- Видео 217
- Просмотров 390 229
Mathed Up
США
Добавлен 25 мар 2024
I'm Sarah, I've been teaching Math and Science at the Middle School and High School Levels for almost 20 years. I've developed a style that emphasizes understanding core concepts and using an integrated project-based learning approach. What does that mean? In my classroom there's a lot of activity, a lot of kids teaching each other (and themselves in the process), using skills from art and maker to really underscore what math and science mean in the real world. Math is everywhere, it's a secret language, a puzzle that all of us can solve.
Join me in exploring and demystifying math and science.
Join me in exploring and demystifying math and science.
Math Practice Problem: Adding Fractions with and without Criss Cross Applesauce 4/5 + 4/6
Math Practice Problem: Adding Fractions with and without Criss Cross Applesauce 4/5 + 4/6
Просмотров: 10
Видео
Math Practice: Solving the Viral Math Problem 110÷4(2+3) using the distributive property
Просмотров 214 часа назад
Math Practice: Solving the Viral Math Problem 110÷4(2 3) using the distributive property
Mathed Up Field Trip: I got to meet Lt Gov Garlin Gilchrist II & I asked him about his love of STEM
Просмотров 117 часов назад
Mathed Up Field Trip: I got to meet Lt Gov Garlin Gilchrist II & I asked him about his love of STEM
Math Practice Problem: More explantions of the Viral Math Problem Burning Up Your Feeds 110÷4(2+3)
Просмотров 119 часов назад
Math Practice Problem: More explantions of the Viral Math Problem Burning Up Your Feeds 110÷4(2 3)
Math Concept: The math behind crisscross applesauce for adding and subtracting fractions
Просмотров 1512 часов назад
Math Concept: The math behind crisscross applesauce for adding and subtracting fractions
Math Concept: Two Number Lines Make a Coordinate Plane
Просмотров 814 часов назад
Math Concept: Two Number Lines Make a Coordinate Plane
Math Practice Problem: Solve the Viral Math Problem Burning Up Your Feeds 110÷4(2+3)
Просмотров 7819 часов назад
Math Practice Problem: Solve the Viral Math Problem Burning Up Your Feeds 110÷4(2 3)
Math Hot Take: Learning Math isn't about memorization, it's about puzzling it out bit by bit
Просмотров 21День назад
Math Hot Take: Learning Math isn't about memorization, it's about puzzling it out bit by bit
Math Practice Problem: Adding Fractions, What did you get?
Просмотров 14День назад
Math Practice Problem: Adding Fractions, What did you get?
Math Concept: Visualizing Integers with Zero Pairs.
Просмотров 1014 дней назад
Math Concept: Visualizing Integers with Zero Pairs.
Math Concept: Using a Number Line to visualize positive & negative numbers & addition & subtraction
Просмотров 1614 дней назад
Math Concept: Using a Number Line to visualize positive & negative numbers & addition & subtraction
Math Concept: Using FOIL to Multiply Polynomials
Просмотров 1514 дней назад
Math Concept: Using FOIL to Multiply Polynomials
Math concept: standard form for polynomials
Просмотров 714 дней назад
Math concept: standard form for polynomials
Negative Integers, Factoring Polynomials, and Algebra 1 and 2 Practice: Mathursday Live Highlights
Просмотров 4214 дней назад
Negative Integers, Factoring Polynomials, and Algebra 1 and 2 Practice: Mathursday Live Highlights
Math Practice Problem: Multiplying Fractions using traditional multiplication and long division
Просмотров 2428 дней назад
Math Practice Problem: Multiplying Fractions using traditional multiplication and long division
Math Concept: Scientific Notation Explained
Просмотров 13Месяц назад
Math Concept: Scientific Notation Explained
Math Practice Problem: Multiplying fractions
Просмотров 4Месяц назад
Math Practice Problem: Multiplying fractions
Math Hot Take: When Will I Use This?
Просмотров 1 тыс.Месяц назад
Math Hot Take: When Will I Use This?
Math Teacher Reacts to @Apple Math Notes
Просмотров 65Месяц назад
Math Teacher Reacts to @Apple Math Notes
Math Concept: simplifying top heavy fractions
Просмотров 21Месяц назад
Math Concept: simplifying top heavy fractions
Math Concept: Converting Mixed Fractions To Top Heavy Fractions
Просмотров 21Месяц назад
Math Concept: Converting Mixed Fractions To Top Heavy Fractions
Stopped by @Kettering University to check out its @FIRST Robotics Summer camps. Great vibes!
