Haven’t seen much of this stuff since 1979. One algebra teacher was named Killer Kaiser! He was known for being tough, he’d throw erasers at students who goofed off, etc. He didn’t have any patience with folks who couldn’t keep up. Must say these videos are very helpful! Appreciate that you explain and repeat basic points and concepts. Expect that gets much better results than throwing erasers!
Thanks for your channel. It has been good polishing up my maths so that I could help my daughter get through high school. She has decided to go the art route from now on so I will probably be retiring the whiteboard after this semester. thanks again
.6/3 * (1/2)^2 Following PEMDAS: Simply the LHS: .6/3 => 0.2 Square the RHS: (1/2)^2 => 1/4 What is 0.2? 1/5 Some people may have forgotten, but 1/4 = 0.25, 1/3 = 0.3333 1/2 = 0.5. So, the next # to try should higher than 4 in the denominator to achieve a smaller decimal # The rest should be easy with 1/5 * 1/4 = 1 / (5*4) I wanted to keep everything fractions and change the decimal, 0.2 to a fraction. I think fractions are easier by hand then multiplying with decimals. We tend to lose the ability to do math by hand when we have software and/or the use of a calc.
When you write PEMDAS, If you circle the M and D and then Circle the A and S, you remind people that those operations are in that order only when they appear that way when you read the problem from left to right. Just saying that if my teachers had done that I would have gotten it much more quickly.
0.6 is 3 × 5^-1 ÷3 means ×3^-1 (1/2)^2 is 2^-2 is 4^-1 So, 3 × (5×3×4)^-1 = 3 ×60^-1 Convert back to fractions, 3/60, simplify, 1/20 I always wish this was explained to me when I was a kid. If you're ever confused about order of operations, the first thing you want to do is convert all negative operations to positive operations. Subtracting is adding negatives; division is multiplying reciprocals, and roots are just non integer exponents. That all makes order just so much clearer
To me, PEDMAS is a confusing memory aid. But I am not sure that I have a better alternative. My immediate idea was PEGA, which might help those already familiar with some types of series (geometric and arithmetic). So the G (geometric) stands for both multiplication and division and the A stands for both addition and subtraction. Thus the left to right order of PEGA works without the confusion of disregarding the left to right order of D and M and also disregarding the left to right order of A and S in the memory aid. But I doubt my immediate idea of PEGA will actually help as I suspect geometric series and arithmetic series are likely not well known to those learning maths at this level.
I dont understand people critisising this. The reason I watch is so that I have some idea how to help my grandaughter with her home work. If your so clever make your own videos. Some of us genuinly want to learn.
Well his voice is great, I wish my ex USSR school math teachers had voices and explanation skills like his 😊 It makes me giggle though every timevhe says "proll" instead of "problem".
I think, if even teachers have a "syndrome", their syndrome is, that they really want their students to understand their explanation as they do themselves. That's why they try so hard and talk a little bit much. They feel a kind of powerlessness to tell it perfectly which they compensate by talking a lot. But it's all love, even to a stranger on RUclips.
Folks who get the answer right don't have to listen to the explanation. Folks who don't get it right need the explanation. I watch math olympics, but I do not know how the answer was reached after watching the video.The explained is smarter than me before and after the explanation
You would think other commentators would have figured that out. He has to assume the lcd among the audience, pun intended. Those of you who are impatient, don't ever even consider teaching as a profession.
There is no shame. I am an electrical engineer who took advanced math classes in a top college, but I did not fully learn the order of operations until years after graduation. I had relied on my natural instincts the whole time.
Thanks for telling the truth ... I am a Special Education Teacher Consultant and know this stuff but it takes me time to break things down. If you actually pay attention to what he is saying ... you learn great test taking skills!!!
I got )a but used calculator. I knew the steps necessary but wanted to see if I could still enter the numbers correctly in my old financial calculator - old one and still works!
