Another proof that dividing by $0$ does not exist — is it right?How do you explain to a 5th grader why division by zero is meaningless?Please help I'm in grade 9 and excellent at maths but I keep asking why does it workDoes a negative number really exist?Resource for low level maths explained in high level perspectivesHow to define the operation of division apart from the inverse of multiplication?Non-trivial “I know what number you're thinking of”showing that no repunit is a square - proof verificationProve that between two unequal rational numbers there is another rationalIntuitively, if addition can be interpreted as combining sets, then what can multiplication and division be interpreted as?Multiplicative inverse questionsIs my proof of $sqrt2 + sqrt3 + sqrt5$ is an irrational number valid?Are positive numbers somehow more “fundamental” than negative numbers?

How could indestructible materials be used in power generation?

How can I fix/modify my tub/shower combo so the water comes out of the showerhead?

Why "Having chlorophyll without photosynthesis is actually very dangerous" and "like living with a bomb"?

CEO ridiculed me with gay jokes and grabbed me and wouldn't let go - now getting pushed out of company

How can saying a song's name be a copyright violation?

AES: Why is it a good practice to use only the first 16bytes of a hash for encryption?

I would say: "You are another teacher", but she is a woman and I am a man

Why do bosons tend to occupy the same state?

Modeling an IP Address

1960's book about a plague that kills all white people

How can I make my BBEG immortal short of making them a Lich or Vampire?

What is a clear way to write a bar that has an extra beat?

How do conventional missiles fly?

Theorems that impeded progress

Why does Arabsat 6A need a Falcon Heavy to launch

What is the word for reserving something for yourself before others do?

Can a virus destroy the BIOS of a modern computer?

What's the difference between 'rename' and 'mv'?

How to draw the figure with four pentagons?

Infinite Abelian subgroup of infinite non Abelian group example

Were any external disk drives stacked vertically?

Is it possible to create light that imparts a greater proportion of its energy as momentum rather than heat?

How can I prevent hyper evolved versions of regular creatures from wiping out their cousins?

How much of data wrangling is a data scientist's job?



Another proof that dividing by $0$ does not exist — is it right?


How do you explain to a 5th grader why division by zero is meaningless?Please help I'm in grade 9 and excellent at maths but I keep asking why does it workDoes a negative number really exist?Resource for low level maths explained in high level perspectivesHow to define the operation of division apart from the inverse of multiplication?Non-trivial “I know what number you're thinking of”showing that no repunit is a square - proof verificationProve that between two unequal rational numbers there is another rationalIntuitively, if addition can be interpreted as combining sets, then what can multiplication and division be interpreted as?Multiplicative inverse questionsIs my proof of $sqrt2 + sqrt3 + sqrt5$ is an irrational number valid?Are positive numbers somehow more “fundamental” than negative numbers?













37












$begingroup$


Ok I am in grade 9 and I am maybe too young for this.



But I thought about this, why dividing by $0$ is impossible.



Dividing by $0$ is possible would mean $1/0$ is possible, which would mean $0$ has a multiplicative inverse.



So if we multiply a number by $0$ then by $1/0$ we get the same number.



But that's impossible because all numbers multiplied by $0$ give $0$ therefore we can’t have an inverse for $0$, as that gives us the initial number and thus division by $0$ is impossible



Is this right?










share|cite|improve this question









New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.







$endgroup$











  • $begingroup$
    Sometimes division by zero is defined, such as in the extended complex plane.
    $endgroup$
    – Shaun
    Apr 1 at 19:57






  • 20




    $begingroup$
    Your answer is 100% correct and you should probably become a mathematician. These kinds of answers (mathematicians also call them proofs) are what mathematicians do all day long.
    $endgroup$
    – ErotemeObelus
    Apr 1 at 23:44







  • 1




    $begingroup$
    math.stackexchange.com/questions/2883450/…
    $endgroup$
    – Maria Mazur
    Apr 2 at 1:28















37












$begingroup$


Ok I am in grade 9 and I am maybe too young for this.



But I thought about this, why dividing by $0$ is impossible.



Dividing by $0$ is possible would mean $1/0$ is possible, which would mean $0$ has a multiplicative inverse.



So if we multiply a number by $0$ then by $1/0$ we get the same number.



But that's impossible because all numbers multiplied by $0$ give $0$ therefore we can’t have an inverse for $0$, as that gives us the initial number and thus division by $0$ is impossible



Is this right?










share|cite|improve this question









New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.







$endgroup$











  • $begingroup$
    Sometimes division by zero is defined, such as in the extended complex plane.
    $endgroup$
    – Shaun
    Apr 1 at 19:57






  • 20




    $begingroup$
    Your answer is 100% correct and you should probably become a mathematician. These kinds of answers (mathematicians also call them proofs) are what mathematicians do all day long.
    $endgroup$
    – ErotemeObelus
    Apr 1 at 23:44







  • 1




    $begingroup$
    math.stackexchange.com/questions/2883450/…
    $endgroup$
    – Maria Mazur
    Apr 2 at 1:28













37












37








37


3



$begingroup$


Ok I am in grade 9 and I am maybe too young for this.



