Viral Maths Problems
Every year, we see a fresh wave of 'viral' maths problems. You know the ones: 'Can you solve this?' The catch is, they rarely give you the answer, and the equations are usually a mess. Let's unpack one of these problems to see why they’re so confusing—and how we can actually fix them.
Example
The last one I saw online was the challenge:
Can you solve?
8 ÷ 2(2+2)
My first observation is the unusual use of ÷ (mathematicians prefer /) and bad bracketing.
Let us clean up the expression to clear up some ambiguity:
Let us clean up the expression to clear up some ambiguity:
8 ÷ 2 × (2+2)
The order of operations here are:
- Solve the Brackets, then
- From left to right apply division's and multiplications
- From left to right apply addition's and subtraction's
Here: division and multiplication have equal precedence as do addition and subtraction.
Applying these operations gives:
8 ÷ 2(2+2) = 8 ÷ 2 × (2 + 2)
= 8 ÷ 2 × 4
= 4 × 4
8 ÷ 2(2+2) = 8 ÷ 2 × (2 + 2)
= 8 ÷ 2 × 4
= 4 × 4
= 16
So, why is this a badly formed question? A goal of mathematics is to accurately and unambiguously provide solutions to problems. The real challenge is to answer the right problem. If the purpose of the problem was to provide a correct answer and not lead to argument on interpretation then the question could have been asked in a number of different ways:
Question
What is (8 ÷ 2) × (2 + 2) ?Answer
(8 ÷ 2) × (2 + 2) = (4) × (4) = 4 × 4 = 16
Or, you could ask:
Question
What is 8 ÷ (2 × (2 + 2)) ?
Answer
8 ÷ (2 × (2 + 2)) = 8 ÷ (2 × 4) = 8 ÷ 8 = 1
Another variant of this question could be:
Question
Explain the order of operations for 8 ÷ 2 × (2 + 2) ?Answer
Apply BODMAS and evaluate from left to right:
- First evaluate the terms inside the brackets:
8 ÷ 2 × (2 + 2) = 8 ÷ 2 × 4 - Then evaluation from left to right:
8 ÷ 2 × 4 = 4 × 4 - Giving the final operation:
4 × 4 = 16
So, the problem could be much clearer about it's intent.
What was the point of the original challenge?
I feel that the problem as stated in so many online forums is more click-bait to generate an argument than as a pedagogical exercise.

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