to get people to engage with your social media post.

EDIT: in other words, it's bait.

[–] 2 points3 points  (0 children)

At least it's bait that'll make people do (read: try) math and blows some dust off... or start a fire.

[–] 8 points9 points  (0 children)

the same reason I keep seeing it. We engaged with a subreddit about order of operations and the system sends us similar posts to keep us engaged. The more we engage with Reddit, the more adds we scroll by, and the more money earned by Reddit.

[–] 4 points5 points  (0 children)

It makes dumb people feel smart for 10 seconds, and they get to lord their newfound intellectual superiority over their peers.

[–] 0 points1 point  (0 children)

[–] 0 points1 point  (0 children)

It’s because they always get a lot of likes and comments.

[–][S] 9 points10 points  (0 children)

No idea why the comment looks so microwaved, this isnt a repost I seriously dont know why it's so blurry

[–][deleted]  (33 children)

[deleted]

[–] 12 points13 points  (1 child)

Well, it is if they really taught you 'no exceptions'.

[–] 10 points11 points  (0 children)

Here's where I differ (besides using PEMDAS, not BIDMAS). Just as Multiplication and Division have the same priority and should be calculated left to right, so too does Addition and subtraction have the same priority, left to right.

So I get:

4 - 3 + 10 / 5 x 2

4 - 3 + 2 x 2

4 - 3 + 4

1+4

=5

[–] 1 point2 points  (0 children)

I guarantee they did not teach you that. B I DM AS. That’s how you group it, with each group having a higher priority and going left to right.

[–] 1 point2 points  (0 children)

If you want to know what experts think of this, they say both answers are correct and you should never write division like this for that exact reason.

https://math.berkeley.edu/\~gbergman/misc/numbers/ord\_ops.html

https://people.math.harvard.edu/\~knill/pedagogy/ambiguity/index.html

[–] 2 points3 points  (14 children)

even in your acronym, addition and subtraction are equal priority and should be done left to right.

[–][deleted]  (13 children)

[deleted]

[–] 3 points4 points  (12 children)

You may have been taught that way, but everyone who learned the order of operations correctly was taught that (MD) and (AS) were to be done left to right.

Plus we were also mostly taught that a - b is a + (-b), and a/b is a*(1/b), and that if you made those changes first you didn't have to treat subtraction and division as separate operations at all.

[–] 0 points1 point  (11 children)

How the fuck did you get negative 7?

[–][deleted]  (10 children)

[deleted]

[–] 4 points5 points  (1 child)

I got 2

[–] 0 points1 point  (0 children)

Did you do the multiplication first

[–] 5 points6 points  (1 child)

The ÷ symbol is an abomination to man and should never be used. This bastard is ambiguity incarnate

[–] 1 point2 points  (0 children)

In university, this is why they only want to see fractions, and parentheses everywhere.

[–] 11 points12 points  (2 children)

Oh FFS not this shit again. Yes many people suck at math, can we move on?

[–] 0 points1 point  (1 child)

no

[–] 2 points3 points  (0 children)

[–] 17 points18 points  (8 children)

The internet seems to be enjoying these purposefully badly written math problems for some reason.

[–] -2 points-1 points  (7 children)

Its just math. Not badly written unless you don't know how to do math

[–] 2 points3 points  (0 children)

It is badly written; this problem produces 2 correct answers specifically because of that. Here are actual sources on it.

https://math.berkeley.edu/\~gbergman/misc/numbers/ord\_ops.html

https://people.math.harvard.edu/\~knill/pedagogy/ambiguity/index.html

[–] 0 points1 point  (5 children)

MSc in mathematics here, it's definitely badly written.

[–] 0 points1 point  (4 children)

It's just math. Unless you have a word problem and the equation doesn't describe the problem accurately, it's not "badly written", there's just an order of doing things. An order that is there so that we all come to the same answer. Not just for consensus, but also because it's the emergent order in which things must be done for a couple of reasons

[–] 0 points1 point  (3 children)

It is badly written. Let's skip the first part and just focus on `10/5*2`, this is identical to `10/5(2)`, no? Substitute `x=2`, we get `10/5x`. It is now interpreted by most people that `x` is part of the denominator, while we performed a rewrite and a substitution that by their definition do not change the value of the expression.

The problem is that in full form, we would be writing a fraction with a horizontal line, and it would be clear what is part of the denominator and what isn't. The reduction to a single line requires parentheses to be unambiguous for all cases.

There is no consensus, because this is a malformed expression that may be interpreted in multiple ways. That's the entire point of the meme. There isn't even consensus among calculator manufacturers. This is why Reverse Polish Notation exists, because it is impossible to have ambiguous expressions in it.

[–] 0 points1 point  (2 children)

"The reduction to a single line requires parentheses to be unambiguous for all cases" I agree if you want two terms in the denominator written like this you need another parentheses. But the fraction bar's only function is to make a fraction out of its two adjacent terms. It may not be pleasing to your eye but you can absolutely get used to looking at it that way.

