Why, when writing a division problem, do you write 2a over 5 instead of 2a divided by 5?
603558
The division symbol + is a little picture of one number over another that was probably devised for typewriters or type-setting machines because there was no way to type numbers above and below each other.
129045
Even numbers are divisible by 2 (2,4,6,8,10, etc) whereas odd are not (1,3,5,7,9, etc)
782057
look at a few examples and it will make sense\n\nfor example \n\n02 (where the 2 is small)   -> _ O    (the _ is where a number goes)  (2)
189182
You use cross multiplication.\n1/2, 5/8, 6/*, 3/4 \n\nYou multiply the numerator of one fraction to the denominator of the other fraction you're comparing it with. For example, you cross multiply 1/2 and 5/8.\n\n1*8 = 8 so lets say 1/2 got 8\n5*2= 10 so 5/8 got 10. Therefore, 5/8 is greater than 1/2
674900
When you have (a+b+c)/d, you can separate the terms of the numerator like so a/d + b/d + c/d.  If I do that and simplify, I get:\nx - (6/5) - (3/x).
651778
kevin, the answers given both by howling and JRP seem apparently wrong. Try substituting the value of x they have calculated in the given equation and the equation does not match. Incidentally, Sarah how did you manage to switch the placement of x in your solution from denominator to numerator.Your answer is wrong.\n\nThe equation only balances when it is written like this\n\n(1 2/3)x - 15= 45\n\n(5/3)x = 45+15\n\n(5/3)x = 60\n\nx = (60*3)/5\n\nx= 36.
1031756
It would help if you used some parentheses to indicate which terms are being divided into which terms!  I suspect that just using the order of precedence for operations will not result in the problem you are actually trying to solve.
943561
remember the order of operations. for this particular problem, division and multiplication come first.  since they are both present in the problem, and neither one is supposed to be performed before or after the other in the order of operations, you should start from left to right, the same way you read.  \n\ntimes the 80 and the 2 together, and then divide it by 5. \n\n now do the addition and subtraction. again, neither subtraction nor addidtion is supposed to be performed before or after each other in the order of operations, so you start from the left to the right. \n\nsimply complete the steps.
164299
Ask him/her for the remainders.\n\nHe/She soon discovers that in dividing by 5 we always have a remainder of 0,1,2,3 or 4. Not 5.\n\nAnd so on for other divisions.\n\nearl, This is my own experience from my 4th grade!\nNow that I am an amateur numbere theorist I know that remainders are more important than quotients.\nSo as a math instructor, this is my advice for \ndivision problems for a forth grader ;o)
543760
NO! Top guy didn't do that right, look below!\n\nn/2-8=7\nn/2=15\n15x2=n\n30=n\n any more algebra, IM me . . i like it
467350
500 if the division is for all four numbers \nor \n800 if the division is for four only.
510570
Because the exponet of both is an even number which is 2\n\nIf you divide by 8 you might get a .5 result.
376319
Are you able to use any other numbers and operators?  If so this would be fairly easy.  Using only Three 8's and a subtraction symbol it is not possibe\n\nClosest example (8+8)/8-1=1
1091850
This is just something the person who said PEMDAS left out. \n\nYou need to solve it like this: Parenthesis, Exponents, Multiplication-Division, Addition-Subtraction. \n\nSay you have this problem(an example):\n\n3x4/5\n\nYou have both multiplication and division in this problem, which are tied for the third step. Once this happens, you have to solve the problem left-to-right. In this case, you would multiply 3 and 4 first to get 12, then divide 12 by 5.  Addition and Subtraction works the same way.
53832
First you try to get all of the parts to have same denominator (which looks like 8 is what you need).\nSince the first and the last are already w/ 8, then u need to * and / the middle number with 2.\nSo you get:\n2/8-4/8+5/8\nnext you can write:\n(2-4+5)/8\nand that's 3/8\n=>\n2/8-2/4+5/8 = 2/8-4/8+5/8 = (2-4+5)/8 = 3/8
386814
They are correct.  Observe the order of operations or PEMDAS\n\nParenthesis\nExponents\nMultiplication-Division\nAddition-Subtraction\n\nso first multiply   -89 * 658 =   -58562\nThen add 2   =                    -58560\nThen add 6   =                    -58554\nThen subtract 89 (or add -89) =   -58643
437083
It depends how you break down the equation.\n\nIf you're saying that X = 5 then...\n\nIf something is in brackets then it's treated as a separate sum so for example 3 x (2+2) is the same as 3 x 4.\n\nIf there's no mathematical symbol then multiplication is used, in the above example the equation could have been written as 3(2+2).\n\nIn your equation the first part is 2 + 3 which equals 5.\n\nYour equation now becomes 5 (45x-2)\n\n45x is the same as 45 x 5 which is 225\n\nYour equation now becomes 5 (225-2)\n\n225 - 2 is 223\n\nYour equation now becomes 5 (223) which is the same as 5 x 223 so THE ANSWER TO YOUR EQUATION WOULD BE 1115\n\nBut the equation could also be read as 2 plus 3 lots of 45x minus 2 in which case the answer is 671 but if this were the case the equation should be written as 2(3(45x-2))\n\nIf you're saying that the answer to the equation is 5 then... \n\nAnother way to read the equation is 2 +3 multipliied by (45 times x minus 2) and the whole lot multiplied by x equals 5.  In which case x = 0.356295