How to multiply fractions - GRE Quantitative Reasoning
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There are 340 students at Saint Louis High School in the graduating senior class. Of these students, 9/10 are going to college. Of those going to college, 2/5 are going to Saint Louis University. How many students are going to Saint Louis University?
There are 340 students at Saint Louis High School in the graduating senior class. Of these students, 9/10 are going to college. Of those going to college, 2/5 are going to Saint Louis University. How many students are going to Saint Louis University?
122 students are going to Saint Louis University. To answer this question, the following equation can be used: 340*(9/10)*(2/5) . This is then rounded down to 122 students attending Saint Louis University.
122 students are going to Saint Louis University. To answer this question, the following equation can be used: 340*(9/10)*(2/5) . This is then rounded down to 122 students attending Saint Louis University.
Compare your answer with the correct one above
At a certain company, one quarter of the employees take the bus to work and one third drive. Of the remaining employees, half walk, one third ride a bike, and the rest take the subway.
Out of the total number of employees, what fraction ride a bike to work?
At a certain company, one quarter of the employees take the bus to work and one third drive. Of the remaining employees, half walk, one third ride a bike, and the rest take the subway.
Out of the total number of employees, what fraction ride a bike to work?
First we want to find the fraction of employees that neither take the bus nor drive, so we’ll add the fractions that do take the bus or drive and subtract that result from the total.
Bus: 
Drive: 
Remaining: 
Now we need the fraction representing one third of these remaining employees (the fraction that ride a bike). Since "of " means multiply, we'll multiply.
First we want to find the fraction of employees that neither take the bus nor drive, so we’ll add the fractions that do take the bus or drive and subtract that result from the total.
Bus:
Drive:
Remaining:
Now we need the fraction representing one third of these remaining employees (the fraction that ride a bike). Since "of " means multiply, we'll multiply.
Compare your answer with the correct one above
If 
of a number is 
, what is 
of that number?
If
The least common multiple of 4 and 6 is 12.
So we know if 
of the number is 
then
of the number is
.
So then it follows that
of the number is
.
The least common multiple of 4 and 6 is 12.
So we know if
So then it follows that
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If 
and 
, what is the value of 
?
If
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Simplify:
Simplify:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the 
from the 
:
Next, the 
in the numerator cancels with the 
in the denominator:
Finally, the 
in the numerator cancels with the 
in the denominator:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the
Next, the
Finally, the
Compare your answer with the correct one above
Simplify:
Simplify:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the 
in the denominator with the 
in the numerator:
Next, the 
in the numerator cancels with the 
in the denominator:
Finally, cancel the 
in the denominator with the 
in the numerator:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the
Next, the
Finally, cancel the
Compare your answer with the correct one above
Solve for 
:
Solve for
Begin by distributing the group on the left side of the equation. Remember that it is easy to multiply fractions. You only need to multiply the denominators and numerators. There are no "fancy" steps in between.
Therefore,
is the same as:
You can cancel part of the second fraction out, so you get:
Now, subtract 
from both sides:
Simplifying the right side of the equation, you get...
Now, multiply both sides by 
:
Simplify:
Begin by distributing the group on the left side of the equation. Remember that it is easy to multiply fractions. You only need to multiply the denominators and numerators. There are no "fancy" steps in between.
Therefore,
is the same as:
You can cancel part of the second fraction out, so you get:
Now, subtract
Simplifying the right side of the equation, you get...
Now, multiply both sides by
Simplify:
Compare your answer with the correct one above
There are 340 students at Saint Louis High School in the graduating senior class. Of these students, 9/10 are going to college. Of those going to college, 2/5 are going to Saint Louis University. How many students are going to Saint Louis University?
There are 340 students at Saint Louis High School in the graduating senior class. Of these students, 9/10 are going to college. Of those going to college, 2/5 are going to Saint Louis University. How many students are going to Saint Louis University?
122 students are going to Saint Louis University. To answer this question, the following equation can be used: 340*(9/10)*(2/5) . This is then rounded down to 122 students attending Saint Louis University.
122 students are going to Saint Louis University. To answer this question, the following equation can be used: 340*(9/10)*(2/5) . This is then rounded down to 122 students attending Saint Louis University.
Compare your answer with the correct one above
At a certain company, one quarter of the employees take the bus to work and one third drive. Of the remaining employees, half walk, one third ride a bike, and the rest take the subway.
Out of the total number of employees, what fraction ride a bike to work?
At a certain company, one quarter of the employees take the bus to work and one third drive. Of the remaining employees, half walk, one third ride a bike, and the rest take the subway.
Out of the total number of employees, what fraction ride a bike to work?
First we want to find the fraction of employees that neither take the bus nor drive, so we’ll add the fractions that do take the bus or drive and subtract that result from the total.
