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In academic literature, when inline fractions are combined with implied multiplication without explicit parentheses, the multiplication is conventionally interpreted as having higher precedence than division, so that e.g. 1 / 2n is interpreted to mean 1 / (2 · n) rather than (1 / 2) · n.
If the divisor has a fractional part, one can restate the problem by moving the decimal to the right in both numbers until the divisor has no fraction, which can make the problem easier to solve (e.g., 10/2.5 = 100/25 = 4). Division can be calculated with an abacus. [14]
The inverse operation of multiplication is division. For example, since 4 multiplied by 3 equals 12, 12 divided by 3 equals 4. Indeed, multiplication by 3, followed by division by 3, yields the original number. The division of a number other than 0 by itself equals 1. Several mathematical concepts expand upon the fundamental idea of multiplication.
The symbols for elementary-level math operations. From top-left going clockwise: addition, division, multiplication, and subtraction. Elementary arithmetic is a branch of mathematics involving addition, subtraction, multiplication, and division.
In a complex fraction, either the numerator, or the denominator, or both, is a fraction or a mixed number, [22] [23] corresponding to division of fractions. For example, 1 / 2 1 / 3 {\displaystyle {\tfrac {1/2}{1/3}}} and ( 12 3 4 ) / 26 {\displaystyle {\bigl (}12{\tfrac {3}{4}}{\bigr )}{\big /}26} are complex fractions.
The combination of these two symbols is sometimes known as a long division symbol or division bracket. [8] It developed in the 18th century from an earlier single-line notation separating the dividend from the quotient by a left parenthesis. [9] [10] The process is begun by dividing the left-most digit of the dividend by the divisor.
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