Yeah, as a 73 year old I got it right pretty much in my head. I try to work problems in my head or by writing them out if too complex rather than use a calculator. We also taught our kids to work math problems out by hand rather than use calculators, even though their teachers allowed calculator use.
I left school at 15 with only basic knowledge of maths. I find this helpful at extending my maths understanding. Perhaps this channel is not for those who know it all already and find it simple. Thank you, I appreciate your posting.
I left school at 15 these videos really help I'm telling you I don't know what I'd do without him I wish there were around back when I did leave school and I don't know how old you but I left school a long time ago back in 78
@@ralphmelvin1046 I wouldn't call it "drop out" or even graduate. Like many of my peers in the 1950's, when you turned 15 you were able to finish up school and start working and in fact most did just that. A different world .
Solved in my head at the thumbnail, my answer is c) 1/16. First, we evaluate both the numerator and the denominator as though they had explicit parentheses. 4/8 = 1 / 2. 2 * 4 = 8. Then, calculate the fraction as a whole, 1/2 / 8 = 1/16.
Through my entire math history, 3rd-8th then 9th-12th, forfeiture of Math in college, I have never received a passing grade. I have the report cards as proof. I’m hopeless. Simply put, I don’t get it. Being comfortable with numbers is an experience I’ve not had. I wonder if some of us who aren’t keen on Math are educationally equal to my Math loving friends. Algebra was so frustrating to me. Although I did a victory dance in my head each time I completed a problem, it took a very long time. I’ll hang in and attempt to get better with the instruction on this channel. I really appreciate you, Mr Math! It’s quite possible some history will be made here........or a miracle. Both seem possible. Thank you very much for taking the time to educate so well!
@kathygrosvenor7900 It is very much possible that you suffer from dyscalculia ( number blindness ). It is also very possible that you have been presented with the concepts in a way that simply didn't fit your learning modus. It is also not unlikely that your problem has been compounded by bad math teachers.Those are far too prevalent. Glad to hear you haven't given up. Good luck with your quest.
@@kathygrosvenor7900 I was a teacher. My math methods professor said, “No one is bad at Math; they were poorly taught.” Point is that the way something is taught has to match the way the student learns, whether the student has a special need or is “gifted.”
The problem could also have been expressed as (4x(1/8))/(2x4). Looked at that way you could cancel out the 4 from numerator and denominator, leaving you with (1/8)/2 which is equal to 1/16.
1/16. I REALLY solved it on paper before you gave the answer!! I am 70 and I use your channel to try to keep my brain going strong!! 😁⭐ Thanks, Mr RUclips Math Man!!!
Clear notation, clear answer: 1/16. Because(4/8)/(2*4)=(1/2)/(8)=1/16 Expressions above the long fraction line we treat it as an expression in parentheses. It is similar with the expression under the fraction line.
So, written as a line, it goes: {(4/8)/(2x4)} =1/16. This way you don't have to assume the order of operations, just follow P.E.M.D.A.S. left to right paying attention to P. and the fraction bar defines its own order.
I solved it correctly in my head in 10 seconds then watched until the end and learned something. Thank you. I am not capable of dragging something out like you do though. I learn better fast
I have always been frustrated mathematician. Math, especially algebra, made no sense to me. I love watching your videos and have learned some of the math methods I missed in high school. Thanks.
The first time I took algebra I made A's, but I didn't understand it. I just had a good memory and repeated what I remembered. I could see the steps from the lessons in my head. So I would repeat them and end up with a regular math problem I already knew how to solve. When I switched schools I was in big trouble, because they were ahead of us and you actually had to know what you were doing. LOL. P.S. I eventually ended up with a degree in engineering, but that's a very long story.
So did i miss you showing how to do the problem wirh a calculator? I git the answer right by a calculator but by doing one step writing it down then doing the numerator then dividing that answer buy the first answer that i remembered. So how do i write the question in a calculator and get the right answer. People go round in circles.
If you go to the google calculator try entering it like this before hitting the evaluation key. (4÷8)÷(2*4) then hit the enter key. You will get .0625 which is 1/16.
By the way when I have said 1500 (250+50=300*5) - > 300, 50, 10, 2 so it was, but who cares, they are gone anyways. I hope people would just stop mocking me. But since not, I say goodbye.
I just fast forward to the stuff I don’t know. Also, these videos are designed to be stand alone videos so every video will contain all the information you need to solve the type of problem presented.
Multiplication is not priority. In BODMAS, division is first; multiplication and division are the same rank. This problem can be rewritten as (4*8)/(2*4) thus adding parentheses to clarify.
PEMDAS has already been modified for exactly that. Another version of the acronym is GEMDAS with G for Groupings, which acknowledges that there are other grouping symbols in mathematics besides just parentheses.