But I thought about this, why dividing by $0$ is impossible.



Dividing by $0$ is possible would mean $1/0$ is possible, which would mean $0$ has a multiplicative inverse.



So if we multiply a number by $0$ then by $1/0$ we get the same number.



But that's impossible because all numbers multiplied by $0$ give $0$ therefore we can’t have an inverse for $0$, as that gives us the initial number and thus division by $0$ is impossible



Is this right?










share|cite|improve this question









New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.







$endgroup$




Ok I am in grade 9 and I am maybe too young for this.



But I thought about this, why dividing by $0$ is impossible.



Dividing by $0$ is possible would mean $1/0$ is possible, which would mean $0$ has a multiplicative inverse.



So if we multiply a number by $0$ then by $1/0$ we get the same number.



But that's impossible because all numbers multiplied by $0$ give $0$ therefore we can’t have an inverse for $0$, as that gives us the initial number and thus division by $0$ is impossible



Is this right?







proof-verification soft-question






share|cite|improve this question









New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.











share|cite|improve this question









New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.









share|cite|improve this question




share|cite|improve this question








edited yesterday









Jack

27.7k1782204




27.7k1782204






New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.









asked Apr 1 at 19:54









Selim Jean ElliehSelim Jean Ellieh

19618




19618




New contributor




Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.





New contributor





Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.






Selim Jean Ellieh is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.











  • $begingroup$
    Sometimes division by zero is defined, such as in the extended complex plane.
    $endgroup$
    – Shaun
    Apr 1 at 19:57






  • 20




    $begingroup$
    Your answer is 100% correct and you should probably become a mathematician. These kinds of answers (mathematicians also call them proofs) are what mathematicians do all day long.
    $endgroup$
    – ErotemeObelus
    Apr 1 at 23:44







  • 1




    $begingroup$
    math.stackexchange.com/questions/2883450/…
    $endgroup$
    – Maria Mazur
    Apr 2 at 1:28
















  • $begingroup$
    Sometimes division by zero is defined, such as in the extended complex plane.
    $endgroup$
    – Shaun
    Apr 1 at 19:57






  • 20




    $begingroup$
    Your answer is 100% correct and you should probably become a mathematician. These kinds of answers (mathematicians also call them proofs) are what mathematicians do all day long.
    $endgroup$
    – ErotemeObelus
    Apr 1 at 23:44







  • 1




    $begingroup$
    math.stackexchange.com/questions/2883450/…
    $endgroup$
    – Maria Mazur
    Apr 2 at 1:28















$begingroup$
Sometimes division by zero is defined, such as in the extended complex plane.
$endgroup$
– Shaun
Apr 1 at 19:57




$begingroup$
Sometimes division by zero is defined, such as in the extended complex plane.
$endgroup$
– Shaun
Apr 1 at 19:57




20




20




$begingroup$
Your answer is 100% correct and you should probably become a mathematician. These kinds of answers (mathematicians also call them proofs) are what mathematicians do all day long.
$endgroup$
– ErotemeObelus
Apr 1 at 23:44





$begingroup$
Your answer is 100% correct and you should probably become a mathematician. These kinds of answers (mathematicians also call them proofs) are what mathematicians do all day long.
$endgroup$
– ErotemeObelus
Apr 1 at 23:44





1




1




$begingroup$
math.stackexchange.com/questions/2883450/…
$endgroup$
– Maria Mazur
Apr 2 at 1:28




$begingroup$
math.stackexchange.com/questions/2883450/…
$endgroup$
– Maria Mazur
Apr 2 at 1:28










4 Answers
4






active

oldest

votes


















45












$begingroup$

That's the most basic reason that division by $0$ is usually considered to be a Bad Thing, yes. Because if we did allow dividing by $0$, we would have to give up at least of one of the following things (these are usually considered Very Nice):



  • What $1$ means ($1cdot a = a$ for any $a$)

  • What $0$ means ($0 cdot a = 0$ for any $a$)

  • What division means ($frac ab = c$ means $a = ccdot b$)





share|cite|improve this answer









$endgroup$








  • 8




    $begingroup$
    +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
    $endgroup$
    – Martin Argerami
    2 days ago


















10












$begingroup$

Yes . . . and no.



You might be interested in, for example, Wheel Theory, where division by zero is defined.



