** From the archives in 2008, strange things happen when you're giving a down day and showing a video....**

The day before Christmas break one of my seminar students brought in the old (1951) video of "The The Day the Earth Stood Still". I worked at my desk as they watched, and about thirty minutes in they called my attention to ask if the math on the blackboard was "real". The Alien in the movie, Klatu (Michael Rennie), in the company of a young boy who lived in the house where he was renting a room, had entered the home of a professor who was supposedly knowledgeable about Astro Physics. I did not recognize any physics I knew from the brief shot of what looked like differential equations of no particular relation, but that could be my limited physics more than the actual images.

I returned to work, but in a few minutes in another scene, Klatu is helping Bobby with his homework and the only line you hear is "All you have to remember is first find the common denominator, and then divide." My head pops up... what were they doing? "Common denominators" leads to thoughts of fractions, but almost no one teaches finding common denominators as a prelude to dividing fractions (which is sort of a shame because it makes division of fractions work like multiplication...the way kids think it should.) It works in fact, if you do not find the common denominator first, but sometimes the answer is as confusing as the problem.

When you multiply fractions, as every fifth grader learns, you just multiply top times top and bottom times bottom... ^{2}/_{3} x ^{5}/_{7} = ^{10}/_{21}. The fact that division works the same way is often missed, or misunderstood because it so often leads to nothing simpler... 2/3 divided by 5/7 is indeed (2 divided by 5) over (3 divided by 7) but that seems not to give the classic simple fraction we seek. For some fractions, it will work out fine... if 4/27 is divded by 2/3, the answer is (four divided by two ) over (27 divided by 3) = 2/9 and that is the answer you get by the method you memorized (but never understood, most likely) in the fifth grade.

But what if we follow the advice of the alien Klatu. If we convert 2/3 and 5/7 to fractions with a common denominator, we get 14/21 and 15/21, and if we divide top by top and bottom by bottom we get 14/15) over 1, which is just 14/15... job done...

I can imagine including some visuals and suggestive images to help it make sense... It is after all, just a reversal of the multiplication process. If we say "3 dogs times 5 = 15 dogs" then by division we should have the equivalent expressions that "15 dogs divided by 5 = 3 dogs." and just as naturally "15 dogs divided by 3 dogs = 5" .

This may be one of the most under used and under understood parts of elementary math instruction. If teacher's taught multiplication and division with units,; feet ounces, miles; begore they began units on fractions, this natural connection will carry over. Students who have learned (*I've been in England too long, I just had to edit "learnt"*) that "eighths" and "fifths" are just units like "dogs" and "kittens" should then understand that 5 eighths divided by three eighths is just as clearly 5/3.

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