Section 1.

2
Fractions
Objectives
 Factor and prime factor natural numbers
 Recognize special fraction forms
 Multiply and divide fractions
 Build equivalent fractions
 Simplify fractions
 Add and subtract fractions
 Simplify answers
 Compute with mixed numbers
Objective 1: Factor and Prime Factor
Natural Numbers
 To compute with fractions, we need to know how to
factor natural numbers. To factor a number means
to express it as a product of two or more numbers.

 For example, some ways to factor 8

are 1  8, 4  2, and 2  2  2.

 The numbers 1, 2, 4, and 8 that were used to write

the products are called factors of 8. In general, a
factor is a number being multiplied.
 Sometimes a number has only two factors, itself and
1. We call such numbers prime numbers.
Objective 1: Factor and Prime Factor
Natural Numbers
 A prime number is a natural number greater than 1 that
has only itself and 1 as factors.
 The first ten prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, and
29.
 A composite number is a natural number, greater than 1,
that is not prime.
 The first ten composite numbers are 4, 6, 8, 9, 10, 12, 14, 15, 16,
and 18.
 Every composite number can be factored into the product
of two or more prime numbers.
 This product of these prime numbers is called its prime
factorization.
EXAMPLE 1 Find the prime factorization of 210.

Strategy We will use a series of steps to

express 210 as a product of only prime
numbers.

Why To prime factor a number means to

write it as a product of prime numbers.
EXAMPLE 1 Find the prime factorization of 210.

Solution
First, write 210 as the product of two natural numbers other than 1.

Neither 10 nor 21 are prime numbers, so we factor each of them.

EXAMPLE 1 Find the prime factorization of 210.

Solution
Writing the factors in order, from least to greatest, the prime-factored
form of 210 is 2  3  5  7. Two other methods for prime factoring 210
are shown below.
Objective 2: Recognize Special
Fraction Forms
 Fractions can describe the number of equal parts of
a whole. Consider the circle with 5 of 6 equal parts
colored red. We say that 5/6 (five-sixths) of the circle
is shaded.
 In a fraction, the number above the fraction bar is
called the numerator, and the number below is
called the denominator.
Objective 2: Recognize Special
Fraction Forms
 Fractions are also used to indicate division. For example,
8/2 indicates that the numerator, 8, is to be divided by the
denominator, 2:

 If the numerator and denominator of a fraction are the

same nonzero number, the fraction indicates division of a
number by itself, and the result is 1.
 If a denominator is 1, the fraction indicates division by 1,
and the result is simply the numerator.
 Special fraction forms: For any nonzero number a, a/a = 1 and
a/1 = a.
Objective 3: Multiply and Divide
Fractions
 Multiplying fractions: To multiply two fractions,
multiply the numerators and multiply the
denominators.
 For any two fractions a/b and c/d, (a/b)(c/d) = ac/bd.
 One number is called the reciprocal of another if their product is
1. To find the reciprocal of a fraction, we invert its numerator and
denominator.
 Dividing fractions: To divide two fractions, multiply
the first fraction by the reciprocal of the second.
 For any two fractions a/b and c/d,
where c ≠ 0, a/b ÷ c/d = (a/b)(d/c).
EXAMPLE 2 Multiply: 7/8 × 3/5.

Strategy To find the product, we will multiply the numerators,

7 and 3, and multiply the denominators, 8 and 5.

Why This is the rule for multiplying two fractions.

