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Multiply by 1

Maths workhorse

Wes Bruning

Oregon City, OR 97045


April, 2008

Multiply by 1
Contents
Introduction..........................................................................1
Multiplying Fractions Part I..............................................5
Make a 1...............................................................................6
Solve for a Variable .............................................................8
Divide by 1...........................................................................9
Multiply by 1 Part I.........................................................10
Changing a Fractions Denominator..................................12
Decimals to Fractions ........................................................13
Decimals to Percents..........................................................14
Multiply by 1 Part II .......................................................15
Comparing Fractions Part I.............................................17
Comparing Fractions Part II............................................19
Fractions to Percents ..........................................................20
Change Signs in a Fraction ................................................21
Simplify Fractions..............................................................22
Multiplying Fractions Part II ..........................................24
Simplify Algebraic Expressions ........................................26
Simplify Algebraic Rational Expressions..........................28
Unit Conversions Part I...................................................29
Unit Conversions Part II .................................................33
Long Division ....................................................................36
Negative exponents............................................................37
Negative exponents in the Denominator............................39
Roots in the Denominator ..................................................40
Complex Numbers .............................................................41
Imaginary Numbers in the Denominator ...........................42

Multiply by 1
Maths workhorse
Introduction
Introduction
Wes Bruning
Three Dog Nights hit song in the sixties said
One is the loneliest number that there ever was.
I am not sure I agree with that.
However, I would agree that One is the Rodney Dangerfield of math:
One dont get no respect.
Multiplying by 1 is one of the most useful techniques we have in math. We use the
technique of multiplying by 1 everywhere. As we shall see, much of what we do
when solving a wide variety of problems involves just multiplying by 1.
The principle of multiplying by one is deceptively simple:
Any quantity multiplied times 1 is equivalent to itself.
Translated into a mathematical equation, it reads:
x1=x
At first glance, the students initial response often is "Well, duh! Of course!" The principle
seems trivial. How could something so easy be useful?
But, think about E=mc2. This very simple formula (or equation) has very significant
use: it was the basis for developing the atom bomb. Along the same lines, these
simple appearing formulas are among the foundations of science and business:
A=LW

relates area to the length and width of a rectangle;

C=D

relates a circles circumference to its diameter through a constant


value, ;

D=RT

relates distance traveled to rate of travel and time;

F=ma

relates force, mass and acceleration in physics. A man was put on the
moon using this seemingly simple equation.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-1-

Multiply by 1
E=IR

relates voltage, current and resistance in electricity. All electricity and


electronics hinges on this relationship.

I=PRT relates the amount of interest to the amount of principle, the interest
rate and time. The worlds banking industry is built on this.
All of the examples above look pretty simple. But each one is a fundamental pillar
of the science or industry that uses it.
Multiplying by 1 has wide application to what we do and where we will go in our
mathematics study. This booklet examines the technique as it is applied to different
types of problems. By understanding the principle in depth then applying the principle we will be able to solve many types of problems.
This allows us to not have to memorize the solutions of different types of problems.
Actually, we do not even want to memorize the solutions of different types of problems. Memorizing all the solutions is impossible as there are an infinite number of
different problems. Rather, we will understand a basic principle then learn how to
apply it to a wide range of problem types. This, then, produces the solutions to the
problems.

A mathematical tool chest


Multiplying by 1 is a first step in building a mathematical tool chest stocked with
mathematical problem-solving tools.
Think of carpentry. There are quite a few different kinds of carpentry tools: hammers, nails, saws, chisels, squares, etc. If we have a hammer (a tool) and we understand the hammers use (the principle) we can hammer any nail that comes
along (the application of the principle). Of course it is not good enough to just know
only about the hammer. Using only a hammer we are limited in what we can build.
Therefore we have a variety of tools about which we must learn. Then, through the
appropriate use of each tool, we can build a wide variety of useful things: chairs,
tables, houses, etc.
We can think of our studies in math along the same lines. Just a carpenter accumulates a carpentry tool chest we can accumulate a mathematical tool chest. We add
[mathematical] tools and we learn how to use them. Then, when we want to solve
a problem, we go to our tool chest and pull out the right tool and apply it appropriately.
As you step through the various lessons, we will be identifying and examining a basic math principle (tools) then learning how to apply it.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-2-

Fractions

A few key points


1. Consider the carpentry example above. We are building a tool box of useful
tools. However, if we owned the tools but always just told someone else how
to use them, we would never really learn how to use the tools ourselves. We
must use the tools to master them. Math is no different. We must use the
math tools in order to really learn them. We must think through the problems
and apply the tools we have in a logical sequence. This means thinking!
Thinking is hard work. The main reason most people have problems with
math is that they never really learned how to think through a problem.
Students often try to memorize the process not understand the process. As stated
above, there are an infinite number of problems. We cannot memorize them all.
There is very little memorization in math (there is some, more on that below) but
there is a huge amount of understanding required. Understanding is easier than
memorization. And more useful, too!
2. There is some memorization and it is very important. The weakest math area
most people have is the multiplication facts. The multiplication facts are 3
x 4 = 12, 5 x 8 = 40, etc. If we do not know our multiplication facts we will
always have trouble with math.
Without knowledge of the multiplication facts we do not really understand
how the numbers work. If we do not understand something then it is essentially magic. We say a few incantations, wave our arms around, throw some
eye of newt, bat wings and mouse tails into the cauldron and presto a
magic formula appears! If multiplication is "magic" then the rest of math will
be magic also.
The multiplication facts are often discussed (but with the widespread use of
calculators much less so now than they used to be). The student should be
very familiar with the multiplication facts at the minimum from 1 x 1 through
12 x 12. We should know these backwards and forwards.
We must know the division facts.
What are the division facts? We rarely talk about the division facts but they are
just as important as the multiplication facts. Division facts are the reverse of the
multiplication facts: 4 divided by 2 is 2 (4 / 2 = 2); 45 divided by 9 is 5 (45 / 9 =
5); 72 divided by 8 is 9 (72 / 8 = 9), etc. There are two division facts for every
multiplication fact. As example, for the multiplication fact 3 x 9 = 27, we should
know 27 / 9 = 3 and 27 / 3 = 9. We should know both division facts for every
multiplication fact.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 3v -

