Because you don’t want people to know when to do Division and Subtraction? 😂
Because division is multiplication, and subtraction is addition.
No it isn’t, but they are both binary operators.
2/2 is the same as 2*½
2-2 is the same as 2+(-2)
And where are they going to do Division and Subtraction in the left to right if you’ve left them out? 🙄
Well, as I already said multiple times: Division = Multiplication and Subtraction = Addition, therefore they would be doing them together, left to right. As in: 9-3+2 would not confuse anyone who learned “Addition → Subtraction”, as it does right now.
You got that the wrong way around. Brackets have only been used in Maths for a few centuries now
How is that “having it the wrong way around”?
What does that have to do with the topic at hand? We’re talking about maths today, not centuries ago.
And you were wrong every time you said it.
No, they’re not.
Not if you left them out of the mnemonic and they didn’t know when to do them
Mnemonic without understanding what you’re doing doesn’t help. Which is why people get confused and argue online that you must do addition before subtraction, or the other way around, depending on what the mnemonic they learned was.
Understanding that subtraction is just the addition of a negative number solves this problem.
The part where you said to leave it out of the mnemonic “It should be limited - like Orders - to only Multiplication and Addition”
If you understand what is multiplication and what is addition, then you know what this doesn’t suggest ignoring division or subtraction at all.
Nope. 2/2 is not the same as 2*½. Do you need glasses or something??
OK, teach me. What’s the result of 2/2 and what’s the result of 2*½?
Because 2-2 came first, before we started using Brackets in Maths, by several hundred years
Explain how is that relevant to the discussion. Or to the example I gave, where brackets are only used for readability sake, they’re not changing the results in any way. You might as well note that as -2+2 - see? No scary brackets anymore, same result.
You glibly ignoring the history and rules of Maths 🙄
Well… yes, because we’re not talking about the history, we’re talking about the current rules.
That’s EXACTLY what the mnemonics are for! 😂 Don’t need to understand it, just follow the steps
This whole thread stemmed from the fact that some people were taught PEMDAS while others where taught PEDMAS.
Are you suggesting that the order of operations depends on your maths teacher?
No-one gets confused or angry about that
Wow, let me be the first to welcome you to the Internet! I know it might be jarring at first, but give it time and you’ll get used to the weirdness! Glad to see you joining!
There are textbooks that specifically teach to do it that way
Great! Now find one that actually talks about that, instead of one that talks about the addition of similar monomials, which is a different thing altogether.
Actually, you know what? Never mind - instead just read the part you posted, but slower. Here, let me highlight the important bit:
“Addition of similar monomials is performed by taking the arithmetical difference between the total of the positive and the total of the negative coefficients, giving it the sign of the numerically greater total, and annexing it to the common literal part”
Which actually reinforces my point.
I have never seen any textbook say to do Subtraction before Addition, everyone is taught Addition first
See? This is exactly what I was talking about. Addition is NOT first, unless it’s the first on the right. If subtraction is first, you do subtraction first.
Understanding that you can do them in any order proves there is no problem 😂
Again, let me extend a warm welcome on behalf of everyone on the Internet. I believe you’ll have a great time here.
This guy thinks 3(2+1) gets the wrong answer if you do 3(3) instead of 3*2+3*1. They will never learn anything and they will never shut up about it. This trolling bullshit is the only thing I’ve ever seen them comment.
Proceed apace if slapping that down entertains you - but proceed knowing it’s all you’re going to get.
You can say that as much as you want and you’ll still be just as wrong. Noted that, yet again, you are unable to cite any Maths textbooks that agree with you
If you understand what is multiplication and what is addition
Again, the mnemonics are for people who don’t understand, which would be people like you! 😂
What’s the result of 2/2 and what’s the result of 2*½
What’s the result of 2+2? What’s the result of 1+3? Are 2+2 and 1+3 the same? No! 😂 2 apples + 2 oranges = 4 pieces of fruit. 3 apples and 1 orange = 4 pieces of fruit. Is 2 apples and 2 oranges the same as 3 apples and 1 orange? 😂 Anything else you want to embarrass yourself about not understanding?
Explain how is that relevant to the discussion
You’re the one who brought it into the conversation - you tell me! 😂
where brackets are only used for readability sake
You’ll find most people find that less readable. Welcome to why textbooks never use them
they’re not changing the results in any way
Just making it less readable.
