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An extension to the rule of three was the double rule of three, which involved finding an unknown value where five rather than three other values are known. An example of such a problem might be If 6 builders can build 8 houses in 100 days, how many days would it take 10 builders to build 20 houses at the same rate? , and this can be set up as
The first step is to determine a common denominator D of these fractions – preferably the least common denominator, which is the least common multiple of the Q i. This means that each Q i is a factor of D, so D = R i Q i for some expression R i that is not a fraction. Then
Common fractions are used most often when the denominator is relatively small. By mental calculation, it is easier to multiply 16 by 3/16 than to do the same calculation using the fraction's decimal equivalent (0.1875). And it is more accurate to multiply 15 by 1/3, for example, than it is to multiply 15 by any decimal approximation of one ...
In elementary algebra, root rationalisation (or rationalization) is a process by which radicals in the denominator of an algebraic fraction are eliminated.. If the denominator is a monomial in some radical, say , with k < n, rationalisation consists of multiplying the numerator and the denominator by , and replacing by x (this is allowed, as, by definition, a n th root of x is a number that ...
Since the two factors found by this method are complex conjugates, we can use this in reverse as a method of multiplying a complex number to get a real number. This is used to get real denominators in complex fractions. [1]
In integral calculus we would want to write a fractional algebraic expression as the sum of its partial fractions in order to take the integral of each simple fraction separately. Once the original denominator, D 0, has been factored we set up a fraction for each factor in the denominator.
Generalization to fractions is by multiplying the numerators and denominators, respectively: = (). This gives the area of a rectangle A B {\displaystyle {\frac {A}{B}}} high and C D {\displaystyle {\frac {C}{D}}} wide, and is the same as the number of things in an array when the rational numbers happen to be whole numbers.
In mathematics education, unit fractions are often introduced earlier than other kinds of fractions, because of the ease of explaining them visually as equal parts of a whole. [ 22 ] [ 23 ] A common practical use of unit fractions is to divide food equally among a number of people, and exercises in performing this sort of fair division are a ...