Can someone help me help my son with a fraction problem?
818060
$155/775 = 1/5th, which is also 0.2 or 20%\n\n(because 155 goes into 775 exactly 5 times, you can divide both the top/numerator and the bottom/denominator of the fraction by 155 and reduce it to 1/5)
809434
First, ignore those negative signs for now, and calculate each mixed fraction as an improper fraction.\n\nThe technique:  denominator times whole number, plus numerator, while keeping the denominator.\n\n6 1/6 = 37/6  (6 x 6 = 36, plus 1 = 37)\n2 2/9 = 20/9  \n\nNow, add the negative signs and solve normally\n\n-37/6 - 20/9\n\n-111/18 - 40/18\n(-111-40)/18 = -151/18
1127430
try this one http://www.algebrahelp.com/
108159
lets say the fraction is 6/12\nfind a number that goes into 6 and 12 evenly\nin this case 2,3 and 6 do but you always go with the biggest number that can go into both.\nsix goes into itself once and into twelve twice so the answer is 1/2\nlets say the fraction is 13/6 its an improper fraction and needs to be reduced. thats the case when ever the top number is bigger then the smaller number.\ndivide the bottom number into the top number this time it goes in twice but you still have one left over. you put whatever is left over on top of your original bottom number and the answer is 2 1/6\n\nhope it helps
915184
What can 4 and 5 both go into? You have to "translate" those fractions into fractions with common denominators.\nThat will get you started on finishing your own homework.
990473
Start with demonstrating the multiplication of fractions through physical models.\n\nSplit a rectangle in half.  That is 1 x 1/2... because you are counting that one thing 1/2 time.\n\nThen split the 1/2 into 1/2.  1/2, counted 1/2 time, is 1/4.  See it?\n\nOK, so... through whole numbers you have already demonstrated (and they should already have shown true comprehension of the idea) that division is the inverse of multiplication. So...\n\n\n1/2 divided by 2/3 is the same as 1/2 x 3/2 because that is the inverse. Division of whole numbers is a reduction of value... division of fractions is an increase of value.\n\nAlso, try this with decimals.\n\n1/10 divided by 4.\n\n1/10 divided by 4/1.\n\n1/10 x 1/4 = 1/40.\n\n1/40 = 0.025.\n\n   ____\n4 |0.1     = 0.025.\n\n25 x 4 = 100\n\n2.5 x 4 = 10.0\n\n.25 x 4 = 1.00\n\n.025 x 4 = 0.100\n\nStart to see the pattern now?
949276
hi dear xmixxdiam \n\n(7/20 + 3/5) - (3/8 x 4/9)\n● Part 1\n7/20 + 3/5\n- first take a common denominator and its ' 20 ' \n( 7 + 12 ) / 20 = 19 / 20 \n\n● Part 2\n3/8 * 4/9 = (3  / ( 4 * 2) ) * ( 4 / (3 * 3))\n- Now cancel " 3 " & " 4 " \n1/ 2 * 1/3 = 1/6\n\n● Part 3\n19 / 20 - 1 / 6 = ( 57 - 10 ) / 60 = 47 / 60 = 0.783 { bar over 3 } \n\nGood Luck Darling ♣
590744
Let his age be x\n\nBoyhood x/6\nBeard x/6+x/12 = x/4\nMarried x/4+x/7 = 11x/28\nSon 11x/28+5\nSon lived for x/2\nDiophantine died x/2+4 yrs after his son was born\n\nThus we have \n\n11x/28+5+x/2+4=x\n\nor x/2=11x/28+9\nor 3x/28 = 9\nor x = 9*28/3 = 74\n\nThus Diophantus was 74 yrs. old
177784
take a seat and do some fractions
607598
Fractions were always the hardest for me, and I still have to do a quick check! Rather than go through each one (add, subtract, multiply, subtract, I’ll send you a really good web site. http://www.mathleague.com/help/fractions/fractions.htm
417628
multiply by the reciprical\nbasically flip the other fraction over and multiply\nexample:\n\n1/2 divided by 3/4\n1/2*4/3\nthe answer is 4/6 and simplified the answer is 2/3
514419
3x+6/x2-9 / 6x2+12x/4x+12\nIs this all one problem?\n(3x+6)/(x^2-9) / [(6x^2+12x)/(4x+12)]\nWhen dividing by a fraction, flip the second fraction and multiply.\n= (3x+6)/(x^2-9) times (4x+12)/(6x^2+12x)\nFactor everything first.\n3x + 6 = 3(x+2)\nx^2 - 9 = (x+3)(x-3)\n6x^2 + 12x = 6x(x+2)\n4x + 12 = 4(x+3)\n(3x+6)/(x^2-9) times (4x+12)/(6x^2+12x)\n= 3(x+2)/[(x+3)(x-3)] times 4(x+3)/[6x(x+2)]\nNow you can cancel anything that is on top of the fractions with anything that is on the bottom of the fractions.\n(x+2) and (x+3) cancel.  3 times 4 is 12 and 12 divided by 6 is 2.\n= 2/[x(x-3)] or 2/(x^2 - 3x)
164299
Ask him/her for the remainders.\n\nHe/She soon discovers that in dividing by 5 we always have a remainder of 0,1,2,3 or 4. Not 5.\n\nAnd so on for other divisions.\n\nearl, This is my own experience from my 4th grade!\nNow that I am an amateur numbere theorist I know that remainders are more important than quotients.\nSo as a math instructor, this is my advice for \ndivision problems for a forth grader ;o)
537920
It's rough, but what I would do is find the difference between the two routes on either side of the number (Wait for the example!)  and count until you get to it, then make a fraction. \n\nEXAMPLE:\nfind square root of 2.\n\n2 is between 1 and 4.\n\nit's 1 past 4 and there are 3 numbers between the two.  So root 2 is approxamately 1 1/3.  The 1 is from the first number between one and 4, and the 3 is because there's 3 numbers between 1 and 4.  It's confusing, and it's not a good estimate, but it works if you understand it.
985930
The answer is 1/2. To solve it... use algebra. Use X to represent the unknown fraction. Turn the word problem into a numerical expression. It will look like this: 4(X/5) x X = 1/5.    the little x is times. simplify and you get 4X^2/5= 1/5. then simplify again and you get 4x^2=1 Then x^2= 1/4 then x=1/2 ta da!
865514
12 and 7/8ths\n\nconvert the 1/2 to 4/8, the 3/4 to 6/8, add the fractions to get 15/8 which is 1 and 7/8, then add the whole numbers
901430
Da*n guys! give her a break. he's EIGHT years old. He's not going to know the / sign yet. she was asking for the old fashioned division symbol. jeez...\n\nAnyway,\n   scroll through all the menu's and look for symbols...it should be in there. it'll take a lil more time having to do that but oh well. Or you could teach him the /...he'll need that for HS anyway.