I was always good at math in school and aced problems like this. Unfortunately it's been 30+yrs since I've been in school and never really need this in real life situations. So I've become slack on these skills, so for me your videos are a refresher but to be honest the average person never uses this. That being said PEMDAS has always stuck with me. What I can't stand is the way they have changed up the way we learned these things and teach them totally different today. Then wonder why our kids are not containing the knowledge taught. It's hard to retain something pushed through in 2 days and then on to the next subject.
With the multiply divide thing. Here's what you've got to do. change the divide sign into a multiply sign, the put a 1 over the number to the right That's it. That's all you gotta do. That will sort you for OOO forever 2 / 3 * 4 2 * (1/3) * 4 It looks better on paper, but that's the idea. Now you know the order to do stuff in
So complicated! Just use this pattern: a -- b a*d -------- = -------- c b*c -- d That's really all you need. (Well, you need to determine the value of c before using the pattern, which is depicted as 2x4, which equals 8) So, for this problem: a=4 b=8 c=8 d=1 Put that into the pattern and you get 4/64, which is the same is 1/16
the HP-15C was the best calculator to enter problems like this one as it allowed to calculate every parenthesis on its own before entering the final operation. Brilliant machine.
What I know about is BODMAS not PEMDAS which stands for Brackets Of Division Multiplication Addition Subtraction, so that example you gave of 10÷2×5 should use BODMAS and stop confusing the multitude
You take a long time getting there. Us oldies just do it in our heads in a few seconds. Albeit decimal calculations are more accurate when working to 3 places etc. Obviously fractions are still relevant and mental arithmetic kicks in when you just ‘know’ your tables.
Actually, quite simple, and could have been a 20 second video. 4/8 = 0.5, or 1/2 2x4 = 8, or 8/1 1/2 / 8/1 = 1/2 x 1/8 ( invert the denominator then multiply) = 1/16 Still, I like your videos even though I would like to see them be much more concise.
@guildguitars6349 The purpose of the video is to teach some fairly basic concepts to people, for whom they are not well understood. It is definitely preferable to explain the methodology thoroughly.
Is PEMDAS local to your area or new? I always learned math with BEDMAS (Brackets, Exponents, Division, Multiplication, Addition, Subtraction) I only heard PEMDAS in the last year or two long after I finished school maths. Some channels here equate the two and mention both, other just BEDMAS but your channel is unique with just this PEMDAS. It begs the question is this a local thing?
Congratulations! According to your comment, you are extraordinarily smart in Math, right! However, it is so sad that before you developed brains for Mathematics, you haven’t acquired the basic wholesome human qualities for you to be able to live with the other fellow-beings in harmony. Before doing Mathematics or whatever, we should be wise enough to have compassion, empathy, generosity, etc., towards others. So, please don’t be impatient and brag about your ability to do in 10 seconds. This teacher is teaching to the majority of normal people like us.
@@chrisdissanayake6979 the majority of normal people like you (and me too since this is 3rd grade math) would have understood it much faster and easier if it was taught the easy and simple way. No need for needless verbose and confusing methods. People who use these techniques try to impress us because they don't impress their own selves.
@@sophie9843 Who are we to criticize the teacher ? It is like going into his house and demanding him to do things the way we want. That is rude. He has his freedom to teach in his own teaching style. If we do not like the way he teaches, we better start our own channel and teach in our way.
@@chrisdissanayake6979 who are WE to criticize the teacher? We are the people who should question anyone and anything, especially those who cultivate our minds and/or shape up our future. There is a special word for those who do not question anything that comes from a higher ranking whatever that ranking may be (academia, political, medical, social, ...) and the word is: herd. This teacher decided to go from NY to NJ via Washington State. It is fine for those who like long trips. It is also fine for someone else to point out that there is a much shorter way, via GW bridge.
It is one of innumerable weaknesses withe the PEMDAS, PEDMAS, BEDMAS, BODMAS etc. mnemonics. M and D should be read as (MD), and A and S as (AS); that is, with same priority.
You don't even have to convert to fractions. I did the problem, got 0.0625 , then I could see that 0.0625 x 2 was 1.25, that told me everything I needed to know. Half of 1/8 is 1/16! Did it in my head. And I dropped out of school at 16. But I get my GED later and got some college, consider myself successful now and I'm near retirement. I don't do fractions ever, I just convert to decimal and then do the math. Much easier.
I've always struggled with maths, but at age 76, got it right ! Honestly ! 👍🦉 All I did was the top line first , = 1/2, Then the bottom line : 2 x 4 = 8 ; Then 1/2 over 8 =1/16 Encouraging !👍😊 🇬🇧😊👍🦉⭐🌈🇬🇧
The answer is much simpler and takes less than 1 minute, Multiply both the numerator and denominator by 8, This yields 4 in the numerator and 64 in the denominator. So we end up with 4/64. Then to simplify, divide both the numerator and denominator by 4 to get 1/16.
Pemdas demands multiplication be solved first. If you want to use a calc then just solve the multiplication first then input 4÷8÷8. Very very easy problem.
