| Every couple of years, when this stuff resurfaces with different numbers, everyone has the same exact debates over it. So far, it has never been decisive, so, unless 2020 decoded to glitch the matrix, I don't see why it would change. The solution is to use brackets smarter. Moral of the story: don't note implied multiplication after a division without using brackets to signal the result that you want. |
KosmonautNov 17, 2020 6:19 AM
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| @deg Yes, if it were not for that misleading visual thing, that's how you'd calculate it and it the answer would be 9. Multiplication and division are actually the same thing, it's just that division by a number d is just multiplication by the fraction 1/d, so they have the exact same rank when it comes to precedence. That division sign is a bit antiquated from my point of view. And, in the end, the question is one of attention, not of actual mathematics. |
It does not, but apparently some people choose to believe this. Don't ask me why, I only use fractions when writing a division and I find no ambiguity in it. |
| It´s 1, you should solve the operations with () first |
| "If I get reincarnated… I wanna become a clam.” – Monkey D Luffy |
| Let me try in postfix again: 6/2 (1+2)= 6 2 / 1 2 + * 1) Divide the first number by the second number and save the result as "r1": 3 2) Add the two numbers after the division mark and save the result as "r2": 3 3) Multiply r1 with r2 and store the result as "rfinal" 4) Display "rfinal": 9 |
| It’s 9. The fact that there’s such heated debate over this is hilarious. I get how people interpret it as 1, but not anything else lol. Yes, according to PEMDAS, things inside of a parentheses take precedent. But, the 2 isn’t inside a parentheses so you wouldn’t distribute it first if there’s a multiplication or division sign already in front of it. 6 ÷ 2(1+2) Technically, you’d add 1+2 to get 3, then divide 6/2 to get 3 and finally multiple 3x3 to get 9. It would be 1 if it were written like this since the 2 is now inside a parentheses. 6 ÷ (2(1+2)) I pretty sure a lot people get it wrong because the problem is notated too vaguely. |
EightSevenNov 17, 2020 9:41 AM
| 1 |
| "Rating are for Casul" "While masterpiece are for Pleb" "But shit taste is enlightenment" "Go watch School Days you Weebs" |
| Many people have already answered correctly with great explanations, but I would like to show a different way of writing it to help others understand. That's pretty much it. If someone disagrees with me, I'd love to see their perspective on this equation. |
| Okay, first of all, why use a colon instead of any other operator? A colon is supposed to be for ratios! Well, ratios are like fractions anyway, so I'll accept it. The equation itself is faulty to the point that many people misinterpreted it. It shouldn't be written like that. My initial answer is one, then I also see where nine comes from, and it's more logical like that. However, like I said earlier, the equation should not be written like that. You can write 6/(2(1+2)) or (6/2)(1+2) and the answers will come out easily. |
deg said: Kosmonaut said: I'm no mathematician. With the way my school taught math, 2(1+2) would only be a term if it was noted by adding even more brackets around it 6:[2(1+2)]. Without these, it would always be 9. Now, if mathematicians in academia automatically and obscurely consider it a term without any further notation, then I guess only they abide by it. we need @Meusnier on this thread lol @Kosmonaut @AlexPaulLEWZ Just quoting those who said interesting things. PEMDAS, DMAS, BIDMAS, BODMAS, all this nonsense is still taught these days? The answer was in the question. The notation is wrong and what is written is meaningless. Amusing to see people insulting each other about something they are manifestly clueless about. @Phloup Needless to say, I disagree with your post. |
.Meusnier said: I see, admittedly I'm not big on mathematics, because my subject path in school wasn't focused on it. So, if I understood it correctly, I was off for thinking the equation was written 'right' and that it meant something. I thought it lacked further notation, like more brackets, to at least clear the ambiguity, but I didn't think it was completely invalid without them. An ambiguous text still has meaning and its meaning is being ambiguous. @Kosmonaut @AlexPaulLEWZ Just quoting those who said interesting things. PEMDAS, DMAS, BIDMAS, BODMAS, all this nonsense is still taught these days? The answer was in the question. The notation is wrong and what is written is meaningless. Amusing to see people insulting each other about something they are manifestly clueless about. @Phloup Needless to say, I disagree with your post. |
