Can you solve 8÷2(2+2)?

One by man, (Cattleman) and one by machine (LiL) << which he's actually trying to convince the computer language to 'get our drift,' HAHAHA~!!

 

Actually, I think this thread proves that some of us professionals can agree to disagree, unlike so many 'previous' threads.... (<<< no names mentioned.)

Great job on BOTH of those two, imho. I'm still w/ Cattleman all the way, though~!

Naptime soon, y'all'uns be safe.

 

Ah, but it is possible. The rules just have to be clear as mud.

 

In programming, you sometimes have to know the answer you want to arrive at beforehand, so you know how to code it.

 

I will definitely remember that pointer; that's what my son is self teaching himself alongside school.

Kudos, man.

 

LoL...agreed. Friends are good, LoL~!!
Y'all are from a different genre' than myself, but I DO AGREE with your last paragraph. When I worked for Telecom Industry back in the 80's / 90's .... WE ALWAYS started at the 'back' and worked forward. Makes sense for sure.

Skellr used to be a barcode, too.. y'all are ganging up on me, haha! j/k.

 

Many thanks... In high school I had met the number of math credits required to graduate by the end of my freshman year. 3 of those classes were Algebra and Advanced Algebra classes... All of which I aced with perfect 100% or better for each class.

Then I got into Trigonometry, that was hard for me to wrap my head around. I couldnt see a real world use for solving triangles... I barely managed to get a C in those 2 classes... Then I bombed out of Calculus miserably. So I didn't take any more math in high school.

Once I got into college to become a machinist, trigonometry started to make sense as it was used for nearly everything... Once I could see a real purpose for it, it was like someone turned on a light switch in my head. I then decided to go on to get my Masters in Mathematics after I finished getting my Bachlors of Applied Science in Machining Tech.... But, as I mentioned earlier in this thread, that never happened as my life, due to my own stupidity, took a turn for the worse and I was unable to finish either degree.

I tutored adult GED students for a few years in math... This was a challenge as I preferred "old math" methodology... And the course material was geared toward "new math" methodology... So I learned to blend the 2 styles, and had great success in helping people understand math.

Now trying to get my daughter to understand math... Well shes not that great with numbers, and her teachers teach core... I try to understand, but they dont even use the same terminology that I know. And they dont even teach some things. So my helping her only serves to frustrate me and confuse her even more.

@Chinatown

This has been a fun thread... Im glad you posted this. It was actually exciting to dig this stuff out of the closet of my brain and dust it off. So Thank You.

 

What you have proved is that the original equation is poorly written.

This is an Oxford Comma statement. It is a poorly written statement that leads to obfuscation.

Take the statement "I saw Steve with binoculars "

Does this mean you used binoculars to see Steve or that you saw Steve carrying binoculars?

Simply changing the wording clears things up. You get either:

• I saw Steve thru binoculars
• I saw Steve carrying binoculars

Both statements are clear.

If written as (8÷2)(2+2) then the answer is undeniably 16.

If written as 8÷(2 (2+2)) or

8
------
2 (2+2)

Then the answer must be 1.

The equation is intentionally written in such a way as to create discusion and introspection. There is no "Right Answer", there is only the interpretation that you apply.

 

16.