Students’ Common Errors in Working with Fractions

When teaching Fractions, teachers should be watchful for students’ basic misguided judgments that prompt to mistakes in calculation.

Trusting that portion’ numerators and denominators can be dealt with as entire independent numbers.

Students who like adding or subtracting fractions the numerators and denominators of two parts, for instance, 2/4 + 5/4 = 7/8. The students neglect to perceive the relationship between the denominator, i.e. that the denominator is the quantity of equivalent amounts of into which one entire is partitioned and that the numerator implies the number of those parts. The way that numerators and denominators are regarded as entire numbers in augmentation just adds to the perplexity.

To conquer this misinterpretation, display a genuine issue. Ask students a question this way: “if you have 3/4 of an orange as well as give 1/3 of it to a companion, what division of the first orange do you have left?” Subtracting the numerators and denominators independently would bring about a reply of 2/1 or 2. Students ought to instantly perceive that it is difficult, to begin with 3/4 of an orange, give some of it away, and wind up with two oranges. Such cases help students see why regarding numerators and denominators as isolated entire numbers are improper and will make them more responsive to a fitting methodology.

If you fail to locate a shared factor while Adding or subtracting fractions with not at all like denominators.

Students frequently neglect to change over portions to a common, proportional denominator before adding or subtracting them, and rather only utilize the bigger of the two denominators in the reply (e.g., 4/5 + 4/10=8/10). Students don’t comprehend that diverse denominators reflect distinctively measured unit divisions and that adding and subtracting parts requires a typical unit portion (i.e. denominator).

The same basic confusion can lead students to make a similar mistake: Changing the denominator of a portion without rolling out a relating improvement to the numerator—for instance, changing over the issue 2/3 + 2/6 to 2/6 + 2/6. Number lines as well as other visual representations that show proportionate portions are extremely useful.

They believe that lone entire numbers should be added or subtracted with a fraction.

While adding or Subtracting Fractions, there is a high probability that students may disregard the partial parts, and work just with the entire numbers. Students either work on an issue they don’t comprehend, a misconception the significance of blended numbers or expecting that such issues essentially have no arrangement.

A related misguided judgment is feeling that entire numbers have an indistinguishable denominator from a part of the issue. This misinterpretation may lead students to decipher the issue 4 – 3/8 into 4/8 – 3/8 and discover a reply of 1/8. At the point when given a blended number, students with such a misguided judgment may add the entire number to the numerator, like (3/3 + 1/3) × 6/7 = 4/3 × 6/7 = 24/21.

Leaving the denominator unaltered in part expansion and augmentation issues. Students regularly exit the denominator unaltered on part duplication issues that have to break even with denominators (for instance, 2/3 × 1/3 = 2/3). It may happen because students experience more portion expansion issues than division increase issues. They mistakenly apply the right system for managing measure up to denominators on expansion issues to duplication.

Solve For X with QuickMath Calculator

Alphabetic letters are frequently used in mathematical expressions to represent variable values. A variable value means a value that can keep changing as per the preferred results. The letter x is the most used letter when it comes to representing variables.

How to Solve for X Quickmath Calculator

QuickMath calculator can be used to solve for x in various fields. From graphical equations, inequalities to algebraic equations;

Algebra

Algebraic expressions may require you to expand, factor, simplify or cancel out. When solving for x in algebraic expressions, there will be no equating, so the real values of x cannot be gotten. Algebraic expressions have no equal signs, and only aim at simplifying and representing an equation as simple as possible. Quickmath Calculator can be used to solve for x in all algebraic expressions and commands. Note that here; the value for x will likely be the simplest form in which that particular equation can be represented in. This is brought up by the fact that algebraic expressions do not have real equating values.

Equations

Almost all equations that can be solved using Quickmath Calculator will have x as the variable. All that is needed with the Quickmath Calculator is to enter the exact equation as it is written in the question paper or the particular sources for particular cases. Here, make sure you have chosen in the correct category of the expression or equation you have on the side bar of www.quickmath.com home page.  When you click on the solve button, you will have the results displayed on the real or approximate values of x. Most equations will also require you to plot the related graph. This is still part of solving for x. Since you can have graphs easily plotted for you with QuickMath calculator, the value for x will be the points at which the plotted graphs touch the x-intercepts.

Inequalities

Whenever you get to run an inequality on the QuickMath calculator, the results will be displayed indicating the real or approximate values for x. Inequalities require that the variables, in our case x, be represented on the left side of the equation. Therefore, the right side of the entered equation will be the value for x.