KosmonautNov 17, 2020 3:40 PM
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| Nine... Solve the ones in the bracket first, then solve in order from left to right because division and multiplication are in the same level. |
 (っ◔◡◔)っ 𝓘 𝔀𝓲𝓼𝓱 𝔂𝓸𝓾 𝓪𝓵𝓵 𝓱𝓪𝓿𝓮 𝓪 𝔀𝓸𝓷𝓭𝓮𝓻𝓯𝓾𝓵 𝓭𝓪𝔂 ♥ |
Kosmonaut said: Meusnier said: I see, admittedly I'm not big on mathematics, because my subject path in school wasn't focused on it. So, if I understood it correctly, I was off for thinking the equation was written 'right' and that it meant something. I thought it lacked further notation, like more brackets, to at least clear the ambiguity, but I didn't think it was completely invalid without them. An ambiguous text still has meaning and its meaning is being ambiguous. @Kosmonaut @AlexPaulLEWZ Just quoting those who said interesting things. PEMDAS, DMAS, BIDMAS, BODMAS, all this nonsense is still taught these days? The answer was in the question. The notation is wrong and what is written is meaningless. Amusing to see people insulting each other about something they are manifestly clueless about. @Phloup Needless to say, I disagree with your post. I also think that this is the main point of all this, to trick the reader into thinking that there is a solution by being imprecise on notations. Certainly, a teacher should never write such questions in an exam. You may find however people who write papers with such shaky notations, but their existence does not mean that it is fine to do that. Indeed, and this is why people are so annoying with parenthesis at school, for one easily writes things subject to interpretation, i.e. false. Well, still better that this guy I saw writing inequalities between complex numbers at the exam to become a high school teacher. If you want to have fun hearing about wrong mathematical writing, I would recommend this video of Serre. |
Meusnier said: The answer was in the question. The notation is wrong and what is written is meaningless. Amusing to see people insulting each other about something they are manifestly clueless about. @Phloup Needless to say, I disagree with your post. After reading your post, and looking at the equation again, I completely see the flaws in my initial post. Although I may seem like on of these people who immediately agrees with someone else if they sound smart, I understand where I went wrong with my thinking. So, if I understand correctly, this equation was simply written poorly, which would cause misinterpretation to happen easily. I fully agree on that the use of slashes for fractions can easily cause confusion with the equation, which is one of the limitations of writing on a keyboard. Also, personal thoughts of mind: I personally would rather use fractions instead of exponents (for an inverse value) and I find the division sign to be a potential catalyst for misinterpretation. |
| All the posts and paragraphs were for nothing, rip. |
 Leading biologist Scott Pitnick said: The bigger your 'nads, the smaller your brains |
| PEMDAS should be the method that needs to be used in this problem: The answer is obviously 1. The problem is not confusing. |
-Kazuma_Nov 17, 2020 4:33 PM
| Signature removed. Please follow the signature rules, as defined in the Site & Forum Guidelines. |
| You're right, I won't solve it, so I won't even bother to try. |
 |
Opticflash said: Eren_Midoriya said: PEMDAS should be the method that needs to be used in this problem: The answer is obviously 1. The problem is not confusing. Multiplication does not precede division. For example, some people are taught BODMAS or BEDMAS. Multiplication can precede division. As a matter of fact, PEMDAS is more commonly use than BEDMAS. |
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| Soo the answer is there is no correct answer |
| "Rating are for Casul" "While masterpiece are for Pleb" "But shit taste is enlightenment" "Go watch School Days you Weebs" |
| It's mostly likely 1. That's what I found using the BEDMAS method, at least. |
| Thank you lord @Meusnier Solving equations from left to right is one of the dumbest thing I've ever heard concerning mathematics. I've also never understood why someone would unnironically write ÷2 instead of x0.5 As a side note, I've seen this format of equation in one of my math textbook e.g 6/2*3=1 It was written like that to save room instead of writing the whole fraction, but there was a notice at the bottom telling that the slash is meant to separate all the numerator from the left and all the denominator from the right. It found it quite practical as it avoids writing unnecessary brackets and exponent -1. Is this nomenclature frequently used in math textbook? |
