For examples that do not result in a whole number, you could use strip diagrams and split the different-sized parts so that they are the same. This leads to an interesting discussion because many students are told that you do not need to find a common denominator when dividing fractions. However, the 'invert and multiply' or 'cross multiply' methods both result in the answer using the numerators of the from the equivalent fractions if you had found a common denominator. If students see this before the method or 'trick,' then the 'invert and multiply' method makes more sense. for example: (2/3) ÷ (4/5) in the strip diagram: cut the the thirds into fifths. cut the fifths into thirds. then, it is a problem of fitting 12 parts in to 10. This is just 10/12 common denominator: (2/3) ÷ (4/5) can be written as (10/15) ÷ (12/15). This is fitting 12 parts of the same size (fifteenths) into 10 parts of the same size (fifteenths). (the size of the common part does really matter) invert and multiply: (2/3) ÷ (4/5) = (2/3) x (5/4) = 10/12. The two parts from 2/3 get split into fifths, producing 10 (2x5). The 4 parts from 4/5 get split into thirds, producing 12 (4x3). At the end of the day, the 10 is the numerator on the equivalent fraction for 2/3 and the 12 is the numerator on the equivalent fraction for 4/5. The same strip diagram applies to all of these. Interesting observation: Some students will say the answer to (2/3 ) ÷ (4/5) is 'zero' because 4/5 does not fit into 2/3 if the question is 'how many times 4/5 goes into 2/3?' Of course, the good teacher will reply: Correct, the whole 4/5 will not fit. However, what fraction of 4/5 will fit? thanks for the videos.
Picture division of fractions always won't give us a whole number. Moreover ,we won't get an accurate answer, if picture divisions not aligned properly.. What, if we build the common denominator and go for the picture division?
![Learn how to Divide Fractions & Simplify - [6-2-13]](http://i.ytimg.com/vi/3wFiq-_rdEA/mqdefault.jpg)
![Learn how to Divide Fractions & Simplify - [6-2-13]](/img/tr.png)
Sir I am from India and I like your explanation but it's my humble request that please explain Quadratic equation and linear inequation
He has already explained them. here is the link
ua-cam.com/video/z-eDqFTYC-I/v-deo.html
ua-cam.com/video/ypkXH1mhC50/v-deo.html
Anshu,
Do you have his membership?
ua-cam.com/video/lhfRAkaE-qs/v-deo.html
For examples that do not result in a whole number, you could use strip diagrams and split the different-sized parts so that they are the same. This leads to an interesting discussion because many students are told that you do not need to find a common denominator when dividing fractions. However, the 'invert and multiply' or 'cross multiply' methods both result in the answer using the numerators of the from the equivalent fractions if you had found a common denominator. If students see this before the method or 'trick,' then the 'invert and multiply' method makes more sense.
for example: (2/3) ÷ (4/5)
in the strip diagram: cut the the thirds into fifths. cut the fifths into thirds. then, it is a problem of fitting 12 parts in to 10. This is just 10/12
common denominator: (2/3) ÷ (4/5) can be written as (10/15) ÷ (12/15). This is fitting 12 parts of the same size (fifteenths) into 10 parts of the same size (fifteenths). (the size of the common part does really matter)
invert and multiply: (2/3) ÷ (4/5) = (2/3) x (5/4) = 10/12. The two parts from 2/3 get split into fifths, producing 10 (2x5). The 4 parts from 4/5 get split into thirds, producing 12 (4x3). At the end of the day, the 10 is the numerator on the equivalent fraction for 2/3 and the 12 is the numerator on the equivalent fraction for 4/5.
The same strip diagram applies to all of these.
Interesting observation: Some students will say the answer to (2/3 ) ÷ (4/5) is 'zero' because 4/5 does not fit into 2/3 if the question is 'how many times 4/5 goes into 2/3?' Of course, the good teacher will reply: Correct, the whole 4/5 will not fit. However, what fraction of 4/5 will fit?
thanks for the videos.
4/5 is a 2/3 of 1 1/5
Very helpful. Thank you!
Great video
I AM FROM BRAZIL STATE OF MINAS GERAIS ASTOLFO DUTRA CITY AND I REALLY APPREACIATED THE WAY THAT YOU EXPLAIXNED
Thanks a lot sir I'm grateful to you i appreciate you..
Perfect example of what this is & how it works.
You are a great teacher. Your explanation is always easy to follow. Thank you, Sir ❤
Great professor...Thank you very much indeed. ❤
Great explanation
Sir how to exactly start preparations for Electrical course like electronics, electrical machines, circuit theory and all?
Picture division of fractions always won't give us a whole number. Moreover ,we won't get an accurate answer, if picture divisions not aligned properly.. What, if we build the common denominator and go for the picture division?
Yup 🤧
Thank you. I am from Tatarstan . Respect you