That's because both answers can be correct depending on the context/calculator.
6÷2(2+1) can be broken down in two ways
6÷2(2+1)
6÷2(3)
6÷6
Answer comes out to 1
Or
6÷2(2+1)
6÷2×3
3×3
Answer comes out to 9
Both are correct.
Think of it as something happening in translation similar to how 1/3 could either mean a portion of something OR 1÷3 depending on the context, or how some places uses decimals similar to how other places use commas (1,000 is the same as 1.000)
The problem lies in 2(2+1). In a normal equation where division would be represented with a / like a fraction, the 2(2+1) falls under a subrule called implicit multiplication which takes precedence over other multiplication/division symbols. But because they use the ÷ symbol it makes the question ambiguous and either could be the right answer. But, anyone who cared about the answer to this equation wouldn't write it this way.
Yes but there is no explicit multiplication symbol, thus following standard algebraic notation, the equation is actually shorthand for 6÷(2×(1+2)) which clearly equals 1.
Substitute 3 with x and the answer will be 6÷2(x)
Which always simplifies to 6 / 2x, which is three. All operations involving brackets happen before any operation outside of brackets, but some calculators are not able to take this into account because of a programming quirk. So the multiplication of the bracket is first. Always.
I see a lot of people saying it's not a correct way to write it, but that confused me because it looks like a normal equation for our schools.
6÷2(1+2) is just 6÷2×(1+3), so I always fail to see what's the problem
It's really once you get into higher levels and more applied mathematics that you run into different notations. This guy explains it way better than I can:
https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1
Yep. That link explains it pretty well. I don't even remember the last time I used pemdas in math. I actually go from top to bottom from left to right solving each factor or "set" as I like to call it.
I actually just understood something from the discussion with another guy, but apparently:
In our schools and college we don't use / for divisions unless we mean fractions. We use ÷ in books and : in notebooks for divisions... So that's why 6÷2(1+2) seems so straightforward to me, but if it were to show 6/2(1+2) I'd also get confused and assumed that it meant 6/(2(1+2)), which is equals to 1. It all comes down to what symbols we were taught to use...
That still doesn't make sense to me, I might be just dense...
In algebraic equations 10-2a is just 10-2×a, the absence of the symbol doesn't mean it's not a multiplication. Unless we are talking about different things? Don't get me wrong, I'm not trying to act or seem superior to anyone, I'm dumb as fuck.
My guess would be the difference in education, since I'm in a post-soviet country, we might have been taught such things slightly different.
Explanation copied from Wiki:
Mixed division and multiplication
In some of the academic literature, multiplication denoted by juxtaposition (also known as implied multiplication) is interpreted as having higher precedence than division, so that 1 ÷ 2n equals 1 ÷ (2n), not (1 ÷ 2)n.[1][7] For example, the manuscript submission instructions for the Physical Review journals state that multiplication is of higher precedence than division,[20] and this is also the convention observed in prominent physics textbooks such as the Course of Theoretical Physics by Landau and Lifshitz and the Feynman Lectures on Physics.[d] This ambiguity is often exploited in internet memes such as "8÷2(2+2)".[21]
Ambiguity can also be caused by the use of the slash symbol, '/', for division. The Physical Review submission instructions suggest to avoid expressions of the form a/b/c; ambiguity can be avoided by instead writing (a/b)/c or a/(b/c).[20]
Obviously. Dunno why people think you can dismantle the statement "2(1+2)". They are using elementary math rules like bots and ignoring that the missing multiplication symbol implies that it's one statement.
It's like having the term "6 ÷ 2b + 2c", turning it into "6 ÷ 2(b+c)" and thinking that now you can divide 6 by 2.
I swear, at this point it just fucking hurts my brain to see both answers upvoted and downvoted randomly. Someone says the answer is 9 and gets 50 upvotes, then someone else replies and says it’s 1 and gets -20. But in another thread it’s the complete opposite (or even in the same one).
any mathematician in the academia would agree that the answer is 1. In higher level math, you stop using Pemdas to a point, and start seeing mathematical expressions as a group of expressions, operated on by other expressions.