Advantages of using QuickMath calculator to Solve for X

QuickMath calculator returns instantaneous results. It also does not necessarily require a user first to download and install the calculator. All the operations can be done online. The calculator also displays all the steps followed in the process of solving for x. Users can also run as many expressions and equations as needed. All will have the specific value of my solved and displayed in the results. For graphical plotting, the value of x will be easily accessed by picking the real values where the plotted graph crosses the x-intercepts.

The Basic of Multiplication

Multiplication denoted with juxtaposition, cross sign or asterisk.  It is among the four elementary, arithmetic and mathematical operations while others are division, subtraction, and addition. Multiplying is a repeated addition while a multiplication of two different numbers will be adding copies of one of the two.  One is said to be multiplicand which is the first value while the one is called multiplier.  A multiplier is the one that it is written for the first time while the multiplicand is in the second position. The multiplication of the integers will include some negative numbers while the rational numbers like fractions or real numbers will be defined using a systematic generation for the basic definition.  The multiplication may be visualized while counting the objects that are arranged into the rectangle for an entire whole number or to find an area of a rectangle where the sides are given a certain length.  An area of the rectangle will not be based on the side that had been measured before the other, and this is how it illustrates commutative property. A product of two measurements will be new types of the measurement. The example is that when you multiply two sides for a rectangle, it will give a dimensional analysis.

An inverse of multiplying is dividing. The example is that 4 by 3 equals to 12 while 12 divided by 4 equals 3. Multiplication may also be defined using different numbers like complex numbers or abstract constructs like matrices.  The order for which the matrices have to be multiplied in will not matter.  There is a listing of different types of products which are being used in mathematics.

In arithmetic, a sign of multiplication is X found between two terms. Multiplication may also be showed by a dot sign. With algebra, the multiplication that involves variable will be written through juxtaposition. This notation may also be used for the quantities which are found within parentheses.  These types of multiplication may lead to ambiguity if the concatenated variable takes place for matching a name of a new variable.

With matrix multiplication, you should know that there is a distinction between a dot symbol and a cross. A cross symbol means taking the cross products for two vectors and it leads to a vector. A dot is used to denote a dot product for two vectors, and this may lead to a scalar.

In the computer programming, an asterisk is a common notation. This is because at the beginning, the computers had limited number of small characters and there was no multiplication sign and asterisk was on each keyboard.

A common method used to multiply simple numbers using paper or pencil requires the use of the multiplication table and it has to be consulted or memorized for small numbers.  Multiplying numbers with decimal places; can be error prone and tedious.  The common logarithms had been invented to be used for these calculations. Multiplication has now become easy by the use of electronic computers and the latest calculators which reduce the need to multiply manually.

Solution to your Algebra Problems

Are you fond with numbers and variables?

Math problem solving?

Algebra?

If you answered yes to all of these questions then I guess you landed on the wrong read about. But I’m guessing that the reason you’re still continually reading is because you answered No to even just one of the questions above.

Most of us claim that they hate math, but in reality they don’t really mean that. What they actually meant was I’m confused with math and I don’t want to spend another minute figuring out what to do next. This is very true especially when it comes to algebra. Since algebra is the connecting link of all the field of mathematics, just like the road systems, making it so broad, complicated and confusing? It touches and involves everything that is related to math.

There’s a study that says, when a person is confused, he or she stops. It’s the average of the norms. That’s why a lot of people especially students don’t finish solving math problems, not to mention long and complicated algebraic expressions. Until, they find a valid reason of spending too much time enduring the headache these math problems, they will not do it.

But you say that this is part of living, and studying of course. Yes that’s right and the only way to make us and the students to love solving algebraic expression is by making them want it. So how do we do that?

First, let’s identify the root cause of why they don’t like to do it? Well, because it’s complicated, takes too much time and doesn’t provide checking or verifying solutions. The same reason why it becomes so frustrating coming up to a wrong answer when you thought you were doing right all along. Then what’s next? Repeat the whole process, solve the equation and hope that this time you make it right.

Now that we’ve identified the cause, what’s the solution? Well first, as adults we have to remember that we’re already living a complicated life and as students we are already having a hard time figuring out a way to pass all of our subjects. Then why not just make life easier but looking for solutions the fast way. The internet is making a great job dealing with these fast and easy solutions.

And for our math problems we have what we call the math solver. Here, you can come up with answers the simplest possible way. Just by entering the equation in the solver then it almost automatically gives you the answer. In that way, all we have to worry about is the analysis of the problem with the given solution. Easy and simple, isn’t it? No need to recomputed and end up with the same wrong answer. We can even learn techniques on how to solve similar problem. I’m sure a lot more will be encouraged to finish up solving math problems when we know that it is this easy and there’s a way to verify our results.