| 9 though 1 can be correct since this a poor way to write the equation to begin with because of how easily it can be misinterpreted. Also damn lol, the two "most correct" answers are neck and neck that's pretty cool. |
| youtube.com/watch?v=oHg5SJYRHA0 73 6f 6d 65 74 68 69 6e 67 73 20 6f 64 64 20 61 62 6f 75 74 20 6d 79 20 70 72 6f 66 69 6c 65 0d 0a |
| This is actually pretty easy |
 |
| There will be a free drink distribution festival. Every day that I go to the festival, I will get a constant of one bottle of water plus two bottles of coke. However, on the second day, this total will be multiplied by two. On the third day, in addition to the constant plus the multiplication, there will be a division of the result. If the result is less than one bottle of each, you'll just get a coke. On the fourth day, the festival ends. What is the end result? Day 1: 2 bottles of water + 1 coke Day 2: 4 bottles of water + 2 cokes Day 3: 6:2x(1+2) -> 1, so, as the rule says, you'll only get 1 bottle of coke. Total on day 4: 6 bottles of water, 4 bottles of coke. Change my mind. |
| Oh shit. It's 3x3 = 9. Why a few do something different? |
| BANZAI NIPPON. Nippon is the Land of freedom. Nippon is the Land of Peace. Nippon is the Land of Justice and Prosperity. In Nippon, we trust. We love Nippon, we love Anime. Anime love us, Nippon love us. 日本 I believe in freedom of expression. |
| 9 |
  Look at the stars, they are retreating. |
| Going by BODMAS, the answer is 9. |
| My answer is--- |
 |
| I HEARBY SUMMON THE POWER OF PEMDAS 6 / 2(1+2) P (parenthesis) - 3 6 / 2 (3) Multiplication - 6 6 / 2*3 = 6 Division - 6/6 = 1 COINCIDENCE? I THINK NOT! |
╔════════════════ • ❊ • ════════════════╗ Sometimes it feels like I've got a war in my mind I want to get off, but I keep riding the ride I never really noticed that I had to decide To play someone's game, or live my own life - Get Free, Lana Del Rey  ╚════════════════ • ❊ • ════════════════╝ |
| my answer |
They have the same priority, yet you decided a certain order takes over? |
Phloup said: Meusnier said: The answer was in the question. The notation is wrong and what is written is meaningless. Amusing to see people insulting each other about something they are manifestly clueless about. @Phloup Needless to say, I disagree with your post. After reading your post, and looking at the equation again, I completely see the flaws in my initial post. Although I may seem like on of these people who immediately agrees with someone else if they sound smart, I understand where I went wrong with my thinking. So, if I understand correctly, this equation was simply written poorly, which would cause misinterpretation to happen easily. I fully agree on that the use of slashes for fractions can easily cause confusion with the equation, which is one of the limitations of writing on a keyboard. Also, personal thoughts of mind: I personally would rather use fractions instead of exponents (for an inverse value) and I find the division sign to be a potential catalyst for misinterpretation. Indeed, both interpretations are correct, as / can notably be seen as the inverse function (see below), and this is why some math majors here interpreted it as an expression equating to 1. When dealing with real numbers, I also agree that this is much better to use horizontal fraction signs, unless one writes 1/5 and does not want a change of spacing of lines. Hrybami said: Thank you lord @Meusnier Solving equations from left to right is one of the dumbest thing I've ever heard concerning mathematics. I've also never understood why someone would unnironically write ÷2 instead of x0.5 As a side note, I've seen this format of equation in one of my math textbook e.g 6/2*3=1 It was written like that to save room instead of writing the whole fraction, but there was a notice at the bottom telling that the slash is meant to separate all the numerator from the left and all the denominator from the right. It found it quite practical as it avoids writing unnecessary brackets and exponent -1. Is this nomenclature frequently used in math textbook? Indeed, if I ask 61×51/3, I hope that people will not do that from left to right. Thank you for your question, it will allow me to speak about something else of importance. I have not seen this convention applied much, maybe more in the physics literature? g(x,y,z)/f(x,y,z) is common though. However, one can interpret / as the inverse function, and in general, on does not need to write parenthesis in this case to indicate that it applies to all variables. For example, writing  should always be interpreted as  and not as  If one means the above notation, one can also do without parenthesis to be sure that typos will not make things unclear to the reader  This being said, the notation above should not be encouraged in general. Of course, there are no confusions possible with exponents.  To give another example of style, this notation  is acceptable but this one  seems more readable to me and the following may be used too  There is a delicate balance to find between clarity and number of parenthesis! |