See Lemma 2 of the 1997 article "Wheels," by A. Setzer for tables describing addition, multiplication, and their inverses in what is called $R_bot^infty$, the wheel given by adjoining special symbols and rules to an arbitrary integral domain $R$ in order to allow division by zero, even $frac00=:bot$.






share|cite|improve this answer











$endgroup$








  • 23




    $begingroup$
    You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
    $endgroup$
    – Arthur
    Apr 1 at 20:02






  • 3




    $begingroup$
    That's a fair comment, @Arthur. Thank you for the feedback.
    $endgroup$
    – Shaun
    Apr 1 at 20:03






  • 2




    $begingroup$
    What d'you think, @SelimJeanEllieh?
    $endgroup$
    – Shaun
    Apr 1 at 20:04






  • 2




    $begingroup$
    Oh: The OP has insufficient rep to comment. Nevermind.
    $endgroup$
    – Shaun
    Apr 1 at 20:06






  • 10




    $begingroup$
    @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
    $endgroup$
    – YiFan
    Apr 1 at 22:34


















2












$begingroup$

That is quite right. However, I would like you to have a higher point of view.



Mathematicians derive theorems from axioms and definitions. And here is the definition of a field.



A field is a set $F$ equipped with two binary operations $+,times$, such that there exists $e_+, e_times$, such that for all $a,b,cin F$,

- $a+b=b+a$,

- $(a+b)+c=a+(b+c)$,

- $e_++a=a$,

- there exists $a'$ such that $a'+a=e_+$,

- $(atimes b)times c=atimes (btimes c)$,

- $e_timestimes a=a$,

- there exists $a''$ such that $a''times a=e_times$ if $ane e_+$.



Now verify that the rationals and the reals are fields.



Try and prove that if there exists $x$ such that $xtimes e_+=e_times$, the set $F$ can only have one element.






share|cite|improve this answer









$endgroup$








  • 8




    $begingroup$
    While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
    $endgroup$
    – Chef Cyanide
    Apr 2 at 4:49






  • 5




    $begingroup$
    In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
    $endgroup$
    – Vaelus
    Apr 2 at 5:40







  • 2




    $begingroup$
    @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
    $endgroup$
    – Henning Makholm
    2 days ago






  • 1




    $begingroup$
    @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
    $endgroup$
    – Sir Jective
    2 days ago






  • 1




    $begingroup$
    @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
    $endgroup$
    – Sir Jective
    2 days ago


















0












$begingroup$

You are quite right.



There is a simpler way, though (which spares the concept of multiplicative inverse):



By definition, $q$ is the quotient of the division of $d$ by $0$ if the following equation is satisfied:



$$0cdot q=d.$$



But we know that $0cdot q=0$, so the equation has no solution (unless $d=0$).






share|cite|improve this answer









$endgroup$













    Your Answer





    StackExchange.ifUsing("editor", function ()
    return StackExchange.using("mathjaxEditing", function ()
    StackExchange.MarkdownEditor.creationCallbacks.add(function (editor, postfix)
    StackExchange.mathjaxEditing.prepareWmdForMathJax(editor, postfix, [["$", "$"], ["\\(","\\)"]]);
    );
    );
    , "mathjax-editing");

    StackExchange.ready(function()
    var channelOptions =
    tags: "".split(" "),
    id: "69"
    ;
    initTagRenderer("".split(" "), "".split(" "), channelOptions);

    StackExchange.using("externalEditor", function()
    // Have to fire editor after snippets, if snippets enabled
    if (StackExchange.settings.snippets.snippetsEnabled)
    StackExchange.using("snippets", function()
    createEditor();
    );

    else
    createEditor();

    );

    function createEditor()
    StackExchange.prepareEditor(
    heartbeatType: 'answer',
    autoActivateHeartbeat: false,
    convertImagesToLinks: true,
    noModals: true,
    showLowRepImageUploadWarning: true,
    reputationToPostImages: 10,
    bindNavPrevention: true,
    postfix: "",
    imageUploader:
    brandingHtml: "Powered by u003ca class="icon-imgur-white" href="https://imgur.com/"u003eu003c/au003e",
    contentPolicyHtml: "User contributions licensed under u003ca href="https://creativecommons.org/licenses/by-sa/3.0/"u003ecc by-sa 3.0 with attribution requiredu003c/au003e u003ca href="https://stackoverflow.com/legal/content-policy"u003e(content policy)u003c/au003e",
    allowUrls: true
    ,
    noCode: true, onDemand: true,
    discardSelector: ".discard-answer"
    ,immediatelyShowMarkdownHelp:true
    );



    );






    Selim Jean Ellieh is a new contributor. Be nice, and check out our Code of Conduct.









    draft saved

    draft discarded


















    StackExchange.ready(
    function ()
    StackExchange.openid.initPostLogin('.new-post-login', 'https%3a%2f%2fmath.stackexchange.com%2fquestions%2f3171071%2fanother-proof-that-dividing-by-0-does-not-exist-is-it-right%23new-answer', 'question_page');

    );

