1. How do you multiply proper fractions? How do you multiply mixed numbers?
2. How do you divide proper fractions? How do you divide improper fractions?
3. Give an example of how/when you use fractions (including addition, subtraction, multiplication, division, and or ordering of) in your day to day activities outside of math class.
Multiplying proper fractions requires a few steps. The first step will be to multiply the top two numbers also known as the numerators. Second you will multiply the bottom two numbers of the fraction; these are known as the denominators. Once you have multiplied both numerators and denominators, you will need to look at the fraction to see if it can be simplified. This can be done by determining the largest number
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As I get in the car to head to drop my kids of f and bring myself to work I look down at my gas gauge to see the remaining fraction of gas left in my tank and sigh as I realize I am broke from paying the bills and am 5/14 days away from payday. As I approach work I keep my eye on the clock calculating the remaining time I have before I am late. This is an everyday occurrence, as I drive from South Tampa to St. Pete every day. Throughout my work day I utilize fractions to calculate how many patients I have left to workup, to calculate the dosage of medications, and furthermore to administer injections. As my day goes by I calculate the remaining hours until lunch break occurs, the phones role over to service as there always seems to be 5/5 lines ringing most of the time, and lastly when 5:00 hits and I can go home. Next, I utilize fractions as I calculate the drive time over the bridge, hoping the drive time will be reduced by a fraction of the time that it typically takes to get home on 2/5 of the nights I drive over the bridge (Thursdays and Fridays are typically miserable!) If I stop at the store to pick up food for dinner I typically look to a recipe I found that sounds delicious and need a fraction of ingredients for, such as, 2 ½ cups of cheese or 4 tablespoons of butter which is ½ a stick. I must insure that I purchase the adequate amount and then again sign about my payday being 5/14 days away. When I finally walk through the door I am greeted by my family, typically ¾ of them come my way with hugs and happiness that mommy is home, the other ¼ remains glued to whatever activity he is preoccupied with and I hear a hey babe how was your day? Furthermore, I prepare my dinner utilizing proper
The pace of life correlates with our endeavor to achieve success and upward social mobility. Every day we put up a fight against the clock as we try to fulfill our daily responsibilities and effectively run all our errands. Rushing to complete an irrational
“Class,” I announced, “today I will teach you a simpler method to find the greatest common factor and the least common multiple of a set of numbers.” In fifth grade, my teacher asked if anyone had any other methods to find the greatest common factor of two numbers. I volunteered, and soon the entire class, and teacher, was using my method to solve problems. Teaching my class as a fifth grader inspired me to teach others how important math and science is. These days, I enjoy helping my friends with their math homework, knowing that I am helping them understand the concept and improve their grades.
...e, my 6th grade teacher taught us how to learn fractions by using pancakes! Withouth that I would have never have understood the concept.
Dividing fractions are similar to portions of portions. You can divide fractions by just flipping the numerator and denominator of the second fraction and then multiplying straight across, but why does this work? This works because division and multiplication are inverse operations.
Fraction Differences First Sequence To begin with I looked at the first sequence of fractions to discover the formula that explained it. As all the numerators were 1 I looked at the denominators. As these all increased by 1 every time, I figured that the formula was simply [IMAGE] as the denominators corresponded to the implied first line as shown in this table below: nth number 1 2 3 4 5 6 7 8 Denominators 1 2 3 4 5 6 7 8 I shall call this Formula 1 (F1) for easy reference. Second Sequence [IMAGE] [IMAGE] [IMAGE] [IMAGE] [IMAGE] Again I decided to discount the numerator as it was 1, and I decided to concentrate on the differences between the denominators rather than the ‘fractions’.
It started with having to write down the time every time I looked at the clock. “9:06”. Write it down. Sometime later I’d sneak a glance again, “9:10”, write it down. My worksheets began to be cluttered with random times, floating around wherever I could get them to fit. Something told me I just had to write them down, and I couldn’t shake this feeling.