Does anyone actually understand the rules? I've asked many times why it's 'right' to do division before mulitiplication and get 'well, its just a rule we agreed on'. Pardon?? There can only be one right answer, so how did we decided that this was right in the first place. I'd point out that when I went to school (in Australia) we were taught BODMAS not PEMDAS (Brackets Orders Division, Muliplication, Addition, Subtraction)
@@jakemccoy I'm sorry if it wasn't clear. I'm trying to understand the rules. And which rules should I be using? Is BODMAS ok to use still, or do I have to switch to PEMDAS or does it not matter. And still, no one has ever even attempted to explain why these are the rules, and how they were arrived at. So the extension of that is how do we know that these rules are 'right' and how was that decided/proven. So yes, I have an actual question. I'm trying to understand it, not just apply a rule because it's supposedly right because, well, 'just trust me bro'. My head doesn't work that way.
@@geoffroberts1126 All of the mnemonics give the same answer every time. It is just that with PEMDAS you need to know M & D have equal priority. Whichever comes first “left to right” is the order for operations of equal priority. The mnemonics are explained thoroughly in these videos and on websites on the Internet. You are trying to take the quick and easy route for understanding, but you need to spend a solid 20 minutes on the rules. They will be yours forever.
@@jakemccoy I'll take a look, but they probably just say 'these are the rules'. Never seen anything that didn't just explain how to use them, not why they are right. But I'll look again, maybe I missed something.
Hmmm. If doing PEMDAS, should you not convert 1/2 to .5 first? Then square .5 = .25. Then divide .6 by 3 = .2? And finally multiply .2 * .25 = .05? Since .05 is not an answer shown in decimal form, look for the equivilent fraction - i.e. 1/20. Why did you convert the decimal first using PEMDAS?
I changed the 1/2 to .5 and squared that to get .25 and then div .6 by 3 = .2 then X .25 = .05 that was not a answer listed. Then I divided 1 by .05 to get 1/20. Was this still a correct way of solving this problem?🧐
I am sorry for going off subject But I have a question 1 11/11+11= ? Is this not AB+C=? So to simply 11/11=1 1×1=1+11=12 It is kind of similar to the problem you are talking Am I correct at assuming it is AB not A+B Please settle this debate
What's the expression you're trying to evaluate??? Yes 11/11 + 11 equals 12. But when you initially wrote it you had 1 11/11 + 11 What's that first "1" doing there before the "11/11"? Was that a typo?
Actually I always used BODMAS. I still don't get how we 'know' which is the correct operation order. Tradition? Religious inspiration? How do you what the 'right' answer is. And is tjhere an intelligent reason why you converted .6 to a fraction? I did .6 /3 which =.2, then 1/2 x1/2 = 1/4 which equals .25 so we multiply .2 x .25 which gives .05. US Maths seems overly focussed on fractions instead of keeping it in decimal form for some odd reason
@@jakemccoy Is it? I failed math, mostly because I couldn't remember all the various applications of trigonometry (other than Pythagoras which is easy). My personal experience is that fractions are a PITA and can't see how that would be easier than using decimal notation, where everything is the same base by default. It's just a number, fractions are harder particularly if they need to be reduced to a lowest common denominator first. I always work in decimals in everything. I've noted there seems to be a preference for fractions in the US over decimal notation, uh, bit like metric really, we're metric so decimal is easy, but US measures are sixteenths of this and sixty fourths of that which we haven't used for... well... very long time.
@@jakemccoyTranslating a decimal number to a fraction is not more practical when the task is to divide it by 3 and the sole digit in the decimal number is a multiple of 3.
I am seeing math problems on multiple channels presenting problems which have both decimal value and fractions. While this violates no math standards, I suggest that it needlessly confuses students and does not prepare students for real-world math. I did not need to watch the video, and did not, but skipped forward to confirm my answer correct. For me, the confusion meant 5 seconds extra thinking before selecting 1/20
"Left to right" doesn't refer to how you work your way through the acronym! It refers to how you work your way through the expression. In the MD step of PEMDAS you work from left to right through the expression, evaluating all the multiplications and divisions as you get to them. If the division appears first, as it does here, then the division is what you do first.
At the title card (0.05), my answer is a) 1/20. First, let's do P and E from PEMDAS: (1/2)^2 = 1/2 * 1/2 = 1/4. Our problem is now 0.6 / 3 * 1/4. 0.6 / 3 = 0.2, so the problem becomes 0.2 * 1/4. 2/10 * 1/4 = 1/20.