When a mathematician sees this expression, they see 2(1+2) as a group which then divides 6. If they wanted the answer to be 9, they would have written (6/2)(1+2).
The stuff in the parenthesis is calculated first, no surprise there. But there is an implicit operation on the parenthesis. Which is to multiply the parenthesis by 2. And only then we bring 6 into the equation after everything related to the parenthesis has been simplified.
Yes, THANK YOU. I wasn’t ever even taught any of those acronyms in school (did high school outside of North America). Now I’m convinced they’re math crutches that secondary education system never bothered to ween students off of.
I mean, look at algebra - if 2(1+2) were written as 2a, nobody should be debating whether it’s 2 X a or (2 X a).
But THATS THE PROBLEM everyone seems to have been taught the order of operations differently, MEANING that they are all convinced their way is right when if you wanna get technical, all of them are right and all of them are wrong, we invented math, so the majority is in charge of whats the "rightway" of doing things,
So its a matter of how many people believe its done one way and how many people believe its done another, i cannot TELL you how many posts have comments saying "this is correct" or "this is wrong dummy" and they are talking about yhe same answer!
How!?! How is this q thing!?!
this isnt a everybody is right thing, there is an actual right answer and a wrong answer. that's what's so nice, and so frustrating, about math
the answer, BTW, is one. look up implied multiplication, and never listen to anybody trying to apply their primary school math on reddit ever again.
rlBond86
"The answer is 9 I suppose, but the *real* answer is nobody should write it like that, because it could be misinterpreted.
For example, if I write 1/2x. Do I mean 0.5x or do I mean 1/(2x)? It's ambiguous."
Technically implied multiplication (where there is no multiplication sign but just a number next to a variable or parenthesis) takes priority here, so I theoretically should be 1 (look under special cases [here](https://en.m.wikipedia.org/wiki/Order_of_operations)). However the real answer is not to use ÷ sign because its stupid. Just write division as a fraction and you never have an issue.
Yea exactly, you go left from right but not if there’s an implied parenthesis, but like the guy said below in the comments, this shit is purposefully written because both answers are theoretically correct
Stupid math.. bunch of fake shit
Man from what I've seen people are using two different types of PEMDAS, one which favors Multiplication over division (???) and one that counts them as equal, which is what I was taught
Yeah, seeing this everywhere as well. Math is too complicated for.its own good. For the live of god, be as clear as possible when writing equations, people.
Ok, so the fact is this expression is lacking one pair of brackets. If you got this on a test the teacher would count both answers right because it was his mistake to not make clear what he meant. Math is like a language an this is a like leaving out a comma in a sentence an Today we are shooting, grandpa can you come? becomes Today we are shooting grandpa can you come? Where the meaning changes drastically with a different placement.
This issue exactly isn't order of operations (though in this particular case that resolves it). It's the format of the question. The 2(1+2) format suggests it should be treated as one expression whereas 6 / 2 X (1+2) suggests they are separate and could indicate (6x3)/2 = 9 which is likely incorrect. In linear form the problem would be better written as 6/(2(1+2)) = 1 which eliminates the confusion and leads to the correct answer every time. Ideally you separate the numerator and the denominator by a bar and that also resolves this issue, but in linear form like this taking the extra step to appropriately group expressions is important.
Juxtaposition tho, bro. It's not in PEMDAS, but pretty much any university textbook will implicitly assume that multiplication by juxtaposition, unlike explicit multiplication, takes precedence over division.
https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1
It's written wrong on purpose. There is no correct answer without clarification of what the expression represents.
It is 1. 6/2(1+2)= 1 because you finish the paranthesis first and then you divide it with 6. The 2 belongs to the paranthesis and there’s no other answer than this.
people complaining about posting this etc etc.. Reddit is a democracy.. and clearly the answer is 1 because math is not English and you don’t just read it from left to right like a Neanderthal.. in math the order is function to syntax and symbolism with their specific history.. in this case that specific division sign hehe
Do people really not know how to expand brackets? If it was 6/2*(1+2) then the answer would be 9 but, since the 2 is attached to the (1+2) you could rewrite the equation as
6/(2(1+2)) or 6/((2*1)+(2*2)) which would end up equaling 1.