On any given day, my time regardless of how planned it is by making lists can be thrown off track due to usually a sick child/pet. No matter how hard I try, I know my kids will get sick and they will expect me to take care of. Since I cannot usually control when that will happen, it’s important that I take advantage of what I can control, such looking ahead at assignments that will need my attention to plan adequate time to complete assignments a head of time, instead of waiting till the last minute. When I know what to expect I can make plans. Another
You often think that everything boils down to deadlines. If only the tick of the clock is much slower and if deadlines don’t exist, everything would be much easier. Sometimes you blame your failures to somebody or to a circumstance where in fact, the real problem is just the way you perceive stress.
While numeracy and mathematics are often linked together in similar concepts, they are very different from one another. Mathematics is often the abstract use of numbers, letters in a functional way. While numeracy is basically the concept of applying mathematics in the real world and identifying when and where we are using mathematics. However, even though they do have differences there can be a similarity found, in the primary school mathematics curriculum (Siemon et al, 2015, p.172). Which are the skills we use to understand our number systems, and how numeracy includes the disposition think mathematically.
Mathematics is part of our everyday life. Things you would not expect to involve math
To simply everything- life is becoming complicated, and more demanding. We are over loaded with news, different information and a lot buying things. We are taking more commitments, tasks and obligations. However, less is truly more. I will schedule my time on only important
Fractions were the first challenge from math that I had to fight through, in which eventually I was placed in a Special Education class and I was diagnosed with a learning disability. From 4th grade to 7th grade, I had extra help in Math in the Special Education class. I kept struggling with fractions and decimals, such as dividing and multiplying them. After some time, I was told that I have advanced in my skills in Math and I was put out of the class, but they gave me the option to go to the class whenever I thought I needed help in Math and in anything I needed extra time or help in. As I entered my freshman year of high school at Carver Military Academy, I took Algebra l class and Math Navigator class. I had my ups and downs in those classes. Even though I had those two mathematical classes in my first year of high school, I really didn’t struggle through them because it was just learning about the distance formula, absolute volume, factoring numbers, finding the greatest common factor, converting fractions and decimals since it was pretty neutral to
The prominence of numeracy is extremely evident in daily life and as teachers it is important to provide quality assistance to students with regards to the development of a child's numeracy skills. High-level numeracy ability does not exclusively signify an extensive view of complex mathematics, its meaning refers to using constructive mathematical ideas to “...make sense of the world.” (NSW Government, 2011). A high-level of numeracy is evident in our abilities to effectively draw upon mathematical ideas and critically evaluate it's use in real-life situations, such as finances, time management, building construction and food preparation, just to name a few (NSW Government, 2011). Effective teachings of numeracy in the 21st century has become a major topic of debate in recent years. The debate usually streams from parents desires for their child to succeed in school and not fall behind. Regardless of socio-economic background, parents want success for their children to prepare them for life in society and work (Groundwater-Smith, 2009). A student who only presents an extremely basic understanding of numeracy, such as small number counting and limited spatial and time awareness, is at risk of falling behind in the increasingly competitive and technologically focused job market of the 21st Century (Huetinck & Munshin, 2008). In the last decade, the Australian curriculum has witness an influx of new digital tools to assist mathematical teaching and learning. The common calculator, which is becoming increasing cheap and readily available, and its usage within the primary school curriculum is often put at the forefront of this debate (Groves, 1994). The argument against the usage of the calculator suggests that it makes students lazy ...
Many parents don’t realise how they can help their children at home. Things as simple as baking a cake with their children can help them with their education. Measuring out ingredients for a cake is a simple form of maths. Another example of helping young children with their maths is simply planning a birthday party. They have to decide how many people to invite, how many invitations they will need, how much the stamps will cost, how many prizes, lolly bags, cups, plates, and balloons need to be bought, and so on. Children often find that real life experiences help them to do their maths more easily.
them and think of ways to keep going without them affecting me on my way to reach my goal.