Bus:
Drive:
Remaining:
Now we need the fraction representing one third of these remaining employees (the fraction that ride a bike). Since "of " means multiply, we'll multiply.
First we want to find the fraction of employees that neither take the bus nor drive, so we’ll add the fractions that do take the bus or drive and subtract that result from the total.
Bus:
Drive:
Remaining:
Now we need the fraction representing one third of these remaining employees (the fraction that ride a bike). Since "of " means multiply, we'll multiply.
Compare your answer with the correct one above
If of a number is , what is of that number?
If
The least common multiple of 4 and 6 is 12.
So we know if of the number is then
of the number is
.
So then it follows that
of the number is
.
The least common multiple of 4 and 6 is 12.
So we know if
So then it follows that
Compare your answer with the correct one above
If and , what is the value of ?
If
Compare your answer with the correct one above
Simplify:
Simplify:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the from the :
Next, the in the numerator cancels with the in the denominator:
Finally, the in the numerator cancels with the in the denominator:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the
Next, the
Finally, the
Compare your answer with the correct one above
Simplify:
Simplify:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the in the denominator with the in the numerator:
Next, the in the numerator cancels with the in the denominator:
Finally, cancel the in the denominator with the in the numerator:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the
Next, the
Finally, cancel the
Compare your answer with the correct one above
Solve for :
Solve for
Begin by distributing the group on the left side of the equation. Remember that it is easy to multiply fractions. You only need to multiply the denominators and numerators. There are no "fancy" steps in between.
Therefore,
is the same as:
You can cancel part of the second fraction out, so you get:
Now, subtract from both sides:
Simplifying the right side of the equation, you get...
Now, multiply both sides by :
Simplify:
Begin by distributing the group on the left side of the equation. Remember that it is easy to multiply fractions. You only need to multiply the denominators and numerators. There are no "fancy" steps in between.
Therefore,
is the same as:
You can cancel part of the second fraction out, so you get:
Now, subtract
Simplifying the right side of the equation, you get...
Now, multiply both sides by
Simplify:
Compare your answer with the correct one above
There are 340 students at Saint Louis High School in the graduating senior class. Of these students, 9/10 are going to college. Of those going to college, 2/5 are going to Saint Louis University. How many students are going to Saint Louis University?
There are 340 students at Saint Louis High School in the graduating senior class. Of these students, 9/10 are going to college. Of those going to college, 2/5 are going to Saint Louis University. How many students are going to Saint Louis University?
122 students are going to Saint Louis University. To answer this question, the following equation can be used: 340*(9/10)*(2/5) . This is then rounded down to 122 students attending Saint Louis University.
122 students are going to Saint Louis University. To answer this question, the following equation can be used: 340*(9/10)*(2/5) . This is then rounded down to 122 students attending Saint Louis University.
Compare your answer with the correct one above
At a certain company, one quarter of the employees take the bus to work and one third drive. Of the remaining employees, half walk, one third ride a bike, and the rest take the subway.
Out of the total number of employees, what fraction ride a bike to work?
At a certain company, one quarter of the employees take the bus to work and one third drive. Of the remaining employees, half walk, one third ride a bike, and the rest take the subway.
Out of the total number of employees, what fraction ride a bike to work?
First we want to find the fraction of employees that neither take the bus nor drive, so we’ll add the fractions that do take the bus or drive and subtract that result from the total.
Bus:
Drive:
Remaining:
Now we need the fraction representing one third of these remaining employees (the fraction that ride a bike). Since "of " means multiply, we'll multiply.
First we want to find the fraction of employees that neither take the bus nor drive, so we’ll add the fractions that do take the bus or drive and subtract that result from the total.
Bus:
Drive:
Remaining:
Now we need the fraction representing one third of these remaining employees (the fraction that ride a bike). Since "of " means multiply, we'll multiply.
Compare your answer with the correct one above
If of a number is , what is of that number?
If
The least common multiple of 4 and 6 is 12.
So we know if of the number is then
of the number is
.
So then it follows that
of the number is
.
The least common multiple of 4 and 6 is 12.
So we know if
So then it follows that
Compare your answer with the correct one above
If and , what is the value of ?
If
Compare your answer with the correct one above
Simplify:
Simplify:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the from the :
Next, the in the numerator cancels with the in the denominator:
Finally, the in the numerator cancels with the in the denominator:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the
Next, the
Finally, the
Compare your answer with the correct one above
Simplify:
Simplify:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the in the denominator with the in the numerator:
Next, the in the numerator cancels with the in the denominator:
Finally, cancel the in the denominator with the in the numerator:
Multiplying fractions is very easy. All you do is multiply all the numerators by each other and all the denominators by each other. You do not have to do anything that has to do with fancy common denominators like you do for adding and subtracting. For a question like this, it is often easiest just to cancel factors before you start your final multiplication. First, note:
Now, cancel the
Next, the
Finally, cancel the
Compare your answer with the correct one above