Multiply by 1
Multiplication facts and division facts can be found on page Error!
Bookmark not defined. of this document. Practice them until you know
them instantaneously. This will greatly aide your study of multiplying by 1.
An excellent way to learn something is to teach it to someone else. Corner
your elementary-school child, significant other (if he/she REALLY loves you
they will help you here use the guilt option if necessary) or your dog, cat,
gold fish, what ever, and drill them on the math facts. In the process of helping them learn you will also.
3. I have observed in the course of teaching math over a span of four decades
that most people view their study of math as simply learning how to push
numbers around.
Math is more than numbers.
Math includes numbers but also terminology, reading and understanding the
essence of a problem and the logical thinking necessary to reach a solution.
Mathematics is a precise language. If we do not understand the language we
cannot properly communicate. In this booklet, terms are presented. The student
is strongly encouraged to learn the definitions presented and use the terms
properly as they think about the math problems.

With those thoughts in mind lets get started on learning about


Multiplying by 1

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-4-

Multiplying Fractions Part I


Wes Bruning
Multiplying Fractions:
Multiply the numerators and multiply the denominators.

a
b

c
d

ac
bd

(Neither "b" nor "d" can equal 0)

In the previous lesson we saw that a fraction represents a part of an entire amount
or quantity.
If we want to take a fraction of a fraction we multiply the two fractions together.
"Why," you ask, "would we want to deal with a fraction of a fraction?"
Consider the situation where you would want to divide

3
of a gallon of gas equally
4

1
of the available quantity of gas. We
4
3
1
would do this mathematically by multiplying the
by :
4
4
among four people. Each person would receive

3
1
x
4
4
When we multiply fractions, we multiply straight across: numerator times numerator and denominator x denominator like this:

a c
ac
=
b d bd
Using numbers in our example above, this
would look like this:

The "ac" and "bd" means that the


value represented by "a" (some
number) is multiplied by the value of
"c" (some other number). Likewise
for "b" and "d".

3x1
3 1
3
x
=
=
4x4
4
4
16 of a gallon of gas
What we have done is take of . We do this by multiplying the fractions.
Note that the word of means multiply. of means to multiply the two fractions.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-5-

Make a 1
Wes Bruning
Principle: Make a 1
Any quantity divided by itself = 1

a
=1
a
("a" cannot be equal to 0)

The principle stated above should be


obvious as

A fraction indicates a mathematical division


operation.

3
7 is read 3 divided by 7

4
=1
4
56
=1
56
857.3
=1
857.3

pretty

We typically do not use the symbol. We


would rather use fractional symbols or replace the division operation with a multiplication.

So, we can represent the number 1 in many, many different ways.


Use the space below to write some of your own ones:

Let's expand on this a bit.


Notice that the top quantity (the
numerator) and the bottom
quantity (denominator) are the
But, they do not have to be the
actual number! But they must be
equivalent amounts.

Math Language
In a fraction, the top number is the numerator
and the bottom number is the denominator:
Numerator
Denominator

same.
same

For instance, consider this:


7 days = 1 week
This is true, is it not? Yes, it is.
Seven days is the same as one week. The numbers can be different as long as the
units are correct.
Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-6-

Fractions

The units are the key to making the quantities equivalent.


These two amounts are the same. So, we could write:

7 days
1week = 1
Notice here that the numerators and denominators are not the same number but
that they are equivalent amounts or quantities. And that is really all that counts!
(Its the units of measure! Pay attention to the units.) Write some more examples
of 1 where the numbers are not the same but the numerators and denominators
are equivalent.
Considering the above example:

7 days
1week = 1

does it make any difference if we write:

1week
7 days = 1

No it does not! The quantity on the top (the numerator) is still equivalent to the quantity on the bottom (the denominator) and the fraction is still equal to 1.
Similarly,
1 gallon = 4 quarts

so

1gallon
4 quarts = 1

and

4 quarts
1gallon = 1

4 quarters = 1 dollar

so

4 quarters
1dollar = 1

and

1dollar
4 quarters = 1

When we are writing "1" we can put either value in the numerator (on top) and the
other value in the denominator (on the bottom). We will use this idea later.

Use the examples you made up, above, and rewrite them another way:

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-7-

Solve for a Variable


Wes Bruning
We have seen how to make a 1: Divide a quantity by itself.

1
3
0.5
2
=
1
=
1
That is,
,
, and 1 = 1 , etc.
3
0.5
2
We can use this idea to solve for an algebraic variable in an equation.
Suppose we have 5 x = 15 .
We are looking for some number (represented by x) that when multiplied by 5 is
equal to 15. We should be able to rapidly come up with the solution that x must be
equal to 3 because 5  3 = 15.
But we must have a better way of finding the unknown value because not all problems are this easy and can be guessed.
We must divide both sides of
So, lets make the coefficient of x into a 1.
the equation by the same
amount if the equation is to
We do this by dividing both sides of the equation
by
remain true. Consider:
5.
8=8
If we divided only 1 side by 2
So we would have
we would have
5 x 15
5
4=8
=
x = 3 and
or
which
is
clearly
not true. But
5
5
5
dividing both sides of the
5
equation by the same amount
= 1 so
we recognize that
(2) keeps the equation true:
5
4=4

x =3

Dividing both sides of the equation by the coefficient


the unknown variable (in this case, x) will make the
coefficient equal to 1.
We have solved for the value of a variable by making a 1.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-8-

of

Divide by 1
Wes Bruning
Lets take a look at what happens if we divide by 1. We have a principle to consider:

Principle: Divide by 1
Any quantity divided by 1 = itself

a
= a
1

("a" can be any number)

In this principle, the letter "a" represents any number. So you could substitute 4 or
279 or any other number you want for "a".
As examples:

4
1

279
1

279

2
1

1
2

45.6
1

45.6

Math language

A quotient is the result of dividing two numbers.

