6:2(1+2)=?

[Jose Edwin Laplacé]

Cevap: 6:2(1+2)=?

For all numerical or algebraic expressions, the order of evaluation is:

1. parentheses or brackets first (starting with the innermost)

2. exponentials or powers next

3. multiplications and divisions next

4. additions and subtractions last

5. if an expression involves three or more operations at the same level of

priority, those operations are done from left to right

İşte bu.

 

[Mehmet Yavuz]

Cevap: 6:2(1+2)=?

For all numerical or algebraic expressions, the order of evaluation is:

1. parentheses or brackets first (starting with the innermost)

2. exponentials or powers next

3. multiplications and divisions next

4. additions and subtractions last

5. if an expression involves three or more operations at the same level of

priority, those operations are done from left to right

Hay Allah 'ına kurban. Türkçe anlamayanlar çevirsin dediğini yapsın. Hala 1 den farklı sonuç çıkıyorsa yarın beslenme alıp doğru okula yallah

 

[Osman Işık]

Cevap: 6:2(1+2)=?

Ben de onu soyledim herhangi bi ilk okul hocasina sor dedi ben sorarim benim dedigim cikarsa inanicak misin bana dedim cevap bekliyorum

Ama o hoca 9 der baska bir hoca 1 der, ozaman dunyadaki butun hocalara sormak lazim.

 

[Abbas Salim Yurtoğlu]

Cevap: 6:2(1+2)=?

Yok abi soru o kadar kek ki anlamatamam. SBS de bile sormazlar. Demekki forumu SBS ye soksan liseli bile olamayacağız

Antulular görüp dalga geçicek, silin gözünüzü seveyim

 

[Mehmet Yavuz]

Cevap: 6:2(1+2)=?

İşte bu.

Allah Allah boldladığı yere bak bulduğu sonuca bak

 

[Çağlar Çelik]

Cevap: 6:2(1+2)=?



Gülmekten öldüm Mehmet

 

[Onur Soysal]

Cevap: 6:2(1+2)=?



Neyse bu iddaa isi yalan olucak geri adim attigimi dusunmeyin sakin eminim dogru oldugundan fakat ispat olmiyacak sonra is cilkindan cikacak . Bosu bosuna kavga cikicak . Fakat 9 olduguna eminim cunku carpma ve bolmenin birbirine ustunlugu yoktur islem sirasinda .

 

[Mehmet Yavuz]

Cevap: 6:2(1+2)=?

Neyse bu iddaa isi yalan olucak geri adim attigimi dusunmeyin sakin eminim dogru oldugundan fakat ispat olmiyacak sonra is cilkindan cikacak . Bosu bosuna kavga cikicak . Fakat 9 olduguna eminim cunku carpma ve bolmenin birbirine ustunlugu yoktur islem sirasinda .

Allah aşkına ne mezunusun hocam. Hangi lise ve üniversite.

 

[Jose Edwin Laplacé]

Cevap: 6:2(1+2)=?

Allah Allah boldladığı yere bak bulduğu sonuca bak

Mehmetçim ilk baktığımda ben de 1 dedim ama 1-2 dakka geçmedi 9 olduğunu anladım. Sen hala paydanın 2x3 oldugunu sanıyorsun.

 

[Yunus Boğazlıyanlı]

Cevap: 6:2(1+2)=?



-Kilit-

 

[Salih DURAN]

Cevap: 6:2(1+2)=?



Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In the United States the acronym PEMDAS is common. It stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. If PEMDAS is followed without remembering that multiplication and division have the same weight, and addition and subtraction have the same weight. Doing multiplication before division, can give the wrong answer. So can doing addition before subtraction. Some grade school books teach this incorrectly. For example: 6÷2×3 = 9, not 1. 6-2+3 = 7, not 1.

In other English speaking countries, Parentheses may be called Brackets, or symbols of inclusion and Exponentiation may be called either Indices, Powers or Orders, and since multiplication and division are of equal precedence, M and D are often interchanged, leading to such acronyms as BEDMAS, BIMDAS, BODMAS, BOMDAS, BERDMAS, PERDMAS, PEMDAS, and BPODMAS.

These mnemonics may be misleading, especially if the user is not aware that multiplication and division are of equal precedence, as are addition and subtraction. Using any of the above rules in the order "addition first, subtraction afterward" would also give the wrong answer.



The correct answer is 9, which is best understood by thinking of the problem as the sum of positive ten, negative three, and positive two.

 

[Betul Col]

Cevap: 6:2(1+2)=?



Aksirana, Tiksirana kadar güldum

 

[Mehmet Yavuz]

Cevap: 6:2(1+2)=?

Mehmetçim ilk baktığımda ben de 1 dedim ama 1-2 dakka geçmedi 9 olduğunu anladım. Sen hala paydanın 2x3 oldugunu sanıyorsun.

Payda mayda yok fantezi aramayın. İŞlemi düz ayak yapıp geçin. Önce parantez içi sonra çarpma, bölme, toplama, çıkarma. Düz mantık kullan. Logaritma sorusu değil bu 4 işlem uzatmadan düzayak yap geç.

 

[Onur Soysal]

Cevap: 6:2(1+2)=?

Allah aşkına ne mezunusun hocam. Hangi lise ve üniversite.

Isletme mevzunuyum Fransa'da ekonomi masteri yaptim . Ve ben senin kadar iddaa etmiyorum emin oldugum halde sen neredeyse hakaret ediyorsun senle ayni seyi soylemeyene . Hic bir seyden bu kadar emin konusma bence

 

[Erim Valo]

Cevap: 6:2(1+2)=?