| @Meusnier Thank you for pointing this out. I find this quite funny since every sub category of science (math, physicist, chemist, biologist, etc.) use more or less their own conventions. It happened to me when I read something from a different scientific field and was confused over their odd conventions. But it makes sense since they don't work and study in the same area and some things are to be taken into consideration. However, I think we would all agree that a formula absolutely need to be clear and without ambiguity. |
Hrybami said: @Meusnier Thank you for pointing this out. I find this quite funny since every sub category of science (math, physicist, chemist, biologist, etc.) use more or less their own conventions. It happened to me when I read something from a different scientific field and was confused over their odd conventions. But it makes sense since they don't work and study in the same area and some things are to be taken into consideration. However, I think we would all agree that a formula absolutely need to be clear and without ambiguity. You are very welcome! Indeed, reading the physics literature always feels a bit unpleasant to me due to their strange notations with a lot of indices and the reverse order of variables in integrals notably. But the most important thing is that people know about the conventions, while in this problem, people merely guess them. |
Meusnier said: Hrybami said: @Meusnier Thank you for pointing this out. I find this quite funny since every sub category of science (math, physicist, chemist, biologist, etc.) use more or less their own conventions. It happened to me when I read something from a different scientific field and was confused over their odd conventions. But it makes sense since they don't work and study in the same area and some things are to be taken into consideration. However, I think we would all agree that a formula absolutely need to be clear and without ambiguity. You are very welcome! Indeed, reading the physics literature always feels a bit unpleasant to me due to their strange notations with a lot of indices and the reverse order of variables in integrals notably. But the most important thing is that people know about the conventions, while in this problem, people merely guess them. Indeed I know how you feel. You're talking about the problem of this thread? I don't think people guess anything. They applied what they were taught back when they were 12 without thinking twice. I mean just the fact that there is a ÷ symbol should ring some bells that this problem is potentially horribly written. |
Hrybami said: Meusnier said: You are very welcome! Indeed, reading the physics literature always feels a bit unpleasant to me due to their strange notations with a lot of indices and the reverse order of variables in integrals notably. But the most important thing is that people know about the conventions, while in this problem, people merely guess them. Indeed I know how you feel. You're talking about the problem of this thread? I don't think people guess anything. They applied what they were taught back when they were 12 without thinking twice. I mean just the fact that there is a ÷ symbol should ring some bells that this problem is potentially horribly written. Yes, I was still talking about the problem of this thread. You are probably right that people apply the rules like some recipes they would have learned from their parents. |
| Answer is 9 cause 6/2 is 3 and 1+2 is 3 and 3*3=9. |
 |
This problem was written about ad nauseum months ago and everyone basically concluded that the statement itself is vague, causing people to arrive to two correct answers:
The issue is various software packages or calculators would solve multiplication by parentheses (as opposed to "x") first, considering them the same term, or the division symbol (as opposed to "/") last. In real life, no one mixes the division symbol while eliminating the "x". And if it's ambiguous, usually mathematicians would clarify. The point of math is communication, not to trick you with gotchas. But if you want to answer this properly by how they taught you in high school, then the answer would be 9. |
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i meant that since it's pemdas (implies multiplication before division, but actually same prio, ordering takes over) |
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