This is not basic math! It is a recently invented convention (pemdas) which did not exist 50 years ago, It originated with school teachers who got frustrated when writing math problems with a typewriter, cutting stencils for a mimeograph machine. This was as stupid as driving a nail into a board with a pair of pliers instead of a hammer. The typewriter was a totally inadequate tool for the job, so pemdas was developed to force a square peg into a round hole. Calculators were developed to mimic this foul convention because there was a huge market in school children. Professional engineers were a very small share of the market and were mostly ignored except by Hewlett Packard which eventually gave up on reverse polish notation and stopped making calculators completely. Pemdas is a bad idea to resolve ambiguous expressions written on a typewriter. We don't use typewriters any more, so Pemdas's reason for existence has evaporated, but it still hangs around to torment students. Most office suites have math tools for writing unambiguous problems. Why are we still using a 'FIX' for a problem that disappeared in the last century?
Acronyms like PEMDAS may be relatively recent (although certainly more than 50 years old) but the fundamental priority rule that PEMDAS gives you - multiplicative operations have higher precedence than additive operations - has been how mathematical notation works for a few centuries now. Mathematicians and scientists and engineers use that priority convention ubiquitously. Without it, the way we write mathematics would look quite different. What's changed more recently is actually teaching that convention in the context of simple arithmetic. Certainly some people were taught it 50 years ago, but teaching it in that context was more patchy in the past than it is now.
Say that ‘multiplication and division are the same’ and ‘addition and subtraction are the same’ in relation to OoO, because the are actually just inverses of the same concept. You said everything to explain that, except the easy, simple way.
I don't like this format I'm seeing lately which seems structured on multiple choice test-taking strategies. I am not anticipating any standardized testing in my future; I just want to relearn some math.
Man, I almost got wrong ,but I remember I needed to flip 3 to 1/3 while turned into multiple. I knew it's 1/20 ,but I forgot how to solve problem because of 3. LOL
PEDMAS was not needed in our early years because complex problems were not dealt with in elementary schools the. In high school order of operations was taught without the moniker PEDMAS, but it was the same rules not so compacted.
6/3 is 2, so .6/3 is .2 (PEMDAS my ass. It's NOT the only way to go through, just one that always works if you don't really know). (1/2)² = 1/4. so we have .2 / 4. 20/4 =5, so .2/4 is 0.05, which is 1/20. Or you could go .2=1/5, so 1/5*1/4=1/(4*5)=1/20.
John I enjoy watching your videos, but I think ur a bit slow and sometimes you keep repeating the same sentence twice , which make ur video a bit longer, just an observation .
Thanks!
Haven’t seen much of this stuff since 1979. One algebra teacher was named Killer Kaiser! He was known for being tough, he’d throw erasers at students who goofed off, etc. He didn’t have any patience with folks who couldn’t keep up. Must say these videos are very helpful! Appreciate that you explain and repeat basic points and concepts. Expect that gets much better results than throwing erasers!
I usually do these in my head and skip to the end to see if I was right. Today I was right.
Absokutely takes 1 minute
Absolutely!! And if you are wrong, simply go back and find out your mistakes.
Thanks for your channel. It has been good polishing up my maths so that I could help my daughter get through high school. She has decided to go the art route from now on so I will probably be retiring the whiteboard after this semester. thanks again
.6/3 * (1/2)^2
Following PEMDAS:
Simply the LHS: .6/3 => 0.2
Square the RHS: (1/2)^2 => 1/4
What is 0.2? 1/5
Some people may have forgotten, but
1/4 = 0.25,
1/3 = 0.3333
1/2 = 0.5.
So, the next # to try should higher than 4 in the denominator to achieve a smaller decimal #
The rest should be easy with 1/5 * 1/4 = 1 / (5*4)
I wanted to keep everything fractions and change the decimal, 0.2 to a fraction. I think fractions are easier by hand then multiplying with decimals. We tend to lose the ability to do math by hand when we have software and/or the use of a calc.
This problem was easier for me to keep in fractions, and I solved it in my head using fractions.
for metric uers it is easier to do decimal
@@bigmichael6156 metric here and don't know what ur smoking, but it must be some good stuff
When you write PEMDAS, If you circle the M and D and then Circle the A and S, you remind people that those operations are in that order only when they appear that way when you read the problem from left to right. Just saying that if my teachers had done that I would have gotten it much more quickly.