Well… yes, because we’re not talking about the history
You are when you start dragging brackets into something that never used brackets for hundreds of years
we’re talking about the current rules
which haven’t changed at all in all that time 😂 2-3 has never and still does not require brackets, same as when Arithmetic was first written.
This whole thread stemmed from the fact that some people were taught PEMDAS while others where taught PEDMAS.
and everyone was taught that the order of DM/MD does not matter. If it did then one of them would not exist
Are you suggesting that the order of operations depends on your maths teacher?
No! You might want to work on your comprehension as well 😂
Wow, let me be the first to welcome you to the Internet!
Been here longer than you probably, and know full well what you said is a lie 😂
Now find one that actually talks about that
Already posted a screenshot of one. You really need to work on your comprehension
the addition of similar monomials, which is a different thing altogether
Set all the pronumerals to 1, and guess what you have - the exact same thing 😂 I see you don’t understand how pronumerals work either
BTW you still have not cited any textbook whatsoever that agrees with anything that you have said, in case you needed that reminder 😂
instead just read the part you posted, but slower.
says person who doesn’t understand that pronumerals can equal 1. 🙄
the arithmetical difference between the total of the positive and the total of the negative coefficients,
Yep, 1a-2a+3a-4a=a((1+3)-(2+4)). Now set a=1 and guess what you have? 😂
giving it the sign of the numerically greater total, and annexing it to the common literal part
You telling me you don’t understand what that means? +4-2=+2. +2-4=-2. Not complicated
Which actually
proves you’re wrong 😂
Addition is NOT first
You know the textbook just literally told you it is, right?? 😂
unless it’s the first on the right
It’s first regardless of where it is. Did the textbook says it depends on where it is? No 😂
Again, let me extend a warm welcome on behalf of everyone on the Internet
Where nearly half of adults have forgotten the rules of Maths, and everyone else knows there is no problem 😂
In mathematics, a multiplicative inverse or reciprocal for a number x, denoted by 1/x or x−1, is a number which when multiplied by x yields the multiplicative identity, 1. The multiplicative inverse of a fraction a/b is b/a. Dividing 1 by a real number yields its multiplicative inverse. For example, the reciprocal of 5 is one fifth (1/5 or 0.2) (…) Multiplying by a number is the same as dividing by its reciprocal and vice versa.
Here’s another source if you’re allergic to Wikipedia.
Again, the mnemonics are for people who don’t understand, which would be people like you! 😂
Again, the mnemonics, when taught without appropriate context, cause confusion in people like you, who think that the order of operations is set to: Multiplication → Division → Addition → Subtraction, instead of being (M or D, start from the left) → (A or S, start from the left).
Again, the mnemonics, when taught without appropriate context, cause people to think that 9-3+2 is 4, when the actual result is 8, because they think that they have to calculate the addition first.
What’s the result of 2+2? What’s the result of 1+3? Are 2+2 and 1+3 the same? No! 😂 2 apples + 2 oranges = 4 pieces of fruit. 3 apples and 1 orange = 4 pieces of fruit. Is 2 apples and 2 oranges the same as 3 apples and 1 orange? 😂 Anything else you want to embarrass yourself about not understanding?
WTF are you talking about? Where did you get the 1 and 3 from? Also… Do you not know what fractions are…?
You’re the one who brought it into the conversation - you tell me!
You’re so very, very confused by all of this…
You’ll find most people find that less readable. Welcome to why textbooks never use them
I can see why you are finding them less readable - you have absolutely fundamental lacks in understanding of maths. And, sorry to burst your bubble, but maths textbooks all over the world use brackets all the time.
Just making it less readable
Not if you understand what they mean. Which is why they’re confusing for you, I guess.
which haven’t changed at all in all that time 😂 2-3 has never and still does not require brackets, same as when Arithmetic was first written.
Now that I know that you have a fundamental lack of understanding how maths works, I apologise for using the brackets earlier. Let’s try this: you can write 2 - 2 as -2 + 2, or - a slightly less legible version - as 2 + -2. You’ll get the same result, and this inversion is a perfectly “legal” mathematical operation. Which shows you how addition and subtraction are equal.
and everyone was taught that the order of DM/MD does not matter. If it did then one of them would not exist
One more time, let me welcome you to the Internet, I’m sure you’ll have a great time here!
Already posted a screenshot of one. You really need to work on your comprehension
We were not talking about monomials.
