This is blowing my fucking mind like an artillery shell
this post was submitted on 02 Sep 2025
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Yeah, I personally find it a lot easier to compute 13% of 17, rather than 17% of 13.
Same with 375% of 20 rather than 20% of 375.
Damn, it still worked. Holy shit.
The few times I've seen you on Lemmy, it takes me a few seconds to process your username. Today, I had my favorite misreading yet: pronounced Ivana footerall
Thanks, now I can't unsee that, fartographer
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.2*13=2.6
.03*13=0.39
2.6-0.39=2.21
My brain is maybe a weird place 😂
I guess it's easy to miss that m% just means ×m÷100
6% of 50 means 50 × 6 ÷ 100, and because multiplication and division have the same order of operations you can switch them around. so it is also equal to 6 × 50 ÷ 100, in which you can simplify 50 ÷ 100 into 1 ÷ 2, but you could always do that: 50 × 6 ÷ 100 = 1 × 6 ÷ 2.
this "shortcut" however is of extremely limited use. basically for taking a percentage of anything other than things that can very easily divide or multiply 100 like 50 in this example or maybe 10 or 500 it's nearly useless.
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x/100 * y = x * 1/100 * y = x * y/100
I never would have thought of it myself and still feel like I should have thought of it myself.
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My dyscalculic ass trying to remember what 50% of 6 is
Probably 5 tbh
is tree fiddy
This is great. I won't remember it when I will need it.
Legitimately new knowledge for me that will literally make my work easier. Wish I could give you more than 100% of 1 upvote, OP!
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I'm gonna track down all my HS math teachers and punch each and every one of them in the mouth.
This is the coolest trick since I learned about the "quick 20% tip on your tab" method. Take the total bill, move the decimal point one place over to the left, then multiply it by 2 to get 20% gratuity. I will sometimes round down on the change to make it closer to 18%. Also I only really need to do this when I'm drunk and can't maths.
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Most of the people explaining this still make it more complicated than it needs to be, imo.
I just think the symbol "%" algebraically means 0.01
Can we say "commutative" in this case ?
Yeah stuff like that really ain't it. It works in a few use cases, but is objectively wrong and detracts from understanding the topic properly. That's why I teach percentages as the fractions they are. By the time you learn percentages, you already know multiplying fractions is commutative, so the trick still works, and you also understand why.
that’s why I teach percentages as the fractions they are
What about pi%?
That's pi/100 still. Didn't say it was a rational number, just that it was a fraction. Though I don't see a context where it'd make sense.
commutable...
That's because multiplication is commutative
taking a percentage of something essentially means multiplying it with a hundreath of the percentage
6% of 50 essentially means 50 * 0.06
or
50 * 6 * 0.01
and since
50 * 6 * 0.01 = 6 * 50 * 0.01
then of course
50 * 0.06 = 6 * 0.5
And we have the above
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Yes, 47% of 47 is certainly much easier to determine when you look at it as 47% of 47! Genius!
You can also
Multiply one side, divide the other to get the base number to get the base number to 100.
6% of 50 == 3% of 100 == 3
5% of 20 == 1% of 100 == 1
7% of 50 == 3.5℅ of 100 == 3.5
~~14% of 200 == 7% of 100 == 7~~
Edit* as pointed out below, this one was incorrect.
14% of 200 == 28% of 100 == 28
You don't have to stop at percentage either.
25 * 16 = 100 * 4
If you're doing addition, you can add and subtract.
27 + 13 = 20 + 20
Most of the difficulty is in realizing that one number or the other can be brought up to a nice round number, making the equation simple to do in your head. And obviously, just getting to around number on one side doesn't always make it easy on the other side.
I always loved screwing with math problems to make them easier, which is weird, because overall, I don't really care for math.
I also do shit like borrowing a couple of numbers to make the equation easy and then pull them back out.
392 / 4 == (400 - 8) / 4 == (100-2) = 98
376 / 4 == (400-24)/4 =100-6=94
Of course it goes up a level when the remainder isn't evenly divisible. But I still find it's something I can handle in my head.
371 / 4 == (400-29)/4= 100-7¼ =100-7.25=92.75
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Huh. Learning a fun and cool math trick was not on the list of expected outcomes for today, but I'll take it!
Surprised how many people don’t know this. I suspect it is because people forget that percent literally means per 100 or /100 and the of is standing in for multiplication. So 6% of 50 is 6/100 * 50 or 6 * 50 * 1/100
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For real? I've never though of this. This may actually be useful!
% really just means *1/100 - it doesn't matter where you apply that factor:
6% of 50 = 6% * 50 = 6/100 * 50 = 6*50/100 = 6 * 50/100
Where were you when I failed math 101 4 times?
Thanks!
I was probably on a different continent ^^ Also, the biggest problem explaining math is not making it understandable, but having a motivated learner. Most students that have a bad teacher in school, or are somehow not motivated in school to begin with, will also not be motivated to focus on easier explanations. Technically a basic interest in math should be fostered / encouraged in kids from an early age, and at the latest in elementary school. If that does not work out, many students will have a hard time with it.
You are welcome.
Teaching stats and using percentages now and again, it's not really that useful of a tool most of the time since you aren't usually working with an easy number like 50 (Or 10, 20, 25, etc.).
Usually what I'm doing is breaking it down into manageable parts (factors), so 6% is 5% + 1% which I can usually do in my head regardless of the number (or if 5% hard, work in increments of 1%, which I can multiply by 6).
It's a pretty common strategy to with with factors. Just surprised how many of my students don't know it!
Yeah, now calculate 6% of 36
Edit: Replies itt make me believe that everyone on Lemmy is a chatbot
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Sweet, thanks Panzer of the Lake!
maths is the same in both case but I get it, for small numbers this is useful
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