If we divide 6 by 3 the quotient is 2.

6
=2
3

Does the third example, above, seem a little strange to you?


One half () divided by 1 is one half. As the principle states: Any quantity divided
by 1 is equal to itself. That includes fractions and, as shown in the last example
above, decimals also.
We use this idea to make fractions when we need one. For instance, the number 5
can be made into a fraction by dividing by 1: 5 =

5
23
, 23 =
, etc.
1
1

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

-9-

Multiply by 1 Part I
Wes Bruning
In an earlier lesson we learned how to make a 1.
Now let's see how this might be useful. What can we do with the 1 we made?
We will start by learning another principle:

"Multiply by 1" Principle:


Any quantity multiplied by 1 is equivalent to the
original quantity.

Mathematically it is stated as:


a 1=a

In this principle, "a" represents any quantity (we will stay with numbers for now). So
you could substitute 4 or 279 or any other number you want for "a".
As examples:
4

279

279

45.6

45.6

The symbol "" indicates


multiplication or "times."
The "" is the same as the
"x" many people use in multiplication. In algebra, "x" is
commonly used for an unknown value. Using them
both will be confusing. So
we will use the "".

Lets put a couple of things together and see


what happens.

Multiply

3
5
times
7
5

3 5 3 5 15
=
=
7 5 7 5 35

However, be careful, that the


4 1 does not morph into
4.1. Handwriting neatness
counts!

5
is equivalent to 1 so we are multiplying by 1
5
Multiply numerators (straight across) and
multiply denominators (straight across)

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 10 -

Our principle states: Any number multiplied by 1 is equivalent to the original number. Therefore, since all we did was multiply by 1 (i.e.

5
) we see that
5

3 15
=
7 35
What we actually accomplished here is to convert

3
into an equivalent quantity
7

with a denominator of 35.


We have a method of changing a fractions denominator by simply multiplying by 1!

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 11 -

Changing a Fractions Denominator


Wes Bruning
We will use the Multiply by 1 Principle to change the denominator of fractions.
Lets change the fraction

5
1
into the equivalent number of
ths.
8
16

We want to change the denominator of the

5
(the 8) into a 16.
8

If we multiplied the 8 by 2 the product is 16 ( 8 2 = 16 ).


So, we multiply like this:

5
2

8
2

Notice that we are multiplying by

2
. Why?
2

(Answer: Because we can only multiply by 1 and not change a quantitys value and

2
2

= 1).

When we multiply fractions we multiply straight across, so:

5 2 10
=
8 2 16
We have converted

5
10
into the equivalent number of
. These two fractions repre8
16

sent the same value and are equal.


Lets try a few more. Convert each of the fractions in column (1) to an equivalent
fraction with the denominator shown in column (2). Multiply by 1 to obtain the
solution. Show your work in column (3)
(1)

(2)

3
4

?
12

5
6

?
24

4
11

?
55

(3) Equivalent value

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 12 -

Decimals to Frac
Fractions
Wes Bruning
We multiply by 1 to convert decimals to fractions.
Consider 0.125.
Multiply 0.125 by

1000
1000

0.125 1000
125

=
1
1000 1000

The number of decimal places (in this case 3


decimal places for the 0.125) tells you the
power of 10 to use when making your 1. For 3
3
decimal places we would use 10 or 1,000
(which is 10  10  10). Another way of stating
this is that the number of zeros in the 1 is the
same as the number of decimal places. The
0.125 has three decimal places so we use
1,000 to make our 1 because it has 3 zeros.
Multiply across the numerator and the denominator. (Remember how we can make any number into a fraction by dividing by 1? We looked
at this in the section Dividing by 1 on p. 7.)

Another example: lets convert 0.75 into a fraction.

0.75 100
75

=
1
100 100

Multiply 0.75 by

100
.(The 0.75 has two deci100

mal places so we use a multiple of 10 that has


two zeros: 100).
.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 13 -

Decimals to Percents
Wes Bruning
We multiply by 1 to convert decimals to percents.
Per cent means per hundred. The word cent show up in the English language
when 100 is meant: century = 100 years; 100 cents = 1 dollar; there are 100 centimeters in a meter, etc.
The word per is a mathematic code word meaning divided by.
So when we say per hundred we are really saying (after the decoding) divided by
100.
When we change a number so it is divided by 100,
we can go directly to percent.
We define a symbol to represent the fraction
%=

1
.
100

1
100

So then, starting with 1:

1=

100
1
= 100
= 100 % = 100% = 1
100
100

Convert 0.523 to a percent

0.523 100% = 53.2%

Multiplying by 100% is the same as multiplying by 1. (1 = 100% )


So we do not change the value of the
number, only its form.

Consider all the steps for the above problem:

0.523 100 52.3

=
1
100 100
1
53.2
= 53.2%
100
0.523 =

Recognize that

52.3
1
= 53.2
100
100

1
=%
100

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 14 -

Multiply by 1 Part II
Wes Bruning
Now we can convert a fraction to a difdenominator.

ferent
Math Language

Numerator
Denominator

Let's see how to use this idea.


Is

4 16
=
?
9 36

The Numerator is the number on top of the


fraction; the Denominator is the number on
the bottom of the fraction.

If so, how can we demonstrate that it is?


We must represent both items

(the

4
16
) with a common
and the
9
36
reference. To do this, both fractions must have the same denominator. That
would be a 36. We will determine how many

1
ths each fraction represents.
36

Why did we pick 36?


Let's look at the

4
. If we were to multiply the denominator by 4, we would then
9

have a fraction with a bottom number of 36. So, this fraction starts to look like the
other fraction that also has a denominator of 36. Both fractions would be represented
with a common reference (or common denominator). In amount, both fractions
would represent the quantity of

1
sized pieces.
36

But, we cannot just arbitrarily multiply only one part of a fraction by some value
without changing the value of the fraction. We must end up with an equivalent
amount. So, to not change the value of the number, we will
multiply by 1. (Why can we do this?) But we will pick a special "1":

4
. (Principle:
4

Any number divided by itself is 1.)

