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Teachers & Tutors: This December 2011, 5-phase framework offers a context for mathematics & logic education. Phases 1 to 3 may focus on skills with actual or potential local value for adult & daily life. College-oriented phases 5 & 4 focus on calculus & preparation for it. Phases 1 to 4 may also serve trades & professions not dependent on calculus. Reform: look before you leap - plan all in detail first.

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Home < Arithmetic and Number Theory Skills < 6 Fractions and Ratios << 1 What is a fraction Take II

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Fraction Sense & Operations

See Fractions,  Ratios, Rates, Proportions  & Units for a more concrete approach to the question of what is a fraction and how to do and justify arithmetic with fractions.  The concrete approach uses line segments and measures to illustrate and develop fraction senses and operations.  The following easy bases the fraction definition and operations on the division properties of objects - properties that classify and characterize those objects of which fractions can be taken.

The division of objects into parts with the same shape, isometric or congruent geometrically, or into parts of equal value leads to the notion of unit fractions and multiples of unit fractions. When an object is divisible it, we take a half, a third, a quarter, a fifth and so on. 

The object may be a pie, a line segment, a region or a solid, or an amount of money.  

Unit Fractions

To be more precise, when N is a whole number, and when an object is divisible into N  parts, isometric or of the same value, each part provides an  Nth of the object.  We may describe that part in writing as 

1
N
 of  the   object

The symbol 

1
N

may be read as an Nth ,and to coin a phrase, it may be called an adjective of division. An adjective of division is also an adjective of quantity if not enumeration.

Special Case:

For convenience,  an Nth of an object is the object itself when N = 1.

Multiples of Unit Fractions

Put N = 5 and M =3 on first reading.

Suppose N is a whole number, and suppose an object is divisible into N identical or equi-valued parts. Then for each whole number M less than or equal to N, we make take M of  Nths  of the object.the object.  Symbolically, that is in writing, we have

M × 1
N
 of  the   object

or 

M
N
 of  the   object

The two symbols  
M
N
 and  M × 1
N

gives two more adjective of division, adjectives with the same meaning.  We write 

M
N
M × 1
N

to indicate these adjectives of division have the same meaning. They provide simple fractions. In them the first number M is called the numerator and the second N is called the denominator. Both together may be calledterms of the fraction. Mathematicians think of fractions as ordered pairs.

Proper Fractions and one Improper Fraction

When M < N above, we say 

M
N
M × 1
N

is a proper fraction. 

When  M is greater than or equal to N, the fraction 

M
N

is said to be improper. Improper fractions with M > N are not feasible when there is only one object.

The case M = N gives the first improper fraction

N
N
N × 1
N

Taking N of the N-ths of an object is equivalent to taking all of the object physically and geometrically. 

In the biological realm, four quarters do make a whole.  For example, an uncut apple will last longer than two halves. Two halves in this case are not a whole.   So there are exceptions to the notion that all N of the N-ths of an object equivalent to the whole. Those exceptions may be avoided may making the cuts virtual instead of real. 

More on Improper Fractions

When several identical objects can be each be divided into N-ths, isometric or of equal-value, each object contribute N of the N-ths. So there more than N of the N-ths. That be said, if M is a whole number, and there sufficiently many objects divided into N-ths, we can take M of those N-ths in sequence or at random. Thus symbolically, that is in writing, we have

M × 1
N
 of  the   objects

or 

M
N
 of  the   objects

When  M is less than N, the fraction 

M
N

is said to be proper

When  M is greater than or equal to N, the fraction 

M
N

is said to be improper. Improper fractions with M > N are not feasible when there is only one object.

Addition of Fractions - Like Denominators

Suppose one to  several objects are divided into N-ths. Then a group R of these N-ths added to another non-overlapping group T of these N-ths together provide  (R+T) of these N-ths. Symbolically, the foregoing may be written as 

R
N
 +  T
N
 =  R+T
  N

That provides an addition rule for fractions, proper or not, with like denominators.