Просмотров 19Месяц назад
Stopped by @Kettering University to check out its @FIRST Robotics Summer camps. Great vibes!
Gretchen Whitmer on education and her favorite school lunch
Просмотров 68Месяц назад
Gretchen Whitmer on education and her favorite school lunch
Supermarket Math: seeing if deals are really deals
Просмотров 9Месяц назад
Supermarket Math: seeing if deals are really deals
What’s the math behind the percentage chance of rain?
Просмотров 9Месяц назад
What’s the math behind the percentage chance of rain?
One the best strategies for taking the SAT is to learn how ot avoid panic.
Просмотров 61Месяц назад
One the best strategies for taking the SAT is to learn how ot avoid panic.
Math teacher tries reddit trick to finding out if a number is divisble by 11.
Просмотров 133Месяц назад
Math teacher tries reddit trick to finding out if a number is divisble by 11.
Answer is 5
I think there's no ambiguity at all. Anyone who doesn't know how to simplify this expression needs to watch more of your videos.
These comments are always full of people who only ever knew PEMDAS vs those who continued on to study algebra and learned implied multiplication / multiplication by juxtaposition.
Whats the point of memorizing the quadratic formula if im just gonna work at McDonald's the rest of my life anyway.
If I can't read it out and do it in the order it's written, you're doing it wrong.
Please excuse my dear aunt sally people!! Come on yall gotta remember that rude woman 😂 Btw answer is 125 2+3= 5 100/4= 25 25x5= 125 😊
It's not an order of operation problem... it's a WRITING CONVENTION problem!! When a number is written in front of the parentheses without any mathematical sign in between, for 90% of the world it simply means IMPLIED MULTIPLICATION!!!
100÷4(2+3)= 100÷4×5= 25×5= 125🇪🇷
Yeah but the answer 5 is still correct. The method you said was wrong, was in fact wrong, but if you just distribute the 4 according to the distributive rules, it would give you 100÷(8+12), which is still 5.
Order of operations would have it that the entirety of 100/4 gets distributed. So it becomes 25(2+3)=(50+75)=125. Some people claim implicit multiplication takes precedence over normal multiplication and division but that was never universally accepted
Love it you explain it very nicely!
However what?
Are you saying it's 100/4(2+3) or 100(2+3)/4?? If its second one u r right. 100(2)/4 + 100(3)/4, but u should have written correctly.. but if it's first one 100/4(2+3), u r wrong. Then it will be 100/20. btw it's not a(b+c), it's like a÷b(c+d), u cannot take 100÷4 as single character 'a',.. by your way i can take a÷b(c) .
Cool down guys . I am Chinese . It’s 125
125
125, but 125 what?
Bidmas... (2+3)=5 100÷4=25 25x5=125
I think the order is BODMAS Brackets,of, division, multiplication, addition and subtraction
You did the correct process for to find the solution, and thanks to your explanation I now realized that in my home country we write down math differently because we never use the ➗ symbol, we instead write the 100 with a line under it, the 4 beneath it, and next to the both of them we write the (2+3). Showing that the equation is read 100 divided by 4 times (2+3)
Cool... (It doesn't matter that I'm in 11th grade, don't think about it 😅)
What is this yappington dc 100:4 (2+3) 100:4 (6) Here someppl do 4 times 6 whihc is 24 then do devision But sense devision and multiplication hold the same value in terms of who guys riestwe do left to right7u So 100:4 is 25 times 6 which is 125
2 + 3 = 6?
Please check your work.
@@vic-lk2in I'm half retarded😂😂😂😂
@@vic-lk2in in my head I always calculated it as 5 you can see that I said 25 Times 6 is 125 which is obv incorrect
@@geriwilson1458 mah the awnser is still 125 I said the right awnser but I 2+3 I made as 6 but in my head I calculated as 5
This video was highly needed. As an engineering student, I am also kind of embarrassed and disappointed by humanity that most people over the age of 18-21 don’t even know this.
