Shit I was an A student in math and i'm struggling to remember the proper sequence, parentheses first right? So its 9? Go ahead and shred me if I'm wrong

I do it differently (three spaces at the end of each line). Finally fixed the formatting on my second comment containing the equation. Not sure why it worked on the first try in my previous comment.

Ugh. This makes me sad. I'm only 34, but how you have the problem laid out is exactly how I was taught to do this sort of thing. My answer is 1 and now I feel old.

To note though, after I got out of 8th grade, we weren't allowed to use either the diagonal symbol / or the substitute ÷ to denote division. It was officially prohibited in my classes because of the confusion about the order of operations and the issue of textbooks not properly using parentheses (which happened frequently enough to be a problem) to convey which parts of the equation were supposed to be divided by something else. If anyone used those two symbols, their answer was automatically marked wrong and if the textbook used that notation, we were told to skip it. Usually the teachers made sure to check problems before assigning them, but some slipped through.

We HAVE to use the horizontal "fraction" symbol to denote division even in my college math classes (I'm a non-traditional student, long story) now. The profs I've had said it helps with keeping things neat, clean, and legible. Spotting figures that cancel eachother out is much easier with this notation too. I have no idea how someone would do the handwritten college level math with a ÷ or / being used in their work. Granted, I haven't tried, but thinking about what that would look like written out is irritating already.

That's why I said handwritten. You CAN find a way to make this equation clear with an abundance of parentheses and conscious effort for a computer to evaluate for you, sure. But for actually solving the problems myself, by hand, on paper for something like calculus series math, this notation of / and ÷ is an unfiltered nightmare.

The first thing that continually comes to mind is the cancelation issue like I said. It's harder, for me anyway, to see if something like an (x+3) is in both the numerator and denominator if it's beside itself and spaced out with other figures between instead of one over top of the other. It's also harder for me to quickly tell if an extra (x+3) is actually part of the denominator or not.

"Remember in seventh grade when you were discussing the order of operations in math class and the teacher told you the catchy acronym, “PEMDAS” (parenthesis, exponents, multiplication, division, addition, subtraction) to help you remember? Memorable acronyms aren't the only way to memorize concepts."

Computer Engineer here, the answer is 9 and here's how calculators and computers solve this problem.

--

The problem is an order of operations trick so Reverse Polish Notation aka PostFix Notation is the clearest notation for order of operations. Numbers are ordered first with operands trailing.

6 2 / 1 2 + * = 9

--

This allows the computer to sequentially add the numbers to the stack and execute when an operand is read.

Here 6 and 2 are on the stack before 1 and 2, so this operation has priority when the first operand is reached. There computation result remains on the stack so we get 6 2 / = 3.

3 1 2 + *

1 and 2 are now at the top of the stack so they are added as 1 2 + = 3.

What if you solve it algebraically? 6÷2(x+y)? You get two answers 3x+3y and 3/(x+y). So divide both sides by 3, you get (x+y)=1/(x+y). Computer vs algebra. Plug in the numbers, 3=1/3. Which means there are no solutions. The correct answer is it's a poorly written expression, and it was designed that way by the creator.

Nah it's right. I could do it another way to show how the OP expression is a rearrangement of formula x^2+x-6=0. One where they substituted x with 2, ignored the second negative value of x, which is -3. Thus the OP expression became 6÷2(1+2). What does that equal? 1.. If you sub -3, for 2. The answer is 1. It's a fucked up way to show that they got their 'viral' math problem from the formula x^2+x-6=0 and tried to trick people by writing it in a weird way and if they do the order of operations incorrectly they get 9.

The only acceptable answers are 9 and 1. 9 being the actual correct answer. One being acceptable because I've been in a school before that taught the simplification needs to be finished before moving onto the division. The simplification would include multiplying 2x3 before moving onto the division if that makes any sense

TBH this one comes down to what kind of school you had and what kind of teacher.

This is a reflection of government funded schools and parent's involvement in education. I was in school in the 90's and I solved it wrong with my answer being 1.