In the case where one to  several objects are divided into N-ths and M-ths,a group R of these N-ths added to another non-overlapping group T of the M-ths may be physically combined together to form a sum

R
N
 +  T
M

The question of how to represent this sum as fraction follows from the concepts of equivalence for fractions and/or  mixed numbers.

Unit Fraction of Unit Fractions

If an object is divided in  R isometric (respectively equi-value) parts, we may be able to divide each of those parts into say T isometric (respectively equi-value) parts.  The product TR = RT gives the number of resulting isometric (respectively equi-value) parts. That foregoing suggests that a T-th of an R-th is an TR-th and an RT-th part.of the object.  Thus the successive division operations


of 1
R
 of  the   object

yield the same result as the single division

 1 
TR
 of  the   object

Moreover as TR = RT due the commutative property for products of whole numbers, Thus the successive division operations 


of 1
T
 of  the   object

also has the same result. Symbolically with the times symbol × in place of the word of, we have


× 1
R
 =   
TR  

and 


× 1
T
 =   
TR  

The foregoing gives a definition and computational method for the compound adjective of division provided by a unit fraction of a unit fraction. 

Simple Fractions of  Unit Fractions

We now consider the question what is 


of 1
R
 of  an   object

By definition the latter is 

times one T-th   of one R-th  of  an   object

Since 


× 1
T
 =   
TR  

the foregoing implies


× 1
T
 = 
TR  

If an object is divided in  R isometric (respectively equi-value) parts, we may be able to subdivide each of those parts into say T isometric (respectively equi-value) parts and then take M of the resulting parts  The product TR = RT gives the number of resulting isometric (respectively equi-value) parts. That foregoing suggests that M times T-th of an R-th is M times a TR-th or RT-th part.of the object.  


Equivalent Fractions - Fractions of equal value

A divisible  object can sometimes be divided into N isometric or equi-value parts in many different ways.  From this point on, we will consider  and asssume the case of equ-value division first and foremost.  The case of division into isometric parts will be met mainly in the form of illustration and not as a support to the unfolding theory or chains of reason.  Here the existence of a value or measure of a quantity is tacitly assumed. 

Recall a unit fraction of a unit fraction is another unit fraction. That is


× 1
R
 =   1 
TR
=  
RT  

when R and T are whole numbers. An R-th part of an object is also an object. Since T ocurrences of a T-th of an object equals the object, we have

T ×  1 
TR
 = 
R  

That is

 T 
TR
 = 
R  

Now 


R  
= M ×  1 
R
    
 =  M ×
TR
M × (T×  
TR
)
= (M× T)

×


TR
  
= MT 
TR

Therefore  


R  
= TM 
TR
= MT 
RT

That is to say M of R-ths of an object is taken to have equal value to  MT of RT-ths of an object in cases where T times an RT-th has the same value has an R-th. That situation is assumed. 

Identification of unlike fractions with physically different meanings or operations. 

The foregiong implies two fractions representing physical different operations, here M of R-ths of an object and MT of RT-ths of the same object, are considered to be equivalent and interchangeable in our value-based calculations or consideration of adjectives of division (units fractions) and their multiplies (simple fractions). 

Assumption. The three simple fractions 


R  
= TM 
TR
= MT 
RT

of an object give the  same value, and so can replace each other. The equal sign here is use in the sense that all three fractions (applied to an object) should give the same value.  Should more be said about equivalent (or equi-value) fractions?

Raising Terms, Lowering Terms

Here replacing the first fraction M/R by one of the other is called raising terms while replacement of one of the others by M/R is called lowering terms or simplification.  Expressing a fraction A/B in lowest terms or simplest form means finding another fraction M/N of equal value in which no further lowering of terms is possible.  See or find a discussion of relatively prime whole numbers. 

