Square root of 64 divided by 1/2 times 2 = ? Many don’t get this BASIC Math! 

Okay… first, the obelus used after the sqrt64 doesn’t mean “divided by” but means “grand divided by” So, we rewrite the problem with parentheses as (Sqrt64) / (1/2x2) Next, the slash between the 1 and 2 means “divided by” and does NOT denote a fraction. So, we simplify on both sides of the obelus. Sqrt64 = 8 1/2x2 = 0.5•2 = 1 Finally, we perform grand division last by rule. 8 / 1 = 8 Of you had used the simple slash for division (the original symbol, btw) you would have Sqrt64 / 1 / 2 x 2 That would be 8/1/2x2 Left to right that’s 8/1/2•2 8/2•2 4•2 8 To get the steps and result you showed, you would need to not only use simple division (slash) after sqrt64 but you would also need to write one half as a fraction instead of using simple division (slash) or put it in parentheses to begin with of that’s what you meant and you don’t have the ability to write it as a fraction.

Communication is important in math. Any expression should be conveyed without ambiguity.

Forget about PEMDAS, it is not always crystal clear. Use parentesis so expressions are not ambiguous. The purpose is not to make traps, but to wright your expression in such a way that they are not misinterpreted by the reader.

The fractional notation here leaves a bit to be desired. Why not use the unicode ½, or at least use parentheses (1/2)? Using the full size font just makes the / look like a division symbol on a computer system where it it might not be convenient to render ÷. Instead you have an implied parentheses and ambiguity since this "fraction operator" is not in PEMDAS/BODMAS (and frankly this isn't even a pure fraction operator which would be a horizontal line with a numerator above it and denominator below it).

Very easy. I don't understand people's confusion. Square root of 64 is 8 8 divided by 1/2 is like multiply it by 2, so 8x2 is 16 Then 16 times 2 equals 32.

Tricky question. It is explained only in the text form of the question "divided by 1/2" which is clearly equivalent to "*2". But in the formular you find "÷1/2" where "/" is just a sign for division (without brackets). So according to PEMDAS it is first "divide by 1" then "divide by 2". And this is sth. totally different from the first case.

Mr. RU-vid Math Man: Congrats, you are the first teacher who taught me about the "Order Of Operations." How could I have missed this concept?

Yes. PEDMS. In my head and by calculator. Thank you for all your videos. They are indeed helpful. Bless you.

Only a teacher or exam writer would structure a fraction and ÷ symbol in an equation. First you run the risk that you have written it wrong and two you risk the reader interprets your intention incorrectly. Order of operations should be kept simple. People should not be guessing what is in the denominator and what is in the numerator. In my line of work, I would fire someone if I saw a calculation setup like this one. It could be so much clearer when written algebraically - no need for order of operations except for the square root.

The '/' character is not included anywhere in PEMDAS. This explanation only works if some additional rule makes a fraction written like '1/2' a number which in this case is equal to one half. There seems to be an unwritten assumption that separating the fraction from the rest of the expression with spaces front and back means it should be read that way. Maybe such a conventions exist in the minds of some people, but I've never heard of it, and the result is very confusing. This should be taught as something to be aware of, but is actually a mistake. If your aim is to explain to someone how to do this calculation using a typical calculator, don't tell them to divide by one half. Presumably, you know what the meaning of the expression is, so just tell them to multiply by 2. If it's some more fancy calculation, just tell them what keys they need to press. When writing on paper, fractions can be more clearly written with a horizontal line drawn under all of the numerator and over all of the denominator. The universally recognized convention that this implies parenthesis around the fraction allows PEMDAS to be applied, eliminating any ambiguity. When entering an expression into some document, explicitly use parenthesis - in this case '(1/2)' - if no other method is available. Teachers of written style, always prefer clarity, and not making the reader strain to understand the meaning of a sentence. Clarity is all the more important when writing on a mathematical subject. Another comment here notes that that the unicode ½ could be used in text. The writer would have to get the ½ from the list of symbols in whatever document editor they are using, but the result would be compact, and could be visually more appealing. Like the '/' character, these special characters are also not included in the PEDMAS rule, but the meaning would be perfectly clear in my opinion. When writing on paper, the fraction could be written in a similar way, and that would be just fine too. When writing an arithmetic expression in a computer program, usually the PEMDAS rule applies. Generally however, '÷' cannot be used, and instead, '/' is used to indicate division. This means that the '/' in the fraction will be handled left to right, the same as the other divisions and multiplications in the expression. To stop this happening, the fraction must be in parenthesis. If you let your students think it is ok to write expressions like the example in the video, they could be mightily confused when they later have a go at programming.

