Problem 63
Question
For exercises \(23-74\), evaluate. $$ \frac{9}{11}-\frac{3}{11} $$
Step-by-Step Solution
Verified Answer
\frac{6}{11}
1Step 1 - Understand the problem
The exercise asks for the evaluation of the expression \( \frac{9}{11} - \frac{3}{11} \). This is a subtraction of two fractions with the same denominator.
2Step 2 - Subtract the numerators
Since both fractions have the same denominator, we subtract the numerators directly. \( 9 - 3 = 6 \). The denominator remains the same.
3Step 3 - Write the result as a fraction
After subtracting the numerators, we get \( \frac{6}{11} \).
Key Concepts
NumeratorsCommon DenominatorsFraction SimplificationBasic Arithmetic Operations
Numerators
The numerator is the top number in a fraction. It represents how many parts of the whole are being considered.
For example, in the fraction \( \frac{9}{11} \), 9 is the numerator. Similarly, in the fraction \( \frac{3}{11} \), 3 is the numerator. In our exercise, to subtract the fractions \( \frac{9}{11} - \frac{3}{11} \), we focus on the numerators. We subtract 3 from 9. This gives us 6.
So, the new numerator is 6.
For example, in the fraction \( \frac{9}{11} \), 9 is the numerator. Similarly, in the fraction \( \frac{3}{11} \), 3 is the numerator. In our exercise, to subtract the fractions \( \frac{9}{11} - \frac{3}{11} \), we focus on the numerators. We subtract 3 from 9. This gives us 6.
So, the new numerator is 6.
Common Denominators
A common denominator is a shared multiple of the denominators of two or more fractions. When fractions have the same denominator, they are easier to add or subtract.
In our example, both fractions, \( \frac{9}{11} \) and \( \frac{3}{11} \), have the common denominator of 11. This means we can simply subtract the numerators while keeping the denominator the same. Hence, our operation becomes straightforward: \( \frac{9}{11} - \frac{3}{11} \) = \( \frac{6}{11} \).
This simplifies the subtraction process significantly.
In our example, both fractions, \( \frac{9}{11} \) and \( \frac{3}{11} \), have the common denominator of 11. This means we can simply subtract the numerators while keeping the denominator the same. Hence, our operation becomes straightforward: \( \frac{9}{11} - \frac{3}{11} \) = \( \frac{6}{11} \).
This simplifies the subtraction process significantly.
Fraction Simplification
Simplification of fractions is the process of making the fraction as simple as possible. This means we reduce it to its simplest form.
To simplify a fraction, we find the greatest common divisor (GCD) of the numerator and the denominator and then divide both by this number.
For instance, in \( \frac{6}{11} \), 6 and 11 have no common divisors other than 1. Therefore, \( \frac{6}{11} \) is already in its simplest form.
Remember, a fraction is simplest when the numerator and the denominator have no common factors besides 1.
To simplify a fraction, we find the greatest common divisor (GCD) of the numerator and the denominator and then divide both by this number.
For instance, in \( \frac{6}{11} \), 6 and 11 have no common divisors other than 1. Therefore, \( \frac{6}{11} \) is already in its simplest form.
Remember, a fraction is simplest when the numerator and the denominator have no common factors besides 1.
Basic Arithmetic Operations
Basic arithmetic operations include addition, subtraction, multiplication, and division. These are fundamental operations in math.
In our exercise, we used subtraction. Subtraction of fractions with common denominators involves subtracting their numerators while retaining the common denominator.
Here’s a quick review of the process:
In our exercise, we used subtraction. Subtraction of fractions with common denominators involves subtracting their numerators while retaining the common denominator.
Here’s a quick review of the process:
- Check if the denominators are the same. If they are, proceed to the next step.
- Subtract the numerators. In the exercise, 9 - 3 = 6.
- Keep the denominator the same. In this case, it remains 11.
Other exercises in this chapter
Problem 62
For exercises 1-80, evaluate. $$ \frac{15(6-2)}{7 \cdot 2-2} $$
View solution Problem 63
If 8 out of 200 bills are overdue, find the percent of the bills that are overdue.
View solution Problem 63
For exercises 15-100, evaluate. $$ 8(-3)-1 $$
View solution Problem 64
If 6 out of 200 bills are overdue, find the percent of the bills that are overdue.
View solution