Addition of Fraction - Unlike Denominators, First Pass  

In the case where one to  several objects are divided into N-ths and M-ths,a group R of these N-ths added to another non-overlapping group T of the M-ths may be physically combined together to form a sum

R
N
 +  T
M

The question of how to represent this sum as fraction follows from the concepts of equivalence for fractions and/or  mixed numbers. Here we observe in terms of value, measure or or equivalent fractions

R
N
 =  RM
NM
 =  RT×   1  
NM
and T
M
 =   NT
NM
 =   NT×   1  
NM

Hence 

R
N
 + T
M
 RM×   1  
NM
+ NT×   1  
NM
= (RM+NT)×   1  
NM

and so

R
N
 + T
M
 RM+NT 
     NM

The foregoing uses the common denominator NM in order to express each fraction in the sum as an equivalent (equi-value) fraction with NM as a the common or like denominator.

Addition of Fraction - Unlike Denominators, Second Pass

Suppose N = DE and M = FE for some common factor E, a whole number.  Then 

R
N
 + T
M
 RM+NT 
     NM
 REF+DET 
    DEFE
=  (RF+DT)× E 
    DEF× E

from the distributive, commutative and associative properties of whole numbers.

Now lowering terms gives

R
N
 +  T 
M
  RF+DT 
    DEF

or 

 R 
DE
 +  T 
EF
  RF+DT 
    DEF

The foregoing also follows without lowering terms from the use of equivalent fractions

 R 
DE
 =  RF
DEF
 =  RF×   1  
DEF
and T
EF
 =   DT
DEF
 =   DT×   1  
DEF

and the rule for addition of fractions with like denominators. Lowering terms will be possible if E is not the greatest common factor or if the addition  RF+DT results in a common factor with the product DEF. As a rule of thumb,  the most efficient way to add is to use the greatest common factor E.  A logically equivalent way of saying this, exercise show why,  is use the least common denominator. 

The choice of greatest common factor E leads to the most efficient computation in that if E is not the greatest common factor of N and M then lowering terms is possible after the fractions are combined into a single term using the rule for addition of fractions with like denominators.

Products of Simple Fractions

We now consider the question what is 


of N
R
 of  an   object

By definition the latter is 

times one T-th   of N times one R-th  of  an   object

So we need find the unit fraction of a simple fraction, that is,

one T-th   of N times one R-th  of  an   object

and then multiply by M.

Special Case: The simplest case to visual occurs when N is a multiple of T. Say N = KT for some whole number K.  Then a T-th of KT objects (here R-ths of another object) is given by K of the R-ths.  Then


× N
R
=
× KT
R
 =  K
R

Second Special Case:  


T
of  N
R
 = 
T
of  TN
TN
 = 
T
of   T × N
TN
=  N
TN

General Case:

Now multiplication by M gives the product formula


× N
R
 =  MN
RT

for a product of simple fractions. Can a more cogent argument be given?

An example

Here 2 thirds of three fifths of a rectangle is computed graphically. 

Three fifths of rectangle are shown shaded in blue

       

 

We cut each shaded fifth into thirds

         
         
         

and take two thirds of the three-fifths - see the gray area.

         
         
         

The answer is 6 fifteenths as 15 = 3× 5. 

Algebraic Properties. 

The properties of arithmetic with whole numbers, that is the associative, commutative and distributive law for whole numbers, combined with the above formulas for addition and multiplication, and raising or lowering terms implie the associative, commutative and distributive laws for addition and multiplication of fractions. Details are left to the reader.

Division and Multiplication by Reciprocal of Divisor

What is 


÷ N
?

The product formula 


× N
R
 =  MN
RT

says 


times  N
R
 is   MN
RT

The question of many multiples M/T of a fraction N/R gives another fraction K/S has an answer


= K
S
 ×   R
N

Here we observe due to the associative laws for multiplication of fractions and whole numbers that

( K
S
 ×   R
N
× N
R
 =   KRN
SNR
 =  K
S

as required.   So 


= K
S
 ×   R
N

works. 

