.6 divided by 3 times (1/2) squared =? A BASIC Math problem MANY will get WRONG!
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- Опубликовано: 9 мар 2024
- How to solve an order of operations problem with fractions and decimals.
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a.) 1/20
So, expressed as a decimal, is that .05?
@@geoffroberts1126 Yes.
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
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.
Does anyone know of a math channel that just states the problem and works through the solution without all the fluff>
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
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.
Thank you for the videos. It really helps
Your video is like a breath of fresh air in the RUclips landscape. The authenticity and genuineness with which you present your content are rare and much appreciated. I love how you approach the topic with a balanced perspective, leaving room for viewers to form their own opinions. Your engaging storytelling kept me hooked, and I was captivated from start
Thanks!
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.
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
A) 1/20
.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
got it 1/20 just pemdas with decimals and fractions. thanks for the fun.
So what's wrong with 0.05?
Nothing. It's the same. US folks do things with fractions tho. Who knows why.
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!!!
Absolutely interesting
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
Thank you : )!
a). takes 5-10 seconds to solve it. multiplication & division is on equal footing
did it in my head and got it pretty dang quick.. and no i dont have a link for proof..
This was fun for me because it stirred up my memory. I had forgotten some of the rules, it has been awhile.😅😅😅
It was easier to do this by converting to decimals. .05 which equals 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.
You sound like a middle schooler:) If nothing else, it is a challenge and a WIN if you get it correct!
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.
Thanks professor
I came up with .05
Had to convert to decimals to simplify it for me.
.05=1/20
1/20, I converted the 1/2 to .5, made the math a bit easier.
Great channel
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
I have been teaching for decades and just finished first lesson 😃
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.
I normally prefer decimals (.05), but at times fractions are easier.
a)1/20
Only mental arithmetic needed...
Another one I did in my head.
Your just a big head
1/20. I canceled wrong on the last multiplication. Fixing it I got 1/20.
a). 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.
From left to right or use parenthesis to be explicit.
You should always put the brackets to avoid confusion, as a good teacher.
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.
Blablablablabla Problem : .6 I don’t know Never ever heard before. Thank you.
.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.
Same here
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.
I did it wrong on the first cut, but figured it out by reverse engineering the answers given.
1 / 20 Ans.
I was about to comment the same thing I mean, get on with the problem
It's not more than 5-10 sec question
2/10*1/4=1/20, a.
.05, which is 1/20
You take too long and repeat yourself several times instead of explaining
2 days detention.
👍👍👌
a). 1/20
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.
.18
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
A WAY TO AVOID D AS THE ANSWER
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.
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!!!
a
A
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.
.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
Nothing tricky here
.2x (.25)= 0.05
1/20
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.
I do not agree. PEMDAS OK. DIRAY multiplication and then come to divisio. So the answer to this problem is 0.8 and.
0.2 divided by 4
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 .
=1/20
You take a lot of time we end up being bored
Give me fractions any day.
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.
And many will get it right. Not a difficult problem that hardly warrants a 22 minute video. The answer is A by the way.
You take too long explaining the problem. By the time you get finished explaining people will have lost focus from the beginning. Please shorten your explanation. 😮😢
I like you lessons but you do ramble on
TOO MUCH verbiage, omit your options
But the classes were 40 years ago. Lol
Too much bla bla between the solution steps
Can solve this easily converting the fractional values into %s.
rewrite.
60% / 3 x (50%) ^2
20% x 25%
= 5%
5% is 1/20 of 100
Making option A 1/20 the correct choice.
Now to watch the video.
I’d be asleep before you finished
Far too easy
You just love talking body! For 30 secs problem, 20 mins talk 😊
Mr. Teacher, you would easily get more viewers if you'd go straight to the point instead of story telling before solving.
Bla bla bla
Bye
Too much gabbing! Please just get to the math problem
.6
I meant. .2
Please don't talk so much. Its like you love your own voice
You talk too much ,please spend more time on the problem
Too much talking , not enough showing the process
completely boring.
A) 1/20
a) 1/20
A
a
I’m getting better. Starting to remember math
1/20
a)1/20