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Maths workhorse
Wes Bruning
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
C=D
D=RT
F=ma
relates force, mass and acceleration in physics. A man was put on the
moon using this seemingly simple equation.
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written consent of the author. All rights reserved.
-1-
Multiply by 1
E=IR
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.
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written consent of the author. All rights reserved.
-2-
Fractions
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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.
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written consent of the author. All rights reserved.
-4-
a
b
c
d
ac
bd
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:
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.
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-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)
3
7 is read 3 divided by 7
4
=1
4
56
=1
56
857.3
=1
857.3
pretty
Math Language
In a fraction, the top number is the numerator
and the bottom number is the denominator:
Numerator
Denominator
same.
same
-6-
Fractions
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
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:
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written consent of the author. All rights reserved.
-7-
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
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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
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
6
=2
3
5
23
, 23 =
, etc.
1
1
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-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:
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
Multiply
3
5
times
7
5
3 5 3 5 15
=
=
7 5 7 5 35
5
is equivalent to 1 so we are multiplying by 1
5
Multiply numerators (straight across) and
multiply denominators (straight across)
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- 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
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written consent of the author. All rights reserved.
- 11 -
5
1
into the equivalent number of
ths.
8
16
5
(the 8) into a 16.
8
5
2
8
2
2
. Why?
2
(Answer: Because we can only multiply by 1 and not change a quantitys value and
2
2
= 1).
5 2 10
=
8 2 16
We have converted
5
10
into the equivalent number of
. These two fractions repre8
16
(2)
3
4
?
12
5
6
?
24
4
11
?
55
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
0.75 100
75
=
1
100 100
Multiply 0.75 by
100
.(The 0.75 has two deci100
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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
1=
100
1
= 100
= 100 % = 100% = 1
100
100
=
1
100 100
1
53.2
= 53.2%
100
0.523 =
Recognize that
52.3
1
= 53.2
100
100
1
=%
100
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- 14 -
Multiply by 1 Part II
Wes Bruning
Now we can convert a fraction to a difdenominator.
ferent
Math Language
Numerator
Denominator
4 16
=
?
9 36
(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
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
4
4
So if we multiply
by
we get:
9
4
4 4 16
=
9 4 36
So then, the two numbers are equivalent even though they do not look the same.
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- 15 -
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
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
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
6
6.
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written consent of the author. All rights reserved.
- 16 -
"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
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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.
32
8
is not equal to
. Likewise, sub8
32
- 18 -
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!.
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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
12.5
12.5
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- 20 -
a
a
=
b
b
a
(where b 0) and we desire to not have a negative
b
1
we can multiply the fraction and change its signs:
1
a
1
(1) a
a
=
=
b
b 1 (1)(b)
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
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.
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
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- 22 -
21
37
=
35
57
3
7
=
5
7
3
3
1=
5
5
Recognize that
7
=1
7
21
3
to
using Multiply by 1.
35
5
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
30
5
to
using Multiply by 1.
42
7
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without the written consent of the author. All rights reserved.
- 23 -
"Multiplying Fractions"
ac
a c
a
a
=
i
=
i1 =
bc
b c
b
b
ac
bc
"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".
ac a c a
a
=
= 1=
bc b c b
b
c
=1
c
Try these:
ac
=
ab
x y
=
yz
y
.
y
The examples above are referred to as "algebraic fractions". But they follow
the same rules as arithmetic.
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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.
20 25
45 16
20 25 (4 5) (5 5)
=
=
45 16 (9 5) (4 4)
4555
=
4549
11
5 5 25
=
4 9 36
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
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- 25 -
ab
. Note that we have a common factor in both the
ac
ab
a b
which can be rewritten as
ac
a c
Recognizing that
a
=1
a
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
ab + ac
ad + ae we use the Distributive
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
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- 26 -
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
x 2y + 3
2y + 3
= 1
x 5y 7
5y 7
2y + 3
5y 7
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- 27 -
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
We recognize that
( x + 2)
=1
( x + 2)
text.
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
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- 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
12inches 1foot
=
= 1
1foot
1foot
12 inches
= 1
1 foot
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
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
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- 30 -
1quarter 25cents
=
25cents 25cents
1quarter
= 1
25cents
Recognize that
1 quarter
= 1
25 cents
Regrouping
100 cents
= 1
1 USD
100 cents
= 1
1 USD
Regroup
Regroup
25 cents
= 1
25 cents
cents
=1
cents
4 quarter
=1
1 USD
4 quarters = 1 USD
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- 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
2.2 lbs = 1 kg
Another truth.
2.2 lbs
=1
1 kg
16 i 2.2 oz 35.2 oz
=
=1
1 kg
1 kg
lb
=1 .
lb
3 kg 35.2 oz 3 i 35.2 oz kg
i
=
1
1 kg
1 kg
kg
=1
kg
3 kg = 105.6 oz
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- 32 -
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
10
dimes
= 1 and
=1
10
dimes
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- 33 -
3 i 4 quarters = 12 quarters
4 quarts
= 1
1gallon
3gallons 4 quarts
i
=
1
1gallon
3
4 quarts gallons
i
i
=
1
1
gallons
gallons
= 1 . The
gallons
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
106
=1
1USD
Make a 1.
4 USD
106
=
1
1USD
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
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- 34 -
4 USD = 424
______________________
3ft
=1
1yd
Make a 1.
29 yds 3ft
=
1
1yd
29 3 ft yd
= 87 ft
1
yd
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
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- 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
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
a a =a
2+3
a =aa
=a
and
a=aaa
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
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- 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
am an =
m
Where a =
1
am
amn
am
mn
= a
an
Multiplying by 1 has lead us to a new exponent rule for dividing like bases:
am
mn
n = a
a
1
. In this case we must deal
a 4
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
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
a 5 4 x31 y 2 z 1
=
a 4 4 x11 y 2 2 z11
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
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7
.
5
5
5
So then,
7
i
5
5
7 5
7 5
=
=
5
5
5 5
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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 .
1
3 + 2i
Complex Conjugate
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 )
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
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.
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- 41 -
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 -