Solution:
Objective 4: Build Equivalent
Fractions
 The two rectangular regions on the right
are identical. The first one is divided into
10 equal parts. Since 6 of those parts
are red, 6/10 of the figure is shaded.
 The second figure is divided into 5 equal parts. Since 3 of
those parts are red, 3/5 of the figure is shaded.
 We can conclude that 6/10 = 3/5 because 6/10 and 3/5
represent the same shaded portion of the figure.
 We say that 6/10 and 3/5 are equivalent fractions. Two
fractions are equivalent if they represent the same
number.
Objective 4: Build Equivalent
Fractions
 Equivalent Fractions: Two fractions are equivalent if
they represent the same number. Equivalent fractions
represent the same portion of a whole.
 Writing a fraction as an equivalent fraction with a larger
denominator is called building the fraction.
 Since any number multiplied by 1 remains the same
(identical), 1 is called the multiplicative identity element.
 Multiplication property of 1: The product of 1 and any
number is that number.
 For any number,

1a = a and a1=a

 Write 3/5 as an equivalent fraction
EXAMPLE 4 with a denominator of 35.

Strategy We will compare the given

denominator to the required denominator and
ask, “By what must we multiply 5 to get 35?”

Why The answer to that question helps us

determine the form of 1 to be used to build an
equivalent fraction.
 Write 3/5 as an equivalent fraction
EXAMPLE 4 with a denominator of 35.

Solution
We need to multiply the denominator of 3/5 by 7 to obtain a
denominator of 35. It follows that 7/7 should be the form of 1 that
is used to build 3/5.
Multiplying 3/5 by 7/7 changes its appearance but does not
change its value, because we are multiplying it by 1.
Objective 4: Build Equivalent
Fractions
 Building Fractions : To build a fraction, multiply it
by 1 in the form of c/c, where c is any nonzero
number.

 The Fundamental Property of Fractions: If the

numerator and denominator of a fraction are
multiplied by the same nonzero number, the
resulting fraction is equivalent to the original
fraction.
Objective 5: Simplify Fractions
 Every fraction can be written in infinitely many
equivalent forms. For example, some equivalent
forms of 10/15 are:

 Simplest form of a fraction: A fraction is in

simplest form, or lowest terms, when the
numerator and denominator have no common
factors other than 1.
Objective 5: Simplify Fractions
 To simplify a fraction, we write it in simplest form by removing a
factor equal to 1. For example, to simplify 10/15, we note that the
greatest factor common to the numerator and denominator is 5 and
proceed as follows:

 To simplify 10/15, we removed a factor equal to 1 in the form of 5/5 .

The result,2/3, is equivalent to 10/15.
 We can easily identify the greatest common factor of the numerator
and the denominator of a fraction if we write them in prime-factored
form.
 Simplify each fraction, if possible:
EXAMPLE 5 a. 63/42; b. 33/40

Strategy We will begin by prime factoring the

numerator and denominator of the fraction.
Then, to simplify it, we will remove a factor
equal to 1.

Why We need to make sure that the

numerator and denominator have no
common factors other than 1. If that is the
case, then the fraction is in simplest form.
 Simplify each fraction, if possible:
EXAMPLE 5 a. 63/42; b. 33/40

Solution
a. After prime factoring 63 and 42, we see that the greatest common
factor of the numerator and the denominator is 3  7 = 21.

b. To attempt to simplify the fraction, Prime factor 33

and 40. Since the numerator and the denominator have
no common factors other than 1, the fraction is in
simplest form (lowest terms).
Objective 5: Simplify Fractions
 Simplifying fractions:
 Factor (or prime factor) the numerator and denominator to
determine their common factors.

 Remove factors equal to 1 by replacing each pair of

factors common to the numerator and denominator with the
equivalent fraction 1/1.

 Multiply the remaining factors in the numerator and in the

denominator.
Objective 6: Add and Subtract Fractions
 In algebra as in everyday life, we can only add or
subtract objects that are similar.
 For example, we can add dollars to dollars, but we
cannot add dollars to oranges. This concept is important
when adding or subtracting fractions.
 Consider the problem 2/5 + 1/5. When we write it in
words, it is apparent we are adding similar objects.

