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## MATH 111 6.2 Notes on Division and Fractions and Division with Remainder

by: Marissa Berlanga

6

0

2

# MATH 111 6.2 Notes on Division and Fractions and Division with Remainder MATH 111

Marketplace > University of New Mexico > Mathematics (M) > MATH 111 > MATH 111 6 2 Notes on Division and Fractions and Division with Remainder
Marissa Berlanga
UNM

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These notes cover Section 6.2: Division and Fractions and Division with Remainder
COURSE
Mathematics for Elementary and Middle School Teachers I
PROF.
Karen Sorensen- Unruh
TYPE
Class Notes
PAGES
2
WORDS
CONCEPTS
#math111, #elemmath, #math, #6.2, #chapter6
KARMA
Free

## Popular in Mathematics (M)

This 2 page Class Notes was uploaded by Marissa Berlanga on Sunday April 24, 2016. The Class Notes belongs to MATH 111 at University of New Mexico taught by Karen Sorensen- Unruh in Spring 2016. Since its upload, it has received 6 views. For similar materials see Mathematics for Elementary and Middle School Teachers I in Mathematics (M) at University of New Mexico.

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Date Created: 04/24/16
1. Relating Division and Fractions a. The context of a problem will change the meaning as to whether we are examining a fraction or completing the operation of dividing. i. Example: 2/5 of the cake represents 2 pieces of the whole cake if it were split into 5 equal pieces. ii. Contrast: 2 ÷ 5 is the amount of cake each person will get if 2 identical cakes are divided equally among 5 people. b. How do they relate? i. 1. Start with the idea of splitting the cakes equally among 5 people 1. To do this, we take each cake and divide each into 5 equal pieces. Each person gets one piece from each cake ii. Now, take that one piece from each cake and place it on a new cake. 1. Those 3 pieces make up 2/5 of single cake. iii. Therefore, 2/5 = 2 ÷5 iv. In general terms, A/B = A ÷B 2. Fractions with Negative Numbers a. So whenever you get a fraction with a negative number in it, there are a few ways this problem can go. i. If you have the numerator as the negative, the whole fraction will end up turning negative. 1. Example: (-15/9)= -(15/19) ii. If you have the denominator as the negative, the whole fraction with ALSO end up turning negative. 1. Example: (15/-9)= -(15/9) iii. BUT, if you have BOTH the numerator AND the denominator as the negatives, the negatives will CANCEL EACH OTHER OUT AND THE WHOLE FRACTION BECOMES POSITIVE. 1. Example: (-15/-9) = (15/9) 3. Remainders and Mixed Numbers a. The common method of division that is taught is teachers telling their students: See how many times the divisor goes into the dividend then write the leftover number as “Remainder __” and place the leftover number on the blank space. i. Example: 32÷ 5 = 6

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