Set all the pronumerals to 1, and guess what you have - the exact same thing 😂 I see you don’t understand how pronumerals work either
If you set the pronumerals in addition/subtraction problems to 1, you would have something entirely different. And if you want to do 2x - 2x where x = 1, then your own posted fragment explains that you only need to calculate the arithmetic difference between the total postive/negative coefficients.
The arithmetic difference between -2 + 2 and 2 - 2 is the same, proving - again - that subtraction is equal to addition of a negative.
Which is my point. Which you are proving.
BTW you still have not cited any textbook whatsoever that agrees with anything that you have said
I didn’t have to, you did it for me.
Yep, 1a-2a+3a-4a=a((1+3)-(2+4)). Now set a=1 and guess what you have? 😂
Now do -(2+4) + (1+3) and guess what you have?
You know the textbook just literally told you it is, right?? 😂
I already suggested this: read it again, but slower.
says person who has no evidence whatsoever to show that they are correct, so as I said, no matter how many times you repeat it, you are still wrong 😂
You never asked for citations.
And the questions I did ask you didn’t answer anyway, because you know in both cases it proves you wrong. Notice how I didn’t need you to ask me for evidence to produce it? That’s what people who are backed up by facts can do 😂
you did it for me with your screenshot
Which proved you were wrong 😂
But here you go
Well, here you go proving you have a severe comprehension problem anyway… 😂
Multiplying by a number is the same as dividing by its reciprocal and vice versa
Yep, gives the same result, but does not say that the number and it’s inverse are the same thing 😂
Here’s another source if you’re allergic to Wikipedia
Which also wasn’t a Maths textbook 😂 So far you’re only proving my point that you can’t cite any Maths textbooks that agree with you
Again, the mnemonics, when taught without appropriate context
Which they never are
cause people to think that 9-3+2 is 4
Nope, no-one thinks that. Addition first for 9-3+2 is +(9+2)-3=+11-3=8 same correct answer as left to right, which is why the textbook teaches you to do it that way 😂
If you understand what is multiplication and what is addition
Which you’re demonstrated repeatedly that you don’t, and here we are
who think that the order of operations is set to: Multiplication → Division → Addition → Subtraction
Which is a totally valid thing to do, as is taught by the textbook 🙄
instead of being (M or D, start from the left) → (A or S, start from the left)
Which is also a valid thing to do. That’s the whole point, it does not matter which order you do addition and subtraction 😂
when the actual result is 8, because they think that they have to calculate the addition first
And when they do calculate the addition first, they get an answer of 8, as I just proved a few comments back 😂 Add all the positive numbers, then subtract the total of all the negative numbers. This is so not complicated, and yet you seem to have trouble understanding it
Where did you get the 1 and 3 from?
From an example of how 2+2 and 1+3 aren’t the same thing, even though they equal the same value, which you are now trying to avoid addressing because you know it proves you are wrong 😂
Do you not know what fractions are…?
I’m starting to wonder if you do, given you think 2/2 is the same thing as 2x½ - one has a fraction, the other doesn’t, but you think they are the same thing 🙄
You’re so very, very confused by all of this
says person not remembering that they brought it up to begin with… 😂
you have absolutely fundamental lacks in understanding of maths
says person who thinks doing addition first for 9-3+2 is 4 😂
maths textbooks all over the world use brackets all the time
Not for 2-2 they don’t. Go ahead and cite one. I’ll wait
you can write 2 - 2 as -2 + 2, or - a slightly less legible version - as 2 + -2. You’ll get the same result, and this inversion is a perfectly “legal” mathematical operation. Which shows you how addition and subtraction are equal
Which proves my point that you can do addition and subtraction in any order, given you just admitted that 2-2 and -2+2 give the same result 😂
One more time, let me
deflect from the point, yet again
We were not talking about monomials
No, we were talking about textbooks teaching to do addition first, and you then deflected into talking about monomials, because you knew it proved you were wrong 😂
If you set the pronumerals in addition/subtraction problems to 1, you would have
The exact same thing as an expression written without pronumerals 😂 I see you’re still not understanding how pronumerals work then
difference between -2 + 2 and 2 - 2 is the same, proving - again - that subtraction is equal to addition of a negative
and thus proving again that they can be done in any order 😂 It’s so hilarious watching you prove yourself wrong
Which is my point. Which you are proving
No, you’re actually proving my point 🤣
I didn’t have to, you did it for me.
