PEMDAS Viral Math Problem Solved...

PEMDAS Viral Math Problem Solved

Civil Service Examination Reviewer Playlist:
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How to Solve Age Problems (Part 2) - Civil Service Exam - LET Exam
Number Series - Math Reviewer - Civil Service Exam and LET
Order of Operations - PEMDAS - Civil Service Exam & LET Reviewer
How to Solve Word Problems in Ratio and Proportion
How to Solve Number Problems? | Civil Service Exam - LET
Percentage Hacks! How to Get the Percentage of a Number?

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[MathTeacherGon]

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[VibeGuy]

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.

[chasecortes]

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!

[ronsmith]

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

[hughobyrne]

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.

[ronsmith]

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

[haracassiopea]

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

[jabroni]

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?

[dash]

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.

[jasminebarrameda]

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

[crtiba]

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

[Surreal_Wizard]

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.

[johng.]

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.

[mikestuart]

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.

[Kyrelel]

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 !!!

[Handlehandle]

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

[xochilsilva]

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

[packer]

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

[joseluiscartesvaliente]

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.

[kgb]

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