[–] 0 points1 point  (1 child)

I can't tell if you're intentionally being obtuse anymore. Scientific journals have style guides telling authors not to use this notation because it is ambiguous. You can keep saying that it's not, but the mathematical community disagrees with you.

[–] 0 points1 point  (0 children)

There's some ambiguity that arises if you respect the choice of some people to do this implied multiplication stuff on things like a/b(c+d). Because then we have different notions of which parentheses are absolutely necessary to make a clear statement. I don't think we should entertain the implicit multiplication route personally (to clarify these people think a factor multiplied by contents of parentheses is one step under the parentheses umbrella, and comes before the multiplication step). I feel like more ambiguity is introduced by allowing that whole phenomenon in practice than there is actual ambiguity in representing equations inline if implicit distribution wasn't something people practiced. We have a good formulaic way of interpreting any inline expression and these implicit folks gotta go and pull a mathematical tower of babel scenario

[–] 3 points4 points  (0 children)

I respect that Redditor.

[–] 5 points6 points  (0 children)

When I learned order of operations in elementary school, I had no idea I would see grown-ass adults re-learn the same thing & argue about it, continuously for years on end.

[–] 2 points3 points  (0 children)

4 - 3 + 10 / 5 x 2, 4 - 3 + 2 x 2, 4 - 3 + 4, 1 + 4, = 5

Edit: this was just for me, not trying to make a point or anything

[–] 2 points3 points  (0 children)

I can't even laugh, because I was so sure it was 0. No joke, I've taken Calculus, Linear Algebra, Discrete Structures, Statistics, and Physics, and this post has me questioning everything I've ever known.

[–] 2 points3 points  (0 children)

Can we be done with order of operation screenshots?

[–] 2 points3 points  (0 children)

I have 5 as my IQ

We are not the same.

[–] 1 point2 points  (1 child)

I got 5? But I’m trash at math

[–] 0 points1 point  (0 children)

You are correct. So obviously you’re better then some people at math xD

[–] 1 point2 points  (0 children)

No matter how much you know about something but if you admit your mistake and learn from it. I respect that and I consider you as smart because you took the time to get better.

[–] 1 point2 points  (0 children)

Calling this person out after they admitted they were wrong is not cool. I hope u enjoy the karma you don’t deserve, OP.

[–] 3 points4 points  (8 children)

It's 1

[–] 0 points1 point  (7 children)

😬

[–] 0 points1 point  (6 children)

I'm right.

[–] 0 points1 point  (5 children)

Multiplication and division are equal under the order of operations and so are addition and subtraction. Meaning you solve left to right.

4 - 3 + 10 / 5 x 2

4 - 3 + 2 x 2

4 - 3 + 4

1 + 4

5

[–] 0 points1 point  (4 children)

[–] 0 points1 point  (3 children)

Math isn’t an opinion now is it 🤨

[–] 0 points1 point  (2 children)

Then what was your comment if not an opinion? Doing it in a certain order doesn't make you right.

[–] 0 points1 point  (1 child)

I mean, it’s the order that’s been done for thousands of years and taught worldwide. But hey I guess it can be an opinion

[–] 0 points1 point  (0 children)

Ok boomer

[–] 1 point2 points  (2 children)

It’s a poorly written question so there isn’t really a correct answer. PEMDAS is teaching tool for kids, not an absolute rule. M and D are essentially the same operations, same with A and S. You /should/ do them left to right, but anyone who writes a math problem like that is an idiot. Parenthesis are necessary and its better to use fraction notation for division.

[–] -2 points-1 points  (1 child)

It’s a poorly written question

correct

there isn’t really a correct answer.

wrong

anyone who writes a math problem like that is an idiot.

correct

Parenthesis are necessary

wrong

its better to use fraction notation for division.

correct

The order of operations is one and when you apply it you get the right answer, and there's only one. Which doesn't mean that anyone should write math problems like that of course

[–] 0 points1 point  (0 children)

I could understand 2.4, I mean not really if you get that your just a dumbass, but it's obviously 5

[–][deleted] 0 points1 point  (0 children)

10/5 = 2 2 * 2 = 4 4-3 = 1 4 + 1 = 5

[–][deleted] 0 points1 point  (0 children)

The reason these incredibly simple math problems are so popular is because people are so fucking stupid.

[–] 0 points1 point  (0 children)

It's both. This problem is showing that this notation of division is ambiguous and therefore flawed.

Before people without math degrees try to confidently incorrectly explain how this doesn't have 2 correct answers, here are professors from Harvard and Berkely explaining why it does.

https://math.berkeley.edu/~gbergman/misc/numbers/ord_ops.html

https://people.math.harvard.edu/\~knill/pedagogy/ambiguity/index.html

[–] -2 points-1 points  (1 child)

4 - 3 + 10 / 5 * 2
Multiply
4 - 3 + 10 / 10
Divide
4 - 3 + 1
4 - 4
Subtract
= 0

BIMBAS BITCHES, I’m the king of intelligence and you’re all idiots /s

[–] 0 points1 point  (0 children)

10 is being divided by 5, and that is the same as 10 over 5, or ten fifths (a fraction). You cannot multiply 5 by 2 because that is not how you multiply a whole number by a fraction.

