<caption><image_20>The image shows a man standing in front of a whiteboard in a classroom. He is wearing a purple shirt and a yellow tie and is holding a pen in his hand. On the whiteboard, there are various mathematical equations and formulas written in black marker. The equations are written in a neat and organized manner, and the formulas appear to be related to solving a mathematical problem. The man is looking at the equations with a focused expression on his face. The background of the image is a white wall with a bulletin board on the left side.</caption><transcript><audio_21>56 160 plus 56 is 216 which is simply the product of the two denominators so the way you get the product of the two denominators to be the lowest common denominator is if both of these are prime numbers which in this case they're</transcript><transcript><audio_22>not or if they do not share any common factors if they don't share any common factors then the lowest common denominator is simply the product of the two denominators don't worry if you can't see that by looking at it you simply go</transcript><transcript><audio_23>ahead through the process through the normal process you write eight as the product of its prime factors you write 27 the product of its prime factors then you realize that look they don't have anything in common so you need all the tools all the threes which means it's</transcript><transcript><audio_24>simply going to multiply the denominators together again this is an illustration of the three techniques either the smallest one fits evenly into the largest one or you simply break the</transcript><caption><image_25>The image shows a man standing in front of a whiteboard in a classroom. He is wearing a purple shirt and appears to be writing on the whiteboard with a marker. On the left side of the board, there is a diagram of a circle with three circles inside it. The circles are labeled with numbers and letters, and the man is pointing to one of them with his right hand. The text on the board reads "Reinforcement of Magnetic Motion for Algebra". The background of the image is a classroom with bookshelves and a chalkboard on the wall.</caption><transcript><audio_26>denominators down into the product of their prime factors then you collect the largest number of each prime factor there's three twos and there's one eleven wolf ISIL together that gives you the LCD or you simply go through the</transcript> 56 160 plus 56 is 216 which is simply the product of the two denominators so the way you get the product of the two denominators to be the lowest common denominator is if both of these are prime numbers which in this case they're not or if they do not share any common factors if they don't share any common factors then the lowest common denominator is simply the product of the two denominators don't worry if you can't see that by looking at it you simply go ahead through the process through the normal process you write eight as the product of its prime factors you write 27 the product of its prime factors then you realize that look they don't have anything in common so you need all the tools all the threes which means it's simply going to multiply the denominators together again this is an illustration of the three techniques either the smallest one fits evenly into the largest one or you simply break the denominators down into the product of their prime factors then you collect the largest number of each prime factor there's three twos and there's one eleven wolf ISIL together that gives you the LCD or you simply go through the
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