4
4
So if we multiply
by
we get:
9
4
4 4 16
=
9 4 36

When we multiply fractions, we multiply the


numerators together and
we multiply the denominators together

So then, the two numbers are equivalent even though they do not look the same.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 15 -

How did we do this? We multiplied by 1 (

4
). Observe that the 1 was carefully se4

lected. How did we select the one? We found a number we could use to multiply the
smaller denominator (the bottom number of the fraction) to get the larger denominator. Then we used that number to multiply both the top and the bottom of the
fraction [to make it equivalent to 1].
Let's look at another example:
Is

2
13
=
?
3
18

We must represent both fractions with some common denominator. This would be the number of

1
18

ths that each fraction represents. The denominator


for both fractions must be 18 for us to compare
them. Why

1
?
18

(Important point: the denominator for both fractions will always be equal to
or larger than the larger of the two original denominators).

2
6

3
6

12
18

To determine how many

1
ths are the equivalent of
18

2
we multiply by 1.
3
What "1" would we use? Use a 1 to change the denominator of the

2
(the 3) to an 18. Multiply the 3
3

times a 6. But our rule states that we can only


multiply by 1.
So we would have to multiply both the numerator
and the denominator by 6. Thus we would multiply
by

6
6.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 16 -

Comparing Fractions Part I


Wes Bruning
We will use our fundamental principles to compare two (or more) fractions to determine if the fractions are equal or, if not equal, which fraction might be larger
compared to the other.
The fundamental principles are

"Making a 1"
Any quantity divided by itself = 1

a
=1
a
("a" cannot be equal to 0)

and

"Multiply by 1"
Any number multiplied by 1 is equivalent
to the original number.
This is stated mathematically as:
a 1=a

Suppose we must determine if two fractions are equal, and, if not which of two
numbers is larger:

11
8
or ?
12
9

We would go about this by establishing a common reference by which the numbers


can be compared.
What is meant by a common reference?
Consider a situation where you have several types of currency -- British Pounds,
French Francs and Dutch Marks -- and you must determine the relative value of
each sum of money. How would you determine which currency represented the
most value?

Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 17 -

If you were used to U.S. Dollars, it would be reasonable to convert each of the currencies into Dollars then compare their values in this common reference.
In a like manner, when we compare fractions we must transform them into a common reference. The common reference is that each fraction has the same denominator.
In the numerical example above, we would change both fractions to have the same
denominator.
Begin by picking a value for the denominator that both 12 and 9 will divide into
evenly.
Pick the value 36. (Both 12 and 9 will divide evenly into 36).
So then, multiply both fractions by a specially chosen 1 to convert the denominators into 36.

11 3 33
=
12 3 36

and

8 4 32
=
9 4 36

Write the two division facts for the following multiplication facts:
Multiplication fact
7 x 4 = 28

Division Facts
a) ______________________________________
b) ______________________________________

3 x 9 = 27

a) ______________________________________
b) ______________________________________

Above, we saw that multiplication is associative (The associative property of multiplication). Is there an associative property of division? Why or why not?1 How about
subtraction?
Learn the multiplication and division facts completely. Before each mathematics
lesson, spend time reviewing the math facts. In time, as the student reviews the
facts and uses them, the student will learn them. Learning the facts cannot be over
emphasized. They are one of the keys to success in math.

There is no associate property for division.

32
8
is not equal to
. Likewise, sub8
32

traction is not associative: 10 7 is not equal to 7 - 10


Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 18 -

Comparing Fractions Part II


Wes Bruning
Sometimes it is not convenient to convert the denominator of one fraction to
the same value as the fraction to which it is being compared.
Consider the two fractions

5
7
and
6
8
We cannot multiply 6 by some number to get 8. And we cannot multiply 8 by
some number to get 6. We will have to change both fractions denominator to
some different value.
Both 6 and 8 will divide into 24. We can use 24 as a common denominator.

5 4
20
=
6 4
24

Multiply by

4
(or 1) to convert the original
4

fraction to a denominator of 24

7 3
21
=
8 3
24

Multiply by

3
(or 1) to convert the original
3

fraction to a denominator of 24
Now we can easily see that the fraction

21
20
1

=
24
24
24

7
5
is larger than the fraction
.
8
6

And we can then subtract the smaller fraction from the larger fraction to determine
the difference. Subtraction requires common
denominators in fractions which we already
have!.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 19 -

Fractions to Percents
Wes Bruning
We multiply by 1 to convert fractions to percents.
We will use the concept presented earlier of changing the value of a fractions
denominator.
A fraction, as we have seen, is a portion of a whole: means three parts of
a total of four.
Likewise, a percentage is so many parts of 100.
The basics of converting a fraction to a percentage is changing the fractions
denominator to 100. We accomplish this by multiplying by 1.
To change

3
25
to a percentage multiply by 1 where 1 =
:
4
25

3 25 3 25
75

=
=
4 25 4 25 100
Earlier we noted that % is the symbol representing
Then

1
100

75
1
= 75
= 75%
100
100

Other examples:

17 5 17 5
85
1
=
=
= 85
= 85%
20 5 20 5 100
100
7 12.5 7 12.5 87.5

=
=
= 87.5%
8 12.5 8 12.5 100

Notice that the 1 is

12.5
12.5

When we convert a fraction to a percent we are really just converting the


fractions denominator to 100 by multiplying by 1.
Convert the following fractions to percents:

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 20 -

Change Signs in a Fraction


Wes Bruning

a
a
=
b
b

("b" cannot be equal to 0)

It is often useful to change the sign of a fractions denominator or numerator.


Using Multiply by 1, we can easily do this.

Consider the fraction

a
(where b 0) and we desire to not have a negative
b

sign in the denominator.


