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- Thread starter Mr Davis 97
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symbolipoint

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x/y = k is the same as saying x = ky. That is x/y is that number by which you multiply y in order to get x.

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I have 24 sweets to share amongst 6 people. How many does each person get.

Move on to things that can be subdivided - 24 kilogrammes of sugar shared (divided) between 5 people.

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This doesn't work quite smoothly for division by real numbers or fractions in general. It's still a good perspective for natural numbers nevertheless.

I have 24 sweets to share amongst 6 people. How many does each person get.

Move on to things that can be subdivided - 24 kilogrammes of sugar shared (divided) between 5 people.

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NascentOxygen

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Evenly spread 586.3 grams of icing over 32.25 cup cakes. How many grams would 1 whole cake receive?This doesn't work quite smoothly for division by real numbers or fractions in general. It's still a good perspective for natural numbers nevertheless.

Seems deliciously smooth to me! http://www.makeathumbnail.com/thumbnails/image281337.png [Broken]

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Cx=B, therefore C divides B because there exists a number x, that makes the equation C=B/x true.

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I just wanted to first state that I am no mathematician by any means. When i think of division, i just think of how many times one number can go into another. Two number 2s can fit inside the space reserved for one number 4. This means that 4 divided by 2 = 2.

It is related to multiplication because in multiplication you are taking groups of things (numbers of the same value) and combining them together a certain amount of times, and in division you are seeing how many groups (of the same valued number) you have combined when you multiplied them.

As far as fractions go: A fraction is just a way to express the numerator(top) divided by the denominator(bottom). Example 1/2 is equal to one divided by two, which is .5. Sometimes it is easier to express decimal values by a fraction. Expressing some decimals as fractions also will allow you to represent an exact amount for a number that would otherwise have a decimal string that repeats forever. Example: 1/3 is equal to one divided by three which is equal to .3333333333333(repeating forever). It is best to use the fractional 1/3 in your equations until the end(if you need a decimal) so you can have as accurate answers as possible.

If you are still curious about ratios and such, just let me know and i will try to explain what i can.

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For example, 10/2 is equal to 5 because if you divide 10 total objects into groups of 2, you will have 5 groups total. I.e. if you have groups of 2, you need 5 of them to make a total of 10 objects. I.e. 10/2 = 5, or 10/5 = 2. Another example is 3/2. How many sets of 2 do you need in order to make 3 total objects? Well, the answer is that you need 1.5 groups of 2 to get 3 total objects. 1 group of 2 = 2 objects, .5 group of 2 = 1 object, so 1.5 groups of 2 = 3 objects.

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This is the root of your problem. That definition happens to work for the natural numbers. What about rationals?and multiplication is adding an object to itself some number of times (again, fairly intuitive)

There's been a big debate amongst the math education community during the last six years regarding whether teaching multiplication as repeated addition is the wrong approach. One thing is certain: You eventually have to unlearn that concept if you want to progress toward more advanced mathematics.

Some teachers are using the concept of stretching to teach multiplication in a way that doesn't use the repeated addition concept. Get a decimeter stick and a ribbon of nice stretchy material. Rule that stretchy material so it mimics the decimeter stick. Now stretch the ribbon so the zeros line up on both the ruler and ribbon and the 2.5 cm mark on the ribbon lines up with the 10 cm mark on the ruler. You've just multiplied 2.5 by 4! You can see that by looking at the number on the ruler that aligns with the 1 cm mark on the ribbon: It's the 4 cm mark. Division goes hand in hand with multiplication. Just as this stretching shows that 2.5*4=10, it also shows that 10/4=2.5. And of course, 1/4=0.25, as can easily by seen by looking at the number on the ribbon that aligns with the 1 cm mark on the decimeter stick.

Google search for "Multiplication is not repeated addition" and you'll get plenty of hits on this topic.

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