| "body"> | | | | frustrated with fractions because you can't add or |
| Fractions are the pits. You know you can't just | | | | subtract them like one does with ordinary |
| add or subtract them even though multiplying and | | | | numbers. With fractions, you need a common |
| dividing them is not too bad. But since addition is | | | | denominator before the addition or subtraction |
| the most popular arithmetic operation, that's | | | | operation is negotiated.. |
| where the darn problem is. I mean those pesky | | | | Reaching the common ground with |
| denominators always get in the way. Yet | | | | fractions--common ground being the common |
| fractions appear everywhere you look: look at | | | | denominator--is not difficult once a little trick is |
| the price of gas, which is hovering about $3.00 | | | | learned. For example, to add 3/10 and 2/15 all you |
| per gallon and you see something like "Unleaded | | | | need do is ask, "What is common to 10 and 15?" |
| Regular - $2.79 9/10"; or take a look at the unit | | | | That is what is the largest number that divides |
| prices in supermarkets and you might see | | | | both 10 and 15? The largest number to do this |
| something like 33 ½ cents per pound, or 16 | | | | feat is 5, and this is known as the greatest |
| 1/3 cents per ounce. Let's face it, you're not | | | | common factor of 10 and 15. Thus multiply 10 and |
| escaping these little monsters so you better just | | | | 15 together to get 150, then divide this result by |
| get used to them. | | | | 5 to get 30. This last number is the least common |
| So how do you deal with these nasty little | | | | denominator of both 10 and 15. Now to finish off |
| creatures? Well, if you've followed some of my | | | | our problem of adding 3/10 and 2/15 we find out |
| writings on this topic (see my ebook "Fractions | | | | how many times each of the denominators goes |
| for the Faint of Heart"), then you know that it | | | | into the number 30. In this case we have 30/10 is |
| really is not that hard to work with fractions. You | | | | 3 and 30/15 is 2. We multiply each of these |
| just need some simple tools which I lay out in my | | | | quotients 3 and 2 by the respective numerators 3 |
| books and articles on this subject. These tools will | | | | and 2 to get 3x3 is 9 and 2x2 is 4. We add these |
| help you or your child deal a death blow to the | | | | last two results, 9 and 4, to get 13. We put this |
| seemingly unending array of problems that | | | | number over the common denominator 30 to get |
| fractions can cause. | | | | our final answer of 13/30. That's it folks. Nothing |
| An important point to make here is that fractions | | | | too hard to learn. And this method works all the |
| are an integral part of any child's mathematical | | | | time. |
| education, and, if not learned properly, can | | | | So get on board with fractions and don't let their |
| severely hinder progress in this subject: all of | | | | seemingly bullying attitudes get to you or your |
| mathematics either directly or indirectly ties to | | | | children. For you can beat these numbers at their |
| numbers, and yes, fractions make up a large | | | | game every time and turn that expression of "I |
| portion of the real number system which is used | | | | hate fractions!" into one of "I love fractions!" Just |
| extensively in algebra, geometry, and even the | | | | watch your kids' grades soar in mathematics once |
| Calculus. As pointed out above, children become | | | | they master fractions. |