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2 3 Plus 4 9 in Fraction

## 2 3 Plus 4 9 in Fraction ## 2 3 Plus 4 9 in Fraction

The Beautiful Pattern of Fractions Shapes a Pattern That Is Visually Appealing. yet This Is Not the Only Reason Why-the Pattern Is Also Helpful for Helping Students Learn Fractions One by One. Learning by Doing Is a Self-Guided, Active Process of Discovery, Which Is a Type of Scientific Learning Theory. the Choice to Learn by Doing Is Motivated Through the Desire to Gain Mastery of a Skill, Which Can Lead to Self-Actualization.

### Fraction

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Unlike adding and subtracting integers such as 2 and 8, fractions require a common denominator to undergo these operations. One method for finding a common denominator involves multiplying the numerators and denominators of all of the fractions involved by the product of the denominators of each fraction. Multiplying all of the denominators ensures that the new denominator is certain to be a multiple of each individual denominator. The numerators also need to be multiplied by the appropriate factors to preserve the value of the fraction as a whole. This is arguably the simplest way to ensure that the fractions have a common denominator. However, in most cases, the solutions to these equations will not appear in simplified form (the provided calculator computes the simplification automatically). Below is an example using this method.

Multiplying fractions is fairly straightforward. Unlike adding and subtracting, it is not necessary to compute a common denominator in order to multiply fractions. Simply, the numerators and denominators of each fraction are multiplied, and the result forms a new numerator and denominator. If possible, the solution should be simplified. Refer to the equations below for clarification. (Source: www.calculator.net)

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If we wanted to add 1/3 and 2/5, we would first need to convert both fractions to denominators of 15. How do we change the denominator of a fraction without changing the value of that fraction? To do this, we have to multiple both the numerator and denominator by the same number. To change 1/3 into 15ths, we look at what we would need to multiple 3 by to get 15. 3 times 5 is 15, so if we multiple the numerator of the fraction (1) by the same number (5) we get 5. 1/3 is equal to .

The associative property states (a + b) + c = a + (b + c). This means that it doesn't matter which fractions we add together first. We can add any two of the fractions together and then add the result to the third fraction. Let's start by adding 1/2 and 1/4. First we need a common denominator. This will be the least common multiple of the denominators in the fractions. In our case, we want to find the least common multiple of 2 and 4: (Source: study.com)

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