    Post as a guest















    Required, but never shown

























    4 Answers
    4






    active

    oldest

    votes








    4 Answers
    4






    active

    oldest

    votes









    active

    oldest

    votes






    active

    oldest

    votes









    45












    $begingroup$

    That's the most basic reason that division by $0$ is usually considered to be a Bad Thing, yes. Because if we did allow dividing by $0$, we would have to give up at least of one of the following things (these are usually considered Very Nice):



    • What $1$ means ($1cdot a = a$ for any $a$)

    • What $0$ means ($0 cdot a = 0$ for any $a$)

    • What division means ($frac ab = c$ means $a = ccdot b$)





    share|cite|improve this answer









    $endgroup$








    • 8




      $begingroup$
      +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
      $endgroup$
      – Martin Argerami
      2 days ago















    45












    $begingroup$

    That's the most basic reason that division by $0$ is usually considered to be a Bad Thing, yes. Because if we did allow dividing by $0$, we would have to give up at least of one of the following things (these are usually considered Very Nice):



    • What $1$ means ($1cdot a = a$ for any $a$)

    • What $0$ means ($0 cdot a = 0$ for any $a$)

    • What division means ($frac ab = c$ means $a = ccdot b$)





    share|cite|improve this answer









    $endgroup$








    • 8




      $begingroup$
      +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
      $endgroup$
      – Martin Argerami
      2 days ago













    45












    45








    45





    $begingroup$

    That's the most basic reason that division by $0$ is usually considered to be a Bad Thing, yes. Because if we did allow dividing by $0$, we would have to give up at least of one of the following things (these are usually considered Very Nice):



    • What $1$ means ($1cdot a = a$ for any $a$)

    • What $0$ means ($0 cdot a = 0$ for any $a$)

    • What division means ($frac ab = c$ means $a = ccdot b$)





    share|cite|improve this answer









    $endgroup$



    That's the most basic reason that division by $0$ is usually considered to be a Bad Thing, yes. Because if we did allow dividing by $0$, we would have to give up at least of one of the following things (these are usually considered Very Nice):



    • What $1$ means ($1cdot a = a$ for any $a$)

    • What $0$ means ($0 cdot a = 0$ for any $a$)

    • What division means ($frac ab = c$ means $a = ccdot b$)






    share|cite|improve this answer












    share|cite|improve this answer



    share|cite|improve this answer










    answered Apr 1 at 20:00









    ArthurArthur

    122k7122210




    122k7122210







    • 8




      $begingroup$
      +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
      $endgroup$
      – Martin Argerami
      2 days ago












    • 8




      $begingroup$
      +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
      $endgroup$
      – Martin Argerami
      2 days ago







    8




    8




    $begingroup$
    +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
    $endgroup$
    – Martin Argerami
    2 days ago




    $begingroup$
    +1, but usually "what $0$ means" is $a+0=a$, and one gets $0a=0$ via distributivity (which very desirable).
    $endgroup$
    – Martin Argerami
    2 days ago











    10












    $begingroup$

    Yes . . . and no.



    You might be interested in, for example, Wheel Theory, where division by zero is defined.



    See Lemma 2 of the 1997 article "Wheels," by A. Setzer for tables describing addition, multiplication, and their inverses in what is called $R_bot^infty$, the wheel given by adjoining special symbols and rules to an arbitrary integral domain $R$ in order to allow division by zero, even $frac00=:bot$.






    share|cite|improve this answer











    $endgroup$








    • 23




      $begingroup$
      You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
      $endgroup$
      – Arthur
      Apr 1 at 20:02






    • 3




      $begingroup$
      That's a fair comment, @Arthur. Thank you for the feedback.
      $endgroup$
      – Shaun
      Apr 1 at 20:03






    • 2




      $begingroup$
      What d'you think, @SelimJeanEllieh?
      $endgroup$
      – Shaun
      Apr 1 at 20:04






    • 2




      $begingroup$
      Oh: The OP has insufficient rep to comment. Nevermind.
      $endgroup$
      – Shaun
      Apr 1 at 20:06






    • 10




      $begingroup$
      @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
      $endgroup$
      – YiFan
      Apr 1 at 22:34















    10












    $begingroup$

    Yes . . . and no.



    You might be interested in, for example, Wheel Theory, where division by zero is defined.



    See Lemma 2 of the 1997 article "Wheels," by A. Setzer for tables describing addition, multiplication, and their inverses in what is called $R_bot^infty$, the wheel given by adjoining special symbols and rules to an arbitrary integral domain $R$ in order to allow division by zero, even $frac00=:bot$.






    share|cite|improve this answer











    $endgroup$








    • 23




      $begingroup$
      You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
      $endgroup$
      – Arthur
      Apr 1 at 20:02






    • 3




      $begingroup$
      That's a fair comment, @Arthur. Thank you for the feedback.
      $endgroup$
      – Shaun
      Apr 1 at 20:03






    • 2




      $begingroup$
      What d'you think, @SelimJeanEllieh?
      $endgroup$
      – Shaun
      Apr 1 at 20:04






    • 2




      $begingroup$
      Oh: The OP has insufficient rep to comment. Nevermind.
      $endgroup$
      – Shaun
      Apr 1 at 20:06






    • 10




      $begingroup$
      @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
      $endgroup$
      – YiFan
      Apr 1 at 22:34













    10












    10








    10





    $begingroup$

    Yes . . . and no.