Yahu "1" çıkar beyler yapmayın etmeyin.

 

[Mehmet Yavuz]

Cevap: 6:2(1+2)=?

Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In the United States the acronym PEMDAS is common. It stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. If PEMDAS is followed without remembering that multiplication and division have the same weight, and addition and subtraction have the same weight. Doing multiplication before division, can give the wrong answer. So can doing addition before subtraction. Some grade school books teach this incorrectly. For example: 6÷2×3 = 9, not 1. 6-2+3 = 7, not 1.

In other English speaking countries, Parentheses may be called Brackets, or symbols of inclusion and Exponentiation may be called either Indices, Powers or Orders, and since multiplication and division are of equal precedence, M and D are often interchanged, leading to such acronyms as BEDMAS, BIMDAS, BODMAS, BOMDAS, BERDMAS, PERDMAS, PEMDAS, and BPODMAS.

These mnemonics may be misleading, especially if the user is not aware that multiplication and division are of equal precedence, as are addition and subtraction. Using any of the above rules in the order "addition first, subtraction afterward" would also give the wrong answer.



The correct answer is 9, which is best understood by thinking of the problem as the sum of positive ten, negative three, and positive two.

Salih Abi sende sonucu söyle, sadete gel

 

[Oğuz Demir]

Cevap: 6:2(1+2)=?

For all numerical or algebraic expressions, the order of evaluation is:

1. parentheses or brackets first (starting with the innermost)

2. exponentials or powers next

3. multiplications and divisions next

4. additions and subtractions last

5. if an expression involves three or more operations at the same level of

priority, those operations are done from left to right

Burda çarpma veya bölmenin birbirine karşı olan üstünlüğü yazmıyor.Çarpma ve bölme yapılır diyor,yani ilk önce çarpma sonra bölme demiyor.Ayrıca 5. maddeye göre yapılırsa(yani direk soldan sağa doğru işlemler çözülmeye başlanırsa) 9 çıkıyor.

 

[Yunus Boğazlıyanlı]

Cevap: 6:2(1+2)=?

Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In the United States the acronym PEMDAS is common. It stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. If PEMDAS is followed without remembering that multiplication and division have the same weight, and addition and subtraction have the same weight. Doing multiplication before division, can give the wrong answer. So can doing addition before subtraction. Some grade school books teach this incorrectly. For example: 6÷2×3 = 9, not 1. 6-2+3 = 7, not 1.

In other English speaking countries, Parentheses may be called Brackets, or symbols of inclusion and Exponentiation may be called either Indices, Powers or Orders, and since multiplication and division are of equal precedence, M and D are often interchanged, leading to such acronyms as BEDMAS, BIMDAS, BODMAS, BOMDAS, BERDMAS, PERDMAS, PEMDAS, and BPODMAS.

These mnemonics may be misleading, especially if the user is not aware that multiplication and division are of equal precedence, as are addition and subtraction. Using any of the above rules in the order "addition first, subtraction afterward" would also give the wrong answer.



The correct answer is 9, which is best understood by thinking of the problem as the sum of positive ten, negative three, and positive two.

"it doesnt matter for us for me' big game easy than other games' unfortunately' every time is we have to control the games under the control the games' during the games we have some possibilities big chances some big okazyon' something like that' but what can i do sometimes?



and its the football thats the football' something happened everything is something happened' anyway now is in the tabela we have to seen the situation now is second position and one point more' i dont want to see the back i want to see the front and i hope so tomorrow my teams..."

 

[Salih DURAN]

Cevap: 6:2(1+2)=?

Mnemonics are often used to help students remember the rules, but the rules taught by the use of acronyms can be misleading. In the United States the acronym PEMDAS is common. It stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. If PEMDAS is followed without remembering that multiplication and division have the same weight, and addition and subtraction have the same weight. Doing multiplication before division, can give the wrong answer. So can doing addition before subtraction. Some grade school books teach this incorrectly. For example: 6÷2×3 = 9, not 1. 6-2+3 = 7, not 1.

In other English speaking countries, Parentheses may be called Brackets, or symbols of inclusion and Exponentiation may be called either Indices, Powers or Orders, and since multiplication and division are of equal precedence, M and D are often interchanged, leading to such acronyms as BEDMAS, BIMDAS, BODMAS, BOMDAS, BERDMAS, PERDMAS, PEMDAS, and BPODMAS.

These mnemonics may be misleading, especially if the user is not aware that multiplication and division are of equal precedence, as are addition and subtraction. Using any of the above rules in the order "addition first, subtraction afterward" would also give the wrong answer.



The correct answer is 9, which is best understood by thinking of the problem as the sum of positive ten, negative three, and positive two.

Ortalığı kızıştırmaya devam.

 

[Mehmet Yavuz]

Cevap: 6:2(1+2)=?

Isletme mevzunuyum Fransa'da ekonomi masteri yaptim . Ve ben senin kadar iddaa etmiyorum emin oldugum halde sen neredeyse hakaret ediyorsun senle ayni seyi soylemeyene . Hic bir seyden bu kadar emin konusma bence

Hocam ortada tarih, coğrafya mevzusu olsa adım gibi emin olsam emin konuşmam ama ortadaki pozitif bilim. Sonucu ne olduğu belli çok basit bir işlem. 2x2 nin 4 olduğu kadar eminim.