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In musical rhythm, the LCD is used in cross-rhythms and polymeters to determine the fewest notes necessary to count time given two or more metric divisions. For example, much African music is recorded in Western notation using 12 8 because each measure is divided by 4 and by 3, the LCD of which is 12.
One of the basic principles of algebra is that one can multiply both sides of an equation by the same expression without changing the equation's solutions. However, strictly speaking, this is not true, in that multiplication by certain expressions may introduce new solutions that were not present before. For example, consider the following ...
A multiple of a number is the product of that number and an integer. For example, 10 is a multiple of 5 because 5 × 2 = 10, so 10 is divisible by 5 and 2. Because 10 is the smallest positive integer that is divisible by both 5 and 2, it is the least common multiple of 5 and 2.
Simplifying this further gives us the solution x = −3. It is easily checked that none of the zeros of x ( x + 1)( x + 2) – namely x = 0 , x = −1 , and x = −2 – is a solution of the final equation, so no spurious solutions were introduced.
For example, 6 and 35 factor as 6 = 2 × 3 and 35 = 5 × 7, so they are not prime, but their prime factors are different, so 6 and 35 are coprime, with no common factors other than 1. A 24×60 rectangle is covered with ten 12×12 square tiles, where 12 is the GCD of 24 and 60.
The greatest common divisor (GCD) of integers a and b, at least one of which is nonzero, is the greatest positive integer d such that d is a divisor of both a and b; that is, there are integers e and f such that a = de and b = df, and d is the largest such integer.
Plain text, programming languages, and calculators also use a single asterisk to represent the multiplication symbol, [6] and it must be explicitly used; for example, 3x is written as 3 * x. Rather than using the ambiguous division sign (÷), [a] division is usually represented with a vinculum, a horizontal line, as in 3 / x + 1 .
The LCD article should deal with the mathematical concept of LCD. The LCD concept is not central to education reform. (If I understand your position re. ER correctly, it seems that you should be interested first of all in a full explanantion of the LCD concept. Inserting the issue of ER only takes away from the explanation of the LCD concept ...