Using 1 =

1
we can multiply the fraction and change its signs:
1

a
1
(1) a
a

=
=
b
b 1 (1)(b)

Multiplying Signed Numbers


Remember the simple rule:
Multiplying like signs yield a + product

Using this in an example:

Multiplying unlike signs yield a product.


Or

3
3
1
3
=

=
4
4
1
4
So we can change the signs in
a fraction by multiplying by 1.

(+)(+) =

(+3)(+2) = +6

()() =

(3)(2) = +6

(+)() =

(+3)(2) = 6

()(+) =

(3)(+2) = 6

This applies to division in a like manner:


Dividing like signs yield a + quotient
Dividing unlike signs yield a quotient.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 21 -

Simplify Fractions
Wes Bruning
At this time, we have learned two fundamental principles:

"Making a 1"
Any quantity divided by itself = 1

a
=1
a
("a" cannot be equal to 0)

and

"Multiply by 1"
Any number multiplied by 1 is equivalent
to the original number.

This is stated mathematically as:


a 1= a

We use these principles to simplify


fractions.

Simplify the number

Math language:
To factor means to find two or more
numbers that when multiplied together
produce the original number.
Example: we can factor 6 into 2 3, or
2 3 = 6.

21

35

We can factor 12 into 2 2 3 = 12 or


2 6 = 12 or 4 3 = 12
Factor 21 into 3 7
Factor 35 into 5 7

We start by factoring both the 21 and the 35.

Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 22 -

21
37
=
35
57

Using the factors, rewrite the original fraction.

3
7

=
5
7

Group the factors so we have 1s.

3
3
1=
5
5

Any number times itself is 1

We have simplified the fraction

Recognize that

7
=1
7

21
3
to
using Multiply by 1.
35
5

We simplified the fraction with the following process:


1. Factor the numerator and denominator
2. Identify the "1"s (Any number divided by itself = 1)
3. Remove the "1"s (Any number multiplied by 1 is equivalent to
the original number.)
_____________________
Let's try another one: simplify
Factor 30 into 5  6 and
Factor 42 into 7  6

30
42 .
We can factor 30 a number of different
ways: 2  15 or 3  10 or 5  6
Same thing with 42: 2  21 or 3  14 or 7  6
Notice that we picked factors that have a
common number: 6. There is a reason for
this. Why is this important?

30 5 6
=
42 7 6

5
5
1=
7
7
We have simplified the fraction

Using the factors, rewrite the original fraction.


Recognize that there is a common factor of 6
in the numerator and denominator that will
divide with a quotient of 1.

Any number times itself is 1

30
5
to
using Multiply by 1.
42
7

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 23 -

Multiplying Fractions Part II

"Multiplying Fractions"

ac
a c
a
a
=
i
=
i1 =
bc
b c
b
b

As we noted earlier, when we multiply fractions together, we simply multiply


the numerators together and we multiply the denominators together.
Just multiply them straight across.
So, using the above, let's consider the fraction

ac
bc

There are a couple of things to understand


about the fraction as written here:

"a", "b" and "c" just represent numbers. So, the principles we have
learned still apply.

ac = a i c
The number represented by "a" is
multiplied by the number represented by
"c".

Let's rewrite the above as

For example, if a = 3 and c = 5, then the


value ac would = 15.

ac a c a
a
=
= 1=
bc b c b
b

Notice that in the above

But, in this general case we do not know


what the values of a and c are, so we
cannot multiply them together to obtain a
numerical product.

c
=1
c

Try these:

Therefore, we leave the numerator as ac


and likewise in the denominator, bc.

ac
=
ab
x y
=
yz

In the second example re-write y z as z y (it makes no difference what


order we multiply numbers; e.g. 2 3 = 3 2)
then you can group the ys into

y
.
y

The examples above are referred to as "algebraic fractions". But they follow
the same rules as arithmetic.
Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 24 -

Important Note:
Effectively learning to simplify fractions is extremely valuable. Generally, we can
make our computations much easier and less error prone if we simplify first.

Consider multiplying these fractions:

20 25

45 16

The way to go about this is NOT to start multiplying things together.


(I.e. 20 x 25 and 45 x 16).
Rather, we would simplify first.
20 = 4 5
45 = 9 5
25 = 5 5
16 = 4 4

20 25 (4 5) (5 5)

=
=
45 16 (9 5) (4 4)

4555
=
4549

11

5 5 25
=
4 9 36

By combining our knowledge of Math Facts


and factoring, we determine the factors of
each element of both fractions.
If there are more than two fractions multiplied do this for the numerators and denominators of each fraction.
The parenthesis shown here make it easier
to see where the factors come from. You
would not include them when actually doing
this problem.
Rearrange the factors to identify the 1s.
Numbers can be multiplied in any order,
2 3 = 3 2, so rearranging them helps
see what is going on.
Simplify the fractions to 1 and multiply the
numerators and denominators.

Did you understand how the process moved from one part to the next?
We simply factor (using our Math Facts), then re-group, then find equivalents
of 1:

4
5
and
. When we finish, we know there are no more factors of 1 in
4
5

the fraction and we have simplified it as much as possible.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 25 -

Simplify Algebraic Expressions


Wes Bruning
Simplifying algebraic expressions employ the same methods as those used to
simplify arithmetic fractions.
For example consider:

ab
. Note that we have a common factor in both the
ac

numerator and the denominator.


So, we can consider this algebraic fraction as

ab
a b
which can be rewritten as

ac
a c
Recognizing that

a
=1
a

Our original expression is simplified to 1

For example, lets simplify

2 xy
y 2x y 2x
=
=
5 yz
y 5z
y 5z

b
b
or just
c
c

2 xy
5 yz
Rearrange the fraction to identify the ratios of 1

y 2x
2x

= 1
y 5z
5z
2x
5z

The fraction is in its simplest form with no


common factors in the numerator and denominator.

More complicated expressions are handled the same way.