I only posted things that prove you wrong, but apparently I don’t need to because you are proving yourself wrong 🤣
Now do -(2+4) + (1+3) and guess what you have?
The exact same answer, -2, again proving you can do them in any order 🤣
I already suggested this: read it again, but slower.
It still says add all positive numbers first, then subtract the total of the negative numbers. I’m not sure what you think is going to happen - are you expecting the words to magically change if you read it slowly? 🤣
Yes, because I finished third grade in primary school. Do you also expect evidence of gravity?
And the questions I did ask you didn’t answer anyway
Go back and read the comments again. I know they’re getting lengthy, but I’m sure if you put your mind to it, you can find the answers.
Which proved you were wrong
Yeah, if you ignore what the text says and just assume it does what you want, then sure, it proves me wrong. However, if you actually read the letters on the screenshot, you’ll find that it does not, in fact, prove me wrong, it does the opposite.
Well, here you go proving you have a severe comprehension problem anyway… 😂
Oh wow, so you’re also incapable of scrolling down to the sources part of the article…?
Yep, gives the same result, but does not say that the number and it’s inverse are the same thing 😂
Yeah, speaking of reading comprehension - I never said anything like that. I said that, in terms of the order of operations, addition/subtraction and multiplication/division are equal, because they can be inverted (subtraction into addition of negative numbers, division into multiplication of fractions) to achieve, as you observed, the exact same result. Which means that - if you ensure that children learn and understand that concept, you can skip subtraction and division from the mnemonics, because children will understand that - again, in terms of order of operations - division = multiplication, and subtraction = addition.
Which also wasn’t a Maths textbook
OK, how about this: let’s do what grown up mathematicians do: prove that what I linked to is wrong.
Which they never are (…) Nope, no-one thinks that
One more time: welcome to the Internet, I’m sure you’ll find many surprises here, but overall it’s a pretty great place.
Addition first for 9-3+2 is +(9+2)-3=+11-3=8 same correct answer as left to right, which is why the textbook teaches you to do it that way
I like how you’re doing exactly what I’m talking about while still saying I’m incorrect.
Which you’re demonstrated repeatedly that you don’t, and here we are
OK, sure, quote one example equation I did here that proves I’m not understanding these concepts. :)
Which is a totally valid thing to do, as is taught by the textbook
But is not reinforced by the mnemonic itself. Reading comprehension, remember?
Which is also a valid thing to do. That’s the whole point, it does not matter which order you do addition and subtraction 😂
I’m glad I was able to explain this to you. You go ahead and pretend like you’re explaining it to me, I’m just happy you finally managed to understand that.
And when they do calculate the addition first, they get an answer of 8, as I just proved a few comments back 😂 Add all the positive numbers, then subtract the total of all the negative numbers. This is so not complicated, and yet you seem to have trouble understanding it
See above.
From an example of how 2+2 and 1+3 aren’t the same thing, even though they equal the same value, which you are now trying to avoid addressing because you know it proves you are wrong 😂
Why are you bringing 1 + 3 into the mix when the examples were 2 + 2 and 2 * 2? What are you trying to say here?
I’m starting to wonder if you do, given you think 2/2 is the same thing as 2x½ - one has a fraction, the other doesn’t, but you think they are the same thing 🙄
I’m going to ask you a couple of questions so you can research that and then pretend to explain them to me, like you did above:
What is the result of 2 / 2?
What is the result of 2 * ½?
What is the reciprocal of 2?
says person not remembering that they brought it up to begin with… 😂
There’s no confusion from my side. I understand how brackets work and that was a perfectly valid use - for readability’s sake.
says person who thinks doing addition first for 9-3+2 is 4
Now you’re just inventing things I never said. That’s not nice.
Not for 2-2 they don’t. Go ahead and cite one. I’ll wait
It wasn’t 2 - 2, tho. Or did you fail to read that correctly too?
Which proves my point that you can do addition and subtraction in any order, given you just admitted that 2-2 and -2+2 give the same result 😂
Again, I’m glad you’re slowly getting to the point I was making. It’s weird how you’re still phrasing it like I was somehow wrong, but I’m just happy you learned something.