Spell checker is my best friend or y'all would think I was writing in an alien language.

I was in school long before that, and the answer was 1. But the problem shouldn't be written the way it is in the post title. It should be written either:

6
---------- = 1
2(1+2)

or

6/(2(1+2))

The latter being how you would type it into a regular (not Reverse Polish Notation) calculator, or into a spreadsheet cell.

But of course, ultimately, it depends on what the problem is intended to represent. If the answer is really supposed to be 9, it would go into a spreadsheet cell as =(6/2)*(1+2)

It’s honestly just a poorly written equation. You should be explicit with parentheses rather than just relying on convention. Answer could be 9 or 1 and I realize by convention it is 9.

Division and Multiplication are equally weighted and must be done in order from left to right, as is Addition and Subtraction (after you've calculated all the other higher priority stuff).

Its what the answer Identifies as

Shit I was an A student in math and i'm struggling to remember the proper sequence, parentheses first right? So its 9? Go ahead and shred me if I'm wrong

6/2(2+1)= 6/2x3= 3x3= 9

P. E. M/D. A/S. M & D , and A / S, neither takes precendence- is done from left to right

Yes it is 9

SHRED

Parentheses are indeed first, but that doesn't result in 9.

(1+2) = 3 M'kay

6÷2 = 3 M'Kay

3*3 = 9

It could be either https://m.youtube.com/watch?v=URcUvFIUIhQ&feature=youtu.be

The video is wrong

In the first step the the parenthesis goes away

6 ÷ 2(1+2)

(without the multiplication shorthand) 6 ÷ 2*(1+2)

6 ÷ 2 * 3

So then I guess 1?

UNSHRED

If you type it in a calculator it says 9?

Depends how you type it in. I'm with u/cyberrigger :

6

---------- = 1

2(1+2)

Which should go into a spreadsheet cell or a calculator as:

6/(2(1+2))

put 4 spaces at the beginning of each line to draw pictures.

I do it differently (three spaces at the end of each line). Finally fixed the formatting on my second comment containing the equation. Not sure why it worked on the first try in my previous comment.

Walk of shame 😕

Wrong

please excuse my dear aunt sally

The really old-school math might write this as

The sequential interpretation (text string) came out with the parsing algorithms of computer languages such as FORTRAN.

Ugh. This makes me sad. I'm only 34, but how you have the problem laid out is exactly how I was taught to do this sort of thing. My answer is 1 and now I feel old.

To note though, after I got out of 8th grade, we weren't allowed to use either the diagonal symbol / or the substitute ÷ to denote division. It was officially prohibited in my classes because of the confusion about the order of operations and the issue of textbooks not properly using parentheses (which happened frequently enough to be a problem) to convey which parts of the equation were supposed to be divided by something else. If anyone used those two symbols, their answer was automatically marked wrong and if the textbook used that notation, we were told to skip it. Usually the teachers made sure to check problems before assigning them, but some slipped through.

We HAVE to use the horizontal "fraction" symbol to denote division even in my college math classes (I'm a non-traditional student, long story) now. The profs I've had said it helps with keeping things neat, clean, and legible. Spotting figures that cancel eachother out is much easier with this notation too. I have no idea how someone would do the handwritten college level math with a ÷ or / being used in their work. Granted, I haven't tried, but thinking about what that would look like written out is irritating already.

For computer parsing it would be.

6 ÷ (2(1+2))

or

6 / (2(1+2))

or

6 ÷ 2*(1+2)

or

6 / 2*(1+2)

That's why I said handwritten. You CAN find a way to make this equation clear with an abundance of parentheses and conscious effort for a computer to evaluate for you, sure. But for actually solving the problems myself, by hand, on paper for something like calculus series math, this notation of / and ÷ is an unfiltered nightmare.

The first thing that continually comes to mind is the cancelation issue like I said. It's harder, for me anyway, to see if something like an (x+3) is in both the numerator and denominator if it's beside itself and spaced out with other figures between instead of one over top of the other. It's also harder for me to quickly tell if an extra (x+3) is actually part of the denominator or not.