    You might be interested in, for example, Wheel Theory, where division by zero is defined.



    See Lemma 2 of the 1997 article "Wheels," by A. Setzer for tables describing addition, multiplication, and their inverses in what is called $R_bot^infty$, the wheel given by adjoining special symbols and rules to an arbitrary integral domain $R$ in order to allow division by zero, even $frac00=:bot$.






    share|cite|improve this answer











    $endgroup$



    Yes . . . and no.



    You might be interested in, for example, Wheel Theory, where division by zero is defined.



    See Lemma 2 of the 1997 article "Wheels," by A. Setzer for tables describing addition, multiplication, and their inverses in what is called $R_bot^infty$, the wheel given by adjoining special symbols and rules to an arbitrary integral domain $R$ in order to allow division by zero, even $frac00=:bot$.







    share|cite|improve this answer














    share|cite|improve this answer



    share|cite|improve this answer








    edited 2 days ago

























    answered Apr 1 at 19:59









    ShaunShaun

    10.3k113686




    10.3k113686







    • 23




      $begingroup$
      You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
      $endgroup$
      – Arthur
      Apr 1 at 20:02






    • 3




      $begingroup$
      That's a fair comment, @Arthur. Thank you for the feedback.
      $endgroup$
      – Shaun
      Apr 1 at 20:03






    • 2




      $begingroup$
      What d'you think, @SelimJeanEllieh?
      $endgroup$
      – Shaun
      Apr 1 at 20:04






    • 2




      $begingroup$
      Oh: The OP has insufficient rep to comment. Nevermind.
      $endgroup$
      – Shaun
      Apr 1 at 20:06






    • 10




      $begingroup$
      @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
      $endgroup$
      – YiFan
      Apr 1 at 22:34












    • 23




      $begingroup$
      You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
      $endgroup$
      – Arthur
      Apr 1 at 20:02






    • 3




      $begingroup$
      That's a fair comment, @Arthur. Thank you for the feedback.
      $endgroup$
      – Shaun
      Apr 1 at 20:03






    • 2




      $begingroup$
      What d'you think, @SelimJeanEllieh?
      $endgroup$
      – Shaun
      Apr 1 at 20:04






    • 2




      $begingroup$
      Oh: The OP has insufficient rep to comment. Nevermind.
      $endgroup$
      – Shaun
      Apr 1 at 20:06






    • 10




      $begingroup$
      @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
      $endgroup$
      – YiFan
      Apr 1 at 22:34







    23




    23




    $begingroup$
    You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
    $endgroup$
    – Arthur
    Apr 1 at 20:02




    $begingroup$
    You think this is very relevant for a ninth grader? I mean, it might be cool to know it's out there, but does this really answer the question that is asked?
    $endgroup$
    – Arthur
    Apr 1 at 20:02




    3




    3




    $begingroup$
    That's a fair comment, @Arthur. Thank you for the feedback.
    $endgroup$
    – Shaun
    Apr 1 at 20:03




    $begingroup$
    That's a fair comment, @Arthur. Thank you for the feedback.
    $endgroup$
    – Shaun
    Apr 1 at 20:03




    2




    2




    $begingroup$
    What d'you think, @SelimJeanEllieh?
    $endgroup$
    – Shaun
    Apr 1 at 20:04




    $begingroup$
    What d'you think, @SelimJeanEllieh?
    $endgroup$
    – Shaun
    Apr 1 at 20:04




    2




    2




    $begingroup$
    Oh: The OP has insufficient rep to comment. Nevermind.
    $endgroup$
    – Shaun
    Apr 1 at 20:06




    $begingroup$
    Oh: The OP has insufficient rep to comment. Nevermind.
    $endgroup$
    – Shaun
    Apr 1 at 20:06




    10




    10




    $begingroup$
    @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
    $endgroup$
    – YiFan
    Apr 1 at 22:34




    $begingroup$
    @Arthur I think this is extremely relevant. It shows that division by zero isn't some sort of sacred thing that we must not touch, it's just contradictory to the three Very Nice things in your post, and there are systems of "multiplication" and "division" out there where we are allowed to divide by zero. +1 for this answer.
    $endgroup$
    – YiFan
    Apr 1 at 22:34











    2












    $begingroup$

    That is quite right. However, I would like you to have a higher point of view.



    Mathematicians derive theorems from axioms and definitions. And here is the definition of a field.