The exact same thing as an expression written without pronumerals 😂 I see you’re still not understanding how pronumerals work then
Considering that’s exactly what I did, how do you see that as me not understanding pronumerals? I’m asking out of sheer curiosity at this point.
and thus proving again that they can be done in any order 😂 It’s so hilarious watching you prove yourself wrong (…) [and the rest of the comment]
You’re so cute when you’re trying to turn this whole argument on its head after realising how silly your initial points were! <3
Because division is multiplication, and subtraction is addition.
2/2is the same as2*½2-2is the same as2+(-2)Well, as I already said multiple times: Division = Multiplication and Subtraction = Addition, therefore they would be doing them together, left to right. As in:
9-3+2would not confuse anyone who learned “Addition → Subtraction”, as it does right now.No it isn’t.
And you still have to do both
They’re equal in value, they’re not the same
You got that the wrong way around. Brackets have only been used in Maths for a few centuries now
And you were wrong every time you said it.
Not if you left them out of the mnemonic and they didn’t know when to do them
Yes, it is.
Quote the part where I said you didn’t.
They are the same.
No, they’re not.
Mnemonic without understanding what you’re doing doesn’t help. Which is why people get confused and argue online that you must do addition before subtraction, or the other way around, depending on what the mnemonic they learned was.
Understanding that subtraction is just the addition of a negative number solves this problem.
No it isn’t 😂
The part where you said to leave it out of the mnemonic “It should be limited - like Orders - to only Multiplication and Addition”
Nope. 2/2 is not the same as 2*½. Do you need glasses or something??
Because 2-2 came first, before we started using Brackets in Maths, by several hundred years
You glibly ignoring the history and rules of Maths 🙄
Still wrong 😂
That’s EXACTLY what the mnemonics are for! 😂 Don’t need to understand it, just follow the steps
No-one gets confused or angry about that. 😂 There are textbooks that specifically teach to do it that way
I have never seen any textbook say to do Subtraction before Addition, everyone is taught Addition first
Understanding that you can do them in any order proves there is no problem 😂
Yes it is.
If you understand what is multiplication and what is addition, then you know what this doesn’t suggest ignoring division or subtraction at all.
OK, teach me. What’s the result of
2/2and what’s the result of2*½?Explain how is that relevant to the discussion. Or to the example I gave, where brackets are only used for readability sake, they’re not changing the results in any way. You might as well note that as
-2+2- see? No scary brackets anymore, same result.Well… yes, because we’re not talking about the history, we’re talking about the current rules.
This whole thread stemmed from the fact that some people were taught PEMDAS while others where taught PEDMAS.
Are you suggesting that the order of operations depends on your maths teacher?
Wow, let me be the first to welcome you to the Internet! I know it might be jarring at first, but give it time and you’ll get used to the weirdness! Glad to see you joining!
Great! Now find one that actually talks about that, instead of one that talks about the addition of similar monomials, which is a different thing altogether.
Actually, you know what? Never mind - instead just read the part you posted, but slower. Here, let me highlight the important bit:
“Addition of similar monomials is performed by taking the arithmetical difference between the total of the positive and the total of the negative coefficients, giving it the sign of the numerically greater total, and annexing it to the common literal part”
Which actually reinforces my point.
See? This is exactly what I was talking about. Addition is NOT first, unless it’s the first on the right. If subtraction is first, you do subtraction first.
Again, let me extend a warm welcome on behalf of everyone on the Internet. I believe you’ll have a great time here.
This guy thinks 3(2+1) gets the wrong answer if you do 3(3) instead of 3*2+3*1. They will never learn anything and they will never shut up about it. This trolling bullshit is the only thing I’ve ever seen them comment.
Proceed apace if slapping that down entertains you - but proceed knowing it’s all you’re going to get.
No I don’t, liar. Hilarious that now you’re having to resort to making things up 😂
Which can definitely give wrong answers
1/3(2+1)=1/(6+3)=(1/9)
1/3(3)=1/(3x3)=(1/9) same answer
1/3x2+3x1=(3/2)+3 Oops! WRONG ANSWER 😂
All you’re going to get from me is facts, correct, as opposed to you who can’t come up with any facts! 😂
Oh, I realised that a long ago, but it’s actually a kind of “mental exercise” for me. :) Cheers!
Yep, mental gymnastics left, right, and centre 😂
Don’t worry, friend! One day you’ll look back at this and think “damn, I really was an idiot back then!”
