How do you divide #\frac { 3} { 4} \div \frac { 5} { 4} #?
Dividing is the same as multiplying by the inverse.
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Use the complex fraction method. A fraction is a division problem so set one fraction divided by the second fraction.
The complex fraction method makes sense of the rule of invert and multiply.
To simplify the fraction multiply both the numerator ( top fraction) and the denominator ( bottom fraction) by the inverse of the denominator .
After the bottom fraction divides out it leaves the invert and multiply method. Using the complex fraction makes mathematical sense of the method and avoids reliance on memory.
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If the denominators are the same just divide the numerators.
Using the allocated names we have:
Consider whole numbers. For example 6 and 3
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To divide (\frac{3}{4}) by (\frac{5}{4}), you multiply the first fraction by the reciprocal of the second fraction:
[ \frac{3}{4} \div \frac{5}{4} = \frac{3}{4} \times \frac{4}{5} ]
Simplify the expression:
[ = \frac{3 \times 4}{4 \times 5} ]
[ = \frac{12}{20} ]
This fraction can be simplified further by dividing both the numerator and the denominator by their greatest common divisor, which is 4:
[ = \frac{3}{5} ]
So, (\frac{3}{4} \div \frac{5}{4} = \frac{3}{5}).
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When evaluating a one-sided limit, you need to be careful when a quantity is approaching zero since its sign is different depending on which way it is approaching zero from. Let us look at some examples.
When evaluating a one-sided limit, you need to be careful when a quantity is approaching zero since its sign is different depending on which way it is approaching zero from. Let us look at some examples.
When evaluating a one-sided limit, you need to be careful when a quantity is approaching zero since its sign is different depending on which way it is approaching zero from. Let us look at some examples.
When evaluating a one-sided limit, you need to be careful when a quantity is approaching zero since its sign is different depending on which way it is approaching zero from. Let us look at some examples.
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