    A field is a set $F$ equipped with two binary operations $+,times$, such that there exists $e_+, e_times$, such that for all $a,b,cin F$,

    - $a+b=b+a$,

    - $(a+b)+c=a+(b+c)$,

    - $e_++a=a$,

    - there exists $a'$ such that $a'+a=e_+$,

    - $(atimes b)times c=atimes (btimes c)$,

    - $e_timestimes a=a$,

    - there exists $a''$ such that $a''times a=e_times$ if $ane e_+$.



    Now verify that the rationals and the reals are fields.



    Try and prove that if there exists $x$ such that $xtimes e_+=e_times$, the set $F$ can only have one element.






    share|cite|improve this answer









    $endgroup$








    • 8




      $begingroup$
      While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
      $endgroup$
      – Chef Cyanide
      Apr 2 at 4:49






    • 5




      $begingroup$
      In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
      $endgroup$
      – Vaelus
      Apr 2 at 5:40







    • 2




      $begingroup$
      @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
      $endgroup$
      – Henning Makholm
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
      $endgroup$
      – Sir Jective
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
      $endgroup$
      – Sir Jective
      2 days ago















    2












    $begingroup$

    That is quite right. However, I would like you to have a higher point of view.



    Mathematicians derive theorems from axioms and definitions. And here is the definition of a field.



    A field is a set $F$ equipped with two binary operations $+,times$, such that there exists $e_+, e_times$, such that for all $a,b,cin F$,

    - $a+b=b+a$,

    - $(a+b)+c=a+(b+c)$,

    - $e_++a=a$,

    - there exists $a'$ such that $a'+a=e_+$,

    - $(atimes b)times c=atimes (btimes c)$,

    - $e_timestimes a=a$,

    - there exists $a''$ such that $a''times a=e_times$ if $ane e_+$.



    Now verify that the rationals and the reals are fields.



    Try and prove that if there exists $x$ such that $xtimes e_+=e_times$, the set $F$ can only have one element.






    share|cite|improve this answer









    $endgroup$








    • 8




      $begingroup$
      While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
      $endgroup$
      – Chef Cyanide
      Apr 2 at 4:49






    • 5




      $begingroup$
      In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
      $endgroup$
      – Vaelus
      Apr 2 at 5:40







    • 2




      $begingroup$
      @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
      $endgroup$
      – Henning Makholm
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
      $endgroup$
      – Sir Jective
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
      $endgroup$
      – Sir Jective
      2 days ago













    2












    2








    2





    $begingroup$

    That is quite right. However, I would like you to have a higher point of view.



    Mathematicians derive theorems from axioms and definitions. And here is the definition of a field.



    A field is a set $F$ equipped with two binary operations $+,times$, such that there exists $e_+, e_times$, such that for all $a,b,cin F$,

    - $a+b=b+a$,

    - $(a+b)+c=a+(b+c)$,

    - $e_++a=a$,

    - there exists $a'$ such that $a'+a=e_+$,

    - $(atimes b)times c=atimes (btimes c)$,

    - $e_timestimes a=a$,

    - there exists $a''$ such that $a''times a=e_times$ if $ane e_+$.



    Now verify that the rationals and the reals are fields.



    Try and prove that if there exists $x$ such that $xtimes e_+=e_times$, the set $F$ can only have one element.






    share|cite|improve this answer









    $endgroup$



    That is quite right. However, I would like you to have a higher point of view.



    Mathematicians derive theorems from axioms and definitions. And here is the definition of a field.



    A field is a set $F$ equipped with two binary operations $+,times$, such that there exists $e_+, e_times$, such that for all $a,b,cin F$,

    - $a+b=b+a$,

    - $(a+b)+c=a+(b+c)$,

    - $e_++a=a$,

    - there exists $a'$ such that $a'+a=e_+$,

    - $(atimes b)times c=atimes (btimes c)$,

    - $e_timestimes a=a$,

    - there exists $a''$ such that $a''times a=e_times$ if $ane e_+$.



    Now verify that the rationals and the reals are fields.



    Try and prove that if there exists $x$ such that $xtimes e_+=e_times$, the set $F$ can only have one element.







    share|cite|improve this answer












    share|cite|improve this answer



    share|cite|improve this answer










    answered Apr 2 at 3:12









    TreborTrebor

    99815




    99815







    • 8




      $begingroup$
      While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
      $endgroup$
      – Chef Cyanide
      Apr 2 at 4:49






    • 5




      $begingroup$
      In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
      $endgroup$
      – Vaelus
      Apr 2 at 5:40







    • 2




      $begingroup$
      @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
      $endgroup$
      – Henning Makholm
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
      $endgroup$
      – Sir Jective
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
      $endgroup$
      – Sir Jective
      2 days ago












    • 8




      $begingroup$
      While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
      $endgroup$
      – Chef Cyanide
      Apr 2 at 4:49






    • 5




      $begingroup$
      In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
      $endgroup$
      – Vaelus
      Apr 2 at 5:40







