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" ... multiplying or dividing both the numerator and denominator by the same number, does not alter the value of the fraction. "
Higher Arithmetic: Or, The Science and Application of Numbers; Combining the ... - Σελίδα 314
των James Bates Thomson - 1847 - 422 σελίδες
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Teaching of Arithmetic

John Charles Stone - 1918 - 280 σελίδες
...perhaps by writing them in this form and applying the principle that Multiplying both terms of a fraction by the same number does not alter the value of the fraction is the most economical way of simplifying such ratios. Thus, at sight, the above "complex fractions"...

The Manufacture of Pulp and Paper: A Textbook of Modern Pulp and ..., Τόμος 1

Joint Textbook Committee of the Paper Industry - 1921 - 472 σελίδες
...expression as a fraction, it has been shown in connection with fractions that multiplying or dividing the numerator and denominator by the same number does not alter the value of the fraction. PROPORTION 148. If there are two ratios, each having the same value, and they are written so as to...

The Manufacture of Pulp and Paper: A Textbook of Modern Pulp and ..., Τόμος 1

1921 - 488 σελίδες
...does not alter the value of the quotient; hence, dividing both numerator and denominator of a fraction by the same number does not alter the value of the fraction. For example, yf = TV = f. Here both 18 and 24 are first divided by 2, the quotients being 9 and 12,...

Business Arithmetic

Preston Edmond Curry, Victor M. Rubert - 1922 - 328 σελίδες
...i, -&=*, $ = !, etc. To Higher Terms: 1=|, J=A, f =*f, etc. Notice that the value is not changed by multiplying or dividing both the numerator and denominator by the same number. It should be noted that the value of any fraction depends upon the ratio or relation existing between...

Solid Geometry

Mabel Sykes, Clarence Elmer Comstock - 1922 - 236 σελίδες
...operations that involve fractions! Multiplying or dividing numerator and denominator of a fraction by the same number does not alter the value of the fraction. A. The sum or difference of two or more fractions that have a common denominator is the sum or difference...

A Course in Arithmetic for Teachers and Teacher-training Classes

James Robert Overman - 1923 - 396 σελίδες
...denominator of the common fraction is not a power of ten it can sometimes be changed to a power of ten by multiplying or dividing both the numerator and denominator by the same number. I- %=6/io=-6 3. ' 10 4. - In general to change a common .fraction to a decimal it is necessary to carry...

The Fundamental Skills of Algebra, Τεύχος 324

John Phelps Everett - 1928 - 128 σελίδες
...added, is preliminary to the actual addition. The laws of fractions, "Multiplying or dividing both terms by the same number does not alter the value of the fraction," does not necessarily carry either conviction or a sense of its own intrinsic value to the mind of the...

New National Curriculum Mathematics: With exam questions, Τόμος 7

K. M. Vickers, H. L. Van Hiele, M. J. Tipler - 1997 - 518 σελίδες
...3 : 4 may be rewritten as j or 0-75 or 75%. Equivalent fractions (equal fractions) may be formed by multiplying (or dividing) both the numerator and denominator by the same number. For instance, since -^ = || (multiplying top and bottom by 2) and -jj- = y (dividing top and bottom...
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New National Framework Mathematics 7+ Pupil's Book, Τόμος 7

M. J. Tipler, K. M. Vickers - 2002 - 486 σελίδες
...-«— denominator I' i I' A- il- ••• are equivalent fractions. We find equivalent fractions by multiplying or dividing both the numerator and denominator by the same number. x2 x5 __ 10 20 25 24 4 38 = ~5~ §, ®6/ ¿5, x2 x5 ^6 are equivalent fractions. A fraction is in its...
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New National Framework Mathematics 9 Core Pupil's Book, Τόμος 9

M. J. Tipler - 2004 - 468 σελίδες
...3-61 R quivalent fractions , ^, ... are equivalent fractions. 3~' i I' We find equivalent fractions by multiplying or dividing both the numerator and denominator by the same number. hw Example 15 10 x2 x6 T^IS ~x~6^ Cancelling fractions We write a fraction in its simplest form by...
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