What classification was your education; public, private?

It was a private group held in public. I don't have peers.

Wait your right. Fuck.

>using divisor signs instead of fractions

what fucking moron does this?

>16/4+1
They asked you to simplify not solve the fucking problem. I hate all of you

Reminder if you write like this your a fucking brainlet and deserve a beating

Missing operator, go fuck yourself

t. finished commie school which actually taught shit

16 / 2[8 - 3(4 -2)] + 1
16 / 2[(8 - 3(2)] +1
16 / 2[(8 - 6)] + 1
16 / 2(2) + 1
16 / 4 + 1
4 + 1
5

Public, but I realize that I could have learned more if I paid attention more in school. I enjoyed History and English, but math just bored me. This is something I regret now in my adult years. This isn't because all of a sudden I find a need to understand trigonometry, but I think it would be kind of neat to know.

4/1+1

Private. A modicum of effort pushed me far beyond my peers in public schooling.

Like these fucks. Answer is 17.

>16/4
>Simplified
Maybe leave the division symbol in there next time if you've no idea what you're doing.

Wait. Fuck.

Public some college
Didnt learn shit in public aside from minimum basic learning.
College I learned to think for myself via philosophy. Which was a real mind opener. Should be taught to some degree k-12. But 95% of my knowledge has been self taught I learned long ago for me to understand something I have to know everything about it.
-who brought up the original idea
-why its needed
-how to use this knowledge in other aspects.
-history of said idea etc.
I spend days reading a subject learning everything I can possibly find on it like a mad man.

Private schools have more funding, so all the equipment, staff, food and buildings are better. Public schools can't really compare. Private school kids do tend to be more successful.

>your

Sorry mate but once division and multiplication is left you then work left to right

Mistake on line 5. co-equal operations are evaluated from left to right.

You're right. I'm just fucking around here while my code is compiling. I shouldn't have second guessed myself. I'm working with Poles actually. You guys are smart and hardworking.

81

>16/2[2]+1

At this step, it's unclear where to go next. Generally when you put a number right beside parentheses it's because you've factored a number out, and that operation would come before division, giving 16/4+1, but if that's not the case then you would proceed like you did

Answer is 5
Simplified: 16 / 4 + 1

There are no variables... simplifying in this case would be the same as evaluating the expression.
Also, 16/4+1 can be cleaned up as follows:

16/4+1
16/4+4/4
20/4
5

But 5 isn't the right answer anyway.

I also think kids who are sent to private school generally have parents that give a shit more since they're paying for it which tends to help as well. Also there is a lot less (((diversity))) in public school which tends public school to favor the lowest common denominator.

You'll have no idea what you're doing in there when I'm dividing your symbol next time, maybe you should just leave.

answer is to gas all jews

The coefficient in front of the square bracket gets multiplied before the division occurs.

Not when it is a number next to parentheses without an operator in betwen which implies precedence.

Question 2:

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16/2 [8-3(4-2)]+1
8 [8 -3(4-2)]+1
8 [8 -12 +6] +1
64-96+48+1= 17

There's nothing to indicate that a coefficient should be evaluated differently than any other multiplication step.

Leaf for the win.

The answer is five sixteenths. Self educated.

Then why isn't there a multiplication sign there?

because it's unnecessary. Why did they write +1 and not +1.00000000?

Multiplication sign is only really useful for expressions like 4*5, without which it would look like 45. Of course you could still avoid the multiplication sign by writing it as 4(5).

Correct

yiddle me this batman:
what makes up 2% but also 35% of US billionaires?
what makes up 2% but also 71% of the Bolshevik politburo?
what makes up 2% but also 75% of Hollywood faces of power?

So what is 16 / 2x?

I got 5

16/2(x) = 8x
16/(2x) = 8/x

The original problem resembles the first equation, not the latter

8x

You didn't answer my question.
What is 16 / 2x?

But that's wrong tho.

5pi /2 ?

I only know the one with bananas

Written in your form it's ambiguous because you cannot tell which side of the quotient X is on. Which is why I answered both possibilities

>using a slash when the problem clearly shows an obelus

16 divided by 2 is 8
8 times 8 is 64
64 minus 3 is 61
61 times 4 is 244
244 minus 2 is 242
242 plus 1 is 243
the answer is 243

As you've written it, (ignoring spaces because they have no established meaning), the answer is 8x.
If you intended for those spaces to indicate that you're writing this:

16
___
2x

Then the answer is 8/x.

