2a/5 or 2a Divided by 5?Date: 12/13/2001 at 14:18:49 From: Jessie6 Subject: Math question or algebra expressions 3-2 Hi, In my 8th grade class we are studying algebra. Why, when writing a division problem, do you write 2a over 5 instead of 2a divided by 5? Date: 12/13/2001 at 23:00:03 From: Doctor Peterson Subject: Re: Math question or algebra expressions 3-2 Hi, Jessie. This is a good question! I just answered someone else about why you divide the numerator by the denominator to convert a fraction to a decimal, and referred to this answer in our archives: Dividing Fractions to find Decimals http://mathforum.org/dr.math/problems/erin.03.12.01.html The answer to your question is really the same: a fraction is the same thing as a division, so we use the fraction bar, in either the slanted form "/" or the horizontal form "___", as a division sign. (In particular, we write "6 divided by 3" as "6/3" in our e-mail, and computer programming languages always use it that way. Yet I don't know that I've ever heard or seen this explained. Let's look at my example. If I have 6 apples and share them among 3 people, how many will each get? The answer, 2, is the result of dividing 6 by 3. But if I look at the question in terms of fractions, I can divide each apple in 3 equal parts, and give each person 6 of them, one from each apple. Then each person gets 6/3 of an apple; he can then put them back together to form 2 whole apples, if he feels like it. So "6/3" means the same thing as dividing 6 by 3. You can also notice that dividing by 3 is the same as multiplying by 1/3; so I can write 6 divided by 3 as 6 * 1/3, which written as a fraction is 6/3 (before simplifying). Maybe that says it more clearly. In abstract situations, like 2a/5, it's less obvious what a fraction means; but then, everything is less obvious when you get into algebra. What we are doing is taking what you are used to doing with actual numbers, and just indicating the operations we are doing, without being able to actually do them until we evaluate the expression for particular numbers. This is really just what we do when we write a fraction; one dictionary definition I have seen, which I really like, says that a fraction is "an indicated division." So, though you never knew it before, when you work with fractions you are really doing a sort of algebra, manipulating an expression that represents a division you haven't actually done. When you simplify a fraction by dividing the numerator and denominator by the same number, you're really using the fact that ax divided by ay gives the same result as x divided by y to make an equivalent division. So in algebra, we think of all divisions as fractions, since there's no real difference. Now, I have explained why you CAN write a division as a fraction; but why do we PREFER to do so, and particularly to use the horizontal fraction bar? The fraction form, in my mind, is much clearer and easier to read, especially in complicated expressions. If I write ((x - (2x - 3)/(3x - 2))/(3x + 4) and its fractional equivalent 2x - 3 x - ------ 3x - 2 ---------- 3x + 4 it is easier to see the relation between the various parts, and how it might be simplified, when you see it in the latter form. Notice that I didn't have to use parentheses at all; that's because the bar serves the double purpose of indicating division and of separating the divisor from the dividend. In fact, this usage derives in part from an old use of the bar (called a vinculum) to do what we usually do with parentheses today, by putting a bar above any group of symbols that are to be kept together: ___________________ ______ ______ ______ x - 2x - 3 / 3x - 2 / 3x + 4 In particular, this lets us avoid the question (never completely settled, despite what textbooks tell you) whether ab/cd means ab -- cd or b a * --- * d c When you write with horizontal fraction bars, you never have to decide whether parentheses are necessary in order to say what you mean. And anything that lets us say just what we mean without ambiguity is a good thing. Much of mathematics is a matter of clear communication. - Doctor Peterson, The Math Forum http://mathforum.org/dr.math/ |
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