Definition:


÷ N
= K
S
 ×   R
N

Uniqueness:

Now if  P and Q are two fractions  with

× N
R
 =  K
S

and 

× N
R
 =  K
S

Then 

P =   (P × N
R
R
N
K
S
 ×   R
N

and 

Q =   (Q × N
R
R
N
K
S
 ×   R
N

So Q = P and 


= K
S
 ×   R
N

is the only answer.

Secondary Mathematics for Ages 11+, A Practical Approach for home-tutoring or -schooling, or for schools & colleges with local curriculum control. Study how to include site content - its skill development how-TOs and innovations into present or future lesson plans - some reading required.

Road Safety Messages and Questions: When and why should you face traffic when walking along a road or cycle path? Is it a good idea to hang limbs outside of cars etc? What gives more protection in a crash: a car, motorbike or bicycle? See too, the BBC-Belgium story Texting and Driving - texting & the impossible test - the article links to a gruesome utube video on the subject

The Logic of Injustice: How Texas sent an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate is not compensation for years or decade of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern Based Reason may slowly lead to greater precision in reading, applying and writing laws.

May 2012, Composition Starting: Pre-School and Primary Mathematics - Quantitative Skills, An Intellectual View, Feedback Welcome:

The 8 Most Popular Site Inlinks

20 Times Table - the most popular site page - popular pages - unexpected.
Fractions & Ratios - with lesson on raising terms to introduce & justify times, division & comparison as well addition & subtraction
Parent Center - See below
Volume 1, Elements of Reason - Intro to all site books.
What is a Variable - best for ages 13+
Written work formats for Arithmetic and Algebra - a skill method and standard!
Complex Numbers Visually - best for ages 13+
Natural Logs, Exponentials, Powers, Roots

Division of Labour: This site offers advice and directions with pointers to resources elsewhere, if known, when they help or lessen the need to write more.

Parent Center: Help your child or teen learn:

Parent-friendly Work Booklets for ages 3+ to 13 Use these or others to check or build skills. Other booklets are available but these booklets allow parents unsure of themselves in mathematics to help their children. The selection acquired in Canada is published in the USA. So it has a US orientation. In retrospect, the selection shows parents what to check with the booklets or by other ways, the choice is theirs. But in retrospect, the selection does not cover integral and fractions liquid weights and measures - ask the publishers to correct that! For ages 9 to 12 say, parents may compensate by showing boys and girls how to use weights or mass, and further measures in food preparation. Beyond that children may be shown how to measure and calculate angles, lengths and areas [proportional amounts too] directly or by using maps and plans drawns to scale. Learning how to gather and measure all the ingredients, pots and pans for a dish or a meal, along with cleaning up sets the stage for like activities or experiments in science courses, and in developing organizational skills, gives boys and girls a head start. Good luck. At the other extreme, more comprehensive than light, if your motto is McCainian: drill, drill, drill then Toronto mathematician and actor John Mighton's jump math organization has jump math workbooks for at least grades 3 to 8 for at-home and in-school use - training sessions for teachers available. Jump math has been expanding to cover older students. Jump Math Samples: plus Fractions for Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8 [unread - likely to be good]. and

Mathematics Skills For Ages 3 to 14 - technical!

Skills with take home value - A few ideas

Basic skills include time-date-calendar Matters; money matters; map, plan and scale diagram matters;counting, measuring and figuring; decision making with logic and likelyhood; being careful and being aware of the domino effect of mistakes; reading and writing with precision.

Is your child able to add, subtract and multiply amounts of money, work with fractions, work with clocks and calendars, work with maps and plans, and measure length, weight-mass and volume? Schools may promote your son or daughter without providing basic skills in reading, writing and arithmetic.

Arithmetic and Number Theory Skills

Algebra Starter Lessons

1 Working With Sets
2 Formula Forward Use - Evaluation
3 Solving Linear Equations - Skip first step with students able to solve 1 eqn in 1 unknown.
4 Computation Rules and Function Notation
5 Real Numbers
6 More Less Greater Than Inequalities and Comparison
7 Axioms Logic and Equivalent Equations
8 Unifying Theme For Algebra
9 Proportionality Backwards and Forwards
10 Examples of Algebraic Reasoning
A Origins of Counting and Figuring Methods
B Real Numbers Extrinsic Development


Site coverage of formuala evaluation format, of computation rules and axioms, and of the forward and backward use of formulas and proportionality relations lessens the amount of natural talent needed to understand and explain algebra.

