- Apr 4, 2006
- 15,862
- 3,490
i would rather take "it's ambiguous" over "it's definately 288"
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again, this is personal opinion. post facts, with sources. this is someone's blog...telling their opinion (not fact) on the issue.Originally Posted by sole vintage
This next example displays an issue that almost never arises but, when it does, there seems to be no end to the arguing.
The confusing part in the above calculation is how "16 divided by 2[2] + 1" (in the line marked with the double-star) becomes "16 divided by 4 + 1", instead of "8 times by 2 + 1". That's because, even though multiplication and division are at the same level (so the left-to-right rule should apply), parentheses outrank division, so the first 2 goes with the [2], rather than with the "16 divided by". That is, multiplication that is indicated by placement against parentheses (or brackets, etc) is "stronger" than "regular" multiplication. Typesetting the entire problem in a graphing calculator verifies this hierarchy:
- Simplify 16 ÷ 2[8 â 3(4 â 2)] + 1.
16 ÷ 2[8 â 3(4 â 2)] + 1
= 16 ÷ 2[8 â 3(2)] + 1
= 16 ÷ 2[8 â 6] + 1
= 16 ÷ 2[2] + 1 (**)
= 16 ÷ 4 + 1
= 4 + 1
= 5
Note that different software will process this differently; even different models of Texas Instruments graphing calculators will process this differently. In cases of ambiguity, be very careful of your parentheses, and make your meaning clear. The general consensus among math people is that "multiplication by juxtaposition" (that is, multiplying by just putting things next to each other, rather than using the "Ã" sign) indicates that the juxtaposed values must be multiplied together before processing other operations. But not all software is programmed this way, and sometimes teachers view things differently. If in doubt, ask!
(And please do not send me an e-mail either asking for or else proffering a definitive verdict on this issue. As far as I know, there is no such final verdict. And telling me to do this your way will not solve the issue!)
please end it
again, this is personal opinion. post facts, with sources. this is someone's blog...telling their opinion (not fact) on the issue.Originally Posted by sole vintage
This next example displays an issue that almost never arises but, when it does, there seems to be no end to the arguing.
The confusing part in the above calculation is how "16 divided by 2[2] + 1" (in the line marked with the double-star) becomes "16 divided by 4 + 1", instead of "8 times by 2 + 1". That's because, even though multiplication and division are at the same level (so the left-to-right rule should apply), parentheses outrank division, so the first 2 goes with the [2], rather than with the "16 divided by". That is, multiplication that is indicated by placement against parentheses (or brackets, etc) is "stronger" than "regular" multiplication. Typesetting the entire problem in a graphing calculator verifies this hierarchy:
- Simplify 16 ÷ 2[8 â 3(4 â 2)] + 1.
16 ÷ 2[8 â 3(4 â 2)] + 1
= 16 ÷ 2[8 â 3(2)] + 1
= 16 ÷ 2[8 â 6] + 1
= 16 ÷ 2[2] + 1 (**)
= 16 ÷ 4 + 1
= 4 + 1
= 5
Note that different software will process this differently; even different models of Texas Instruments graphing calculators will process this differently. In cases of ambiguity, be very careful of your parentheses, and make your meaning clear. The general consensus among math people is that "multiplication by juxtaposition" (that is, multiplying by just putting things next to each other, rather than using the "Ã" sign) indicates that the juxtaposed values must be multiplied together before processing other operations. But not all software is programmed this way, and sometimes teachers view things differently. If in doubt, ask!
(And please do not send me an e-mail either asking for or else proffering a definitive verdict on this issue. As far as I know, there is no such final verdict. And telling me to do this your way will not solve the issue!)
please end it
Originally Posted by kingcrux31
For team 288
Apparently not.
Originally Posted by Stuntman Mike
almost 80 pages of heated, passionate discussion about math?
Originally Posted by kingcrux31
For team 288
Apparently not.
Originally Posted by Stuntman Mike
almost 80 pages of heated, passionate discussion about math?
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
i take it you did thisOriginally Posted by seasoned vet
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
.....okay, i now change my answer to 288.
i take it you did thisOriginally Posted by seasoned vet
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
.....okay, i now change my answer to 288.
Originally Posted by ServeChilled81
Originally Posted by seasoned vet
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
.....okay, i now change my answer to 288.
i take it you did this
[h3][/h3]36÷4(5-2)+6
36÷4(3)+6
9(3)+6
27+6
33
[font=Arial, Helvetica, sans-serif]
[/font]
[font=Arial, Helvetica, sans-serif]and[/font]
4+6(8+2)-3
4+6(10)-3
4 + 60 - 3
64-3
61
Originally Posted by ServeChilled81
Originally Posted by seasoned vet
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
.....okay, i now change my answer to 288.
i take it you did this
[h3][/h3]36÷4(5-2)+6
36÷4(3)+6
9(3)+6
27+6
33
[font=Arial, Helvetica, sans-serif]
[/font]
[font=Arial, Helvetica, sans-serif]and[/font]
4+6(8+2)-3
4+6(10)-3
4 + 60 - 3
64-3
61
Originally Posted by seasoned vet
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
.....okay, i now change my answer to 288.
Originally Posted by seasoned vet
Originally Posted by ServeChilled81
a question for those saying 2
how would you answer these?
.....okay, i now change my answer to 288.