I GOT CC 32 BY USING MY 71 YR EXPERIENCED BRAIN CELLS! THANKS😅

I'd argue that there are six possible solutions: ±2, ±8, ±32 (depending on how the ambiguously written problem is interpreted). This problem is written extremely ambiguously. Let me walk you through my logic and reasoning: 1. We all agree that √64 is 8 2. The √64 is also -8, so another solution for each interpretation is possible. 3. The use of both ÷ and / symbols is simply careless. These symbols mean the same thing, so you should stick to one division symbol. 4. Lack of parentheses/brackets surrounding 1/2 causes issues because you dont know whether its supoosed to be ((8÷1)/2)*2 or 8÷(1/2)*2 5. More issues arise since you dont know whether the problem is (8÷1)/(2*2), same with 8÷((1/2)*2) and 8÷(1÷(2*2)).

Did you notice the invisible asterisk at the end of PEMDAS ? Yes, it refers to the unwritten rules containing the exceptions to PEMDAS such as solidus over virgule, size (as written) of the entity, inclusion or exclusion of extra spaces, and other forms of fontographic artifice to include the presence of invisible braces, brackets, and parentheses. Mathematics is a language of precision that leaves absolutely ZERO room for personal interpretation of equations according to an arbitrary set of rules, regardless of whether they are provided by a teacher, professor, preacher, or snake oil salesman. Using the absolute order as stipulated by the unmodified rules of PEMDAS the answer is 8, Teacher gets an F.

Did it in my head BUT I was a math teacher , like you, for 38 years.

Thank you for your programs. I always need refresher classes. Will you ever go up to Caculus or higher? Thank you. Keep doing what you do. Your manor of teaching is quite clear. Teaching some basic information and examples first will make learning easier for students. I think your "classes" are a great foundation leading to into their first class of algebra.

rewrite to √64 * 4 [ flip the 1/2 you get 2 and since the other number is also multiply by 2 we can combine and say times 4] √64 = 8. 8 * 4 = 32 super simple no need for calculator or scrap paper.

What is the word you used for the E in PEMDAS? I heard you say it several times but still didn't hear what the word was.

Actually, I learn more than mathematics, when I visit here. One thing for sure. Mr John is an exceptional teacher, not only with great knowledge and experience in math, but also with a whole lot of patience 🙏🏽

The basic version of the order of operations as in the video is simple enough for a primary school child to use to check they are calculating in the correct order when they are learning the order of operations. From the video it appears that it is too complicated for a maths teacher in the USA to use correctly. The basic version of the order of operations has limitations. If you are dealing with an expression that contains more than three numbers it might not give you the correct answer. The basic version is not used but it does explain the version that is used. The correct answer to 10÷2×5 is 1 The correct answer to ___ √64 ÷1/2×2 is 32 The person in the video appears to have got the correct answer more by luck than an understanding of basic maths. ___ √64 ÷1/2×2 8÷1/2×2 8÷1/4 8÷0.25 32

The method taught to me in Scotland over 65 years ago gives the answer 32; but I think that different countries etc. may have different methods of applying operators - clearly, we need to have universal agreement on operators - and a more liberal use of brackets/parentheses would be sensible.

Yes, in order to do well in Math, we shouldn’t be in a rush to get the answer, especially when we are not in a competition or doing a timed exam. Also, it is always nice to be in good spirits for our mental as well as physical health. After all, it is not the end of the world! It is just a simple Math problem.

Whenever I run across a fraction in math I always convert it to its decimal equivalent and go from there. For this problem, I automatically converted 1/2 to .5 and worked from there, knowing when dividing by a positive amount less than one you have to multiply its reciprocal.

You said that 1/2 should be treated as if it is parenthesized. Why? How would I know that? Pemdos doesn't say that.

Thanks!

I just noted this, you are correct with one major flaw; all square roots have both a positive and negative answer as sqrt64 will be 8 and-8 (I know that WITHOUT a calculator) which leads the final answer to be 32 and -32

I converted the "1/2" into a decimal and it worked out too.

Solved in my head at the thumbnail, and using the problem as stated in the title, my answer is c) 32. That's assuming we treat 1/2 as the fraction, evaluating to 0.5. If we treat it as to separate operands, 1 and 2, and using order of operations, the answer would be a) 8. In the first case, SQRT(64) / (1/2) * 2 = 8 / (1/2) * 2 = 16 * 2 = 32. In the second case, SQRT)64) / 1 / 2 * 2 = 8 / 2 * 2 = 4 * 2 = 8.

