Poll: 6÷2(1+2)

6/2(1+2) = ?

  • 9

    Votes: 516 68.9%
  • 1

    Votes: 233 31.1%

  • Total voters
    749
The answer is 9, 1 is definitely wrong:

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

If it was one:
6/2(1+2) would have to equal 6/(2*3), but it doesn't !


Google clearly says it's 9 too:
http://www.google.nl/search?hl=nl&q=6/2(1+2)+=&meta=&rlz=
So does my texas instruments graphical calc.

6/2(1+2) means
6/2*(1+2) means
6
___ * (1+2)

2

However, op says 6÷2(1+2) which is 0*3 so
6÷2(1+2)=0
but
6/2(1+2)= 9


The ''one'' people are confused with 6/(2(1+2))...
 
Last edited:
This one or very similar is all over the place causing some quite funny rows. It's ambiguous, it's designed to be ambiguous. However as an Engineer I simply cannot persuade myself to disassociate the bracketed term and because I can legitimately expand the equation 6÷2(2+1) > 6÷(2x2+1x2) then I'd have to say 1.
 
When you do trig equations you go from right to left. Does that apply to all equations?
If you think about it, it's irrelevant to the equation.

It depends on how you interpret the 'blocks', if any at all, in the proceedings of numbers and symbols. Once you approach a 'block', you would work out its simplest value before moving onto how it interacts with other 'blocks'.
 
By the way, how many 'I'm an engineer, it's X' followed by 'GOOGUL SEZ ITS Y' followed by 'I'm a scientist, it's X' followed by 'OMG ITS Y' posts are we going to get in this thread? :D
 
The calculator on my Mac says :

screenshot20110429at003.png


This agrees with the rules of precedence that I was taught at Uni.
 
I would love to see the level of education e.g. GCSE/O-Levels, A Levels, Degree Level, Higher.... against the answer chosen.

I understand both sides of the coin, but my head always says 1, all the people who I've asked in my maths class (Further Maths A-Level) Agree with me on it being 1 on first impressions, having then showing them both sides of the coin they agree it's ambiguous. And that's all it is, ambiguous.
 
I would love to see the level of education e.g. GCSE/O-Levels, A Levels, Degree Level, Higher.... against the answer chosen.

I understand both sides of the coin, but my head always says 1, all the people who I've asked in my maths class (Further Maths A-Level) Agree with me on it being 1 on first impressions, having then showing them both sides of the coin they agree it's ambiguous. And that's all it is, ambiguous.

Why, it says
6/2(1+2)
not
6/(2(1+2))

6/2(1+2) Automatically means (6/2)*(1+2).


In most calculators anyhow. And I've been learned to follow that.

Just type it in your casio or texas instruments graphical calc or in google and it will always say 9.
 
Why, it says
6/2(1+2)
not
6/(2(1+2))

6/2(1+2) Automatically means (6/2)*(1+2).


In most calculators anyhow. And I've been learned to follow that.

I don't think it does. * takes precedence over / therefore :

6/2(1+2) Automatically means 6/(2*(1+2))
 
Why, it says
6/2(1+2)
not
6/(2(1+2))

6/2(1+2) Automatically means (6/2)*(1+2).


In most calculators anyhow. And I've been learned to follow that.

But does it automatically mean that? Why doesn't it automatically mean 6/(2+4)

And my calculator seems to think it's 1.

You should really accept the facts that, it can be interpreted either way and the other fact that it doesn't matter.


The ratio of retards to non-retards is quite worrying.

I do hope that is a joke.

Since when did mathematical knowledge have a direct link to being retarded.

You're creating a massive false dilemma right there.
 
I do hope that is a joke.

Since when did mathematical knowledge have a direct link to being retarded.

You're creating a massive false dilemma right there.
I would mention autism in a spate of pedantry, but I'll refrain.

I do agree on the principle though, there's been a lot of ironic arrogance within this thread.
 
Back
Top Bottom