Does anyone know of a math channel that just states the problem and works through the solution without all the fluff>
Khan Academy
a.) 1/20
So, expressed as a decimal, is that .05?
@@geoffroberts1126 Yes.
I came out with a) I used calculator to check my answer. I did my exponent first. Then worked left to right following order of operations.
0.6 is 3 × 5^-1
÷3 means ×3^-1
(1/2)^2 is 2^-2 is 4^-1
So, 3 × (5×3×4)^-1 = 3 ×60^-1
Convert back to fractions, 3/60, simplify, 1/20
I always wish this was explained to me when I was a kid. If you're ever confused about order of operations, the first thing you want to do is convert all negative operations to positive operations. Subtracting is adding negatives; division is multiplying reciprocals, and roots are just non integer exponents. That all makes order just so much clearer
1/20, I converted the 1/2 to .5, made the math a bit easier.
I got A, 1 / 20. Thanks for this channel, I wish I had more teachers like you in the past. Getting a science degree would have been a lot easier. 😊.
To me, PEDMAS is a confusing memory aid. But I am not sure that I have a better alternative. My immediate idea was PEGA, which might help those already familiar with some types of series (geometric and arithmetic). So the G (geometric) stands for both multiplication and division and the A stands for both addition and subtraction. Thus the left to right order of PEGA works without the confusion of disregarding the left to right order of D and M and also disregarding the left to right order of A and S in the memory aid. But I doubt my immediate idea of PEGA will actually help as I suspect geometric series and arithmetic series are likely not well known to those learning maths at this level.
I dont understand people critisising this. The reason I watch is so that I have some idea how to help my grandaughter with her home work. If your so clever make your own videos. Some of us genuinly want to learn.
I swear you take TEN times longer to solve a problem than needed. You have the teacher syndrome of loving to hear your own voice.
Well his voice is great, I wish my ex USSR school math teachers had voices and explanation skills like his 😊
It makes me giggle though every timevhe says "proll" instead of "problem".
I think, if even teachers have a "syndrome", their syndrome is, that they really want their students to understand their explanation as they do themselves. That's why they try so hard and talk a little bit much. They feel a kind of powerlessness to tell it perfectly which they compensate by talking a lot. But it's all love, even to a stranger on RUclips.
Folks who get the answer right don't have to listen to the explanation. Folks who don't get it right need the explanation. I watch math olympics, but I do not know how the answer was reached after watching the video.The explained is smarter than me before and after the explanation
Some of us need time to absorb and process slower ... I am a turtle
.. you are the hare!!!
Please let's be a little tolerant: the assumption is that there might be beginners
You would think other commentators would have figured that out. He has to assume the lcd among the audience, pun intended. Those of you who are impatient, don't ever even consider teaching as a profession.
A) 1/20
got it 1/20 just pemdas with decimals and fractions. thanks for the fun.
I took enough AP math in HS and math in college. I should get them all right but had been running about 50/50. I’m getting better! Yea
There is no shame. I am an electrical engineer who took advanced math classes in a top college, but I did not fully learn the order of operations until years after graduation. I had relied on my natural instincts the whole time.
Thanks for telling the truth ... I am a Special Education Teacher Consultant and know this stuff but it takes me time to break things down. If you actually pay attention to what he is saying ... you learn great test taking skills!!!
I got )a but used calculator. I knew the steps necessary but wanted to see if I could still enter the numbers correctly in my old financial calculator - old one and still works!
Can’t you just divide .6 by 3, get .20 which =1/5 then times 1/4 and get 1/20?
You can. I've not watched the video yet. I'm fascinated to see how he calculates the answer, if not how you described.
1/20. I canceled wrong on the last multiplication. Fixing it I got 1/20.
I had to use the calculator to get the fraction
Answer: 1/20. 😊 Before I even pushed play.
10:40 finally gets to the problem.
It was easier to do this by converting to decimals. .05 which equals 1/20
I love these videos on order of operations. They cause everybody who does not understand the rules to have a hissy fit.