This was simple, saw it while scrolling for the news, did it in my head and had to post. Lol It's 1/16 That was fun. Just turned 41 and haven't done that in a long while! Lol
I am 70 years old .I failed CSE maths , I failed GCE maths . I was unable to qualify for O level or A level maths.I don't understand calculator's. But I did this simple thing in my head .
@mankosi9061 You would think so. But multiplication and division actually takes the same priority. likewise addition and subtraction. It is one of many weaknesses with PEMDAS. Usually, you are expected to do operations from left to right unless it conflicts with the Order of Operations. Since there is no such conflict here, it is 10/2=5; 5*5=25.
I got effectively .5 over 8... then to make it a true fraction I doubled top and bottom... getting 1/16... is that a fluke or a different way of doing it... I'm a long way out of school now!!
you only really need parentheses around the numerator and denominator when you change it to an inline fraction as when it is in the multi line format you can see the grouping. but really this should have a double vinculum, it should be 4 over 8 over (2*4) you could even do 4 over 8 * 2 * 4 = 4 over 64 = 1/16
@johng.1703 It is not a universally recognized standard that only one notation for each type of operation is permitted in an expression. Your suggested formulation is valid, but so is this one.
@@Metheglyn the notation above is mathematically correct, and with it you get the answer of 1. but you do get those that don't know how to read mathematical notation and make a right pigs ear out of it and get 9.
@@johng.1703 It is, however universally recognized that a division/fraction bar creates three distinct groupings: numerator (above the bar); denominator (below the bar) and the entire fraction (both together, slightly irrelevant here) Thus, since 4:8 is placed above the bar, it is the numerator, and must be treated as a group. Likewise, 2*4 is placed below the bar, is therefore the denominator and must be treated as another group. Lastly, the first group must be divided by the last: 4/8 1/2 1 ------ = ------- = ----- 2*4 8 16
@@petersearls4443 While I fail to see how @johng.1703 got 9, the video explains how most people, who got 1, got it. It is basically by interpreting the expression strictly from left to right and the division/fraction bar as a simple, non-grouping division sign. It seems to me that @johng.1703 doesn't accepts this otherwise universally accepted convention. (that the division sign can be used together with a fraction bar) Edit: It now appears like @johng.1703 simply tried to express a predilection for fraction multiplication rather than division of fractions.
For those that got 1/16 straight away: This video is not primarily intended for you! It explains division of a fraction, the Order of Operations (PEMDAS, PEDMAS, BODMAS or what have you) and the grouping property of the division bar (or fraction bar, if you will). These are concepts that CAN be challenging for math learners, especially those who have grown up using computers, where inline syntax is more convenient.
literally no intelligent person cares about getting this elementary school problem right. it's not even that difficult to learn and it's not even common anymore
Not a "NUMONIC"! a MNEMONIC! Less precisely in modern parlance a "meme" - something that remains in the collective memory and is passed on for future information: PEMDAS from left to right we work out Parentheses (first) then Exponents - or powers - but, it's not Ppmdas - (second), then Multiplication and Division (are of equal precedence) then finally Addition and Subtraction are also equally precedent. I was taught BODMAS, which I also found hard to break down, where Brackets come first, then Order which also reads from left to right and top to bottom (which may be recursive within brackets!) and somehow includes the orders of magnitude or powers, then Division and Multiplication of equal precedence and Addition and Subtraction of equal precedence too. Mathematicians aren't good at stringing sentences together, let's face it. or pronunciation, either - "Pro'ms" indeed!
@tikaanipippin A meme is not a mnemonic. A mnemonic is a mental device ment to help remembering something. 'Meme' is a shortened form of 'memetic virus'; a concept that spreads by entering a mind and from there spread to other minds, akin to a computervirus.
First it's correctly said that some use their calculator wrong, but later a calculator is used incorrectly, the same as in the first example, to get the wrong answer, claiming it is correct. In higher math, the "÷" indicates that the *everything* after it is treated the same as if it was the denominator of a fraction, i.e., the same as 10÷(2X5) or, written another way is 10⧸(2X5). This is why many universities are required to correct false information before students can continue with their studies. Others will disagree, but the above method is how more complex equations are evaluated, although they are often written in less ambiguous forms. The above shows that it is the less ambiguous and the only reliable approach because neither PEDMAS or PEMDAS can always be correct, and will inevitably fail.
The comment about "higher math" is not a generally recognized standard. In 'higher math', division is usually denoted with either a solidus ('/') or a fraction/division bar, which implicitly create groupings of numerator , denominator , and the entire fraction. The ISO 80000-2 standard recommends to NOT use the '÷' sign for division.
This is the way I remember it: 1/2 divided by 8, and then multiply the numerator by 1/8 and multiply denominator by 8/1 to get 1/16 over 1 or just 1/16.
So I am just curious as it's been so many many many years since I was in school and really used math. Why did you flip the 8/1 to 1/8? You didn't state why that was done and that can be confusing.
