Welcome to our community

Be a part of something great, join today!

A Few Arithmetic Questions

beefy

New member
May 1, 2012
1
8(6-5) +10 equal?


4(-2)to the 2nd degree plus 8 (-2) + 3(-2) + 6 equal?
3
(1/3) (9) equals?

598%/ 26% what is answer?
 
Last edited:

Jameson

Administrator
Staff member
Jan 26, 2012
4,052
8(6-5) +10 equal?


4(-2)to the 2nd degree plus 8 (-2) + 3(-2) + 6 equal?
3
(1/3) (9) equals?

598%/ 26% what is answer?
1) 8(6-5)+10= ?

This is a basic use of the order of operations or PEMDAS as it is commonly taught. You should start by simplifying inside the parentheses, then multiply and lastly add. What do you get?

2) I'm not exactly sure what is being taken to the 2nd degree. You need to be very precise with parenthesis! 4(-2) to the 2nd degree could mean \(\displaystyle \left( 4(-2) \right)^2\) or \(\displaystyle 4 \times (-2)^2\) Which one is it? For the second part of this, +8(-2)+3(-2)+6, multiply first then add or subtract.

3) You wrote this:

4(-2)to the 2nd degree plus 8 (-2) + 3(-2) + 6 equal?
3
(1/3) (9) equals?
On the second line, where does that "3" belong? Is that part of a problem or number 3?

4) 598%/26%

Let's say that we have 100 apples. Then 598% of those apples is 5.98*100. Similarly 26% of those 100 apples is 0.26*100. Once we find those and divide what do you get?
 

HallsofIvy

Well-known member
MHB Math Helper
Jan 29, 2012
1,151
8(6-5) +10 equal?
8(1)+ 10= 18, of course. I think I learned that kind of arithmetic in third or fourth grade.


4(-2)to the 2nd degree plus 8 (-2) + 3(-2) + 6 equal?
Assuming the "2nd degree" refers only to the "(-2)", that is 4(4)+ 8(-2)+ 3(-2)+ 6= 16- 16- 6+ 6= 0.

3
(1/3) (9) equals?
That "3" is misplaced. Assuming you meant (1/3)3(9), that is (1/27)(9)= 1/9.

598%/ 26% what is answer?
Percentages are NOT numbers and standard arithmetic operations are not defined on percentages. You can interpret percentages as meaning percentages of a specific base, so converting to numbers. That is what Jameson did but that is just one possible interpretation of the question- which is, itself, meaningless.