>you cannot tell which side of the quotient X is on
It's on the side with the 2.

My son starts elementary school next year. Private. Catholic. How fucked is he? >inb4 diddled by priest

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i audibly kekd

There are two terms
>16/(2[8-3(4-2)]) +1
>16/(2[8-3(2)]) +1
>16/(2[8-6]) +1
>16/(2[2]) +1
>16/4 +1
>4+1
>5

Then it's 8/x, the 2nd possibility I laid out

>(ignoring spaces because they have no established meaning)

16 / 2x
16/2 x

16
---- = 16/(2x)
2x

whereas...

16
---- x = 16/2x
2

Yay, 5

THE NUMBERS DON'T LIE, AND THEY SPELL DISASTER FOR YOU.

5 or 17, depending on the choice of order of operations.

Ambiguity is removed by using more parentheses.
To get this answer, the original problem should have the 16/2 in parentheses.

They may mean something to you, and I can guess what you might mean by them, but it's ambiguous and there is no established meaning that everyone adheres to. So I interpreted the expression you wrote according to the standards that everyone does adhere to, which is PEMDAS, which gives an answer of 8x.

>Went to one of the better public schools in the state
>Honors and AP classes all throughout
>Got lots of extra guidance with math and science from aerospace engineer father
>High school was on easy mode except for AP Physics
>Barely paid attention in University lectures
>Learned most material on my own time with books, study guides and YouTube
>Have BS and MS degrees now
>Senior engineer but don't design anything (do security analysis of engineering concepts/design)
>Work is easy and kind of a joke sometimes
mfw

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No, to get 5 the original problem would need to be
16/(2[8-3(4-2)])+1

best wrestling promo ever. Hands down.

Correct. There’s being politically incorrect and then there’s just being wrong about math, and your opponents simple can’t do math.

The only interpretation of the expression by the standards everyone adheres to is. "This equation does not meed our standards and is ambiguous"

That's what I said. There's ambiguity.

17 but 69 just flew over my house

European "math" is colonialism just to hold back the superior BBC you whitoid incels think you can make rules only taught to other white incels and follow them harder you can have a shot at having a kid that looks like you. LOL NO. You WILL ALL die with NO kids and white white race will die by 2100 and I'm glad for it.

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Wrong
16/2[2]+1
16/4+1
4+1
5

Day of the rake is postponed by a day

16/2x2+1

I didn't pay attention in school and still passed with a 3.0

It's been so long since I did any math, but this is how I went about solving the problem:

16 / 2 [8 - 3(4-2)] + 1
16 / 2 [8 - 3(2)] + 1
16 / 2 [8 - 6] + 1
16 / 2 [2] + 1
16 / 4 + 1
4 + 1
5

Haven't done maths since HS so forgive me if I'm wrong but wouldn't 16/(2x) be as far as you can go? you can't divide 16 by 2x

The answer is 42 you fucking plebs

>claims european < blacks
>posts pic of mixed raced black man with 75% european lineage.

Literally a fucking idiot.

5π/2

fuck im retarded nevermind

17 you stupid goy fuck

81 homeless,

you divided by two
you were supposed to multiply by two
multiplication isn't your strong suit
obviously not asian despite reaf frag

because the decimal means precision, whereas the non-decimal means mathematically defined exact.

no
>16/2[8-3(4-2)]+1
>16/2[8-3(2)]+1
>16/2[8-6]+1
>16/2[2]+1
>16/4+1
>4+1
>5
any other process is inconsistent with itself
why does
>[8-3(2)]
become
>[8-6]
but
>16/2[2]
not become
>16/4

pesach sameach

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16 /[ 2[8] - 2[3{4-2}] ] + 1
16 /[ 16 - 2[12-6] ] + 1
16 /[ 16 - 24 + 12 ] +1
16 /[ 28 - 24 ] +1|
16 /[ 4 ] + 1
16 / 4 + 1
4 + 1 = 5

ah shit nah i think you're right
>16/2[2]+1
the only thing inside the brackets is the 2, that 2 is the only thing getting bracket priority privileges at this point, not the other 2 to the left.
Equation is still inside brackets

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digits confirmed
rice calculator is always right

schmuck. this is why we have atomic bombs and you don't.

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>rice calculator

Attached: 1521605771073.png (470x470, 412K)

Go eat your night burger.

Not asian, a sandnigger acutally.