3:40 not me i see (4/8)/(2*4). only genious make () so there is no error, but rules was PEMDAS? but we use PEDMAS so in logic its 1 LOL but not actually bcoz its under line / multification need calcuate first (4/8)/(2*4) is only correct way write it bcoz silly 4/8*6/2*4 everyone would fail genious would write ((4/8)*6)/(2*4) no errors!
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As a 92 year old, the answer was simple 1/16
Yeah, as a 73 year old I got it right pretty much in my head. I try to work problems in my head or by writing them out if too complex rather than use a calculator. We also taught our kids to work math problems out by hand rather than use calculators, even though their teachers allowed calculator use.
@@shortliner68 Me too. 73 as well
70, and got it right 👍
Me 45 and nearly missed it
This annoying man made it difficult when, really, it was simple!
I left school at 15 with only basic knowledge of maths. I find this helpful at extending my maths understanding. Perhaps this channel is not for those who know it all already and find it simple. Thank you, I appreciate your posting.
I left school at 15 these videos really help I'm telling you I don't know what I'd do without him I wish there were around back when I did leave school and I don't know how old you but I left school a long time ago back in 78
@@ralphmelvin1046 Hello young one! I left school in 1959. I still love learning.
@@viwa did you drop out or did you graduate?
@@ralphmelvin1046 I wouldn't call it "drop out" or even graduate. Like many of my peers in the 1950's, when you turned 15 you were able to finish up school and start working and in fact most did just that. A different world .
@@ralphmelvin1046
Got it mentally 1/16. Just easy fractions. Thanks for the fun.
4/8 / 2x 4 =?
4/8 x 8/1 =?
4 x 8 / 8 x 1 =?
32/8 = 4
1/16
4
(4/8)/(2x4)=
(1/2)/8=
(1/2)*(1/8)=
1/16
I agree 5 seconds mentally of course
I wish my math teachers had taught this way. Will definitely continue to follow your channel.
Solved in my head at the thumbnail, my answer is c) 1/16.
First, we evaluate both the numerator and the denominator as though they had explicit parentheses. 4/8 = 1 / 2. 2 * 4 = 8.
Then, calculate the fraction as a whole, 1/2 / 8 = 1/16.
Through my entire math history, 3rd-8th then 9th-12th, forfeiture of Math in college, I have never received a passing grade. I have the report cards as proof. I’m hopeless. Simply put, I don’t get it. Being comfortable with numbers is an experience I’ve not had. I wonder if some of us who aren’t keen on Math are educationally equal to my Math loving friends. Algebra was so frustrating to me. Although I did a victory dance in my head each time I completed a problem, it took a very long time. I’ll hang in and attempt to get better with the instruction on this channel. I really appreciate you, Mr Math! It’s quite possible some history will be made here........or a miracle. Both seem possible. Thank you very much for taking the time to educate so well!
@kathygrosvenor7900 It is very much possible that you suffer from dyscalculia ( number blindness ). It is also very possible that you have been presented with the concepts in a way that simply didn't fit your learning modus. It is also not unlikely that your problem has been compounded by bad math teachers.Those are far too prevalent.
Glad to hear you haven't given up. Good luck with your quest.
@@kathygrosvenor7900 I was a teacher. My math methods professor said, “No one is bad at Math; they were poorly taught.” Point is that the way something is taught has to match the way the student learns, whether the student has a special need or is “gifted.”
@@Metheglyn my comment was intended to amplify yours.
@@janicelindegard6615 👍
c) 1/16
As I could say, not exactly problem for "brute force" of calculator itself...
How do make this so long winded?
a)1
The problem could also have been expressed as (4x(1/8))/(2x4). Looked at that way you could cancel out the 4 from numerator and denominator, leaving you with (1/8)/2 which is equal to 1/16.
How to make a simple sum difficult. You should be a maths teacher!!
@davidtuer5825 there is no sum.
@wades4253 a 'sum' is an arithmetic problem.
Can also use BODMAS, I.E BRACKET OFF, DIVISION, MULTIPLICATION, ADDITION AND SUBTRACTION. IT IS THE SAME AS PEMDAS. THANKS
Where's the E (exponential) in BODMAS?
How about just thinking about one eighth of one half
Geez.......
@@chuzpah38Actually the O in BODMAS stands for order, as in x to the order of (exponent).
1/16. I REALLY solved it on paper before you gave the answer!! I am 70 and I use your channel to try to keep my brain going strong!! 😁⭐ Thanks, Mr RUclips Math Man!!!
I answered without paper
You can't divide 1/2 by 8 in your head !?
Thanks, I preferred not to use my calculator, but I did learn something here. Great explanation!
(4÷8)/(2×4) = 1/2 × 1/8 = 1/16
Clear notation, clear answer: 1/16.
Because(4/8)/(2*4)=(1/2)/(8)=1/16
Expressions above the long fraction line we treat it as an expression in parentheses. It is similar with the expression under the fraction line.
So, written as a line, it goes: {(4/8)/(2x4)} =1/16. This way you don't have to assume the order of operations, just follow P.E.M.D.A.S. left to right paying attention to P. and the fraction bar defines its own order.
