Fraction. Yup! When we entered the area of these troubling little devils, I was always able to hear the screams from my students. Every time we start in the field of mathematics students go through the steep intersection of the Acheron River led by Ferry Mankaron and three dogs Cerberus without fear, so that the students need significant work. Oh! That was a bad thing.
But in all reality, these bugbears we call fractions are not so devilish. And when considering how important they are in research in all areas of mathematics, it is best to give them the right place and respect. At early ages, children are essentially tripping on these subjects as they are inherently difficult to consider it. Unlike an integer consisting of one part, a fraction (or a fraction when called) consists of a molecule or two of the upper, denominator or bottom. Quite a few people know this. And these monsters are very friendly when performing multiplication and division arithmetic operations (I will not explain here, but wait until I write articles). However, when adding or deleting, now I am talking about a serious business. Students are misled by the idea of adding two fractions with different denominators. I think that "bottom up" will not apply here.
Anyway, please tell the truth. Adding fractions is not difficult. We only need to have a common stadium, so we refer to the common denominator. Specifically, it requires the smallest common denominator, that is, the LCD. Once you get the LCD, convert molecules quickly and add them. The case closed. However, arriving at this LCD is the most troubling student. Now you can get into a way to get the LCD by first decomposing each bottom into prime numbers - a process known as decomposition into prime numbers - then we convert all discrete prime numbers and common prime numbers to maximum powers - Well, I am already confused by all this huge jumbo. Hi, Wait, is not there an easy way?
Yes. Thankfully, there is. Most students learn to obtain a common denominator (which need not be LCD) by multiplying the two bottoms, so we set up a method based on this procedure. The only problem with this method is that it may be necessary to multiply two large numbers. On large scale, sometimes it means 12 x 18 or 24 x 16. This is not really a problem as most students have computers that rely on this. Even if they learn my technique, no calculator is needed.
Well, let 's go to the food of this method. Let's consider a specific example. Suppose we need to add 5/18 and 5/12 together. First you need to get 12 and 18 LCD. Before multiplying these numbers, the greatest common divisor of 12 and 18 must be 6. The largest common factor or two numbers of GCF is the largest number that equally divides the given number. To obtain the LCD, multiply two given values 12 × 18 = 216 and divide this result by the GCF of 6 to 216/6 = 36. The LCD of 12 and 18 is 36. There is no prime factorization, no clear prime is taken, and there is no worry about the best power.
Finally, to add two fractions, you have to multiply the numerator by an appropriate factor to get the adjusted fraction. For example, since 36/18 = 2, you need to multiply 5 of 5/18 to 2 to get 5/18 = 10/36. Similarly, since 36/12 = 3, multiply 5 by 3 to obtain 15. Therefore, it becomes 5/12 = 15/36. Finally, 5/18 + 5/12 = 10/36 + 15/36 = 25/36.
Please try this method. Do not ride a boat soon at Charon or Cerberus. Until next time...