PEMDAS Left to right Left to right multiplication and division which ever comes first… In this case going left to right division comes first. The square root of 64 =8 8/ .5 = 16x2=32

It's C, 32 Square root of 64 is 8. Dividing by one half is the same as multiplying by 2, so, 16. Then, multiply be 2 = 32. A few second in my head. I sometimes use PERDMAS instead of PEMDAS. Parentheses, (exponent and radical), (division and multiplication), (addition and subtraction)

As a grandmother, I can’t help sharing the following, which I have learned through living life. My intentions are pure and not to upset anyone. So, please bear with me 🙏🏽 If one stayed above the Earth, and observed from the surrounding universe, our recent activities and behaviors pertaining to this math problem, it must have looked like a devastation from a man-made avalanche. They were not friendly criticisms🥲 Was it really worth? Life is too short! Everything is temporary. We all are going to leave here in no time! Whether we prove our point or not, life on Earth will never be the way we want it to be. Nobody is perfect on this imperfect world. Nobody can make this world perfect how much we try. Life on Earth is only a series of lessons that make us better humans. So, let’s lose our silly pride and move on to our limited future, with compassionate thoughts towards our fellow beings, never leaving room for such shameful events to happen again! Let’s save our vital energies for wholesome activities! “Anger is like grasping a hot coal to strike another; you are the one who is burned first”.

What would be the result if instead of 1/2 you had 0.5? Similarly, what would be the result if you had 64^1/2 divided by 0.5^1 multiplied by 2^1? How would PEMDAS deal with those integers.

C) 32

No one ever got the right answer rushing through a math question. Dividing by one half = Multiplying by 2

I understand how you got the answer but there are no parentheses so it can be confusing

Thank you, Sir! I see that I got confused with the square root sign. I should have just solved left to right.

Greetings. 32, absolutely.

We will agree to disagree. The answer is 8! For the answer to be 32, the 1/2 must be in parenthesis.

Got it 32. Easy pemdas thanks for the fun

I initially came up with 32. Square root of 64 is 8, divided by 1/2 is 16, times 2 is 32. But then I thought that there may be a trick and instead of 1/2 (.5), it's 8 divided by 1 then divided by 2, which is 4. So it depends on if you read "1/2" as being one-half, or if you read it as "one divided by 2", in which case you have to perform everything left to right.... divide by 1 then divide by 2. But I'm sticking with 32. Using a division symbol and then switching to a different division symbol would make it a bad way of expressing the formula. ... YAY!

8x2x2=32

32

Interesting.

I say 8 Oops! I did square tooth of 64 is 8 Then divided by 1/2 = 4 × 2 = 8 Though the 1/2 step got me confused ... I forgot the rule of switching Inverting the 1/2 to 2/1= All thanks to my mum n dud selling me out as baby to use me as biblical experiment making my life complicated much like math being complicated due to human error and mistakes of not knowing the order of procreation where mum n dud are suppose to be equipped established ready prepared to sustain maintain themselves n child or children with all that ls needed n required first n foremost before conception. Many dont know money n work is required In the beginning of situation to care provide for child/ children to avoid prevent many things from going wrong. Not to mention, the need for having brains and how to use and apply to life living but that's a whole nother story and video .. Much love n blessings to all and remember to have it together before pro creating another human being is what mathematics comes down to

8 divided by .5 X 2 = 32, thank you

We always used BODMAS. Nice and simple 😊

Whats the point?

32. It’s order of operations and how to multiply and Divide with fractions. This is sixth grade math.

Using PEDMAS this is correct 💯.

Before watching the video: √64 ÷ 1/2 × 2 = 8 × 2 × 2 = 8 × 4 = 32. No need to muck it up with Pemdas.

c) 32

Square root of 64 divided by 1/2 times 2 8 divided by 1/2 times 2 16 times 2 32

8 × 2 × 2 = 32

My answer is a) 8

C

I plugged into my calculator and got 16. I typed in the square root of 64 divided .5 times 2 equals 16

He should make the problem more direct because the way he wrote it makes the method he used to solve really convoluted and not actually solvable the way he is saying is the correct way

I mean the nice maths man👍☺️

4

8.

