You don’t do multiplication before division, they’re equal operations, so you go left to right. 8 x 0.5 (2 + 2) is the same from a mathematical point of view.
Multiplication and division are same level just as addition and subtraction are same level. So it would be worked multiplication and division in order from left to right.
In PEMDAS M does not get priority over D so the equation has to be executed in order: 8/2=4, 4*4=16. You would be correct if all PEMDAS were a priority list., but it is not.
Parenthesis comes first, do everything in each of them as though they were a whole equation to themselves.
8/2(2+2) = 8/2(4)
Then you do your exponents. The equation doesn’t have any, so we can go ahead and skip those.
Multiplication and division are the same operation, just flipped around, so you go left to right and do those as you come across them. A number next to a parenthesis means multiplication, so to simplify:
8/2(4) = 8/2x4
8/2x4 = 4x4
4x4 = 16
Addition and subtraction don’t have any weird effects on the outcomes of each other, so you go left to right and do them as they come up. This equation has no more addition or subtraction to do, so we can consider what we have left our answer.
Therefore: 8/2(2+2)=16
This is straight from the textbook. You are wrong, and so are your purpose-built calculators.
You can do this without needing to replace by using a backslash. 1*2 comes from 1\*2.
Anyway, the problem with your logic is that it’s using rules designed for primary school by one random primary school teacher many decades ago. Not a rigorous mathematical convention.
In real maths, mathematicians frequently use juxtaposition to indicate multiplication at a higher priority than division. Rather than BIDMAS, something like BIJMDAS might work. But that isn’t as catchy, and more to the point: it requires understanding of an operation that doesn’t get used in primary school, so would be silly to put in to a mnemonic designed to aid probably school children.
the problem with your logic is that it’s using rules designed for primary school
Actually The Distributive Law is taught in Year 7. The Primary School rule, which doesn’t include brackets with coefficients, is only the intermediate step.
many decades ago. Not a rigorous mathematical convention
It’s an actual rule which is centuries old.
mathematicians frequently use juxtaposition to indicate multiplication
It’s not multiplication - it’s either The Distributive Law or Terms, which are 2 separate rules.
an operation that doesn’t get used in primary school
Anyway, I’m the time that is relevant here is when you’ve done the various relevant mathematical tools, but haven’t yet been exposed to multiplication by juxtaposition. Which I’m fairly sure for me at least was in year 6.
It’s an actual rule which is centuries old.
No, the idea of specifically codifying BIDMAS comes from the early 1900s.
I don’t know why you’re going throughout this thread over multiple hours spamming out your nonsense, but it’s wrong. BIDMAS is a convention, and a very useful one, but only because we instinctively know juxtaposition actually comes before explicit multiplication or division, and a rigid primary school application of BIDMAS will lead you to the wrong answer.
Thankfully, I think you know that last part. Because I think that’s what you mean when you keep saying “it’s called terms”. But that, too, is wrong. It’s used in terms, for sure. y = 2x2 + 91/2)x - 4 contains three terms, the x2 term is 2x2, etc. But if I then changed the constant term to be 4(2 - 3×5) + 1, all of that would still only be the one term. Terms and multiplication by juxtaposition can work together, but fundamentally refer to entirely different aspects of mathematics. Juxtaposition is a notational thing, while terms are a fundamental aspect of the equation itself.
My public school education on pemdas is that for multiplication/division and addition/subtraction, you do them on order from left to right. Doing it that way gets me 16, which I believe to be right, but I’m also very bad at math. The way you had explained is also technically correct, if you do the multiplication out of order. Now that I think about it, you could solve for the parentheses by multiplying 2+2 by two, giving you 8/8 quicker and still yielding 1. I’m now having more doubts about my math capabilities, both are right, but I know that’s wrong, I just don’t know why
Agree completely. Old school calculator is wrong, but why? Pemdas wasn’t really big in school curriculums until around the turn of the century, but the order of operations existed at the previous turn of the century, and should operate correctly on every digital calculator ever made…
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Nope. It’s PEMDAS at work.
8/2(2+2)
8/2(4) - Parentheses
8/8 - Multiplication
1 - Division
Modern phone apps seem to be notorious for getting order of operations wrong. I’ve never had this issue with a dedicated calculator.
Edit: my petard has been hoisted
You don’t do multiplication before division, they’re equal operations, so you go left to right. 8 x 0.5 (2 + 2) is the same from a mathematical point of view.
I’ve always been taught that + and - were interchangeable with each other for pemdas, as well as * and /. So the hierarchy is
Multiplication and division are same level just as addition and subtraction are same level. So it would be worked multiplication and division in order from left to right.
