enter it into any calculator and you should get 9
Have you tried it, though? My Casio says it’s 1
That’s because it treats 2(1+2) as 2x and not 2*x
It’s called juxtaposition and is the reason why people find this notation ambiguous. Some people account for it, some not. Same with calculators. The scientific ones are most likely to give you an answer of 1
Edit: Look, this one even warns you about the implicit multiplication
Usually, no sign before the bracket means juxtaposition. Scientific calculators do account for it (not all, tho), while regular ones may not.
So 2(1+2) is really (2+4)
Compare 2/2x and 2/2×X where x is (1+2)
The first is 2/(2+4)=1/3, the second is (2/2)×(1+2)=3
Basically, either 1 or 9 can be considered correct. And yes, it’s ambiguous.
Also, there’s no real rule about solving left to right due to associative and commutative properties: 1×2×3 = 1×(2×3) = (1×2)×3 = 3×1×2 = 2×1×3 = 6
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To me, special needs aren’t about being exceptional or not. Read carefully, as I did account for “normal kid behaving mediocre” in my last comment. Think, “It’s a behavior that requires a different strategy from normal.” Hence “special” needs.
Sure, there are tons of unmotivated people. Sure, it’s not everybody you can motivate. But the responsibility lies with the teacher first, not the student.
It’s their job to find the approach to such students. I think it’s unfair to judge a kid’s behaviour without looking at the adults around them first.
I see your point, but to me, that once again signifies the ineptness of the teacher to deal with special needs students. In the case you’re describing it’s just different kind of special needs.
Mind you, it’s kids we’re talking about. Without guidance, they’ll be doing what they do.
Sure, the influence can be limited, but straight up blaming kids for things like that is, at best, unprofessional. You’re at least supposed to try working with them on the issue.
So what do you suggest? Busy work?
It’s not a student’s job to teach themself. If a student excels, they’re a special needs student.
To me, this looks like an obvious failure on the teacher’s side.
I use a blank 75% keyboard.
For the numbers, I use F and J as points of reference to find whatever number I need. This is enough for a majority of cases, and I haven’t been using a numpad for most things in the first place.
4 and 5 above F, 6 and 7 above J, 0 is 3rd from the right, 1 and 2 are two leftmost. The rest are handled by the process of elimination.
But when I need to fill out spreadsheets worth of data, I just use a Bluetooth numpad that also doubles as a calculator. For that purpose, it’s just too convenient. And no, QMK layers didn’t help in my case. It would help if I used ortholinear keyboard, however.
Let me just, ahem
1-2+3/(3+3)×2+3×6/3 = 1-2+3/(3+3)×2+1×6 = 1-2+3/(3+3)×2+6 = 7-2+3/(3+3)×2 = 7-2+3/(6+6) = 7-2+(1/2+1/2) = 5+(1/2+1/2) = 5+1=6
Ahh, yes, DMAMDSBA :P
Let’s just say BODMAS/PEMDAS isn’t all end-all be-all. They’re good, but there’s also better
For those interested, see: basic number properties