Math calculations in junior high school

Original = [(-6 -4)-(15 -8)] [-2-(-7 -16)]

3 2-15 8] [-2 -7 16] Simplification.

24 16 - 30 16] [-32 16 - 7 16]

6 16) (-39 16) approx.

The key is to be careful, step by step, and don't skip steps (except for those who are proficient).

Calculate the denominator first, then the denominator.

It can be done as two small questions.

Molecule: -2-(-7-16).

Denominator: (-6 -4) -(15 -8).

Finally, the numerator divided by the denominator is the answer

Original = [(-6 -4)-(15 -8)] [-2-(-7 -16)]

3 2-15 8] [-2 -7 16] Simplification.

24 16 - 30 16] [-32 16 - 7 16]

6 16) (-39 16) approx.

Multiply and divide first, then add and subtract, simplify first, and then calculate.

Original = [(-6 -4)-(15 -8)] [-2-(-7 -16)]

3 2-15 8] [-2 -7 16] Simplification.

24 16 - 30 16] [-32 16 - 7 16]

6 16) (-39 16) approx.

First simplified -2-6-8/7, -2-6-8=-16, and -7/16 = 7/16 after simplification. ......

Re-simplification -1-3/2-4, -1-3=-4, -2-4=-6, -4/4 -6 after simplification, and -3/2 = 3/2 after simplification. ......

Re-simplification -3-5/7-8, -3-5=-8, -7-8=-15, -8/8 = -15/8 after simplification. ......Constant: -2. ......

With - minus 39/16. ......

With - 3/8 of minus. ......

Then use to get 13/2

The final result was 13 out of 2

Addendum: I don't know if the answer is right or not, but here's how to do it.

This kind of question is counted one by one. It's a bit troublesome to calculate the large numerator first, simplify each fraction, and then calculate the final result, but there should be no easy way. As for the calculation problem, is it okay to factorize, if yes, I'll send it to you.

13/2 of a kind.