Always pick (c) on multiple choice. You won’t get everything right but you will get more than a quarter. So I pick 1/16.
I solved it correctly in my head in 10 seconds then watched until the end and learned something. Thank you. I am not capable of dragging something out like you do though. I learn better fast
haha yup took me like 20 seconds then spotted the video was 19 1/2 minutes long - no choice had to watch what could ever take so long - wow
My answer is a = 1
@@aliciasanchez5441 took me a little longer but my thout process was the top was 1/2 and the bottom half was 8 witch is 1/16
4/8 ÷ 2 × 4 = 1/2 ÷ 8/1 y
1/2 ÷ 8/1 = 1/2 × 1/8 y
1/2 × 1/8 = 1/16 ✓ L.Q.Q.D.
I have always been frustrated mathematician. Math, especially algebra, made no sense to me. I love watching your videos and have learned some of the math methods I missed in high school. Thanks.
Yes, how nice it is for us to be appreciative of the priceless work done by this teacher!
The first time I took algebra I made A's, but I didn't understand it. I just had a good memory and repeated what I remembered. I could see the steps from the lessons in my head. So I would repeat them and end up with a regular math problem I already knew how to solve. When I switched schools I was in big trouble, because they were ahead of us and you actually had to know what you were doing. LOL.
P.S. I eventually ended up with a degree in engineering, but that's a very long story.
If P.E.M.D.A.S is as you have explained, then what is B.O.D.M.A.S and what is the difference between the two?
So did i miss you showing how to do the problem wirh a calculator? I git the answer right by a calculator but by doing one step writing it down then doing the numerator then dividing that answer buy the first answer that i remembered. So how do i write the question in a calculator and get the right answer. People go round in circles.
If you go to the google calculator try entering it like this before hitting the evaluation key.
(4÷8)÷(2*4) then hit the enter key. You will get .0625 which is 1/16.
First calculate then separate and finally multiply:
(1) 4 ÷ 8 = ½
(2) 2 × 4 = 8
(3) [(½)/1] × (⅛)
(4) = ½ × ⅛
(5) = 1/16.
That's all there is to it.
(1) 4÷8=1/2
(2) 2x4= 8
(3) 1/2÷8= 1/16
1/16. 4/8 = .5, 2x4 = 8. .5/8 = 5/80 = 1/16
1/16 in my head
good for y ou
In my head. One half of one eighth. EZ peasy
I should hope so.
I did as well , in about 4 seconds , I leard how in 1963 . I was 10.
@@ephraimsender876Whoopty doo!!
Ok, I got 0.0625 but plz explain how you got 1/16? That part I don't know? I have said I am not that good with maths..
By the way when I have said 1500 (250+50=300*5) - > 300, 50, 10, 2 so it was, but who cares, they are gone anyways. I hope people would just stop mocking me. But since not, I say goodbye.
I just fast forward to the stuff I don’t know. Also, these videos are designed to be stand alone videos so every video will contain all the information you need to solve the type of problem presented.
C 2x4=8, 4÷8 =.5, 8x1/16 = 8/16, which is the numerator
The answer is 1/16
Yes multiple and divided before adding and subtracting
1/16. Divide 1/2 into 8 parts
This teacher makes it so complicated. 4 / 8 is 1 / 2 or 1/2 inch. 1/2 inch divided by 8 is 1/16.
can you do this in centimeter please?
im new to american.
@@macbird-lt8de Unfortunately, no. But google can do it for you.
Enoch (PROPHET)
@@macbird-lt8de Just think of each number just as it is. The answer is 0.0625 now if you want to put that into mm just Google it. 0.0625 = 1/16 = x mm
@@macbird-lt8de
sure 4/8 is 1/2 cm. 1/2 divided by 8 is 1/16 cm. 😂
So answer is 0.0246 inch?
(4÷8) ÷ (2×4) if you use a calculater. If you do in your head as a fraction .5 over 8 =1 over 16
Also if your calculator has a memory function but not parentheses
2*4
Store in memory
4/8
Divide by number stored in memory
boom
1/16. Simple mental arithmetic he said humbly.
In HS I was pretty good at algebra some 20 + yrs ago. Not so much now. Thank you for challenging and improving my math skills.
Thank you for your videos. At 70,I use them to keep my brain functioning at its best
1/16 is the answer. Mutiplication is prioritary
Multiplication is not priority. In BODMAS, division is first; multiplication and division are the same rank. This problem can be rewritten as (4*8)/(2*4) thus adding parentheses to clarify.
I didn't think you could drag this out nearly as long as you did. You proved me grossly wrong. 🙄
next will be 1 hour video on 1+1
😂😂😂😂😂😂😂
1/16
You are dragging it too long. I lost interest.
I was just saying the same thing.
Simply this could be solved as a fraction by making every digit as a fraction 4/1 x 1/8 x 1/2x 1/4 meaning 4 crosses 4 = 1/16
This is more of a semantic problem than a math problem. The PEMDAS rule needs to be modified to reflect the vinculum (horizontal dividing line).