Nope that's wrong. 100/4(2+3) Let's call (2+3) = x 100/4x = 100*1/4x (as a fraction) = 100* 1/20 = 5.
u always gotta do these ( ) before division and multiplication
so the answer is 5
Multiplication does not come first. Multiplication and Division have the same value. So you should just go from left to right in this situation. You're wrong. 4(5) is the same thing as 4×5. Therefore 100÷4×5=125
@@idoxwe wrong
Soo like why doesn't PEMDAS apply here? 🤔
Multiplication does not come first. Multiplication and Division have the same value. So you should just go from left to right in this situation. 4(5) is the same thing as 4×5. Therefore 100÷4×5=125
@@idoxwe no wonder so many people don't pass math
@@FNunez-ye1ix Likewise, buddy.
Since when tf do people write × like that-
Pemdas and Bodmas walk into a bar....
Wrong answer! The correct answer is 5
No u child its 125. But the way she explained it is wrong. Division has priority over multiplication
Multiplication does not come first. Multiplication and Division have the same value. So you should just go from left to right in this situation. 4(5) is the same thing as 4×5. Therefore 100÷4×5=125.
Why is your multiplication mark a point? It looks like you wrote 100%4.5
Cus that’s what it is in math lol - nobody uses an x for multiplication cus X is already a constant value.
After baby school you use periods
100÷4(2+3) 100÷4(5) 100÷20 5
Answer is simply, Five.
we are torpedoing our kids: I never saw anything so confusing in my life. Adding is adding, dividing is not multiplying backwards, and if I had to do math this way I'd be insane in an hour. Too much explaining just makes it worse.
My favorite problems 125.
The correct answer is, there is no correct answer. The notation is ambiguous and shouldn't be used (a multiplication symbol should be placed between the 4 and the parenthesis). That being said, most physics and maths textbooks use the convention that "implied multiplication" has higher precedence than division. So 1 / 2n is 1 / (2n), and similarly, 100/4(5) would be 100/(4(5)). 100/4*5 however is always (100/4)*5. It is noted that these contrived notation gotchas don't ever occur in real life usage of maths.
125
100÷45
125
125. Now go to bed.
Very cool show!! Keep it up
When a number is written outside of a parentheses without an operator (+,-,x,/), it is a FACTOR of what is inside and therefore cannot be separated from the parentheses operator.
125
Wikipedia Search Order of operations Article Talk Language Download PDF Watch Edit Not to be confused with Operations order. In mathematics and computer programming, the order of operations is a collection of rules that reflect conventions about which operations to perform first in order to evaluate a given mathematical expression. Order of operations These rules are formalized with a ranking of the operations. The rank of an operation is called its precedence, and an operation with a higher precedence is performed before operations with lower precedence. Calculators generally perform operations with the same precedence from left to right,[1] but some programming languages and calculators adopt different conventions. For example, multiplication is granted a higher precedence than addition, and it has been this way since the introduction of modern algebraic notation.[2][3] Thus, in the expression 1 + 2 × 3, the multiplication is performed before addition, and the expression has the value 1 + (2 × 3) = 7, and not (1 + 2) × 3 = 9. When exponents were introduced in the 16th and 17th centuries, they were given precedence over both addition and multiplication and placed as a superscript to the right of their base.[2] Thus 3 + 52 = 28 and 3 × 52 = 75. These conventions exist to avoid notational ambiguity while allowing notation to remain brief.[4] Where it is desired to override the precedence conventions, or even simply to emphasize them, parentheses ( ) can be used. For example, (2 + 3) × 4 = 20 forces addition to precede multiplication, while (3 + 5)2 = 64 forces addition to precede exponentiation. If multiple pairs of parentheses are required in a mathematical expression (such as in the case of nested parentheses), the parentheses may be replaced by other types of brackets to avoid confusion, as in [2 × (3 + 4)] − 5 = 9. These rules are meaningful only when the usual notation (called infix notation) is used. When functional or Polish notation are used for all operations, the order of operations results from the notation itself. Conventional order Special cases edit Unary minus sign edit There are differing conventions concerning the unary operation '−' (usually pronounced "minus"). In written or printed mathematics, the expression −32 is interpreted to mean −(32) = −9.