You can say that as much as you want and you’ll still be just as wrong. Noted that, yet again, you are unable to cite any Maths textbooks that agree with you
Again, the mnemonics are for people who don’t understand, which would be people like you! 😂
What’s the result of 2+2? What’s the result of 1+3? Are 2+2 and 1+3 the same? No! 😂 2 apples + 2 oranges = 4 pieces of fruit. 3 apples and 1 orange = 4 pieces of fruit. Is 2 apples and 2 oranges the same as 3 apples and 1 orange? 😂 Anything else you want to embarrass yourself about not understanding?
You’re the one who brought it into the conversation - you tell me! 😂
You’ll find most people find that less readable. Welcome to why textbooks never use them
Just making it less readable.
You are when you start dragging brackets into something that never used brackets for hundreds of years
which haven’t changed at all in all that time 😂 2-3 has never and still does not require brackets, same as when Arithmetic was first written.
and everyone was taught that the order of DM/MD does not matter. If it did then one of them would not exist
No! You might want to work on your comprehension as well 😂
Been here longer than you probably, and know full well what you said is a lie 😂
Already posted a screenshot of one. You really need to work on your comprehension
Set all the pronumerals to 1, and guess what you have - the exact same thing 😂 I see you don’t understand how pronumerals work either
BTW you still have not cited any textbook whatsoever that agrees with anything that you have said, in case you needed that reminder 😂
says person who doesn’t understand that pronumerals can equal 1. 🙄
Yep, 1a-2a+3a-4a=a((1+3)-(2+4)). Now set a=1 and guess what you have? 😂
You telling me you don’t understand what that means? +4-2=+2. +2-4=-2. Not complicated
proves you’re wrong 😂
You know the textbook just literally told you it is, right?? 😂
It’s first regardless of where it is. Did the textbook says it depends on where it is? No 😂
Where nearly half of adults have forgotten the rules of Maths, and everyone else knows there is no problem 😂
That’s the thing - I’m not wrong.
Yet again? You never asked for citations. I also didn’t have to, as you did it for me with your screenshot.
But here you go:
Here’s another source if you’re allergic to Wikipedia.
Again, the mnemonics, when taught without appropriate context, cause confusion in people like you, who think that the order of operations is set to: Multiplication → Division → Addition → Subtraction, instead of being (M or D, start from the left) → (A or S, start from the left).
Again, the mnemonics, when taught without appropriate context, cause people to think that
9-3+2is4, when the actual result is8, because they think that they have to calculate the addition first.WTF are you talking about? Where did you get the 1 and 3 from? Also… Do you not know what fractions are…?
You’re so very, very confused by all of this…
I can see why you are finding them less readable - you have absolutely fundamental lacks in understanding of maths. And, sorry to burst your bubble, but maths textbooks all over the world use brackets all the time.
Not if you understand what they mean. Which is why they’re confusing for you, I guess.
Now that I know that you have a fundamental lack of understanding how maths works, I apologise for using the brackets earlier. Let’s try this: you can write
2 - 2as-2 + 2, or - a slightly less legible version - as2 + -2. You’ll get the same result, and this inversion is a perfectly “legal” mathematical operation. Which shows you how addition and subtraction are equal.One more time, let me welcome you to the Internet, I’m sure you’ll have a great time here!
We were not talking about monomials.
If you set the pronumerals in addition/subtraction problems to 1, you would have something entirely different. And if you want to do
2x - 2xwherex = 1, then your own posted fragment explains that you only need to calculate the arithmetic difference between the total postive/negative coefficients.The arithmetic difference between
-2 + 2and2 - 2is the same, proving - again - that subtraction is equal to addition of a negative.Which is my point. Which you are proving.
I didn’t have to, you did it for me.
Now do
-(2+4) + (1+3)and guess what you have?I already suggested this: read it again, but slower.