Vinculum?
PEMDAS has already been modified for exactly that.
Another version of the acronym is GEMDAS with G for Groupings, which acknowledges that there are other grouping symbols in mathematics besides just parentheses.
@@MrSummitville You're right. I misspelled it. Correction made. No smiley face for me. :((
Don't forget roots with exponents
@@terry_willis Still that was some esoteric stuff!👍⭐
I was always good at math in school and aced problems like this. Unfortunately it's been 30+yrs since I've been in school and never really need this in real life situations. So I've become slack on these skills, so for me your videos are a refresher but to be honest the average person never uses this. That being said PEMDAS has always stuck with me. What I can't stand is the way they have changed up the way we learned these things and teach them totally different today. Then wonder why our kids are not containing the knowledge taught. It's hard to retain something pushed through in 2 days and then on to the next subject.
You go girl! Let’s hear it for math in the good old days! I’m 67 and still love to teach math!
C=1/16 : Caclulation: 4/8 =0.5; 0.5/(2x4) = 0.5/8 =0.0625 = 1/16
Just remember PEMDAS & left to right. It's that easy.
With the multiply divide thing. Here's what you've got to do. change the divide sign into a multiply sign, the put a 1 over the number to the right
That's it. That's all you gotta do. That will sort you for OOO forever
2 / 3 * 4
2 * (1/3) * 4
It looks better on paper, but that's the idea. Now you know the order to do stuff in
Whoop whoop math nerds unite! Who else was able to finish this one in their head?
My 6 year old niece, for one.
I’m confused as to how you get 1 or 4.
@@jamiesargent1318Simple. Choice, not math.
So complicated!
Just use this pattern:
a
--
b a*d
-------- = --------
c b*c
--
d
That's really all you need. (Well, you need to determine the value of c before using the pattern, which is depicted as 2x4, which equals 8)
So, for this problem:
a=4
b=8
c=8
d=1
Put that into the pattern and you get 4/64, which is the same is 1/16
1/16 is the right answer.
the HP-15C was the best calculator to enter problems like this one as it allowed to calculate every parenthesis on its own before entering the final operation.
Brilliant machine.
I’m 62 and got 1/16 as well in my head
What I know about is BODMAS not PEMDAS which stands for Brackets Of Division Multiplication Addition Subtraction, so that example you gave of 10÷2×5 should use BODMAS and stop confusing the multitude
As an 80 year old I got 1/16 without a calculator!
I did buy some algebra videos before college and was good in math. I say C is the answer
You seem like a good math teacher but I wish you would just get to the point, You talk too much.
ditto
Yes. I would hate to have him as a math teacher.
You take a long time getting there. Us oldies just do it in our heads in a few seconds.
Albeit decimal calculations are more accurate when working to 3 places etc. Obviously fractions are still relevant and mental arithmetic kicks in when you just ‘know’ your tables.
Didn’t need a calculator. Did it in my head.
Me too!
1
At 74, no calculator was necessary, simple math was done on paper or in our heads... Answer: C or 1/16
Actually, quite simple, and could have been a 20 second video.
4/8 = 0.5, or 1/2
2x4 = 8, or 8/1
1/2 / 8/1 = 1/2 x 1/8 ( invert the denominator then multiply)
= 1/16
Still, I like your videos even though I would like to see them be much more concise.
@guildguitars6349 The purpose of the video is to teach some fairly basic concepts to people, for whom they are not well understood. It is definitely preferable to explain the methodology thoroughly.
Is PEMDAS local to your area or new? I always learned math with BEDMAS (Brackets, Exponents, Division, Multiplication, Addition, Subtraction) I only heard PEMDAS in the last year or two long after I finished school maths. Some channels here equate the two and mention both, other just BEDMAS but your channel is unique with just this PEMDAS. It begs the question is this a local thing?
Different areas of the world use different mnemonics but they all mean the same thing.
@@petersearls4443 Essentially, yes.
Why did it take you 20 minutes to figure it out? It took me 10 seconds to do it mentally.
10 seconds? It took me 2 seconds. 20 minutes - duh!
Congratulations!
According to your comment, you are extraordinarily smart in Math, right!
However, it is so sad that before you developed brains for Mathematics, you haven’t acquired the basic wholesome human qualities for you to be able to live with the other fellow-beings in harmony.
Before doing Mathematics or whatever, we should be wise enough to have compassion, empathy, generosity, etc., towards others.
So, please don’t be impatient and brag about your ability to do in 10 seconds.
This teacher is teaching to the majority of normal people like us.
@@chrisdissanayake6979 the majority of normal people like you (and me too since this is 3rd grade math) would have understood it much faster and easier if it was taught the easy and simple way. No need for needless verbose and confusing methods. People who use these techniques try to impress us because they don't impress their own selves.
@@sophie9843 Who are we to criticize the teacher ?