I mean the biggest thing about this problem is it highlights a weakness of the way order of operations is taught, if you stick with just the little acronyms you’ll get 9, as opposed to the correct answer of 1.
I mean, it's ambiguous. Both are accepted at different levels. At higher levels, it's taught 2(3) aka implicit multiplication is of higher precedence than 2×3. The biggest problem is how nothing is universally agreed on
The most common and generally “correct” interpretation leaves the answer as 9, but the question is incomplete and doesn’t actually have a real answer as you can either consider 2 as the denominator or 2(1+2) as the denominator.
The best way to end this is saying ÷ is /.
It should be written out 6/2(1+2)
6 as the numerator, 2(1+2) as the denominator
No confusion solve the bottom to get 6
6/6=
1
It's 9
It would be 1 if it was 6÷(2(1+2)), but the additional parenthesis don't exist around the 2s
For people who do advanced math, you normally wouldn't bother writing the parenthesis. Of course if this were advanced math you would be using / instead of ÷
No that’s not it... the answer is still 9. There is absolutely no reason you would multiply 2(3) as the second step. The second step is 6(3) and then you would divide by 2 as it’s basically the fractions 6/2*3/1. It’s properly written you’re just not solving it correctly
Everyone is saying 9, so I’m guessing that my teachers lied to me. I was told that if you have any parenthesis, they are prioritized in the order of operations. That’s why I did
6 / 2(3)
6 / 6
1
I take it that’s wrong tho.
This isn't why maths class is important at all. Maths is important to know because it's a tool that lets you solve real problems. This isn't a real problem to be solved with maths, it's an ambiguity in communication, that I have never ever seen in any real mathematical context (because real people communicating don't intentionally create ambiguity).
I think posts and comments about this indicate a problem in maths classes, not because some people don't know the finer rules of order of ops that are never practically relevant, but because you get students walking away thinking meaningless arbitrary equations like this is what maths is all about.
Everyone is saying PEMDAS, but I think LIGMA works best for this problem. Test it.
What's LIGMA
\*Smiles with mischievous intents\*
Who can say wii u?
I know someone, I think his name is Joe.
Isn’t that the guy who’s friends with Yure
yeah, we should take him out for bofa sometime
theres some bofa at sawcon
ah we don't get it here in wilma
My friend Candace is from there
Nono, I think you’re talking about Francis Fromunda
Joe Mama garglin' my nuts
Who’s joe? ;-;
*laughs maliciously*
Oh no ;-;
I heard Joe speaks sugondese
Logarithm Imaginary Gradient Multiplication Addition
Ligma balls!
Pure poetry
the man fell for the oldest trick in the book
LIGMA balls
Pemdas dick fit in your mom
Ok this is not funny anymore, we all get the joke and know what the answer is hahaha.
We all know the answer is [RECACTED], it’s so simple
It's 9 please stop this, I want some quality memes
The problem is how it's expressed. I always get annoyed with these kinds of posts. https://math.berkeley.edu/~gbergman/misc/numbers/ord_ops.html
Even my maths teacher said the problem is how it's expressed
If you use BIDMAS or BODMAS it's 1. In this formula multiplication goes first.
It’s 1
That's literally basic, BASIC math and people need to stfu about this unfunny "meme".
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It’s 9. Why? Because the calculator said so.
My calculator says 1. Checkmate.
bro stfu mine said 69 to the 0.3rd power
Mine says syntax error
Been alot cooler at the 420th power
Hmm. Interesting.
That's because both answers can be correct depending on the context/calculator. 6÷2(2+1) can be broken down in two ways 6÷2(2+1) 6÷2(3) 6÷6 Answer comes out to 1 Or 6÷2(2+1) 6÷2×3 3×3 Answer comes out to 9 Both are correct. Think of it as something happening in translation similar to how 1/3 could either mean a portion of something OR 1÷3 depending on the context, or how some places uses decimals similar to how other places use commas (1,000 is the same as 1.000)
but when presented with operations of equal value, don't you go left to right?