Starting with

ab + ac
ad + ae we use the Distributive

The Distributive Property

ab + ac = a (b + c)

Property to obtain

a (b + c)
a b+c
which can be rewritten as

a ( d + e)
a d +e
b+c
or 1 i
d +e

As example:
Let a=2, b=3 and c=5

2(3) + 2(5) = 2(3 + 5)


6 + 10 = 2(8)
16 = 16

Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 26 -

Which then is simplified to our final simplified solution of

To illustrate, lets simplify

b+c
d +e

2 xy + 3 x
5 xy 7 x

2 xy + 3 x
x(2 y + 3)
=
x(5 y 7)
5 xy 7 x

Factor the common factors using the Distributive Property: ab + ac = a (b + c )

x 2y + 3
2y + 3

= 1
x 5y 7
5y 7

Identify the ratios of 1

2y + 3
5y 7

The fraction is in its simplest form with no


common factors in the numerator and denominator.

Multiplying by 1 allows us to simplify algebraic expressions.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 27 -

Simplify Algebraic Rational


Expressions
Wes Bruning
Expanding on the previous section, we use multiply by 1 to simplify more
complicated algebraic expressions such as

x2 + 6 x + 8
x 2 + 7 x + 10
x2 + 6 x + 8
( x + 2)( x + 4)
=
2
x + 7 x + 10 ( x + 2)( x + 5)
=

( x + 2) ( x + 4)

( x + 2) ( x + 5)

=1

x+4 x+4
=
x+5 x+5

As before, we begin by factoring the numerator a denominator2:

We recognize that

( x + 2)
=1
( x + 2)

The expression in simplest terms.

Thus we have used multiply by 1 to simplify rational expressions.

text.

Demonstrating factoring algebraic polynomials is beyond the scope of this

Unit Conversions Part I


Wes Bruning
Let's see how to use the idea of multiplying by 1 with dimensions or units.
Recalling an earlier principle

"Multiply by 1" Principle:


Any quantity multiplied by 1 is equivalent
to the original quantity.

This is stated mathematically as:


a 1=a

Notice that the principle says that the product is "equivalent" to the original
number. This means that the product's magnitude (a magnitude is an
amount or quantity represented) is equal to the original number. But,
equivalent amounts may not look the same.
We use this sort of thing all the time.
We know that 12 inches is equivalent (i.e. the same length as) 1 foot:
12 inches = 1 foot.
We know that 3 feet is equivalent (i.e. the same length as) one yard:
3 feet = 1 yard.
We know that 365 days is equivalent (i.e. the same time as) to one year:
365 days = 1 year.
Notice that in the examples above, we are NOT saying that 12 = 1 or that 3
= 1 or 365 = 1. We must be very careful of our units here: inches, feet,
yards, days, years. Part of learning math effectively is to realize that the
units are part of the number. So we deal with this concept of two things having equivalent measures even though they do not look the same.3
3

Here is a fun thing you can pull on your friends: Bet them that you can prove
that 1 = 7. Write it like this: 1
=7
. Leave a space between the 1 and the
=. Of course, they will dispute the fact that 1 = 7. After the appropriate amount of
wrangling, in which they refuse to believe that 1 = 7, you simply write the words week
and days in the appropriate spots: 1 week = 7 days. With the appropriate units 1 does
Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 29 -

Math is more than just numbers. The numbers actually represent something.
So, just as we saw in the previous lesson, consider the three examples
above, we can make a "1" in the following ways:

12inches
= 1
1foot
3feet
= 1
1yard

The mathematical "sentences" to the left are equations. Notice that an equation has an = (equal sign)
in it. If no equal sign is present, it is referred to as an
expression.

365 days
= 1
1year
The equations above are derived from true mathematical statements:
12 inches = 1 foot

Start with a true statement.

12inches 1foot
=
= 1
1foot
1foot

Dividing both sides of the equation by 1


foot. It is very important to not loose the
units. We could have used 12 inches to divide by also.

12 inches
= 1
1 foot

This gives us a conversion factor between


inches and feet.

How do we use this?


Consider the question: How many inches (in) are in 4 feet (ft)?

4ft = 4 ft i 1
4ft = 4 ft i

12in
1ft

Where 1 =

12 in
1ft

4 ft 12in 4 i 12in i ft
i
=
1
1ft
1 ft
4 i 12in i ft 4 i 12 in ft
=
i
1 ft
1
ft

Where ft = 1

4 i 12in
= 48in
1

So, 4 feet = 48 inches

ft

indeed equal 7. You can use this with days and years, gallons and quarts, dollars and
dimes, etc.
Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 30 -

Consider another example we all can understand: US money.


How many quarters are equivalent to one dollar (USD)? Of course, we know
the answer is 4 quarters = 1 USD. But lets examine it in detail.
We first think of them in a similar way:
A quarter is 25 cents; a dollar is 100 cents.
So we can describe them both with a common reference: cents.
1 quarter = 25 cents

Start with a true statement.

1quarter 25cents

=
25cents 25cents

Divide both sides of the equation by 25


cents. It is very important to not loose the
units. Cents will be in the denominator.

1quarter
= 1
25cents

Recognize that

1 quarter
= 1
25 cents

Regrouping

100 cents =1 USD

A second true statement

100 cents
= 1
1 USD

Divide both sides of the equation by 1 USD.


Cents will be in the numerator.

100 cents
= 1
1 USD

Regroup

1 quarter 100 cents


i
=1
25 cents
1 USD

Multiplying the two together ( 1 i 1 = 1 ) Notice


that the unit cents is in both the numerator and
denominator. We wanted to eliminate cents from
the expression so we purposely created the 1s so
cents will divide later.

100 cents quarter


=1
25 cents USD

Regroup

25 cents
= 1
25 cents

cents
=1
cents

4 quarter
=1
1 USD

Do the arithmetic; recognize that

4 quarters = 1 USD

Multiply both sides of the equation by 1USD

Notice that units behave just like numbers!

Clearly, this is a long drawn out process. We generally do not consciously


think about each of the above steps when we consider how many quarters

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 31 -

are in one US Dollar. We are quite familiar with U.S. money. However, these
are the steps involved.
Lets look at another example using units we may not be familiar with:
How many ounces (oz) are in 3 kilogram (kg)?
16 oz = 1 lb

A truth.