Geometry - maps plans trigonometry vectors

1 Maps Plans Measurement
2 Euclidean Geometry - Constructions + extras
3 Cartesian and Polar Coordinates
4 Lines and Slopes Take 1
5 What is Similarity
6 Trigonometry first steps
7 Complex Numbers
8 Unit-Circle Trigonometry
9 Lines and Slopes Take 2 with tangent function
10 Intersecting Straight Lines and Transversals
11 Parallel Straight Lines and Transversals
12 Function Translating and Rescaling
13 Vectors
14 Degrees to Radians and Radians to Degrees
15 Arc or Inverse Trigonometric Function

Pre-Teen and young teen mastery of skills and practices which should be common with map-plans-diagrams drawn to scale, contour interpretation included, has actual or potential take-home value for daily- and adult-life in solving routine problems. Elevating some practices to principles, axioms or postualates, provides a base for analytic and Euclidean geometry, an analytic view of similarity, and an efficient mastery of trigonometry and complex numbers. Right triangle trigonometry provide an analytic alternative to solving geometric problems by drawing diagrams to scale.

More Algebra

Natural-Logarithms Exponentials Powers Roots
Five Polynomial Operations
Quadratics Geometrically
Functions
5 Factored Polynomial Sign Analysis Examples
Rewriting algebraic substitution as function substitutions

The first topic leads to a full high school level theory for the forward and backward mastery of growth and decay models and for definition, range and domains of radicals, roots and powers. The next two topics make quadratics and polynomials easier to learn and teach. Site coverage of functions turns vertical and horizontal line rules into computation methods for evaluating functions.

70 Calculus Starter Lessons

Calculus Lessons Elsewhere:

  1. How to Ace Calculus: Street Wise Guide - Mostly Text.

  2. Flash Video for Calculus Phobics

They cover basic topics in ways likely to complement your notes, your textbooks and site material. When Goldilocks trespassed in the house of the three bears, she found three bowls of porridge, two not to her liking, and one just right. Different bears have different tastes. As invited guest here and elsewhere, if one or more explanations is not to liking, try another. It may be better or just right.

Unsolicited Advice

Learning to do and high marks if it comes to easy is often deceptive - light rather than deep. For that reason, students with learning difficulties determined not to let it get in their way may go deeper and farther than those with none. High marks, if the come easy, may be deceptive - provide a too light and not a deep mastery. That could have been your problem in secondary school, one that leads to comprehension shock or difficulties in calculus and more generally in the first year of college. Bon Appetite.


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Home < Arithmetic and Number Theory Skills < 6 Fractions and Ratios << 1 What is a fraction Take II

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Logic-Reason for all
Careful Thinking
Chains of Reason
Mathematical Induction
Responsibility
Bodies-of-Knowledge

Arithmetic - Ages 10+
1. Deciml Place Value - fun
2. Decimals for Tutors
3. Prime Factors - quickly
4. Fractions + Ratios
5. Arith with units - science

Geometry
1 Maps + Plans Use
2 Euclidean Geometry
3 Rct +Polr Coordinates
4 Lines-Slopes [I]
5. What is Similarity
Algebra Starters - the base
1. Better Work Format
2. Solve Linear Eqns
3. Computation Rules
4. Axioms, Item 3 Viewpnt
5. Formulas Backwards
More Algebra
Logarithms-ax & m/nth roots
Five Polynomial Operations
Quadratics Geometrically
Functions || Vectors too
Arith. Skill Check+Answers
Calculus Prep/Preview
What is a Variable
Why study slopes
Why factor polynomials
Complex Numbers
Limits + Continuity

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