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5 2 3
Example 2. 8 − 8 = 8 .
11
= .
12
2 8 by saying, "3 goes
We converted 3 to 12
into
(is contained in) 12 four times. Four times 2 is 8."
(In that way, we multiplied both 2 and 3 by the same
number, namely 4. See Lesson 22, Question 3.)
1 3 by saying, "4 goes into
We converted 4 to 12
12 three
times. Three times 1 is 3." (We multiplied both 1 and 4
by 3.)
The fact that we say what we do shows again that
arithmetic is a spoken skill.
In practice, it is necessary to write the common
denominator only once:
2 + 1 = 8 + 3 = 11 .
3 4 12 12
4 2
Example 4. 5 + 15
Solution. The LCM of 5 and 15 is 15. Therefore,
4 2 12 + 2 14
5
+ 15
= 15
= 15
.
4 12 by saying, "5 goes into
We changed 5 to 15
15 three
times. Three times 4 is 12."
We did not 2 , because we are not changing
change 15 the
denominator 15.
2 1 7
Example 5. 3 + 6 + 12
Solution. The LCM of 3, 6, and 12 is 12.
2 1 7 8 + 2 + 7
3
+ 6
+ 12
= 12
2 1 7 17
3
+ 6
+ 12
= 12
2 1 7 5
3
+ 6
+ 12
= 1 12
.
2 8 by saying, "3 goes into
We converted 3 to 12
12 four
times. Four times 2 is 8."
1 2 by saying, "6 goes into
We converted 6 to 12
12 two
times. Two times 1 is 2."
We did not 7 , because we are not changing
change 12 the
denominator 12.
17 5
Finally, we changed the improper fraction12 to 1 12 by
dividing 17 by 12. (Lesson 20.)
"12 goes into 17 one (1) time with remainder 5."
5 7
Example 6. 6 + 9
Solution. The LCM of 6 and 9 is 18.
5 7 15 + 14 29 11
6
+ 9 = 18 = 18 = 1 18
.
5 15 by multiplying both terms
We changed 6 to 18
by 3.
7 14 by multiplying both terms
We changed 9 to 18
by 2.
1 1
Example 7. Add mentally 2 + 4 .
1 is how 1
Answer. 2 4
's?
many
1 2
2
= 4.
Just as 1 is half of 2, so 2 is half of 4. Therefore,
1 1 3
2 + 4
= 4
.
The student should not have to write any problem in
which one of
the fractions 1 , and the denominator of the other is
is 2 even.
For example,
1 2 7
2
+ 10 = 10
-- 1 5
2
= 10 .
because
Example 8. In a recent exam, one eighth of the students
got A, two fifths got B, and the rest got C. What fraction
got C?
Solution. Let 1 represent the whole number of students.
Then the question is:
1 + 2 + ? = 1 .
8 5
Now,
1 2 5 + 16 21
+
8 5
= 40
= 40
.
21
The rest, the fraction that got C, is the complement of 40 .
19
It is 40 .
4. How do we add mixed numbers?
3 2 5
Example 9. 4 8 + 2 8 = 6 8 .
2 4 6
Example 10. 35 + 1 5 = 4 5 .
6 is improper, we must change it to a mixed
But 5
number:
46 = 1 1 .
5 5
Therefore,
6 1 1
4 5 = 4 + 1 5 = 5 5 .
6 5 11 3
We added 6 + 3 = 9. 8 + 8 = 8 = 1 8 .
3 3
9 + 1 8
= 10 8
.