<< Chapter < Page Chapter >> Page >

When finding the equivalent fractions needed to create the common denominators, there is a quick way to find the number we need to multiply both the numerator and denominator. This method works if we found the LCD by factoring into primes.

Look at the factors of the LCD and then at each column above those factors. The “missing” factors of each denominator are the numbers we need.

The number 12 is factored into 2 times 2 times 3 with an extra space after the 3, and the number 18 is factored into 2 times 3 times 3 with an extra space between the 2 and the first 3. There are arrows pointing to these extra spaces that are marked “missing factors.” The LCD is marked as 2 times 2 times 3 times 3, which is equal to 36. The numbers that create the LCD are the factors from 12 and 18, with the common factors counted only once (namely, the first 2 and the first 3).

In [link] , the LCD, 36, has two factors of 2 and two factors of 3 .

The numerator 12 has two factors of 2 but only one of 3—so it is “missing” one 3—we multiply the numerator and denominator by 3.

The numerator 18 is missing one factor of 2—so we multiply the numerator and denominator by 2.

We will apply this method as we subtract the fractions in [link] .

Subtract: 7 15 19 24 .

Solution

Do the fractions have a common denominator? No, so we need to find the LCD.

Find the LCD. .
Notice, 15 is “missing” three factors of 2 and 24 is “missing” the 5 from the factors of the LCD. So we multiply 8 in the first fraction and 5 in the second fraction to get the LCD.
Rewrite as equivalent fractions with the LCD. .
Simplify. .
Subtract. 39 120
Check to see if the answer can be simplified. 13 3 40 3
Both 39 and 120 have a factor of 3.
Simplify. 13 40

Do not simplify the equivalent fractions! If you do, you’ll get back to the original fractions and lose the common denominator!

Got questions? Get instant answers now!
Got questions? Get instant answers now!

Subtract: 13 24 17 32 .

1 96

Got questions? Get instant answers now!

Subtract: 21 32 9 28 .

75 224

Got questions? Get instant answers now!

In the next example, one of the fractions has a variable in its numerator. Notice that we do the same steps as when both numerators are numbers.

Add: 3 5 + x 8 .

Solution

The fractions have different denominators.

.
Find the LCD. .
Rewrite as equivalent fractions with the LCD. .
Simplify. .
Add. .

Remember, we can only add like terms: 24 and 5 x are not like terms.

Got questions? Get instant answers now!
Got questions? Get instant answers now!

Add: y 6 + 7 9 .

9 y + 42 54

Got questions? Get instant answers now!

Add: x 6 + 7 15 .

15 x + 42 135

Got questions? Get instant answers now!

We now have all four operations for fractions. [link] summarizes fraction operations .

Fraction Multiplication Fraction Division
a b · c d = a c b d

Multiply the numerators and multiply the denominators
a b ÷ c d = a b · d c

Multiply the first fraction by the reciprocal of the second.
Fraction Addition Fraction Subtraction
a c + b c = a + b c

Add the numerators and place the sum over the common denominator.
a c b c = a b c

Subtract the numerators and place the difference over the common denominator.
To multiply or divide fractions, an LCD is NOT needed.
To add or subtract fractions, an LCD is needed.

Simplify: 5 x 6 3 10 5 x 6 · 3 10 .

Solution

First ask, “What is the operation?” Once we identify the operation that will determine whether we need a common denominator. Remember, we need a common denominator to add or subtract, but not to multiply or divide.

  1. What is the operation? The operation is subtraction.
    Do the fractions have a common denominator? No. 5 x 6 3 10 Rewrite each fraction as an equivalent fraction with the LCD. 5 x · 5 6 · 5 3 · 3 10 · 3 25 x 30 9 30 Subtract the numerators and place the difference over the common denominators. 25 x 9 30 Simplify, if possible There are no common factors. The fraction is simplified.
  2. What is the operation? Multiplication.
    5 x 6 · 3 10 To multiply fractions, multiply the numerators and multiply the denominators. 5 x · 3 6 · 10 Rewrite, showing common factors. Remove common factors. 5 x · 3 2 · 3 · 2 · 5 Simplify. x 4

Notice we needed an LCD to add 5 x 6 3 10 , but not to multiply 5 x 6 · 3 10 .

Got questions? Get instant answers now!
Got questions? Get instant answers now!

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
tijani
what is titration
John Reply
what is physics
Siyaka Reply
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Jude Reply
Can you compute that for me. Ty
Jude
what is the dimension formula of energy?
David Reply
what is viscosity?
David
what is inorganic
emma Reply
what is chemistry
Youesf Reply
what is inorganic
emma
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
Krampah Reply
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
Sahid Reply
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
Ryan
what's motion
Maurice Reply
what are the types of wave
Maurice
answer
Magreth
progressive wave
Magreth
hello friend how are you
Muhammad Reply
fine, how about you?
Mohammed
hi
Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
yasuo Reply
Who can show me the full solution in this problem?
Reofrir Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply
Practice Key Terms 1

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Elementary algebra. OpenStax CNX. Jan 18, 2017 Download for free at http://cnx.org/content/col12116/1.2
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Elementary algebra' conversation and receive update notifications?

Ask