 Because the denominators of 2/5 and 1/5 are the

same, we say that they have a common
denominator.
Objective 6: Add and Subtract Fractions
 To add (or subtract) fractions that have the same
denominator, add (or subtract) their numerators
and write the sum (or difference) over the
common denominator.
 For any fractions a/d and b/d,
 a/d + b/d = (a + b)/d and a/d − b/d = (a − b)/d.
Objective 6: Add and Subtract Fractions
 Now we consider the problem 2/5 + 1/3.
 Since the denominators are not the same, we cannot
add these fractions in their present form.

 To add (or subtract) fractions with different

denominators, we express them as equivalent
fractions that have a common denominator.
 The smallest common denominator, called the least or
lowest common denominator, is usually the easiest
common denominator to use.
Objective 6: Add and Subtract Fractions
 Least Common Denominator (LCD): The least or
lowest common denominator (LCD) for a set of
fractions is the smallest number each denominator will
divide exactly (divide with no remainder).

 The denominators of 2/5 and 1/3 are 5 and 3. The numbers 5

and 3 divide many numbers exactly (30, 45, and 60, to name a
few), but the smallest number that they divide exactly is 15. Thus,
15 is the LCD for 2/5 and 1/3.To find 2/5 + 1/3, we find equivalent
fractions that have denominators of 15 and we use the rule for
adding fractions.
Objective 6: Add and Subtract Fractions
Objective 6: Add and Subtract Fractions
 When adding (or subtracting) fractions with
unlike denominators, the least common
denominator is not always obvious. Prime
factorization is helpful in determining the LCD.
 Finding the LCD Using Prime Factorization:
 Prime factor each denominator.
 The LCD is a product of prime factors, where each
factor is used the greatest number of times it
appears in any one factorization found in step 1.
EXAMPLE 7 Subtract: 3/10 − 5/28.

Strategy We will begin by expressing each fraction

as an equivalent fraction that has the LCD for its
denominator. Then we will use the rule for
subtracting fractions with like denominators.

Why To add or subtract fractions, the fractions

must have like denominators.
EXAMPLE 7 Subtract: 3/10 − 5/28.
Solution
To find the LCD, we find the prime factorization of both denominators
and use each prime factor the greatest number of times it appears in
any one factorization.

Since 140 is the smallest number that 10 and 28 divide exactly, we

write 3/10 and 5/28 as fractions with the LCD 140.
EXAMPLE 7 Subtract: 3/10 − 5/28.
Solution
Objective 6: Add and Subtract Fractions
 Adding and subtracting fractions that have
different denominators:
 Find the LCD.
 Rewrite each fraction as an equivalent fraction with
the LCD as the denominator. To do so, build each
fraction using a form of 1 that involves any factors
needed to obtain the LCD.
 Add or subtract the numerators and write the sum or
difference over the LCD.
 Simplify the result, if possible.
Objective 7: Simplify Answers
 When adding, subtracting, multiplying, or dividing
fractions, remember to express the answer in
simplest form.
 Perform the operations and simplify:
EXAMPLE 8 a. 45(4/9); b. 5/12 + 3/2 − 1/4.

Strategy We will perform the indicated

operations and then make sure that the
answer is in simplest form.

Why Fractional answers should always be

given in simplest form.
 Perform the operations and simplify:
EXAMPLE 8 a. 45(4/9); b. 5/12 + 3/2 − 1/4.

Solution (a)
 Perform the operations and simplify:
EXAMPLE 8 a. 45(4/9); b. 5/12 + 3/2 − 1/4.

Solution (b)
Since the smallest number that 12, 2, and 4 divide exactly is 12,
the LCD is 12.
Objective 8: Compute with Mixed Numbers
 A mixed number represents the sum of a whole
number and a fraction.
 Forexample, 5¾ means 5 + ¾ and 179 15/16 means
179 + 15/16.
EXAMPLE 9 Divide: 5¾ ÷ 2.

Strategy We begin by writing the mixed

number 5¾ and the whole number 2 as
fractions. Then we use the rule for dividing
two fractions.

Why To multiply (or divide) with mixed

numbers, we first write them as fractions,
and then multiply (or divide) as usual.
EXAMPLE 9
Solution