Does anyone actually understand the rules? I've asked many times why it's 'right' to do division before mulitiplication and get 'well, its just a rule we agreed on'. Pardon?? There can only be one right answer, so how did we decided that this was right in the first place. I'd point out that when I went to school (in Australia) we were taught BODMAS not PEMDAS (Brackets Orders Division, Muliplication, Addition, Subtraction)
@@geoffroberts1126 Yes, I actually understand the rules under all the mnemonics you named. Do you have an actual question?
@@jakemccoy I'm sorry if it wasn't clear. I'm trying to understand the rules. And which rules should I be using? Is BODMAS ok to use still, or do I have to switch to PEMDAS or does it not matter. And still, no one has ever even attempted to explain why these are the rules, and how they were arrived at. So the extension of that is how do we know that these rules are 'right' and how was that decided/proven. So yes, I have an actual question. I'm trying to understand it, not just apply a rule because it's supposedly right because, well, 'just trust me bro'. My head doesn't work that way.
@@geoffroberts1126 All of the mnemonics give the same answer every time. It is just that with PEMDAS you need to know M & D have equal priority. Whichever comes first “left to right” is the order for operations of equal priority.
The mnemonics are explained thoroughly in these videos and on websites on the Internet. You are trying to take the quick and easy route for understanding, but you need to spend a solid 20 minutes on the rules. They will be yours forever.
@@jakemccoy I'll take a look, but they probably just say 'these are the rules'. Never seen anything that didn't just explain how to use them, not why they are right. But I'll look again, maybe I missed something.
I normally prefer decimals (.05), but at times fractions are easier.
Got it right! 👍 Thanks!
a). takes 5-10 seconds to solve it. multiplication & division is on equal footing
Hmmm. If doing PEMDAS, should you not convert 1/2 to .5 first? Then square .5 = .25. Then divide .6 by 3 = .2? And finally multiply .2 * .25 = .05? Since .05 is not an answer shown in decimal form, look for the equivilent fraction - i.e. 1/20. Why did you convert the decimal first using PEMDAS?
I found it simpler to do the problem in fractions.
(1/2)² = 1/4
(6/10 )÷3 = 2/10 = 1/5
1/5 × 1/4 = 1/20
I changed the 1/2 to .5 and squared that to get .25 and then div .6 by 3 = .2 then X .25 = .05 that was not a answer listed. Then I divided 1 by .05 to get 1/20. Was this still a correct way of solving this problem?🧐
Yes
I am sorry for going off subject
But I have a question
1 11/11+11= ?
Is this not AB+C=?
So to simply 11/11=1
1×1=1+11=12
It is kind of similar to the problem you are talking
Am I correct at assuming it is AB not A+B
Please settle this debate
What's the expression you're trying to evaluate???
Yes 11/11 + 11 equals 12.
But when you initially wrote it you had
1 11/11 + 11
What's that first "1" doing there before the "11/11"? Was that a typo?
So what's wrong with 0.05?
Nothing. It's the same. US folks do things with fractions tho. Who knows why.
It's not one of the answer options. I do not know if you could pass this test if you do a correct calculation and write down the number differently.
Ans=1/2. 6÷3(1/2)^2=6÷3×1/4=2×1/4=1/2. Again if •6÷3(1/2)^2=6/10÷3×1/4. =3/5×1/3×1/4=1/60.
Actually I always used BODMAS. I still don't get how we 'know' which is the correct operation order. Tradition? Religious inspiration? How do you what the 'right' answer is. And is tjhere an intelligent reason why you converted .6 to a fraction? I did .6 /3 which =.2, then 1/2 x1/2 = 1/4 which equals .25 so we multiply .2 x .25 which gives .05. US Maths seems overly focussed on fractions instead of keeping it in decimal form for some odd reason
Keeping numbers in fractions is often way more practical, especially in trigonometry.
@@jakemccoy Is it? I failed math, mostly because I couldn't remember all the various applications of trigonometry (other than Pythagoras which is easy). My personal experience is that fractions are a PITA and can't see how that would be easier than using decimal notation, where everything is the same base by default. It's just a number, fractions are harder particularly if they need to be reduced to a lowest common denominator first. I always work in decimals in everything. I've noted there seems to be a preference for fractions in the US over decimal notation, uh, bit like metric really, we're metric so decimal is easy, but US measures are sixteenths of this and sixty fourths of that which we haven't used for... well... very long time.