16 oz
=1
1 lb

Make a 1 by dividing both sides by 1 lb.

2.2 lbs = 1 kg

Another truth.

2.2 lbs
=1
1 kg

Divide both sides by 1 kg.

16 oz 2.2 lbs 16 oz 2.2 lbs


i
=
i
1 lb
1 kg
1 kg
1 lb

Multiplying these together and rearranging

16 i 2.2 oz 35.2 oz
=
=1
1 kg
1 kg

We now have a conversion factor between


ounces and kilograms. Notice that

lb
=1 .
lb

Units behave just like numbers.

3 kg 35.2 oz 3 i 35.2 oz kg
i
=
1
1 kg
1 kg

For 3 kg, we multiply using our conversion


factor which is equal to 1.

kg
=1
kg

3 kg = 105.6 oz

So we can convert between kilograms and


ounces by multiplying by 1.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 32 -

Unit Conversions Part II


Wes Bruning
We have learned that:
Any quantity divided by itself = 1.
The product of any number and 1 is equivalent to the original
number.
We can use these ideas to convert from one set of units to another.
As examples:
How many quarts are in 3 gallons?
How many Y (Japanese Yen) can we get for 4 USD (U.S. Dollars)?
How many feet are in 29 yards?
The three questions above are examples of unit conversions. There are many
more daily examples.
Let's look at how we can apply the idea of 1 to these types of problems.
Consider: Any number divided by itself = 1.
We saw earlier if we have two quantities that equal the same amount they
are equal even if they do not look the same. For instance 4 quarters = 10
dimes. Both 4 quarters and 10 dimes are each worth 100 cents. Even though
they do not look the same both represent the same amount.
So, we can say that because they represent the same amount:

4 quarters
= 1
10 dimes

To answer the question of how many quarters can we get for 30 dimes, we
would start with the 30 dimes and multiply by our representation of 1:

30 dimes 4 quarters
i
=
1
10 dimes

4 quarters
= 1 Notice that dimes is in the de10 dimes
nominator. The next step shows why this is
desirable.

3 i 4 i quarters 10 dimes 
i
i
=
1
10 dimes

Factor the 30 into 3 x 10 and rearrange the


multiplication. Interesting: units can be
thought of as multiplied or divided just like
numbers!

10
dimes
= 1 and
=1
10
dimes

Identify the ratios equivalent to 1 both numerical and units.

Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 33 -

3 i 4 quarters = 12 quarters 

Dividing common factors and units

So, 30 dimes = 12 quarters


Of course this makes sense because 30 dimes = $3.00 and 12 quarters = $3.00
In this process we have used unit conversions to convert from dimes to quarters.
______________________

Let's take a look at how many quarts are in three gallons:


4 quarts = 1 gallon

These two quantities are equivalent and can


be used to express 1

4 quarts
= 1
1gallon
3gallons 4 quarts
i
=
1
1gallon
3
4 quarts gallons
i
i
=
1
1
gallons

Start with 3 gallons and multiply by our 1

Rearrange and recognize

gallons
= 1 . The
gallons

gallons will divide just like the numbers do

3 i 4 quarts = 12 quarts 
We have used multiplying by 1 to convert 3 gallons into 12 quarts.
______________________

Let's determine how many Y (Japanese Yen) can we get for 4 USD (U.S. Dollars):
1 USD = 106 Y

The exchange rate as of this writing. Source:


http://www.xe.com

106
=1
1USD

Make a 1.

4 USD
106

=
1
1USD

Multiply 4 USD by our special 1

4 i 106
USD

=
1
USD

We grouped the multiplication elements (factors) so that we could divide the USD ratio to
obtain a 1. Note that

4 106 = 424

USD
=1
USD

Do the multiplication

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 34 -

4 USD = 424
______________________

Let's determine how many feet are in 29 yards:


1 yard = 3 feet

3ft
=1
1yd

Make a 1.

29 yds 3ft

=
1
1yd

Multiply 29 yds by our special 1

29 3 ft yd

= 87 ft
1
yd

Divide both sides of the equitation by 1 yard.


This puts the units yards in the denominator so it will divide into yards in the numerator in a subsequent step.

We grouped the multiplication elements (factors) so that we could divide the USD ratio to
obtain a 1. As we have done before:

yd
=1
yd

29 yds = 87ft
We have converted yards to feet using Multiplying by 1.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 35 -

Long Division
Wes Bruning
Long division involves something like 23 1897 . We know how to do long division with whole numbers.
However, consider if you are dividing by a non-whole number such as

4.3 245
In order to divide, we must have a whole number for the divisor. The divisor
is the number we are dividing by - the 4.3 in this case. Notice the 4.3 has a
decimal in it. We have to change it to be a whole number, i.e. 43.
Lets consider this problem in light of what we know about fractions. We
know that fractions are just division problems. So the division problem above
can be written as

245
4.3
In order to have a whole number in the denominator, we will change the denominator by multiplying by 10 (in the case of long division such as this we
will always multiply by a factor of 10: 10, 100, 1000, etc.). But, as before,
we can only multiply by 1 (a 1 = a) so we do not change the value of the
number, only its appearance. So when we multiply both numerator and denominator by 10 (that is, we are multiplying the original fraction by 1 written
as

10
), we get
10
245 10 2450

=
4.3 10
43

Now when we re-form our long division problem we have

43 2450
Notice what happened. By multiplying both numbers involved in the division
by 10 (effectively multiplying by 1) we move the decimal in the divisor to
make the divisor a whole number. When we did that we also increased the
number being divided into (the dividend) by a factor of 10. We generally take
the short cut of simply moving the decimal in the divisor to the right to make
a whole number then moving the decimal in the dividend the same number
of places. But, as you see here, we are really just multiplying by 1 to achieve
the results.