8

So if I have a car and my distance pr sec is 28 m (~ 100 km/h). I know it can accelerate to this speed in 5 sec. Calculate acceleration! 28÷1 gives speed 28÷1/4 must then give acceleration. According to you acceleration is 112 m/s² - ridiculous! Much larger than acc due to gravity. Correct answer is of course 7 m/s².

c

C. 32

16

C-32

When you add ambiguity and different kinds of division/fraction you have designed a mess on purpose.

As written the formula is confusing as to whether 1/2 represents the number 0.5 or the partial formula 1 divided by 2. If you assume that / is the same as ÷ then the answer is 8 - if you assume that the 1/2 represents a number then the answer is 32.

A - 8

C; 25

NEVER ever use different symbols for division. If you used / only the anwer is 8.

Yay!❤

32, but this is why parenthesis not required by PEMDAS law are not a bad idea. 1/2*2 is ambiguous. Is it 1 / 2*2, or is it 1/2 * 2? If the typesetting used a horizontal bar for the division, the ambiguity would disappear. If an equation is passed around, sometimes typeset in Latex, sometimes scrawled on the back of an envelope, meaning may not survive.

32? before watching YAY!

This is not hard. Parentheses, Exponential, then all divisions & multiplications from left to right. Finish with all additions & subtractions from left to right. Many people don’t get how division with a fraction gives you a larger number than you initially had & for anyone stuck here, I recommend a practical example FIRST.

This is someone fixated on semantics. Like the proper way to say something. In short a formula means something! What it means is not clear. Use the python REPL and you would get the answer but even if you get it "right" the question remains: what does it represent. Formulas represent something. Furthermore, whoever arrived at the formula may yet have written it out incorrectly. You don't need PEMDAS unless you are trying to learn by rote. And I seriously advise against that approach if you wish to understand.

Enough PEMDAS, give us something else. The answer is A.8. Edit: More PEMDAS please. I got it wrong.

😀😃 i got it right 32

in my head...32?

32?

V64 = 8 8 / ½ = 8 x 2 = 16 16 x 2 = 32 so answer A 🤪

Yeah, leave it to the internet, but these are some of the dumbest questions in math. Indeed, you need to be careful with syntax when coding, for instance, but being intentionally ambiguous (for instance using both a division sign and a slash for a fraction) is begging mis-interpretation and a 'gotcha' answer. Leave mere semantics and conventions to those who need the precision to code, to Algebra I students, and all the rest who who can't do math.

could have been explained in 3 minutes.

C is 32

I do not agree with your answer. You are NOT dividing by 1/2. The 1/2 is not in parentheses. the "/" is the same as division, so it has the same precedence as the division sign. The sqrt(64) is done first, we all agree with that. So we have: 8 divided by 1 = 8. 8 divided by 2 = 4. Then 4 multiplied by 2 = 8. IMO the answer is a).

A

I dont have a calculator

C easy

Ans=32. √64÷1/2×2=8×2/1×2=32.

It all depends on how you interpret an expression or equation. If u want 2 use pemdas, then you get one result. Otherwise, you might get another one.

1/2 x 2 = 1 square root of 64 is 8 8 divided by 1 = 8

Folks, it's a waste of time from a troll. The answer depends on the precedence of the operators. Is this an infix, prefix, or postfix notation? It's ambiguous. Don't give the troll your time

Learn a lot from you... but please pick up the pace, and try not to digress so much... This video is twice as long as it needed to be...

Dear TabletMath Table: God would like you to know that I would like to correct my answer I did yesterday on the slope problem video of yours, because I made a mistake and wrote my answer was a four. The correct answer is two, because that is the ratio of the vertical point over the horizontal point! The x axis is a given two; I solved for the y axis by plugging in the two and raised it to the power of two, and I got a four for y! In addition, God would like you to know that I got eight for my answer to this problem on your video, because the square root of sixty four is eight. I divided eight by one half and I got a four. Then, I multiplied the dividend by two and I got eight for the product! In the name of Jesus Christ, Amen! Sincerely, God and Sarah Thor-ht4qy

It seems like you pull quotations for the different things out of your rear. I’ve done this problem in my head come out with 8. I need to understand why you put the half in brackets

Please change careers. The answer is A and D. You wrote the equation in a sloppy manner. If you wanted the answer to be 32 then it was your responsibility to put parentheses around the (1/2). Please correct this video as you are misleading your “students”

I 100,% disagree. No brackets so 8 ÷ 2 x one half. Answer = 8 Always multiply and divide before add and subtract if no brackets

I hate these problems! They are not necessary at all. Just use parentheses😊

Just put [()]

8 is the answer

Half of 64 is 32 half of 32 is 16, 16 x 2 = c32