<< Chapter < Page Chapter >> Page >
This module is from Elementary Algebra by Denny Burzynski and Wade Ellis, Jr. This chapter contains many examples of arithmetic techniques that are used directly or indirectly in algebra. Since the chapter is intended as a review, the problem-solving techniques are presented without being developed. Therefore, no work space is provided, nor does the chapter contain all of the pedagogical features of the text. As a review, this chapter can be assigned at the discretion of the instructor and can also be a valuable reference tool for the student.

Overview

  • Equivalent Fractions
  • Reducing Fractions To Lowest Terms
  • Raising Fractions To Higher Terms

Equivalent fractions

Equivalent fractions

Fractions that have the same value are called equivalent fractions.

For example, 2 3 and 4 6 represent the same part of a whole quantity and are therefore equivalent. Several more collections of equivalent fractions are listed below.

7 6 , 14 12 , 21 18 , 28 24 , 35 30

Got questions? Get instant answers now!

Reducing fractions to lowest terms

Reduced to lowest terms

It is often useful to convert one fraction to an equivalent fraction that has reduced values in the numerator and denominator. When a fraction is converted to an equivalent fraction that has the smallest numerator and denominator in the collection of equivalent fractions, it is said to be reduced to lowest terms. The conversion process is called reducing a fraction.

We can reduce a fraction to lowest terms by

  1. Expressing the numerator and denominator as a product of prime numbers. (Find the prime factorization of the numerator and denominator. See Section ( [link] ) for this technique.)
  2. Divide the numerator and denominator by all common factors. (This technique is commonly called “cancelling.”)

Sample set a

Reduce each fraction to lowest terms.

6 18 = 2 · 3 2 · 3 · 3 = 2 · 3 2 · 3 · 3 2 and 3 are common factors . = 1 3

Got questions? Get instant answers now!

16 20 = 2 · 2 · 2 · 2 2 · 2 · 5 = 2 · 2 · 2 · 2 2 · 2 · 5 2 is the only common factor . = 4 5

Got questions? Get instant answers now!

56 70 = 2 · 4 · 7 2 · 5 · 7 = 2 · 4 · 7 2 · 5 · 7 2 and 7 are common factors . = 4 5

Got questions? Get instant answers now!

8 15 = 2 · 2 · 2 3 · 5 There are no common factors . Thus , 8 15  is reduced to lowest terms .

Got questions? Get instant answers now!

Raising a fraction to higher terms

Equally important as reducing fractions is raising fractions to higher terms. Raising a fraction to higher terms is the process of constructing an equivalent fraction that has higher values in the numerator and denominator. The higher, equivalent fraction is constructed by multiplying the original fraction by 1.

Notice that 3 5 and 9 15 are equivalent, that is 3 5 = 9 15 . Also,

The product of three over five and one is equal to the product of three over five and three over three. This is equal to the product of three and three over the product of five and three, that in turn is equal to nine over fifteen. There is an arrow pointing towards one and three over three, indicating that one and three over three are equal.

This observation helps us suggest the following method for raising a fraction to higher terms.

Raising a fraction to higher terms

A fraction can be raised to higher terms by multiplying both the numerator and denominator by the same nonzero number.

For example, 3 4 can be raised to 24 32 by multiplying both the numerator and denominator by 8, that is, multiplying by 1 in the form 8 8 .

3 4 = 3 · 8 4 · 8 = 24 32

How did we know to choose 8 as the proper factor? Since we wish to convert 4 to 32 by multiplying it by some number, we know that 4 must be a factor of 32. This means that 4 divides into 32. In fact, 32 ÷ 4 = 8. We divided the original denominator into the new, specified denominator to obtain the proper factor for the multiplication.

Sample set b

Determine the missing numerator or denominator.

3 7 = ? 35 . Divide the original denominator ,  7 ,  into the new denominator , 35. 35 ÷ 7 = 5. Multiply the original numerator by 5 . 3 7 = 3 · 5 7 · 5 = 15 35

Got questions? Get instant answers now!

5 6 = 45 ? . Divide the original numerator ,  5 ,  into the new numerator , 45. 45 ÷ 5 = 9. Multiply the original denominator by 9 . 5 6 = 5 · 9 6 · 9 = 45 54

Got questions? Get instant answers now!

Exercises

For the following problems, reduce, if possible, each fraction lowest terms.

For the following problems, determine the missing numerator or denominator.