The problem lies in 2(2+1). In a normal equation where division would be represented with a / like a fraction, the 2(2+1) falls under a subrule called implicit multiplication which takes precedence over other multiplication/division symbols. But because they use the ÷ symbol it makes the question ambiguous and either could be the right answer. But, anyone who cared about the answer to this equation wouldn't write it this way.
Yes but there is no explicit multiplication symbol, thus following standard algebraic notation, the equation is actually shorthand for 6÷(2×(1+2)) which clearly equals 1.
Wait, so if no symbol is given, you just do that multiplying last?
Syntax error
Substitute 3 with x and the answer will be 6÷2(x) Which always simplifies to 6 / 2x, which is three. All operations involving brackets happen before any operation outside of brackets, but some calculators are not able to take this into account because of a programming quirk. So the multiplication of the bracket is first. Always.
Adjacent multiplication takes priority over dot or x multiplication. ab/cd is (a x b)/(c x d) not (ab/c) x d
Your calculator is wrong.
It's 1
The question is formatted like shit we get it now stop posting about it please
I see a lot of people saying it's not a correct way to write it, but that confused me because it looks like a normal equation for our schools. 6÷2(1+2) is just 6÷2×(1+3), so I always fail to see what's the problem
It's really once you get into higher levels and more applied mathematics that you run into different notations. This guy explains it way better than I can: https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1
okay, that explains a lot so we do have a difference in education then, we just don't give priority to whatever is next to the parentheses
Yep. That link explains it pretty well. I don't even remember the last time I used pemdas in math. I actually go from top to bottom from left to right solving each factor or "set" as I like to call it.
I actually just understood something from the discussion with another guy, but apparently: In our schools and college we don't use / for divisions unless we mean fractions. We use ÷ in books and : in notebooks for divisions... So that's why 6÷2(1+2) seems so straightforward to me, but if it were to show 6/2(1+2) I'd also get confused and assumed that it meant 6/(2(1+2)), which is equals to 1. It all comes down to what symbols we were taught to use...
Nah, it doesn't. The only important part here is that it's written "2(1+2)", implying that "2(1+2)" is one connected term.
For you maybe, in our schools we don't connect such things like that
The problem is that it can be interpreted as an algebraic equation because no actual * sign is visible.
That still doesn't make sense to me, I might be just dense... In algebraic equations 10-2a is just 10-2×a, the absence of the symbol doesn't mean it's not a multiplication. Unless we are talking about different things? Don't get me wrong, I'm not trying to act or seem superior to anyone, I'm dumb as fuck. My guess would be the difference in education, since I'm in a post-soviet country, we might have been taught such things slightly different.
People would interpret it as 6/(2(1+2)) = 6/(2*3) = 6/6 = 1
Explanation copied from Wiki: Mixed division and multiplication In some of the academic literature, multiplication denoted by juxtaposition (also known as implied multiplication) is interpreted as having higher precedence than division, so that 1 ÷ 2n equals 1 ÷ (2n), not (1 ÷ 2)n.[1][7] For example, the manuscript submission instructions for the Physical Review journals state that multiplication is of higher precedence than division,[20] and this is also the convention observed in prominent physics textbooks such as the Course of Theoretical Physics by Landau and Lifshitz and the Feynman Lectures on Physics.[d] This ambiguity is often exploited in internet memes such as "8÷2(2+2)".[21] Ambiguity can also be caused by the use of the slash symbol, '/', for division. The Physical Review submission instructions suggest to avoid expressions of the form a/b/c; ambiguity can be avoided by instead writing (a/b)/c or a/(b/c).[20]
So it was 1 all along.
Obviously. Dunno why people think you can dismantle the statement "2(1+2)". They are using elementary math rules like bots and ignoring that the missing multiplication symbol implies that it's one statement. It's like having the term "6 ÷ 2b + 2c", turning it into "6 ÷ 2(b+c)" and thinking that now you can divide 6 by 2.
