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INSTRUCTORS Carleen Eaton Grant Fraser Eric Smith
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For more information, please see full course syllabus of Algebra 1
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Lecture Comments (8)

1 answer

Last reply by: Dr Carleen Eaton
Sat Jul 27, 2013 9:48 AM

Post by Angel Mora jr on July 7, 2013

Dr. Eaton you really gotta include PEMDAS in your lectures make things explaining easier and more memorable. Example

PEMDAS

P
Parentheses first

E
Exponents (ie Powers and Square Roots, etc.)

MD
Multiplication and Division (left-to-right)

AS
Addition and Subtraction (left-to-right)

1 answer

Last reply by: Dr Carleen Eaton
Sat Jul 27, 2013 9:47 AM

Post by Tami Cummins on July 6, 2013

I thought the three was the denominator for the whole problem.

0 answers

Post by Arvind Ganesh on January 20, 2013

= - 7

0 answers

Post by Arvind Ganesh on January 20, 2013

no you would have 4+-11

1 answer

Last reply by: Dr Carleen Eaton
Wed Nov 14, 2012 9:53 PM

Post by Erica Rapetti on November 14, 2012

If we did not have to divide 11, would we have multiplied 4*11?

Related Articles:

Order of Operations

  • When evaluating a numerical expression, follow the standard order of operations: first evaluate powers, then multiply and divide from left to right, then add and subtract from left to right. BUT: parentheses and other grouping symbols (fraction bar, brackets, etc) always override the standard rules. Always work within grouping symbols first.
  • If the expression contains variables, substitute the values that are given for the variables and then use the rules for order of operations on the resulting numerical expression.

Order of Operations

6 + (72 − 33)/2
  • 6 + (49 − 27)/2
  • 6 + 22/2
  • 6 + 11
17
92 − [(4 ×7) + (32/2)]
  • 92 − [28 + 16]
  • 81 − 44
37
(√{64} − 23) ×21 + 62
  • (8 − 8) ×21 + 62
  • 0 ×21 + 36
  • 0 + 36
36
[(5 + 3 ×42 − 9)/(3 ×7 − 10)]
  • [(5 + 3 ×16 − 9)/(3 ×7 − 10)]
  • [(5 + 48 − 9)/(21 − 10)]
  • [44/11]
4
21/7 + 14 ×2
  • 3 + 14 ×2
  • 3 + 28
31
[(102 − 43)/3] ×5 − 17
  • [(100 − 64)/3] ×5 − 17
  • (36/3) ×5 − 17
  • 12 ×5 − 17
  • 60 − 17
43
Evaluate if x = − 5, y = 3, and z = 2x2 − 3(y2 + 4z)
  • ( − 5)2 − 3[(3)2 + 4(2)]
  • ( − 5)2 − 3[9 + 4(2)]
  • ( − 5)2 − 3(9 + 8)
  • ( − 5)2 − 3(17)
  • ( − 5)2 − 51
  • 25 − 51
- 26
Evaluate if x = 12, y = 6, and z = 8[(5x/6 − 5)/(y2 + 2 ×z)]
  • [((5 ×12)/6 − 5)/(62 + 2 − 8)]
  • [((60)/6 − 5)/(62 + 2 − 8)]
  • [(10 − 5)/(62 + 2 − 8)]
  • [5/(62 + 2 − 8)]
  • [5/(36 + 2 − 8)]
  • [5/(38 − 8)]
  • [5/30]
[(1)/(6)]
Evaluate if x = 2 and y = 13
[36/(14 − x3)] ×[y − 4x]
  • [36/(14 − 23)] ×[13 − 4(2)]
  • [36/(14 − 8)] ×[13 − 4(2)]
  • [36/(14 − 8)] ×[13 − 8]
  • (36/6) ×[13 − 8]
  • 6 ×[13 − 8]
  • 6 ×5
30
Evaluate if x = 2 and y = 5[(y3 − 15 ×4)/((8x + 22))]
[(5315 ×4)/((8x + 22))]
Evaluate if x = 3 and y = 5[(y3 − 15 ×4)/((9x + 22))]
  • [(53 − 15 ×4)/((9 ×3 + 22))]
  • [(125 − 15 ×4)/((9 ×3 + 22))]
  • [(125 − 60)/((9 ×3 + 22))]
  • [65/((9 ×3 + 22))]
  • [65/((27 + 22))]
[(65)/(49)]

*These practice questions are only helpful when you work on them offline on a piece of paper and then use the solution steps function to check your answer.

Answer

Order of Operations

Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.

  • Intro 0:00
    • Example
    • Definition
  • Procedure to Evaluate an Arithmetic Expression 1:08
    • Grouping Symbols (Parentheses, Brackets, Braces)
    • Powers
    • Multiply/Divide Left to Right
    • Add/Subtract Left to Right
    • Example: Fraction Bar
  • Example 1: Evaluate Arithmetic Expression 3:45
  • Example 2: Evaluate Arithmetic Expression 7:28
  • Example 3: Evaluate Arithmetic Expression 10:11
  • Example 4: Evaluate with Variables 13:12