Negative exponents
exponents
Wes Bruning
Let us first consider some exponent basics. Exponents are really short-hand
notation for successive multiplying. An exponent tells us how many factors to
use when a base is multiplied times itself. As examples:
a2 = a  a

Math Symbology

a =aaa

baseexponent

a4 = a  a  a  a
To multiply exponential terms with like bases we simply add the exponents:
m

m+n

a a=a

To see how this works consider


2

a a =a

2+3

a =aa

=a

and

a=aaa

So, multiplying the two together we see


2

a  a = (a  a)  (a  a  a)
Which is simply
5

aaaaa=a

4
It is certainly possible to have a situation such as a . So what does this mean?

Using the multiplication rule for exponents indicated above we can change
the -4 exponent into a positive value by multiplying by 1:

a4
=1
a4
a 4 =

a 4 a 4 a 4 a 4 a 4 a 4 + 4
a0
1
=
i 4 =
=
=
= 4
4
4
4
1
1 a
a
a
a
a

4
So, a =

0
(note that a = 1 )

1
1
am = m
4 . This can be generalized to
a
a

We converted a term with a negative exponent to a term with all positive exponents by multiplying by 1.
0
You might have noticed in the above example that a = 1 . Lets consider why.

a 0 = a m+( m)

0 = m + (-m)

a m+ ( m ) = a m i a m

Using the rules of exponents: a m i a n = a m + n

Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 37 -

am i am = am i

1
=
am

am
=1
am

m
Where a =

1
am

as shown above

0
So a = 1

This leads us to another general rule for exponents. Lets consider what

am
happens when we divide two variables such as n
a
am am
1
=
n =
n
a
1
a

Use our rule for multiplying fractions.

am an =

m
Where a =

1
am

as shown above (replace the m with

n to fit our example).

amn

Combining like bases

am
mn
= a
an

So, when we divide like bases we subtract the exponents.

Multiplying by 1 has lead us to a new exponent rule for dividing like bases:

am
mn
n = a
a

Negative exponents in the Denominator


Wes Bruning
Sometimes we run into a situation like this:

1
. In this case we must deal
a 4

with the negative exponent in the denominator. A negative exponent in the


denominator is a mathematically undesirable thing. We do not allow negative
exponents in the denominator or the numerator of a final answer.
We want only positive exponents in our terms. So we would multiply the
fraction by a special 1:

a4
=1
a4
1
1
a 4
So

1 a4
1 i a4
i
=
a 4 a 4 a 4 i a 4
Using our exponent rule for multiplication:

1 i a4
a4
a4 a4
=
=
=
= a4
4
4
44
0
a ia
a
a
1

0
(remembering that a = 1 ).

Rework the following such that it has no denominator (other than 1):

a 5 x3
=
a 4 xy 2 z

Make our 1:

1=

a 4 x 1 y 2 z 1
a 4 x 1 y 2 z 1

We simply applied the opposite sign to the exponents in the denominator.

a 5 x3
a 4 x 1 y 2 z 1
i
=
a 4 xy 2 z a 4 x 1 y 2 z 1

Multiply by our 1

a 5a -4 x 3 x -1 y -2 z -1
=
a 4 a -4 x x -1 y 2 y -2 z z -1

Multiply numerators and denominators. Regroup


for clarification. Note that x = x1 and z = z1. (We
do not write exponents of 1.)

a 5 4 x31 y 2 z 1
=
a 4 4 x11 y 2 2 z11

Combine exponents according the exponent rule

a1 x 2 y 2 z 1
= a1 x 2 y 2 z 1
1i1i1i1

m
n
m+n
for multiplying like bases: a i a = a

0
Simplifying and noting that a = 1

Wes Bruning 2005-2008. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 39 -

Roots in the Denominator


Wes Bruning
Sometimes, we run across the situation where we have a root in the denominator of a fraction:

7
.
5

It is poor mathematical form to leave roots in the denominator. The thorough


mathematician will rationalize the fraction to remove the offending root.
We do this by multiplying by 1:

5
5

So then,

7
i
5

5
7 5
7 5
=
=
5
5
5 5

We have eliminated the root in the denominator by multiplying by 1.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 40 -

Complex Numbers
Wes Bruning
Complex numbers are of the form a + bi where i is the imaginary number

1 .

It is poor form to have a complex number in the denominator of a fraction


such as

1
3 + 2i

Complex Conjugate

To eliminate the imaginary number


from the denominator we would multiply by a specially selected 1 comprised
of the complex conjugate of 3 + 2i which
is 3 2i .
The 1 would be
So

A complex conjugate is a complex number where the sign of the imaginary term
is reversed. For example the complex
conjugate of 6 5i is 6 + 5i.
In general the complex conjugate of
a + bi is a bi .

3 2i
3 2i

1
3 2i
3 2i

=
3 + 2i 3 2i (3 + 2i )(3 2i )

Evaluating the denominator we have:

3 2i
3 2i
=
2
9 + 6i 6i 4i
9 4(1)
Notice here that i 2 =
So

1 1 = 1

3 2i 3 2i
=
9+4
13

From here, of course, we would simplify this fraction as much as possible.


But this example requires no further simplification although we could write it
as

3 2
i to put it in the form a + bi
13 13
By multiplying by 1, we have eliminated the complex expression from the
denominator.

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed
without the written consent of the author. All rights reserved.

- 41 -

Imaginary Numbers in the Denominator


Wes Bruning
As in an earlier section, a problem also occurs when the root of the negative number is in the denominator of a fraction. Like before, we do not leave fractions with a
root in the denominator. We must rationalize the fraction.
We use Multiply by 1 to accomplish this.
Consider the fraction

3
.
5

We will multiply by 1:

5
5

5 3 5
=
5
5

Then

3 5 3 5 1 3 5 i
=
=
5
5
5
It is considered poor form to leave a negative sign in the denominator (-5), so

3 5
3 5 i 1 3 5 i
i

=
or
5
5
1
5

Wes Bruning 2005-2007. No portion of this document may be duplicated or otherwise distributed without the
written consent of the author. All rights reserved.

- 42 -

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