    • 2




      $begingroup$
      @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
      $endgroup$
      – Henning Makholm
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
      $endgroup$
      – Sir Jective
      2 days ago






    • 1




      $begingroup$
      @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
      $endgroup$
      – Sir Jective
      2 days ago







    8




    8




    $begingroup$
    While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
    $endgroup$
    – Chef Cyanide
    Apr 2 at 4:49




    $begingroup$
    While I think the mathematical theory behind fields is definitely a good point to bring up, I'd like to suggest that this answer be simplified considerably (after all, OP is in 9th grade, and this is generally considered a good ways above the level of mathematics taught in most High Schools).
    $endgroup$
    – Chef Cyanide
    Apr 2 at 4:49




    5




    5




    $begingroup$
    In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
    $endgroup$
    – Vaelus
    Apr 2 at 5:40





    $begingroup$
    In particular, jargon such as "such that", "there exists", and "for all" are probably unfamiliar to a 9th grader. Additionally, all non arithmetic symbols (like "∈") are probably off the table. Finally, 9th graders probably won't be familiar with conventions like "$e_*$" meaning the identity element with respect to $*$.
    $endgroup$
    – Vaelus
    Apr 2 at 5:40





    2




    2




    $begingroup$
    @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
    $endgroup$
    – Henning Makholm
    2 days ago




    $begingroup$
    @Vaelus: That would be a relevant consideration if we were talking to a randomly picked 9th-grader. However, here we're dealing with a 9th-grader who is inquisitive and mathematically minded enough to come up with their own proofs just out of curiosity. I don't think a bit of mathematics jargon will scare them away; they'll learn it sooner or later anyway. At university, 13th-graders are expected to absorb the lingo mostly by imitation and examples; for this OP getting a four-year head start on that will not harm.
    $endgroup$
    – Henning Makholm
    2 days ago




    1




    1




    $begingroup$
    @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
    $endgroup$
    – Sir Jective
    2 days ago




    $begingroup$
    @HenningMakholm I don’t think that just throwing around jargon will help, even for an inquisitive 9th grader. At the very least, such jargon should be carefully introduced and motivated. I too was once an inquisitive 9th grader, but even then I might have been intimidated by an excessive amount of unfamiliar jargon which was not defined and simply assumed as known.
    $endgroup$
    – Sir Jective
    2 days ago




    1




    1




    $begingroup$
    @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
    $endgroup$
    – Sir Jective
    2 days ago




    $begingroup$
    @HenningMakholm In particular, one of the most frustrating experiences for me in college was being expected to “absorb the lingo mostly by imitation and examples”; it felt like it sapped away any of the intuition or motivation that should have been there. Why were we building up things this way, and not some other? It’s like this sort of inquisitiveness was being actively stifled.
    $endgroup$
    – Sir Jective
    2 days ago











    0












    $begingroup$

    You are quite right.



    There is a simpler way, though (which spares the concept of multiplicative inverse):



    By definition, $q$ is the quotient of the division of $d$ by $0$ if the following equation is satisfied:



    $$0cdot q=d.$$



    But we know that $0cdot q=0$, so the equation has no solution (unless $d=0$).






    share|cite|improve this answer









    $endgroup$

















      0












      $begingroup$

      You are quite right.



      There is a simpler way, though (which spares the concept of multiplicative inverse):



      By definition, $q$ is the quotient of the division of $d$ by $0$ if the following equation is satisfied:



      $$0cdot q=d.$$



      But we know that $0cdot q=0$, so the equation has no solution (unless $d=0$).






      share|cite|improve this answer









      $endgroup$















        0












        0








        0





        $begingroup$

        You are quite right.



        There is a simpler way, though (which spares the concept of multiplicative inverse):



        By definition, $q$ is the quotient of the division of $d$ by $0$ if the following equation is satisfied:



        $$0cdot q=d.$$



        But we know that $0cdot q=0$, so the equation has no solution (unless $d=0$).






        share|cite|improve this answer









        $endgroup$



        You are quite right.



        There is a simpler way, though (which spares the concept of multiplicative inverse):



        By definition, $q$ is the quotient of the division of $d$ by $0$ if the following equation is satisfied:



        $$0cdot q=d.$$



        But we know that $0cdot q=0$, so the equation has no solution (unless $d=0$).







        share|cite|improve this answer












        share|cite|improve this answer



        share|cite|improve this answer










        answered 10 hours ago









        Yves DaoustYves Daoust

        132k676230




        132k676230




















            Selim Jean Ellieh is a new contributor. Be nice, and check out our Code of Conduct.









            draft saved

            draft discarded


















            Selim Jean Ellieh is a new contributor. Be nice, and check out our Code of Conduct.












            Selim Jean Ellieh is a new contributor. Be nice, and check out our Code of Conduct.











            Selim Jean Ellieh is a new contributor. Be nice, and check out our Code of Conduct.














            Thanks for contributing an answer to Mathematics Stack Exchange!