In PEMDAS M does not get priority over D so the equation has to be executed in order: 8/2=4, 4*4=16. You would be correct if all PEMDAS were a priority list., but it is not.
Actively wrong.
PE(MD)(AS).
Parenthesis comes first, do everything in each of them as though they were a whole equation to themselves.
8/2(2+2) = 8/2(4)
Then you do your exponents. The equation doesn’t have any, so we can go ahead and skip those.
Multiplication and division are the same operation, just flipped around, so you go left to right and do those as you come across them. A number next to a parenthesis means multiplication, so to simplify:
8/2(4) = 8/2x4
8/2x4 = 4x4
4x4 = 16
Addition and subtraction don’t have any weird effects on the outcomes of each other, so you go left to right and do them as they come up. This equation has no more addition or subtraction to do, so we can consider what we have left our answer.
Therefore: 8/2(2+2)=16
This is straight from the textbook. You are wrong, and so are your purpose-built calculators.
EDIT: Replaced * with x to avoid italicising.
You can do this without needing to replace by using a backslash. 1*2 comes from
1\*2.Anyway, the problem with your logic is that it’s using rules designed for primary school by one random primary school teacher many decades ago. Not a rigorous mathematical convention.
In real maths, mathematicians frequently use juxtaposition to indicate multiplication at a higher priority than division. Rather than BIDMAS, something like BIJMDAS might work. But that isn’t as catchy, and more to the point: it requires understanding of an operation that doesn’t get used in primary school, so would be silly to put in to a mnemonic designed to aid probably school children.
Just looked it up. Everything I know is a lie. Thank you, kind stranger on the internet. I’m going to go have an existential crisis, now.
Actually The Distributive Law is taught in Year 7. The Primary School rule, which doesn’t include brackets with coefficients, is only the intermediate step.
It’s an actual rule which is centuries old.
It’s not multiplication - it’s either The Distributive Law or Terms, which are 2 separate rules.
Yes, as I said it’s taught in Year 7.
When I was in school, year 7 was primary school.
Anyway, I’m the time that is relevant here is when you’ve done the various relevant mathematical tools, but haven’t yet been exposed to multiplication by juxtaposition. Which I’m fairly sure for me at least was in year 6.
No, the idea of specifically codifying BIDMAS comes from the early 1900s.
I don’t know why you’re going throughout this thread over multiple hours spamming out your nonsense, but it’s wrong. BIDMAS is a convention, and a very useful one, but only because we instinctively know juxtaposition actually comes before explicit multiplication or division, and a rigid primary school application of BIDMAS will lead you to the wrong answer.
Thankfully, I think you know that last part. Because I think that’s what you mean when you keep saying “it’s called terms”. But that, too, is wrong. It’s used in terms, for sure. y = 2x2 + 91/2)x - 4 contains three terms, the x2 term is 2x2, etc. But if I then changed the constant term to be 4(2 - 3×5) + 1, all of that would still only be the one term. Terms and multiplication by juxtaposition can work together, but fundamentally refer to entirely different aspects of mathematics. Juxtaposition is a notational thing, while terms are a fundamental aspect of the equation itself.
You’re not wrong but ease off the throttle dude lol
You haven’t finished Brackets yet! The next step is…
8/(2x4)=8/8
Not any textbook I’ve seen. Screenshot? Here’s some actual textbooks
Child, this thread is literally four months old. Get a life.
Yeah, didn’t think that came from any textbook.
It’s 16 my dude
It’s 1
Left to right once PEMDAS is satisfied.
2+2 first because P. That’s 4.
Then 8/2 because it’s left of 4(4). This is MD.
Which leaves 4x4. M. Same priority above but it’s on the right/end of the equation so you do it before 8/2.
No E or AS to account for since the only addition was in the P which we did.
Don’t take my word for it.
My public school education on pemdas is that for multiplication/division and addition/subtraction, you do them on order from left to right. Doing it that way gets me 16, which I believe to be right, but I’m also very bad at math. The way you had explained is also technically correct, if you do the multiplication out of order. Now that I think about it, you could solve for the parentheses by multiplying 2+2 by two, giving you 8/8 quicker and still yielding 1. I’m now having more doubts about my math capabilities, both are right, but I know that’s wrong, I just don’t know why
just requires using the proper calculator:
2 2 + 2 * 8 / .Agree completely. Old school calculator is wrong, but why? Pemdas wasn’t really big in school curriculums until around the turn of the century, but the order of operations existed at the previous turn of the century, and should operate correctly on every digital calculator ever made…
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The ad filled app sucks for sure, but it is correct in this case.
There’s 4 levels to PEMDAS, not 6.
Also,
an actual PEMDAS Solver:
https://www.symbolab.com/solver/step-by-step/8\div2(2%2B2)?or=input