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1+2*2=?
5 85% [ 143 ]
6 15% [ 25 ]
Total Votes : 168
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Made in ca
Helpful Sophotect




Montreal

sebster wrote: If maths was taught left to right it wouldn't suddenly get dumber or less capable of describing anything. It'd still be maths, it's just the form of notation would change.

Actually, it would make a lot of common thing harder to write down.

ab + cd would become ( ab ) + ( cd )

That might not seems like much, but when dealing with polynomials like

ax^3 + bx^2 + cx + d

it can be annoying.

Sums of product are really common, but products of sum are not that common.
   
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In your base, ignoring your logic.

mrondeau wrote:
Sums of product are really common, but products of sum are not that common.


That's why its only 'sum' instead of 'all'.
   
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Elite Tyranid Warrior






I can understand the average forum goer missing the question: d f(x) / dy 5x^2 + x - 7 = ?

But to miss: 1 + 2 * 2 = ?



FYI: d f(x) / dy 5x^2 + x - 7 = 10x + 1

1 + 2 * 2 = 5

This message was edited 2 times. Last update was at 2011/09/19 16:09:04


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Swindon, Wiltshire, UK

Zyllos wrote:I can understand the average forum goer missing the question: d f(x) / dy 5x^2 + x - 7 = ?

But to miss: 1 + 2 * 2 = ?



FYI: d f(x) / dy 5x^2 + x - 7 = 10x + 1

1 + 2 * 2 = 5


∫sinxcosx
   
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corpsesarefun wrote:
∫sinxcosx


Oops, did derivative...you want anti-derivative...

This message was edited 1 time. Last update was at 2011/09/19 16:58:47


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New Jersey, USA

I'm an Engineer, have been for a couple of years, I graduated from a well respected College in the area and have always enjoyed math. I have a brother who is considerably younger then me. One night he asked me for help doing his freshman high school math homework, I helped him we got through all of the problems he understood what he was tought and all was grand in the world. He gets the assignment back several days later only to find out he failed, he got none of the questions right. The teacher didn't provide her answers, so I go back over the work to try and find out where we went wrong. I did the problem using higher level math and still got the same answers. I finally emailed the problems off to a mathmatics professor I had in college that I'm friends with, he gets the same answers. Through my parents I arrange to have a meeting with this teacher so she could show me what we did wrong. It turned out that she didnt actually look at his work, she just compaired her answers to those on the paper.... Her answers were in decimals, my brothers were left in fractions...


 
   
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Swindon, Wiltshire, UK

Zyllos wrote:
corpsesarefun wrote:
∫sinxcosx


Oops, did derivative...you want anti-derivative...


It isn't too hard, I just felt this thread wasn't complete without some integrals.
   
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The Great State of Texas

AndrewC wrote:After the failure to show the poll in the other thread, I'll try again.

What is the answer to the above maths question? It came up earlier this evening and ended up with 6 at 6 and 3 at 5.

I just wondered what other people thought?

Cheers

Andrew

Well it is the Off Topic Forum!


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corpsesarefun wrote:∫sinxcosxdy

Since there's no variable of integration, I'm going to assume this one.

So the answer is sinxcosx.


text removed by Moderation team. 
   
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biccat wrote:
corpsesarefun wrote:∫sinxcosxdy

Since there's no variable of integration, I'm going to assume this one.

So the answer is sinxcosx.



LOL, thats cheating!

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Swindon, Wiltshire, UK

biccat wrote:
corpsesarefun wrote:∫sinxcosxdy

Since there's no variable of integration, I'm going to assume this one.

So the answer is sinxcosx.



Quiet you, standard notation is for fools.
   
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GalacticDefender wrote:

Kudos to anyone who gets this reference.


Only if you work to 1 significant figure.

I'd love to see what these teachers would do with 1 2 2 * +

(appologies if that is wrong. My rpn is not very good).

 
   
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Glasgow, Scotland

sebster wrote:

GalacticDefender wrote:

Kudos to anyone who gets this reference.


It's from 1984.

Or, possibly a Radiohead song. Though in that case it's more "two and two always makes fiiiiiiiiiive".


Or a Radiohead song that was taken from an album inspired by Nineteen Eighty Four.... ^^
   
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Swindon, Wiltshire, UK

Or a radiohead song that is very, very good.

This message was edited 1 time. Last update was at 2011/09/20 16:57:53


 
   
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In Revelation Space

Yes, it is from 1984.


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Never heard the radiohead song.

This message was edited 1 time. Last update was at 2011/09/19 23:19:16




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mrondeau wrote:Actually, it would make a lot of common thing harder to write down.


Possibly, I don't really work with higher math.

I don't really see the problem with adding more brackets, even if they're redundant I like having them in there as it adds clarity that I find I have to tease out otherwise. Then again, you should see my excel formulas, those things have stupid numbers of brackets in them.

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Wollongong, Australia

I can't believe people can get this question wrong...

 
   
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Through the looking glass

Wow, even with PEMDAS in my head I still managed to screw that up. Stupid aunt sally, she's always plotting to undermine me.

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St. Louis, Missouri

I'm not going to lie...I answered "6"...

After seeing the results I remembered "Please Excuse My Dear Aunt Sally"...and think, I used to rock at Math...and it's only been three years since college!

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Chicago

biccat wrote:
corpsesarefun wrote:∫sinxcosxdy

Since there's no variable of integration, I'm going to assume this one.

So the answer is sinxcosx.



+C

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Nightwatch wrote:I remember always being confused with the whole BEDMAS thing as a kid - especially when they told us that the division and multiplication could be switched, as well as the addition and subtraction. It wasn't until late in high school that I figured our why.

Is it possible that the OP is incorrect? The teachers could be saying, do the multiplication/division from left to right, or do the addition/subtraction from left to right. I was told something to that effect when I questioned the system. The reason? No reason, it just shuts the kid up, and won't make a difference.

Interesting to see the acronyms that different cultures / generations come up with - PEMDAS, BEDMAS, BIDMAS, BOMDAS, etc. I imagine it's geographical area, though, not really the decade. Perhaps the parentheses / brackets, what with computers becoming much more common in the last few decades. Programming (at least currently) depends heavily on the use of brackets, and it's less of a mouthful than parentheseseses.
I'm finding it strange reading all these people who learned those acronyms for much the same reason - they seem to imply that multiplication must be done before division, and addition before subtraction, which is wrong.
I was taught the acronym BEMA: Brackets, Exponents, Multiplication (and division) Addition (and subtraction), which emphasizes that multiplication and division have the same precedence (and same with addition and subtraction), due to really being the same operations (division is just multiplication by the reciprocal, subtraction is just the addition of the negative).

I am wondering how many people would get this wrong:
6 - 7 + 3 = ?
The correct answer is 2, but I get the impression a lot of people following the longer acronyms which separate addition and subtraction would mistakenly solve it as 6 - 10 = -4

   
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Tampa, FL

corpsesarefun wrote:
Zyllos wrote:I can understand the average forum goer missing the question: d f(x) / dy 5x^2 + x - 7 = ?

But to miss: 1 + 2 * 2 = ?



FYI: d f(x) / dy 5x^2 + x - 7 = 10x + 1

1 + 2 * 2 = 5


∫sinxcosx


Oh u-substitution, the days when you solved so many things.

This message was edited 1 time. Last update was at 2011/09/25 04:13:04


 
   
 
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