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For example, the divisor 3 may be subtracted up to 6 times from the dividend 20, before the remainder becomes negative: 20 − 3 − 3 − 3 − 3 − 3 − 3 ≥ 0, while 20 − 3 − 3 − 3 − 3 − 3 − 3 − 3 < 0. In this sense, a quotient is the integer part of the ratio of two numbers. [9]
The quotient is named after Pierre de Fermat. If the base a is coprime to the exponent p then Fermat's little theorem says that q p ( a ) will be an integer. If the base a is also a generator of the multiplicative group of integers modulo p , then q p ( a ) will be a cyclic number , and p will be a full reptend prime .
Sometimes this remainder is added to the quotient as a fractional part, so 10 / 3 is equal to 3 + 1 / 3 or 3.33..., but in the context of integer division, where numbers have no fractional part, the remainder is kept separately (or exceptionally, discarded or rounded). [5] When the remainder is kept as a fraction, it leads to a rational ...
127 ÷ 4 = 31.75 124 30 (bring down 0; decimal to quotient) 28 (7 × 4 = 28) 20 (an additional zero is added) 20 (5 × 4 = 20) 0 In Mexico , the English-speaking world notation is used, except that only the result of the subtraction is annotated and the calculation is done mentally, as shown below:
17 is divided into 3 groups of 5, with 2 as leftover. Here, the dividend is 17, the divisor is 3, the quotient is 5, and the remainder is 2 (which is strictly smaller than the divisor 3), or more symbolically, 17 = (3 × 5) + 2.
[5] [6] The difference quotient is a measure of the average rate of change of the function over an interval (in this case, an interval of length h). [7] [8]: 237 [9] The limit of the difference quotient (i.e., the derivative) is thus the instantaneous rate of change. [9]
When dividing 12 by 3 one obtains the result 4 because one can regroup 12 objects into 4 subcollections of 3 objects. The quotient group is the same idea, although one ends up with a group for a final answer instead of a number because groups have more structure than an arbitrary collection of objects: in the quotient / , the group ...
Because 10 + 5 + 1 = 16, 132 ÷ 8 is 16 with 4 remaining. In the UK, this approach for elementary division sums has come into widespread classroom use in primary schools since the late 1990s, when the National Numeracy Strategy in its "numeracy hour" brought in a new emphasis on more free-form oral and mental strategies for calculations, rather ...