@@geoffroberts1126 It sounds like your mind is made up. There is nothing I can tell you.
@@jakemccoyTranslating a decimal number to a fraction is not more practical when the task is to divide it by 3 and the sole digit in the decimal number is a multiple of 3.
@@gavindeane3670 You created a different scenario than what I said and then argued your different scenario. Edit your post and delete my name.
I came up with .05
Had to convert to decimals to simplify it for me.
.05=1/20
What would this be in a real-world example? 🤔
One example is a spreadsheet program (Excel). When the spreadsheet returns 1/20, you will know why and will know your program is working properly.
Doing your 1040 tax form. Even tax lawyers have trouble with the math.
I am seeing math problems on multiple channels presenting problems which have both decimal value and fractions. While this violates no math standards, I suggest that it needlessly confuses students and does not prepare students for real-world math.
I did not need to watch the video, and did not, but skipped forward to confirm my answer correct. For me, the confusion meant 5 seconds extra thinking before selecting 1/20
One twentieth. a half squared is a quarter (one fourth)... .6 divided by three is .2, .2 times .25 is .05, which is one twentieth.
22 Minutes too long and dragging for this simple problem.
Yes. He is very wordy. I wouldn't say he rambles. But he never uses 5 words when 20 will do. 😅
Absolutely agree. Can't tolerate it.
Shut up Einstein.
It may be simple but surely as hell tricky 🤪
Simply fast forward past the lesson. You obviously do not need it.
I’m confused. If you go left to right on pemdas multiplication comes before division but you did division first??
"Left to right" doesn't refer to how you work your way through the acronym! It refers to how you work your way through the expression.
In the MD step of PEMDAS you work from left to right through the expression, evaluating all the multiplications and divisions as you get to them.
If the division appears first, as it does here, then the division is what you do first.
When faced with a fraction to be divided by a fraction, the rule I was taught was
"invert and multiply."
Invert And Multiply.
INVERT AND MULTIPLY.
Thank you : )!
0.6 / 3 x (0.5) squared => 0.2 x 0.25 = 0.05 = 1/20
did it in my head and got it pretty dang quick.. and no i dont have a link for proof..
At the title card (0.05), my answer is a) 1/20.
First, let's do P and E from PEMDAS: (1/2)^2 = 1/2 * 1/2 = 1/4.
Our problem is now 0.6 / 3 * 1/4.
0.6 / 3 = 0.2, so the problem becomes 0.2 * 1/4.
2/10 * 1/4 = 1/20.
You should always put the brackets to avoid confusion, as a good teacher.
Absolutely interesting
The construct ÷number× should never be used. It's ridiculous.
Thank you for the videos. It really helps
This is not basic math! It is a recently invented convention (pemdas) which did not exist 50 years ago, It originated with school teachers who got frustrated when writing math problems with a typewriter, cutting stencils for a mimeograph machine. This was as stupid as driving a nail into a board with a pair of pliers instead of a hammer. The typewriter was a totally inadequate tool for the job, so pemdas was developed to force a square peg into a round hole. Calculators were developed to mimic this foul convention because there was a huge market in school children. Professional engineers were a very small share of the market and were mostly ignored except by Hewlett Packard which eventually gave up on reverse polish notation and stopped making calculators completely. Pemdas is a bad idea to resolve ambiguous expressions written on a typewriter. We don't use typewriters any more, so Pemdas's reason for existence has evaporated, but it still hangs around to torment students. Most office suites have math tools for writing unambiguous problems. Why are we still using a 'FIX' for a problem that disappeared in the last century?
Acronyms like PEMDAS may be relatively recent (although certainly more than 50 years old) but the fundamental priority rule that PEMDAS gives you - multiplicative operations have higher precedence than additive operations - has been how mathematical notation works for a few centuries now.
Mathematicians and scientists and engineers use that priority convention ubiquitously. Without it, the way we write mathematics would look quite different.
What's changed more recently is actually teaching that convention in the context of simple arithmetic. Certainly some people were taught it 50 years ago, but teaching it in that context was more patchy in the past than it is now.