[2][8] In some applications and programming languages, notably Microsoft Excel, PlanMaker (and other spreadsheet applications) and the programming language bc, unary operations have a higher priority than binary operations, that is, the unary minus has higher precedence than exponentiation, so in those languages −32 will be interpreted as (−3)2 = 9.[9] This does not apply to the binary minus operation '−'; for example in Microsoft Excel while the formulas =-2^2, =-(2)^2 and =0+-2^2 return 4, the formulas =0-2^2 and =-(2^2) return −4. Mixed division and multiplication edit There is no universal convention for interpreting a term containing both division denoted by '÷' and multiplication denoted by '×'. Proposed conventions include assigning the operations equal precedence and evaluating them from left to right, or equivalently treating division as multiplication by the reciprocal and then evaluating in any order;[10] evaluating all multiplications first followed by divisions from left to right; or eschewing such expressions and instead always disambiguating them by explicit parentheses.[11] Beyond primary education, the symbol '÷' for division is seldom used, but is replaced by the use of algebraic fractions,[12] typically written vertically with the numerator stacked above the denominator - which makes grouping explicit and unambiguous - but sometimes written inline using the slash or solidus symbol, '/'.[13] Multiplication denoted by juxtaposition (also known as implied multiplication) creates a visual unit and has higher precedence than most other operations. In academic literature, when inline fractions are combined with implied multiplication without explicit parentheses, the multiplication is conventionally interpreted as having higher precedence than division, so that e.g. 1 / 2n is interpreted to mean 1 / (2 · n) rather than (1 / 2) · n.[2][10][14][15] For instance, the manuscript submission instructions for the Physical Review journals directly state that multiplication has precedence over division,[16] and this is also the convention observed in physics textbooks such as the Course of Theoretical Physics by Landau and Lifshitz[c] and mathematics textbooks such as Concrete Mathematics by Graham, Knuth, and Patashnik.[17] However, some authors recommend against expressions such as a / bc, preferring the explicit use of parenthesis a / (bc).[3] More complicated cases are more ambiguous. For instance, the notation 1 / 2π(a + b) could plausibly mean either 1 / [2π · (a + b)] or [1 / (2π)] · (a + b).[18] Sometimes interpretation depends on context. The Physical Review submission instructions recommend against expressions of the form a / b / c; more explicit expressions (a / b) / c or a / (b / c) are unambiguous.[16] 6÷2(1+2) is interpreted as 6÷(2×(1+2)) by a fx-82MS (upper), and (6÷2)×(1+2) by a TI-83 Plus calculator (lower), respectively. This ambiguity has been the subject of Internet memes such as "8 ÷ 2(2 + 2)", for which there are two conflicting interpretations: 8 ÷ [2 · (2 + 2)] = 1 and (8 ÷ 2) · (2 + 2) = 16.[15][19] Mathematics education researcher Hung-Hsi Wu points out that "one never gets a computation of this type in real life", and calls such contrived examples "a kind of Gotcha! parlor game designed to trap an unsuspecting person by phrasing it in terms of a set of unreasonably convoluted rules."[12] Serial exponentiation edit If exponentiation is indicated by stacked symbols using superscript notation, the usual rule is to work from the top down:[2][7] abc = a(bc) which typically is not equal to (ab)c. This convention is useful because there is a property of exponentiation that (ab)c = abc, so it's unnecessary to use serial exponentiation for this. However, when exponentiation is represented by an explicit symbol such as a caret (^) or arrow (↑), there is no common standard. For example, Microsoft Excel and computation programming language MATLAB evaluate a^b^c as (ab)c, but Google Search and Wolfram Alpha as a(bc). Thus 4^3^2 is evaluated to 4,096 in the first case and to 262,144 in the second case. Mnemonics Calculators Programming languages See also Notes References Further reading External links Last edited 12 days ago by Jacobolus Wikipedia Content is available under CC BY-SA 4.0 unless otherwise noted. Privacy policy Terms of UseDesktop
125
Multiplication by juxtaposition has left the chat
PEJMDAS, so it’s 5. (Multiplication by Juxtaposition comes before division.)
yeah I get 125. At least I know I am doing it right...
Answer is 5: 100/4(2+3) BODMAS rule bracket first 100/4(5) = 100/20=5
The confusion isn't about order of operations (at least not totally). Its that the ➗ symbol shouldn't be used.
Turn avoid confusion, rewrite divide by four as multiply by 1/4. Now you only deal only in multiplication and you won’t mess up no matter what order you do it then.
5 lol it'd 100÷20=5
Let's just use RPN, no brackets and no bullshit: 2 3 + 100 4 / * = 125 See, problem solved