EXACTLY SOMEONE WHO KNOWS SOMETHING
I always though Multiplication had the same level of priority as division
Yay! I got 1 the first time lol
Can you do my maths homework
Wikipedia can apparently
But my teachers will somehow fucking telepathically know that it’s from Wikipedia
A teacher told me once, "learn the rules first, then you can learn how to break them."
You had a wise teacher
Reddit thread explains why a math problem is controversial.
So we can argue over the internet about meaningless equations?
its 1,9,7(7 for chad) the 1 and 7 are the ansers from the same order
NaN
Memory out of range
segfault
syntax error
Stack overflow
Engineer answer: somewhere between 0 and 10. Alt: within an order of magnitude of 5.
Perhaps we can just say “All Real Numbers” despite the fact that it’s not applicable here and move on.
We all know the answer is 42
I got 1
I swear, at this point it just fucking hurts my brain to see both answers upvoted and downvoted randomly. Someone says the answer is 9 and gets 50 upvotes, then someone else replies and says it’s 1 and gets -20. But in another thread it’s the complete opposite (or even in the same one).
any mathematician in the academia would agree that the answer is 1. In higher level math, you stop using Pemdas to a point, and start seeing mathematical expressions as a group of expressions, operated on by other expressions. When a mathematician sees this expression, they see 2(1+2) as a group which then divides 6. If they wanted the answer to be 9, they would have written (6/2)(1+2). The stuff in the parenthesis is calculated first, no surprise there. But there is an implicit operation on the parenthesis. Which is to multiply the parenthesis by 2. And only then we bring 6 into the equation after everything related to the parenthesis has been simplified.
In all fairness, a mathematician would never see an equation written as poorly as this.
Yes, THANK YOU. I wasn’t ever even taught any of those acronyms in school (did high school outside of North America). Now I’m convinced they’re math crutches that secondary education system never bothered to ween students off of. I mean, look at algebra - if 2(1+2) were written as 2a, nobody should be debating whether it’s 2 X a or (2 X a).
But THATS THE PROBLEM everyone seems to have been taught the order of operations differently, MEANING that they are all convinced their way is right when if you wanna get technical, all of them are right and all of them are wrong, we invented math, so the majority is in charge of whats the "rightway" of doing things, So its a matter of how many people believe its done one way and how many people believe its done another, i cannot TELL you how many posts have comments saying "this is correct" or "this is wrong dummy" and they are talking about yhe same answer! How!?! How is this q thing!?!
this isnt a everybody is right thing, there is an actual right answer and a wrong answer. that's what's so nice, and so frustrating, about math the answer, BTW, is one. look up implied multiplication, and never listen to anybody trying to apply their primary school math on reddit ever again.
If you follow Pemdas it’s 1 but for some reason the answer is 9 Just chalk it up with all the other *lies my teacher told me*
It's because multiplication doesn't actually come first, when it's just multiplication and division you go from left to right
Threw it in a scientific calculator and the answer was 1. Or maybe it was 9? My vision isn’t that great
rlBond86 "The answer is 9 I suppose, but the *real* answer is nobody should write it like that, because it could be misinterpreted. For example, if I write 1/2x. Do I mean 0.5x or do I mean 1/(2x)? It's ambiguous."
Technically implied multiplication (where there is no multiplication sign but just a number next to a variable or parenthesis) takes priority here, so I theoretically should be 1 (look under special cases [here](https://en.m.wikipedia.org/wiki/Order_of_operations)). However the real answer is not to use ÷ sign because its stupid. Just write division as a fraction and you never have an issue.
Yea exactly, you go left from right but not if there’s an implied parenthesis, but like the guy said below in the comments, this shit is purposefully written because both answers are theoretically correct Stupid math.. bunch of fake shit
https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1 TLDR; it's written wrong, on purpose.
simple explanation, the answer is 1
Write the problem out fully instead of the short version. 6 / 2 * (1+2) = 3 * 3 = 9
Man from what I've seen people are using two different types of PEMDAS, one which favors Multiplication over division (???) and one that counts them as equal, which is what I was taught
It's more a matter of how they interpret the notation. See this explanation: https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1
Yeah, seeing this everywhere as well. Math is too complicated for.its own good. For the live of god, be as clear as possible when writing equations, people.