It is like going into his house and demanding him to do things the way we want. That is rude.
He has his freedom to teach in his own teaching style.
If we do not like the way he teaches, we better start our own channel and teach in our way.
@@chrisdissanayake6979 who are WE to criticize the teacher? We are the people who should question anyone and anything, especially those who cultivate our minds and/or shape up our future. There is a special word for those who do not question anything that comes from a higher ranking whatever that ranking may be (academia, political, medical, social, ...) and the word is: herd. This teacher decided to go from NY to NJ via Washington State. It is fine for those who like long trips. It is also fine for someone else to point out that there is a much shorter way, via GW bridge.
Please can you explain divided before multiplication, because from left to right on P.E.M.D.A.S multiplication comes first
It is one of innumerable weaknesses withe the PEMDAS, PEDMAS, BEDMAS, BODMAS etc. mnemonics. M and D should be read as (MD), and A and S as (AS); that is, with same priority.
D) 4
You don't even have to convert to fractions. I did the problem, got 0.0625 , then I could see that 0.0625 x 2 was 1.25, that told me everything I needed to know. Half of 1/8 is 1/16! Did it in my head. And I dropped out of school at 16. But I get my GED later and got some college, consider myself successful now and I'm near retirement. I don't do fractions ever, I just convert to decimal and then do the math. Much easier.
i tried to say 4 😂
😮😮
Simple way to work it out is
(4/8 )÷(2×4) = (4/8)÷(8/1)
=4/8 × 1/8
= 1/16
Yaay Finally understand PEMDAS 🎉😂
I've always struggled
with maths, but at age
76, got it right !
Honestly ! 👍🦉
All I did was the top
line first , = 1/2,
Then the bottom line :
2 x 4 = 8 ;
Then 1/2 over 8 =1/16
Encouraging !👍😊
🇬🇧😊👍🦉⭐🌈🇬🇧
Use BODMAS , B= Bracket, O= of, D= division, M= multiplication, A = addition, S = subtraction. This is the rule to solve math problems
The answer is much simpler and takes less than 1 minute, Multiply both the numerator and denominator by 8, This yields 4 in the numerator and 64 in the denominator. So we end up with 4/64. Then to simplify, divide both the numerator and denominator by 4 to get 1/16.
1/16 made it in my head. But it is because I read a lot of math right now.
Pemdas demands multiplication be solved first. If you want to use a calc then just solve the multiplication first then input 4÷8÷8. Very very easy problem.
This was simple, saw it while scrolling for the news, did it in my head and had to post. Lol
It's 1/16
That was fun. Just turned 41 and haven't done that in a long while! Lol
(C) is correct. There is really too much talking, most of it unnecessary.
Alternativa c
(4÷8)÷(2×4)=0.0625 or 1/16
I am 70 years old .I failed CSE maths , I failed GCE maths . I was unable to qualify for O level or A level maths.I don't understand calculator's. But I did this simple thing in my head .
1/16 (or .0625 if you're cheating with a calculator).
4 : 8=0.5
2x4=8
0.5 : 8
0.5 : 8=2x0.5 : 2x8 =1/16
0:19 0.5 ÷ 8=1/16
4/8=.5, 2x4=8, .5/8=5/80=1/16
Your example of 10 div 2x5 I get 1 instead of 25. According to PEMDAS... multiplication first before division!
@mankosi9061 You would think so. But multiplication and division actually takes the same priority. likewise addition and subtraction. It is one of many weaknesses with PEMDAS.
Usually, you are expected to do operations from left to right unless it conflicts with the Order of Operations. Since there is no such conflict here, it is 10/2=5; 5*5=25.
C: 1/16
C 1/16
C is correct answer 1/16
1/16th
I flipped the 8 and 4 from the beginning and got that answer is that also a right way?
I got effectively .5 over 8... then to make it a true fraction I doubled top and bottom... getting 1/16... is that a fluke or a different way of doing it... I'm a long way out of school now!!
4 chia 8=1:4
2x4=8
8= 8:1
1:4 chia8:1 bằng:
1:4 nhân 1:8 bằng
(Phân số chia phân số bằng nhân phân số đảo ngược)
1:4x8:1=8:4 =2
1:4x1:8=1:32
you only really need parentheses around the numerator and denominator when you change it to an inline fraction as when it is in the multi line format you can see the grouping.
but really this should have a double vinculum, it should be 4 over 8 over (2*4) you could even do 4 over 8 * 2 * 4 = 4 over 64 = 1/16
@johng.1703 It is not a universally recognized standard that only one notation for each type of operation is permitted in an expression. Your suggested formulation is valid, but so is this one.
@@Metheglyn the notation above is mathematically correct, and with it you get the answer of 1. but you do get those that don't know how to read mathematical notation and make a right pigs ear out of it and get 9.
