Help with algebra maths problem please.

[Notplannedforthis]

Can anyone help with this maths problem?

I get the answer to be 11 as I do the 1x2 inside the brackets first to make the problem 8/2x2+3 = 4 x 2 + 3 = 8 + 3 = 11

However 11 is not an option.

Do the brackets first, so 2x1 =2.

Then 2 times the brackets (which we got 2 for in the previous sentence) is 4

8 divided by 4 equals 2

2 plus 3 = 5

So answer is 5

I get 11 as well

I got 5

I always thought that the 'B' bit of BIDMAS only included the part of the problem inside the brackets?

It's been a long time since I studied maths though!

I get 5

Sorry, meant to say calculated the same way as @Findahouse21

8÷2(1x2)+3
8÷ (2 × 2) + 3
(8÷ 4 ) + 3
2 + 3
5

The answer is 5

5
E
As you say 11 isn't an option.

You need to imagine there to be a second set of brackets like this:

8÷(2(1x2))+3

Maths teacher here, the answer is 5 as explained above.

To get the answer 5, I'd have to have the question written as 8 ÷ (2(2x1)) + 3

As it's written, I'd do:

8 ÷ 2 (2 x 1) + 3 (Bracket first as per BIDMAS)
= 8 ÷ 2 x 2 + 3
= 4 x 2 + 3
= 8 + 3
= 11

If it was 8 ÷ (2(2x1)) + 3, I'd do:

8 ÷ (2(2x1)) + 3
= 8 ÷ (2 x 2) + 3
= 8 ÷ 4 + 3
= 2 + 3
= 5

I really appreciate the answers. I'm just confused as to why you imagine a second set of brackets.

This was a mock 11+ question and my daughter got it wrong as did the same working as me and as there was no answer 11, just guessed an answer. We've been advised to work through the paper with our kids to explain why they got them wrong and I've struggled with this one.

As there is no x between the 2 and the bracket, the additional brackets are implied.

I'm with you OP, but given that 11 isn't an option, they must want 5.

I've answered on your thread in Secondary.
I have a maths degree and agree with the others above who say 5.

2(2x1) = 4
8/4 = 2
2+3 = 5.

You don't need the extra brackets around 2(1x2) to make it come out right. They are stuck together anyway.

It's 5

Thanks so much. I think I finally understand it and won't make a fool of myself asking the teacher if they made a mistake writing the question 😂

Instead of using extra brackets, OP, you could imagine the division element of the problem written on two lines. If you do that, what you need to do becomes more clear:

.....8..... + 3
2(2+1)

(Ignore the dots, they're just there as spaceholders.)

For this type of question, she needs to look at the possible answers and work backwards. The only possible answer from this would be 5.

Sorry that should read:

.....8..... + 3
2(2×1)

Macavity has it in the way to think about the problem, and has overcome the formatting I couldn't do on your other thread.

I'm very grateful. Thank you. Working backwards also is a good way to explain it to DD.

I've written both ways out as fractions - hopefully you can see that your way would switch the order of calculation.

It is interesting to read that in UK this the "/" would get processed before the "X". This would be different in the USA. Also in Microsoft Excel.

In USA (or Excel), "X" and "/" take precedence over "+" and "-", but "X" and "/" have equivalent precedence, So any combination of "X" and "/" gets processed from left to right:

"=8/42" in Excel gets you 4. There are no implied brackets. To process the 42 first you would need to put in "=8/(4*2)".

But, 8+4*2 would be 16, because with the precedence rules, the multiplying happens before the adding.