Yep

Common core.

Ah. You're smart.

"Remember in seventh grade when you were discussing the order of operations in math class and the teacher told you the catchy acronym, “PEMDAS” (parenthesis, exponents, multiplication, division, addition, subtraction) to help you remember? Memorable acronyms aren't the only way to memorize concepts."

Computer Engineer here, the answer is 9 and here's how calculators and computers solve this problem.

--

The problem is an order of operations trick so Reverse Polish Notation aka PostFix Notation is the clearest notation for order of operations. Numbers are ordered first with operands trailing.

6 2 / 1 2 + * = 9

--

This allows the computer to sequentially add the numbers to the stack and execute when an operand is read.

Here 6 and 2 are on the stack before 1 and 2, so this operation has priority when the first operand is reached. There computation result remains on the stack so we get 6 2 / = 3.

3 1 2 + *

1 and 2 are now at the top of the stack so they are added as 1 2 + = 3.

Then the two remaining results are...

3 3 * which is 9

Math and computer science major here, and you sir are correct

What if you solve it algebraically? 6÷2(x+y)? You get two answers 3x+3y and 3/(x+y). So divide both sides by 3, you get (x+y)=1/(x+y). Computer vs algebra. Plug in the numbers, 3=1/3. Which means there are no solutions. The correct answer is it's a poorly written expression, and it was designed that way by the creator.

That is incorrect, you need to proportionally increase x and y by the amount in the original problem.

Nah it's right. I could do it another way to show how the OP expression is a rearrangement of formula x^2+x-6=0. One where they substituted x with 2, ignored the second negative value of x, which is -3. Thus the OP expression became 6÷2(1+2). What does that equal? 1.. If you sub -3, for 2. The answer is 1. It's a fucked up way to show that they got their 'viral' math problem from the formula x^2+x-6=0 and tried to trick people by writing it in a weird way and if they do the order of operations incorrectly they get 9.

The only acceptable answers are 9 and 1. 9 being the actual correct answer. One being acceptable because I've been in a school before that taught the simplification needs to be finished before moving onto the division. The simplification would include multiplying 2x3 before moving onto the division if that makes any sense

The answer is 1.

Debbie Does Dallas! 😂

9

TBH this one comes down to what kind of school you had and what kind of teacher.

This is a reflection of government funded schools and parent's involvement in education. I was in school in the 90's and I solved it wrong with my answer being 1.

Spell checker is my best friend or y'all would think I was writing in an alien language.

I was in school long before that, and the answer was 1. But the problem shouldn't be written the way it is in the post title. It should be written either:

6

---------- = 1

2(1+2)

or

6/(2(1+2))

The latter being how you would type it into a regular (not Reverse Polish Notation) calculator, or into a spreadsheet cell.

But of course, ultimately, it depends on what the problem is intended to represent. If the answer is really supposed to be 9, it would go into a spreadsheet cell as =(6/2)*(1+2)

I wasn't the sharpest crayon in the shed but wtf even I know this. It's 69 without the 6.

What are your axioms? I need that before I can answer

The answer is 9 wait for it..... Or 1 what???😱https://m.youtube.com/watch?v=URcUvFIUIhQ&feature=youtu.be

I must admit I'm interested in how they got some of those answers more than others. 7...?

They subtracted 6 from 2 and added 3

I mean 2 from 6 duh

That's thanks to our lovely Dept of Edumacation. Also - MATH BE WACIST

It’s honestly just a poorly written equation. You should be explicit with parentheses rather than just relying on convention. Answer could be 9 or 1 and I realize by convention it is 9.

I was taught BEDMAS and I'm getting different answer

Division and Multiplication are equally weighted and must be done in order from left to right, as is Addition and Subtraction (after you've calculated all the other higher priority stuff).

BEDMAS is the same as PEDMAS, the B just means brackets instead of parentheses.

With common core, kids don’t even see this equation.

Maths are Raycist

But I bet they can recite all 72 genders by heart