@@johng.1703 It is, however universally recognized that a division/fraction bar creates three distinct groupings: numerator (above the bar); denominator (below the bar) and the entire fraction (both together, slightly irrelevant here)
Thus, since 4:8 is placed above the bar, it is the numerator, and must be treated as a group. Likewise, 2*4 is placed below the bar, is therefore the denominator and must be treated as another group. Lastly, the first group must be divided by the last:
4/8 1/2 1
------ = ------- = -----
2*4 8 16
@@johng.1703I think you may be responding to a different problem. Neither 1 nor 9 could be a possible answer with this one.
@@petersearls4443 While I fail to see how @johng.1703 got 9, the video explains how most people, who got 1, got it. It is basically by interpreting the expression strictly from left to right and the division/fraction bar as a simple, non-grouping division sign.
It seems to me that @johng.1703 doesn't accepts this otherwise universally accepted convention. (that the division sign can be used together with a fraction bar)
Edit: It now appears like @johng.1703 simply tried to express a predilection for fraction multiplication rather than division of fractions.
C- 1/16
For those that got 1/16 straight away: This video is not primarily intended for you! It explains division of a fraction, the Order of Operations (PEMDAS, PEDMAS, BODMAS or what have you) and the grouping property of the division bar (or fraction bar, if you will). These are concepts that CAN be challenging for math learners, especially those who have grown up using computers, where inline syntax is more convenient.
literally no intelligent person cares about getting this elementary school problem right. it's not even that difficult to learn and it's not even common anymore
Not a "NUMONIC"! a MNEMONIC!
Less precisely in modern parlance a "meme" - something that remains in the collective memory and is passed on for future information: PEMDAS
from left to right we work out Parentheses (first) then
Exponents - or powers - but, it's not Ppmdas - (second), then
Multiplication and Division (are of equal precedence) then
finally Addition and Subtraction are also equally precedent.
I was taught BODMAS, which I also found hard to break down, where
Brackets come first, then
Order which also reads from left to right and top to bottom (which may be recursive within brackets!) and somehow includes the orders of magnitude or powers, then
Division and Multiplication of equal precedence and
Addition and Subtraction of equal precedence too.
Mathematicians aren't good at stringing sentences together, let's face it. or pronunciation, either - "Pro'ms" indeed!
Sorry I must disagree. In most cases MEME = trash. 😂
@tikaanipippin A meme is not a mnemonic. A mnemonic is a mental device ment to help remembering something. 'Meme' is a shortened form of 'memetic virus'; a concept that spreads by entering a mind and from there spread to other minds, akin to a computervirus.
First it's correctly said that some use their calculator wrong, but later a calculator is used incorrectly, the same as in the first example, to get the wrong answer, claiming it is correct.
In higher math, the "÷" indicates that the *everything* after it is treated the same as if it was the denominator of a fraction, i.e., the same as 10÷(2X5) or, written another way is 10⧸(2X5). This is why many universities are required to correct false information before students can continue with their studies.
Others will disagree, but the above method is how more complex equations are evaluated, although they are often written in less ambiguous forms. The above shows that it is the less ambiguous and the only reliable approach because neither PEDMAS or PEMDAS can always be correct, and will inevitably fail.
The comment about "higher math" is not a generally recognized standard.
In 'higher math', division is usually denoted with either a solidus ('/') or a fraction/division bar, which implicitly create groupings of numerator , denominator , and the entire fraction.
The ISO 80000-2 standard recommends to NOT use the '÷' sign for division.
@@Metheglyn I hadn't checked the ISO 80000-2 standard. Thanks.
I would really learn from you but the volume is low even when I max that of my phone. I find the same problem with all your videos.
😊 Could this be looked at as 1/2 ÷ 8/1=1/2×1/8=1/16
This is the way I remember it: 1/2 divided by 8, and then multiply the numerator by 1/8 and multiply denominator by 8/1 to get 1/16 over 1 or just 1/16.
So I am just curious as it's been so many many many years since I was in school and really used math. Why did you flip the 8/1 to 1/8? You didn't state why that was done and that can be confusing.
When you are dividing a fraction by a whole number, you invert the whole number and then multiply. So (1/2) ÷ 8 = (1/2) * (1/8) = 1/16
@@petersearls4443 You could do that. Or you could get rid of the fraction by multiplying by its inverse. So (1/2)÷8=(2* 1/2)÷(2* 8) = 1/16
I hope you do a problem where one car starts in LA another starts in Dallas. Both leave at etc.
Where did the 1/2 come?
C..calculator would get wrong answer inputted as shown
I got the same answer but I didn't do it the way you did it at all.
Instead of 0625
I said 4/ 8 is 0.5 and 2* 4 is 8.5 /8 reduces down to 1/16
What practical use is this?
3:40 not me i see (4/8)/(2*4). only genious make () so there is no error, but rules was PEMDAS? but we use PEDMAS so in logic its 1 LOL but not actually bcoz its under line / multification need calcuate first (4/8)/(2*4) is only correct way write it bcoz silly 4/8*6/2*4 everyone would fail genious would write ((4/8)*6)/(2*4) no errors!