says person who has no evidence whatsoever to show that they are correct, so as I said, no matter how many times you repeat it, you are still wrong 😂
And the questions I did ask you didn’t answer anyway, because you know in both cases it proves you wrong. Notice how I didn’t need you to ask me for evidence to produce it? That’s what people who are backed up by facts can do 😂
Which proved you were wrong 😂
Well, here you go proving you have a severe comprehension problem anyway… 😂
Yep, gives the same result, but does not say that the number and it’s inverse are the same thing 😂
Which also wasn’t a Maths textbook 😂 So far you’re only proving my point that you can’t cite any Maths textbooks that agree with you
Which they never are
Nope, no-one thinks that. Addition first for 9-3+2 is +(9+2)-3=+11-3=8 same correct answer as left to right, which is why the textbook teaches you to do it that way 😂
Which you’re demonstrated repeatedly that you don’t, and here we are
Which is a totally valid thing to do, as is taught by the textbook 🙄
Which is also a valid thing to do. That’s the whole point, it does not matter which order you do addition and subtraction 😂
And when they do calculate the addition first, they get an answer of 8, as I just proved a few comments back 😂 Add all the positive numbers, then subtract the total of all the negative numbers. This is so not complicated, and yet you seem to have trouble understanding it
From an example of how 2+2 and 1+3 aren’t the same thing, even though they equal the same value, which you are now trying to avoid addressing because you know it proves you are wrong 😂
I’m starting to wonder if you do, given you think 2/2 is the same thing as 2x½ - one has a fraction, the other doesn’t, but you think they are the same thing 🙄
says person not remembering that they brought it up to begin with… 😂
says person who thinks doing addition first for 9-3+2 is 4 😂
Not for 2-2 they don’t. Go ahead and cite one. I’ll wait
Which proves my point that you can do addition and subtraction in any order, given you just admitted that 2-2 and -2+2 give the same result 😂
deflect from the point, yet again
No, we were talking about textbooks teaching to do addition first, and you then deflected into talking about monomials, because you knew it proved you were wrong 😂
The exact same thing as an expression written without pronumerals 😂 I see you’re still not understanding how pronumerals work then
and thus proving again that they can be done in any order 😂 It’s so hilarious watching you prove yourself wrong
No, you’re actually proving my point 🤣
I only posted things that prove you wrong, but apparently I don’t need to because you are proving yourself wrong 🤣
The exact same answer, -2, again proving you can do them in any order 🤣
It still says add all positive numbers first, then subtract the total of the negative numbers. I’m not sure what you think is going to happen - are you expecting the words to magically change if you read it slowly? 🤣
Yes, because I finished third grade in primary school. Do you also expect evidence of gravity?
Go back and read the comments again. I know they’re getting lengthy, but I’m sure if you put your mind to it, you can find the answers.
Yeah, if you ignore what the text says and just assume it does what you want, then sure, it proves me wrong. However, if you actually read the letters on the screenshot, you’ll find that it does not, in fact, prove me wrong, it does the opposite.
Oh wow, so you’re also incapable of scrolling down to the sources part of the article…?
Yeah, speaking of reading comprehension - I never said anything like that. I said that, in terms of the order of operations, addition/subtraction and multiplication/division are equal, because they can be inverted (subtraction into addition of negative numbers, division into multiplication of fractions) to achieve, as you observed, the exact same result. Which means that - if you ensure that children learn and understand that concept, you can skip subtraction and division from the mnemonics, because children will understand that - again, in terms of order of operations - division = multiplication, and subtraction = addition.
OK, how about this: let’s do what grown up mathematicians do: prove that what I linked to is wrong.
One more time: welcome to the Internet, I’m sure you’ll find many surprises here, but overall it’s a pretty great place.
I like how you’re doing exactly what I’m talking about while still saying I’m incorrect.
OK, sure, quote one example equation I did here that proves I’m not understanding these concepts. :)
But is not reinforced by the mnemonic itself. Reading comprehension, remember?
I’m glad I was able to explain this to you. You go ahead and pretend like you’re explaining it to me, I’m just happy you finally managed to understand that.
See above.
Why are you bringing
1 + 3into the mix when the examples were2 + 2and2 * 2? What are you trying to say here?I’m going to ask you a couple of questions so you can research that and then pretend to explain them to me, like you did above:
2 / 2?2 * ½?There’s no confusion from my side. I understand how brackets work and that was a perfectly valid use - for readability’s sake.
Now you’re just inventing things I never said. That’s not nice.
It wasn’t
2 - 2, tho. Or did you fail to read that correctly too?Again, I’m glad you’re slowly getting to the point I was making. It’s weird how you’re still phrasing it like I was somehow wrong, but I’m just happy you learned something.
Considering that’s exactly what I did, how do you see that as me not understanding pronumerals? I’m asking out of sheer curiosity at this point.
You’re so cute when you’re trying to turn this whole argument on its head after realising how silly your initial points were! <3