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2014-11-05T05:10:52Z

Bot: Fixing broken section link

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	~~In [[arithmetic]], '''quotition''~~' is ~~one of two ways of viewing fractions~~ and ~~division,~~ the ~~other being '''partition'~~''.		The author's name is Andera and she thinks it sounds quite good. Alaska is the only place I've been residing in but now I'm contemplating other options. One of the very [http://www.herandkingscounty.com/content/information-and-facts-you-must-know-about-hobbies best psychic] things in the world for him is doing ballet and he'll be beginning some thing else alongside with it. Since he was eighteen he's been working as an info officer but he plans on altering it.<br><br>Have a look at my web-site ... free [http://www.edmposts.com/build-a-beautiful-organic-garden-using-these-ideas/ love psychic] ([http://clothingcarearchworth.com/index.php?document_srl=441551&mid=customer_review clothingcarearchworth.com])

	~~In '''quotition division''' one asks how many parts there are; in '''partition division''' one asks what the size~~ of ~~each part is.~~

	~~For example,~~ the ~~expression~~

	: ~~<math> 6 \div 2<~~/~~math>~~

	~~can be construed in either of two ways:~~

	* "How many parts of size 2 must be added to get 6?" (Quotition division)
	~~: One can write~~
	~~:: <math> 6 = \underbrace{2+2+2}_{\text{3 parts}}. </math>~~
	~~: Since it takes 3 parts, the conclusion is that~~
	~~:: <math> 6 \div 2 = 3. \, <~~/~~math>~~
	* "What is the size of 2 equal parts whose sum is 6?". ~~(Partition division)~~
	~~: One can write~~
	~~:: <math> 6 = \underbrace{3+3}_{\text{2 parts}}~~. </~~math>~~
	~~: Since the size of each part is 3, the conclusion is that~~
	~~:: <math> 6 \div 2 = 3.<~~/~~math>~~

	It is a fact of elementary theoretical mathematics that the numerical answer is always the same either way: 6 ÷ 2 = 3. This is essentially equivalent to the [[commutative law\|commutativity]~~] of [[multiplication]].~~

	~~[[Division (mathematics)\|Division]] involves thinking about a whole~~ in ~~terms of its parts. One frequent division notion, a natural number of equal parts,~~ is ~~known as~~ '~~'partition'' to educators~~.
	~~The basic concept behind partition is ''sharing'~~'. ~~In sharing~~ a ~~whole entity becomes an integer number of equal parts~~.
	~~What quotition concerns is explained by removing the word ''integer'' in the last sentence~~. ~~Allow ''number'' to be ''any fraction'' and you have quotition instead of partition~~.

	~~==See also==~~
	* [[List of partition topics]]

	~~==References==~~
	~~<references />~~
	~~{{Refbegin}}~~
	*{{cite book\|last=Klapper\|first=Paul\|title=The teaching of arithmetic: A manual for teachers\|year=1916\|page=202}}
	*{{cite book\|last=Solomon\|first=Pearl Gold\|title=The math we need to know and do in grades preK–5 : concepts, skills, standards, and assessments\|year=2006\|publisher=Corwin Press\|location=Thousand Oaks, Calif.\|isbn=9781412917209\|pages=105–106\|edition=2nd}}
	~~{{Refend}}~~

	~~==External links==~~

	* [http://~~extranet~~.~~edfac~~.~~unimelb.edu.au~~/~~DSME~~/~~arithmetic~~/~~FTACDROM1~~.1/~~fractions/operations/divfract~~.~~shtml A University of Melbourne web page] shows what to do when the fraction is a [[ratio]] of [[integers]] or [[Rational number\|rational]]~~.

	~~[[Category:Arithmetic]~~]

en>Dicklyon: Reverted 1 edit by 84.163.58.80 (talk): Uncommented punctuation change. (TW)

2014-01-26T06:00:14Z

Reverted 1 edit by 84.163.58.80 (talk): Uncommented punctuation change. (TW)

← Older revision		Revision as of 08:00, 26 January 2014
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	~~Hi there. My name~~ is ~~Sophia Meagher even though it is not~~ the ~~name on my birth certification~~. ~~Alaska~~ is the ~~only place I've been residing~~ in ~~but now I'm considering other options~~. ~~Doing ballet~~ is ~~something she would never give up~~. ~~Distributing production~~ is ~~where my main earnings comes from and it's something I truly appreciate~~.<br><br>my [~~http://conniecolin~~.~~com/xe/community/24580 spirit messages~~] ~~page~~ ... ~~phone [http://hknews~~.~~classicmall~~.~~com~~.hk/~~groups/some-simple-tips-~~for~~-personal-development-progress/ love psychic] readings (~~[~~https~~://~~www~~.~~machlitim~~.~~org~~.il/~~subdomain~~/~~megila~~/~~end~~/~~node~~/~~12300 www~~.~~machlitim~~.~~org.il~~])		In [[arithmetic]], '''quotition''' is one of two ways of viewing fractions and division, the other being '''partition'''.

			In '''quotition division''' one asks how many parts there are; in '''partition division''' one asks what the size of each part is.

			For example, the expression

			: <math> 6 \div 2</math>

			can be construed in either of two ways:

			* "How many parts of size 2 must be added to get 6?" (Quotition division)
			: One can write
			:: <math> 6 = \underbrace{2+2+2}_{\text{3 parts}}. </math>
			: Since it takes 3 parts, the conclusion is that
			:: <math> 6 \div 2 = 3. \, </math>
			* "What is the size of 2 equal parts whose sum is 6?". (Partition division)
			: One can write
			:: <math> 6 = \underbrace{3+3}_{\text{2 parts}}. </math>
			: Since the size of each part is 3, the conclusion is that
			:: <math> 6 \div 2 = 3.</math>

			It is a fact of elementary theoretical mathematics that the numerical answer is always the same either way: 6 ÷ 2 = 3. This is essentially equivalent to the [[commutative law\|commutativity]] of [[multiplication]].

			[[Division (mathematics)\|Division]] involves thinking about a whole in terms of its parts. One frequent division notion, a natural number of equal parts, is known as ''partition'' to educators.
			The basic concept behind partition is ''sharing''. In sharing a whole entity becomes an integer number of equal parts.
			What quotition concerns is explained by removing the word ''integer'' in the last sentence. Allow ''number'' to be ''any fraction'' and you have quotition instead of partition.

			==See also==
			* [[List of partition topics]]

			==References==
			<references />
			{{Refbegin}}
			*{{cite book\|last=Klapper\|first=Paul\|title=The teaching of arithmetic: A manual for teachers\|year=1916\|page=202}}
			*{{cite book\|last=Solomon\|first=Pearl Gold\|title=The math we need to know and do in grades preK–5 : concepts, skills, standards, and assessments\|year=2006\|publisher=Corwin Press\|location=Thousand Oaks, Calif.\|isbn=9781412917209\|pages=105–106\|edition=2nd}}
			{{Refend}}

			==External links==

			* [http://extranet.edfac.unimelb.edu.au/DSME/arithmetic/FTACDROM1.1/fractions/operations/divfract.shtml A University of Melbourne web page] shows what to do when the fraction is a [[ratio]] of [[integers]] or [[Rational number\|rational]].

			[[Category:Arithmetic]]

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2012-05-07T03:14:56Z

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