ewowo
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Maths though, maths I like.
(And because I suck at calculus)
Maths though, maths I like.
Division is, of course, identical to multiplying by 1/function . The order of operations holds with additional rules applied when the notation differs from the norm. This is where your mistake comes in, because if you've only ever used it as lazy shorthand to mean multiply then you don't realise what the actual shorthand is. (You really get into learning why it matters when you start thinking of everything as vectors and matrices.)
2(1+2) =/= 2*(1+2)
2(1+2) = (2*(1+2))
Okay, you win. Thanks for reminding me why I'm studying linguistics.
(And because I suck at calculus)
Maths though, maths I like.
It's 1. Your PEMDAS knowledge has failed you, not because it itself is faulty, but because you wrongly applied it through ignorance.
Here in europe we just learn proper order of operations
Powers take priority over multiplication and multiplication takes priority over addition.
We don't separate division from multiplication because division is a type of multiplication.
Division is, of course, identical to multiplying by 1/function . The order of operations holds with additional rules applied when the notation differs from the norm. This is where your mistake comes in, because if you've only ever used it as lazy shorthand to mean multiply then you don't realise what the actual shorthand is. (You really get into learning why it matters when you start thinking of everything as vectors and matrices.)
2(1+2) =/= 2*(1+2)
2(1+2) = (2*(1+2))
Okay, you win. Thanks for reminding me why I'm studying linguistics.
(And because I suck at calculus)
Maths though, maths I like.
Firstly you do the addition inside:
2(3) < this is where you're ending the 'stage' which is incorrect.
Next, through the rule of implied multiplication you still have to factor in the 2 to 'complete' the stage.
(2*3) = 6
It's an easy mistake to make if all you're doing is remembering primary school maths. If you get used to higherlevel stuff it becomes natural intuition.
6/2(3) can be rewritten as 6/2x3.
The brackets have no purpose when there's no operation inside them.
Firstly you do the addition inside:
2(3) < this is where you're ending the 'stage' which is incorrect.
Next, through the rule of implied multiplication you still have to factor in the 2 to 'complete' the stage.
(2*3) = 6