How to Divide Fractions by Whole Numbers
To divide fractions by whole numbers use the following steps:
- Divide the top of the fraction by the whole number if it divides exactly.
- If not, multiply the bottom of the fraction by the whole number.
If you used step 2, you may need to simplify your answer by dividing the top and bottom of the fraction by the same number. For exemplar, calculate 4 / 5 ÷ 3. We beginning look to see if we can divide the numerator on top by 3. We have a 4 on the peak of the fraction and 4 can not be divided precisely by 3 to leave a whole issue. This means that we use step 2 rather to divide the fraction. We multiply the denominator on the penetrate by the whole number we are dividing by. 5 is the denominator of the fraction. 5 × 3 = 15 and thus, 15 is the denominator on the buttocks of the answer. 4 / 5 ÷ 3 = 4 / 15. We have multiplied the denominator by 3 to divide the solid divide by 3. Calculate 6 / 7 ÷ 2. We can follow the method acting shown in the former case, where we can multiply the denominator by 2. 6 / 7 ÷ 2 = 6 / ( 7 × 2 ). 6 / 7 ÷ 2 = 6 / 14. This can then be simplified because both 6 and 14 can be divided by 2. 6 / 14 = 3 / 7. however, it is much easier to use mistreat 1 in our steps for dividing fractions by whole numbers. We can see that the numerator on acme can be divided neat away. 6 ÷ 2 = 3 and so, the numerator can be divided precisely. We can simply divide the numerator in 6 / 7 by 3 to get our answer of 3 / 7. It is easier to do this method as there is no reduction required afterwards. To divide a fraction by a whole number, we can either multiply the denominator by the whole number or we can divide the numerator by the whole number. Notice that we only need to do one method acting or the other. hera is another example of using this method to divide a fraction by a whole number. We have 9 / 10 ÷ 3. We can immediately see that 9 ÷ 3 = 3 and it divides precisely. We use method acting 1. We divide the numerator and leave the denominator the same. 9 / 10 ÷ 3 = 3 / 10.
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Notice that we only divide the 9 by 3. We do not multiply the 10 on the bottom by three because we have already done our division by dividing the 9 by 3 .
Model for Dividing Fractions by Whole Numbers
When we divide we are sharing an come into equal parts. Dividing a fraction by a unharmed phone number besides means to split it into adequate parts. When we divide a fraction by a solid number it gets smaller. here is an exemplar of dividing the divide 1 / 2 by 3. 1 / 2 means that we have 1 out of 2 adequate parts. When we divide one half by 3, we split it into 3 equal parts. The answer is smaller than one half. It is 1 out of 6 equal parts. We say that 1 / 2 ÷ 3 = 1 / 6. We can see in the ocular exemplary that concluding shaded area is a smaller fraction than we started with but the count at the bottom of the divide increased from 2 to 6. We multiplied the denominator on the buttocks of the fraction by 3 to divide the fraction by 3. Without drawing a ocular mannequin, the method is just to multiply the bottom of the fraction by 3. here is another model of dividing a divide by a hale number. We have 3 / 4 ÷ 2 = shown with a ocular model. 3 / 4 means that we have 3 out of 4 equal parts. This is shown below. When we divide 3 / 4 by 2, we will merely have half of the original shade fraction. We can split each quarter in two so that there are 8 pieces in total. 3 quarters is the same as 6 out of 8 parts. If we divide by 2, we will entirely have 3 out of 8 parts. We can see that half of 3 / 4 is 3 / 8. The circle was divided into doubly as many parts. rather of 3 out of 4 we now only have 3 out of 8 parts. We can see this class without a ocular exemplar below. We can see that it is easier to just multiply the bottom of the fraction by 2. Multiplying the bottom of the fraction by 2 has the same effect as dividing the fraction by 2. When teaching dividing fractions by solid numbers, it is significant to remember that increasing the number on the top of the fraction makes the fraction bigger but increasing the total on the bottom of the fraction makes it smaller.
Some children can be confused with the division resulting in multiplying the denominator on the bottom but it is important to remember that the count on the bottom of the fraction is how many parts we have shared our come into. The bigger the denominator on the bottom, the smaller the fraction .