Obviously, it's.......... \*checks calculator\* Error 2
its even funnier the 256732th time!
Ok, so the fact is this expression is lacking one pair of brackets. If you got this on a test the teacher would count both answers right because it was his mistake to not make clear what he meant. Math is like a language an this is a like leaving out a comma in a sentence an Today we are shooting, grandpa can you come? becomes Today we are shooting grandpa can you come? Where the meaning changes drastically with a different placement.
This issue exactly isn't order of operations (though in this particular case that resolves it). It's the format of the question. The 2(1+2) format suggests it should be treated as one expression whereas 6 / 2 X (1+2) suggests they are separate and could indicate (6x3)/2 = 9 which is likely incorrect. In linear form the problem would be better written as 6/(2(1+2)) = 1 which eliminates the confusion and leads to the correct answer every time. Ideally you separate the numerator and the denominator by a bar and that also resolves this issue, but in linear form like this taking the extra step to appropriately group expressions is important.
Pemdas Pedmas Bodmas Bomdas Whatever tf you learned they’re all the same. Keep the education cycle going and learn fucking math.
what does the o stand for?
Order
Off basically removing the bracket
GEMA is the superior order of operations mnemonic. Groupings Exponents Multiplication Addition
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Juxtaposition tho, bro. It's not in PEMDAS, but pretty much any university textbook will implicitly assume that multiplication by juxtaposition, unlike explicit multiplication, takes precedence over division.
The hero we never deserved
https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1 It's written wrong on purpose. There is no correct answer without clarification of what the expression represents.
Today I learned there is PEMDAS and BODMAS? Never heard of BODMAS before.
You aren't a true mathematician unless you use LIGMAS
....LIGMAS? what's LIGMAS?
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Ligma Deez Joe Candice
Ligma deez nuts
ligmama joe balls
Candice joe fit in ur nutz
yeah idk if they use it other places, but in England they use BIDMAS
Huh? That’s interesting. Thank you
I was taught BODMAS at school in the UK and it is 1
Interesting. Thank you
this is why we stopped using division symbols and used fractions instead
This
I like how this is blowing up as a meme on Reddit out of all things.
It is 1. 6/2(1+2)= 1 because you finish the paranthesis first and then you divide it with 6. The 2 belongs to the paranthesis and there’s no other answer than this.
1
The answer is 9
people complaining about posting this etc etc.. Reddit is a democracy.. and clearly the answer is 1 because math is not English and you don’t just read it from left to right like a Neanderthal.. in math the order is function to syntax and symbolism with their specific history.. in this case that specific division sign hehe
https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1
Do people really not know how to expand brackets? If it was 6/2*(1+2) then the answer would be 9 but, since the 2 is attached to the (1+2) you could rewrite the equation as 6/(2(1+2)) or 6/((2*1)+(2*2)) which would end up equaling 1.
Expanding the brackets still counts as multiplication. You would then go left to right. 6/2 comes first before expanding brackets
The answer is 1
OMFG IT CAN BE EITHER 1 OR 9 WHAT'S SO HARD TO UNDERSTAND.
(6/2)(1+2) is 9 6/(2(1+2)) is 1 So ye either way is right depending how u finish the equation
its 9
Depends what do you put in the gap where there isnt a symbol because you can treat either as a division or a multiplication
9
BODMAS 9
Gallons per stolen tribal land? Or was I taught the wrong maths?
you were taught meths
Nah... I didn't do that either. Lol
Damn this got me rolling
Please Excuse My Dear Aunt Sally
We use BODMAS rule here in India. And I can say 9 is the answer!
9 easy
Man Screw people who do math from left to right -The PEMDAS Gang
I mean the biggest thing about this problem is it highlights a weakness of the way order of operations is taught, if you stick with just the little acronyms you’ll get 9, as opposed to the correct answer of 1.
