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## Adding fractions using the Least Common DenominatorNext we multiply these together. Here's the result of the third step:
• Having the LCD in factored form is very useful. We will
see why when we actually Let's try this with our previous example: This time, we will find and use the LCD. Step 2: 2, 3, 5 Step 3:. (The highest
power of each factor is only 1, Next compare (the
denominator of
) to the . Now we've converted the fractions; the last step is to add them together: Notice that the answer we get, , can still be reduced:. The numbers we had to work with during the addition were
smaller than the numbers Step 2: 2, 3, 7 The LCD is 504. (Finished!) EXERCISES.
1) Take good, complete class notes, employing the lecture outline as a
guide.2) Plan to spend about two hours on each assignment. You may sometimes need to spend more. 3) As soon after the class section as possible, study your class notes
and examples. Youmay even want to rewrite your notes for greater clarity. (This rewrite process serves to make you begin thinking about the ideas, the first step in learning.) 4) Then read carefully the section(s) of the textbook related to the
material, givingspecial attention to the vocabulary, basic concepts and problem examples. You may want to relate this reading to your class notes, highlighting the concepts which have been discussed. 5) Now begin the assignment. (To do so earlier is foolhardy, since the
assignment isdesigned to be practice and application of the ideas and concepts, which you really need to grasp and understand before you do the assignment; hence, prior study of the ideas is essential!) 6) Check your answers in the back of the textbook as you go along. If you
are havingdifficulties, go back and restudy, looking at the examples done in class and in the textbook for similarities to your problem; then try your problem again. 7) If problems arise at this point, and you are unable to work them out for yourself or with one another (group study is encouraged - we can learn from each other's problems and analyses), then the time has come to seek help. Attend the
problem before the next class, or if that is impossible, seek help directly
form thesession instructor during office hours. Do not wait until the next class to ask the question; there may not be time, or we may not be able to get to your problem. 8) When you have successfully completed your assignment, go back and reread
the again, for emphasis and review of the
concepts. Thistext sections and class notes won’t take very long, but it pays big dividends in locking in the concepts, processes, and terminology into your "memory bank." 9) Successful students find that the next step in doing one's assignment is to l ook at what is coming up in the next class; you can easily see what
section we willahead be discussing by looking at your syllabus. Do a quick read over of the appropriate text sections, not for mastery but for general overview. Get familiar with the new terms and basic concepts, so when they are presented in class they wont seem so "foreign" to you. 10) Finally, successful students also have found that, just prior to the next class (perhaps fifteen minutes before class begins, or even on the way to class) a quick
reread of as well as the "new" text section gives them an edge,
especiallythe "old" class notes if there is a quiz (announced or unannounced). 11) One final suggestion: don't get discouraged, and above all don't give up
too easily.Mathematics is challenging, but it can also be fun, interesting, intellectually rewarding, and very useful! |