Questions & Answers

how did you get 1640
Noor Reply
If auger is pair are the roots of equation x2+5x-3=0
Peter Reply
Wayne and Dennis like to ride the bike path from Riverside Park to the beach. Dennis’s speed is seven miles per hour faster than Wayne’s speed, so it takes Wayne 2 hours to ride to the beach while it takes Dennis 1.5 hours for the ride. Find the speed of both bikers.
MATTHEW Reply
420
Sharon
from theory: distance [miles] = speed [mph] × time [hours] info #1 speed_Dennis × 1.5 = speed_Wayne × 2 => speed_Wayne = 0.75 × speed_Dennis (i) info #2 speed_Dennis = speed_Wayne + 7 [mph] (ii) use (i) in (ii) => [...] speed_Dennis = 28 mph speed_Wayne = 21 mph
George
Let W be Wayne's speed in miles per hour and D be Dennis's speed in miles per hour. We know that W + 7 = D and W * 2 = D * 1.5. Substituting the first equation into the second: W * 2 = (W + 7) * 1.5 W * 2 = W * 1.5 + 7 * 1.5 0.5 * W = 7 * 1.5 W = 7 * 3 or 21 W is 21 D = W + 7 D = 21 + 7 D = 28
Salma
Devon is 32 32​​ years older than his son, Milan. The sum of both their ages is 54 54​. Using the variables d d​ and m m​ to represent the ages of Devon and Milan, respectively, write a system of equations to describe this situation. Enter the equations below, separated by a comma.
Aaron Reply
find product (-6m+6) ( 3m²+4m-3)
SIMRAN Reply
-42m²+60m-18
Salma
what is the solution
bill
how did you arrive at this answer?
bill
-24m+3+3mÁ^2
Susan
i really want to learn
Amira
I only got 42 the rest i don't know how to solve it. Please i need help from anyone to help me improve my solving mathematics please
Amira
Hw did u arrive to this answer.
Aphelele
hi
Bajemah
-6m(3mA²+4m-3)+6(3mA²+4m-3) =-18m²A²-24m²+18m+18mA²+24m-18 Rearrange like items -18m²A²-24m²+42m+18A²-18
Salma
complete the table of valuesfor each given equatio then graph. 1.x+2y=3
Jovelyn Reply
x=3-2y
Salma
y=x+3/2
Salma
Hi
Enock
given that (7x-5):(2+4x)=8:7find the value of x
Nandala
3x-12y=18
Kelvin
please why isn't that the 0is in ten thousand place
Grace Reply
please why is it that the 0is in the place of ten thousand
Grace
Send the example to me here and let me see
Stephen
A meditation garden is in the shape of a right triangle, with one leg 7 feet. The length of the hypotenuse is one more than the length of one of the other legs. Find the lengths of the hypotenuse and the other leg
Marry Reply
how far
Abubakar
cool u
Enock
state in which quadrant or on which axis each of the following angles given measure. in standard position would lie 89°
Abegail Reply
hello
BenJay
hi
Method
I am eliacin, I need your help in maths
Rood
how can I help
Sir
hmm can we speak here?
Amoon
however, may I ask you some questions about Algarba?
Amoon
hi
Enock
what the last part of the problem mean?
Roger
The Jones family took a 15 mile canoe ride down the Indian River in three hours. After lunch, the return trip back up the river took five hours. Find the rate, in mph, of the canoe in still water and the rate of the current.
cameron Reply
Shakir works at a computer store. His weekly pay will be either a fixed amount, $925, or $500 plus 12% of his total sales. How much should his total sales be for his variable pay option to exceed the fixed amount of $925.
mahnoor Reply
I'm guessing, but it's somewhere around $4335.00 I think
Lewis
12% of sales will need to exceed 925 - 500, or 425 to exceed fixed amount option. What amount of sales does that equal? 425 ÷ (12÷100) = 3541.67. So the answer is sales greater than 3541.67. Check: Sales = 3542 Commission 12%=425.04 Pay = 500 + 425.04 = 925.04. 925.04 > 925.00
Munster
difference between rational and irrational numbers
Arundhati Reply
When traveling to Great Britain, Bethany exchanged $602 US dollars into £515 British pounds. How many pounds did she receive for each US dollar?
Jakoiya Reply
how to reduced echelon form
Solomon Reply
Jazmine trained for 3 hours on Saturday. She ran 8 miles and then biked 24 miles. Her biking speed is 4 mph faster than her running speed. What is her running speed?
Zack Reply
d=r×t the equation would be 8/r+24/r+4=3 worked out
Sheirtina
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Elementary algebra. OpenStax CNX. May 08, 2009 Download for free at http://cnx.org/content/col10614/1.3
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Elementary algebra' conversation and receive update notifications?

Ask