Answer is 0.6 divided by 3/4
= 0.6 x 4/3
=0.08
Multiply first
PEMDAS
No.
Back to grade 2 for you@@jakemccoy
@@thenetsurferboyYou never fully learned PEMDAS. Good luck.
BOMDAS here. Not in my 16 years studying maths. I will not be sucked in by this crap again@@jakemccoy
Blablablablabla Problem : .6 I don’t know Never ever heard before. Thank you.
um so .6 / 3x4 = .6/12 = 1/20 ?
I have been teaching for decades and just finished first lesson 😃
The answer should be 1/20 based in PEMDAS rule
Say that ‘multiplication and division are the same’ and ‘addition and subtraction are the same’ in relation to OoO, because the are actually just inverses of the same concept. You said everything to explain that, except the easy, simple way.
.6 divided by 3 times (1/2) squared
.6 divided by 3 times 1/4
.6 times 1/3 times 1/4
6/10 times 1/3 times 1/4
6/30 times 1/4
2/10 times 1/4
2/40
1/20
This was fun for me because it stirred up my memory. I had forgotten some of the rules, it has been awhile.😅😅😅
I don't like this format I'm seeing lately which seems structured on multiple choice test-taking strategies. I am not anticipating any standardized testing in my future; I just want to relearn some math.
Man, I almost got wrong ,but I remember I needed to flip 3 to 1/3 while turned into multiple. I knew it's 1/20 ,but I forgot how to solve problem because of 3. LOL
Only mental arithmetic needed...
a)1/20
Thanks professor
1 / 20 Ans.
0.6÷3*(1/2)^2
0.6÷3x1/4
0.6÷3/4
0.6 x 4/3 = 0.8 Ans
You're solving it as if it was
0.6 / (3 × (1/2)²)
That's a different question. This question is
0.6 / 3 × (1/2)²
which equals 1/20.
why is 1 not a choice
my less than 1 year old calculator (Helix Oxford OX-240) makes the answer 0.8.
Just goes to show that Amazon are selling junk.
Bet it was an entry error.
a). 1/20.
Another one I did in my head.
Your just a big head
I did it wrong on the first cut, but figured it out by reverse engineering the answers given.
From left to right or use parenthesis to be explicit.
.18? I’m 81 and my kids don’t believe I never learned PEMDAS. We’re so ancient my older brother used a slide rule in high school!
PEDMAS was not needed in our early years because complex problems were not dealt with in elementary schools the. In high school order of operations was taught without the moniker PEDMAS, but it was the same rules not so compacted.
1/29...I did it by heart
.
You take too long and repeat yourself several times instead of explaining
2 days detention.
I agree did this in 2sec
So what you doing here, obviously don't need a lesson @@My2Cents378
6/3 is 2, so .6/3 is .2 (PEMDAS my ass. It's NOT the only way to go through, just one that always works if you don't really know).
(1/2)² = 1/4. so we have .2 / 4. 20/4 =5, so .2/4 is 0.05, which is 1/20. Or you could go .2=1/5, so 1/5*1/4=1/(4*5)=1/20.
(b*a/c)/b*c
.05, which is 1/20
23 min 3 sec to explain that. 22 seconds shall suffice. I calculated it in my head in 5 seconds.
I went back to 5th grade and completed the school year during this video.
Nothing tricky here
Option A is correct Answer 1/20
Great channel
I don't like only dragging it too long just can be solved in 30 seconds.
.2x (.25)= 0.05
A….1/20
John I enjoy watching your videos, but I think ur a bit slow and sometimes you keep repeating the same sentence twice , which make ur video a bit longer, just an observation .
a). 1/20
I was about to comment the same thing I mean, get on with the problem
Same here
A WAY TO AVOID D AS THE ANSWER
It's not more than 5-10 sec question
I do not agree. PEMDAS OK. DIRAY multiplication and then come to divisio. So the answer to this problem is 0.8 and.
2/10*1/4=1/20, a.
0.2 divided by 4
Pemdas is good to follow
9/2
4 1/2
in bed, one eye open, took me 20 seconds to solve this 😂😊 a) 1/20 🎉
I’d be asleep before you finished
Ce qui se conçoit bien s'énonce clairement et les mots pour le dire arrivent aisément