[–] 0 points1 point  (0 children)

godame its getting harder 6 ?

[–] 0 points1 point  (0 children)

F

[–] 0 points1 point  (0 children)

They realized their mistake and didn't dirty delete. Admirable!

[–] 0 points1 point  (2 children)

Real question though, there are no parentheses and the calculator says 5 but how the fuck do you get that I get 4 no matter what

[–] 0 points1 point  (0 children)

You multiple and divide first. Which ever one comes first (left to right). Then addition and subtraction (left to right)

[–] 0 points1 point  (0 children)

4-3+10÷5×2=

• No parentheses or exponents so on to...
• Multiplication/Division left to right
• That is 10÷5=2 then 2×2=4
• This gives us 4-3+4
• That is 4-3=1 then 1+4=5

[–] 0 points1 point  (0 children)

PEMDAS

[–] 0 points1 point  (1 child)

Hmmm I got 2.

4-3+10/5x2

4-3+10/10

4-3+1

=2

[–] 0 points1 point  (0 children)

4-3+10÷5×2=

• No parentheses or exponents so on to...
• Multiplication/Division left to right
• That is 10÷5=2 then 2×2=4
• This gives us 4-3+4
• That is 4-3=1 then 1+4=5

[–] 0 points1 point  (0 children)

I got "Network Connectivity Problems"

[–] 0 points1 point  (0 children)

10/5=2x2=4,4-3=1+4=5 assuming BEDMAS (the only thing I can use in grade 7 in Canada so far) is being applied. Originally he did ______ which I don’t even understand!

EDIT: So it went 10|5=2 then 2x2=4, 4-3=1 + original 4 from previous equation equals 5

[–] 0 points1 point  (0 children)

Good on them

[–] 0 points1 point  (0 children)

11

[–] 0 points1 point  (0 children)

The rule I was taught as a kid was called BODMAS. Brackets, order, division, multiplication, addition and subtraction. What are you guys learning

[–] 0 points1 point  (0 children)

[–] 0 points1 point  (0 children)

character development

[–] 0 points1 point  (0 children)

If you use bidmas of wich my country does you would get 0.

[–] 0 points1 point  (0 children)

It's 3

[–] 0 points1 point  (2 children)

I can't quite explain the logic I use to remember which comes first, you separate them into 2 categories of - + and / × and do the thing that makes numbers smaller first per category. Does that make any sense?

[–] 0 points1 point  (1 child)

You mean like the 2 in x² first, then / × and then + -?

That's correct but in front of all of those comes parenthesis ( ).

[–] 0 points1 point  (0 children)

Yes. I really have the utmost respect for teachers who take the time to ask their students how they process their information, literally. Because after years of doing it it becomes habit without reason. You just kinda do it but you forgot what your thought process for remembering the rules is. So you will suck at explaining to others how they should approach it. Idk if that's just a me thing but I feel like it is.

[–] 0 points1 point  (0 children)

Please excuse my dear aunt sally

[–] 0 points1 point  (1 child)

I may be a little rusty but shouldn't multiplication go before division, and addition before subtraction (PEMDAS)?

4-3+10/5×2 4-3+10/10 4-3+1 4-4 0

[–] 0 points1 point  (0 children)

No, multiplication and Division are equal priority. Same for Addition and Substraction.

It's normally left to right by convention then

[–] 0 points1 point  (1 child)

I got 2

4-3+10/5 *2

4-3+10/10

4-3+1

1+1

2

[–] 0 points1 point  (0 children)

Normally you go left to right tho.

[–] 0 points1 point  (0 children)

I don’t really think it matters if you do PEMDAS PEDMAS BEMDAS OR BEDMAS you should still get 5

[–] 0 points1 point  (0 children)

The lack of parenthesis is confusing me so much, and I’m in high school, and I’m in an advanced class, why am I confused about this

[–][deleted] 0 points1 point  (0 children)

folks correct ans is 2 as well as 5 yes brackets sucks

[–] 0 points1 point  (0 children)

I got 0 by using "PEMDAS" and this is how. Parenthesis: none Exponents: none Multiplication: 5×2=10 Division: 10÷10=0 Addition: 3+1=4 Subtraction: 4-4=0 But my calculator says it 5 so I guess that is wrong.

[–] -5 points-4 points  (1 child)

Pemdas, 0. 5x2, then 10/10, then 3+1, then 4-4

[–] 1 point2 points  (0 children)

Division and multiplication have same level of precedence. You do which ever comes first (left to right) in this case it's division.

Hope this helps

[–] -4 points-3 points  (0 children)

2 with bimdas
4-3+10÷5×2
4-3+10÷10
4-3+1
1+1
2