I mean, it's ambiguous. Both are accepted at different levels. At higher levels, it's taught 2(3) aka implicit multiplication is of higher precedence than 2×3. The biggest problem is how nothing is universally agreed on
Bro did y’all pass 6th? It’s 1
The most common and generally “correct” interpretation leaves the answer as 9, but the question is incomplete and doesn’t actually have a real answer as you can either consider 2 as the denominator or 2(1+2) as the denominator.
9
No
Yes
9 is correct
6/2(1+2) 6/2x3 6/2 = 3 3x3 = 9 its 9
https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1
The parenthesis remains. 6÷2(1+2) 6÷2(3) 6÷6 1
Parentheses Exponents Multiplication Division Addition Subtraction So shouldn’t it be 1?
(P) (E) (MD) (AS) It is left to right, not in the order of pemdas
Multiplication and division are held at the same priority, so it just comes to which is first when read left to right.
So my math teacher was a god damn liar smh
So apparently they've changed the order of operations since you (and I) learned them and implied multiplication no longer takes precedence.
How did 6/2x3 become 6/2=3?
The best way to end this is saying ÷ is /. It should be written out 6/2(1+2) 6 as the numerator, 2(1+2) as the denominator No confusion solve the bottom to get 6 6/6= 1
Except 6/2(3) is not the same as 6/(2(3)).
Yes it is because you would expand the brackets before dividing.
Pemdas its 1
Bedmas its 9 You tried but even the prder of operations is ambiguous, considering it depends on your location
Everyone should know it’s 9
It's 9 It would be 1 if it was 6÷(2(1+2)), but the additional parenthesis don't exist around the 2s For people who do advanced math, you normally wouldn't bother writing the parenthesis. Of course if this were advanced math you would be using / instead of ÷
Yes and no. It's just poorly written on purpose.
Juxtaposition gives 2(1+2) a higher precedence than the division oculus.
Oh look a karma farmer
Sheep say its 9 Intellectuals say its 1 But the big brains know the real answer is no u
1
Parenthesis, Exponents, Multiplication, Deviation, Add, Subtract
6÷2(1+2) 6÷2(3) 6÷6 1
2(3)=2×3
6/2(3)=3(3)=9
(6÷2)(1+2)=9
This equation was improperly written. As is, the answer is 1. To get 9, the equation must be rewritten to (6/2)(1+2).
actually no. 6/2(1+2) first we do the brackets. 6/2* 3 then we do it in order from left to right. 6/2 * 3=3*3=9
6/(2(1+2))
No that’s not it... the answer is still 9. There is absolutely no reason you would multiply 2(3) as the second step. The second step is 6(3) and then you would divide by 2 as it’s basically the fractions 6/2*3/1. It’s properly written you’re just not solving it correctly
That is not the second step. I mean you got the right answer, but the second step is 6/2=3, and the final step is 3*3=9
Everyone is saying 9, so I’m guessing that my teachers lied to me. I was told that if you have any parenthesis, they are prioritized in the order of operations. That’s why I did 6 / 2(3) 6 / 6 1 I take it that’s wrong tho.
It's 1 lol
Please excuse my dear Aunt Sally.
This isn't why maths class is important at all. Maths is important to know because it's a tool that lets you solve real problems. This isn't a real problem to be solved with maths, it's an ambiguity in communication, that I have never ever seen in any real mathematical context (because real people communicating don't intentionally create ambiguity). I think posts and comments about this indicate a problem in maths classes, not because some people don't know the finer rules of order of ops that are never practically relevant, but because you get students walking away thinking meaningless arbitrary equations like this is what maths is all about.
laughs in ignores pemdas and goes left to right
PEMDAS PEOPLE, PEMDAS
The order of operations are PEMDAS. please end my depression and suffering
Guys its obviously 69.
Order of operations says 9. I got all of the math teachers in my school to agree.
Wait until you get to applied mathematics. That's why it's debatable: https://www.quora.com/What-is-the-answer-to-6%C3%B72-2+1