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Multiplying two unit fractions produces another unit fraction, but other arithmetic operations do not preserve unit fractions. In modular arithmetic, unit fractions can be converted into equivalent whole numbers, allowing modular division to be transformed into multiplication.
To divide a fraction by a whole number, you may either divide the numerator by the number, if it goes evenly into the numerator, or multiply the denominator by the number. For example, 10 3 ÷ 5 {\displaystyle {\tfrac {10}{3}}\div 5} equals 2 3 {\displaystyle {\tfrac {2}{3}}} and also equals 10 3 ⋅ 5 = 10 15 {\displaystyle {\tfrac {10}{3\cdot ...
Systematic generalizations of this basic definition define the multiplication of integers (including negative numbers), rational numbers (fractions), and real numbers. Multiplication can also be visualized as counting objects arranged in a rectangle (for whole numbers) or as finding the area of a rectangle whose sides have some given lengths.
Common tools in early arithmetic education are number lines, addition and multiplication tables, counting blocks, and abacuses. [186] Later stages focus on a more abstract understanding and introduce the students to different types of numbers, such as negative numbers, fractions, real numbers, and complex numbers.
For example, multiplication is granted a higher precedence than addition, and it has been this way since the introduction of modern algebraic notation. [2] [3] Thus, in the expression 1 + 2 × 3, the multiplication is performed before addition, and the expression has the value 1 + (2 × 3) = 7, and not (1 + 2) × 3 = 9.
Fraction – A number that is not whole, often shown as a division equation Decimal fraction – Representation of a fraction in the form of a number; Proper fraction – Fraction with a numerator that is less than the denominator; Improper fraction – Fractions with a numerator that is any number; Ratio – Showing how much one number can go ...