            • Please be sure to answer the question. Provide details and share your research!

            But avoid


            • Asking for help, clarification, or responding to other answers.

            • Making statements based on opinion; back them up with references or personal experience.

            Use MathJax to format equations. MathJax reference.


            To learn more, see our tips on writing great answers.




            draft saved


            draft discarded














            StackExchange.ready(
            function ()
            StackExchange.openid.initPostLogin('.new-post-login', 'https%3a%2f%2fmath.stackexchange.com%2fquestions%2f3171071%2fanother-proof-that-dividing-by-0-does-not-exist-is-it-right%23new-answer', 'question_page');

            );

            Post as a guest















            Required, but never shown





















































            Required, but never shown














            Required, but never shown












            Required, but never shown







            Required, but never shown

































            Required, but never shown














            Required, but never shown












            Required, but never shown







            Required, but never shown







            Popular posts from this blog

            រឿង រ៉ូមេអូ និង ហ្ស៊ុយលីយេ សង្ខេបរឿង តួអង្គ បញ្ជីណែនាំ

            Crop image to path created in TikZ? Announcing the arrival of Valued Associate #679: Cesar Manara Planned maintenance scheduled April 17/18, 2019 at 00:00UTC (8:00pm US/Eastern)Crop an inserted image?TikZ pictures does not appear in posterImage behind and beyond crop marks?Tikz picture as large as possible on A4 PageTransparency vs image compression dilemmaHow to crop background from image automatically?Image does not cropTikzexternal capturing crop marks when externalizing pgfplots?How to include image path that contains a dollar signCrop image with left size given

            Romeo and Juliet ContentsCharactersSynopsisSourcesDate and textThemes and motifsCriticism and interpretationLegacyScene by sceneSee alsoNotes and referencesSourcesExternal linksNavigation menu"Consumer Price Index (estimate) 1800–"10.2307/28710160037-3222287101610.1093/res/II.5.31910.2307/45967845967810.2307/2869925286992510.1525/jams.1982.35.3.03a00050"Dada Masilo: South African dancer who breaks the rules"10.1093/res/os-XV.57.1610.2307/28680942868094"Sweet Sorrow: Mann-Korman's Romeo and Juliet Closes Sept. 5 at MN's Ordway"the original10.2307/45957745957710.1017/CCOL0521570476.009"Ram Leela box office collections hit massive Rs 100 crore, pulverises prediction"Archived"Broadway Revival of Romeo and Juliet, Starring Orlando Bloom and Condola Rashad, Will Close Dec. 8"Archived10.1075/jhp.7.1.04hon"Wherefore art thou, Romeo? To make us laugh at Navy Pier"the original10.1093/gmo/9781561592630.article.O006772"Ram-leela Review Roundup: Critics Hail Film as Best Adaptation of Romeo and Juliet"Archived10.2307/31946310047-77293194631"Romeo and Juliet get Twitter treatment""Juliet's Nurse by Lois Leveen""Romeo and Juliet: Orlando Bloom's Broadway Debut Released in Theaters for Valentine's Day"Archived"Romeo and Juliet Has No Balcony"10.1093/gmo/9781561592630.article.O00778110.2307/2867423286742310.1076/enst.82.2.115.959510.1080/00138380601042675"A plague o' both your houses: error in GCSE exam paper forces apology""Juliet of the Five O'Clock Shadow, and Other Wonders"10.2307/33912430027-4321339124310.2307/28487440038-7134284874410.2307/29123140149-661129123144728341M"Weekender Guide: Shakespeare on The Drive""balcony"UK public library membership"romeo"UK public library membership10.1017/CCOL9780521844291"Post-Zionist Critique on Israel and the Palestinians Part III: Popular Culture"10.2307/25379071533-86140377-919X2537907"Capulets and Montagues: UK exam board admit mixing names up in Romeo and Juliet paper"Istoria Novellamente Ritrovata di Due Nobili Amanti2027/mdp.390150822329610820-750X"GCSE exam error: Board accidentally rewrites Shakespeare"10.2307/29176390149-66112917639"Exam board apologises after error in English GCSE paper which confused characters in Shakespeare's Romeo and Juliet""From Mariotto and Ganozza to Romeo and Guilietta: Metamorphoses of a Renaissance Tale"10.2307/37323537323510.2307/2867455286745510.2307/28678912867891"10 Questions for Taylor Swift"10.2307/28680922868092"Haymarket Theatre""The Zeffirelli Way: Revealing Talk by Florentine Director""Michael Smuin: 1938-2007 / Prolific dance director had showy career"The Life and Art of Edwin BoothRomeo and JulietRomeo and JulietRomeo and JulietRomeo and JulietEasy Read Romeo and JulietRomeo and Julieteeecb12003684p(data)4099369-3n8211610759dbe00d-a9e2-41a3-b2c1-977dd692899302814385X313670221313670221