$equal fractions$

$equal fractions$

#Equal fractions how to#

Here is a diagram which can be used to illustrate × = 1. Of course, of also gives the same result as × through the area model. This shows that of gives the same result as × through the area model. You get the same shaded region if you first shade of the square and then shade of the shaded section. Notice that 2 × 3 = 6 is the number of shaded boxes (the numerators are multiplied together). The rectangle with side lengths and is shaded. Each of the rectangles has area equal to. The square, which has area 1, is divided into 3 × 4 = 12 (the denominators are multiplied together) rectangles of equal area. The height is divided into 4 equal intervals (denominators of the second fraction). The base is divided into three equal intervals (denominators of the first fraction).

#Equal fractions how to#

Of can be illustrated by using a number line, by first dividing the interval 0 to into 4 equal parts.Ī diagram to explain how to multiply × is shown below. We first calculate of and then multiply by 3. Note that the result is the same as = 12. We take it to mean that we divide the 18 oranges into three equal parts and In mathematics, when we are asked, for example, to find of 18 oranges, In this module we will only be concerned with positive fractions and zero. Some computations are much easier if we use fractions rather than decimals.įor example, the fraction has decimal equivalent 0.33333. While decimals can be used to represent fractions, many numbers are simpler in fraction notation. Fractions extend the whole numbers to a number system in which division by a non-zero number always makes sense. Fractions between 0 and 1 describe parts of a whole. For example, the bathtub was one-third full, three quarters of the class walk to school. (See Links Forward for further discussion on the definition of a fraction)įractions arise naturally in everyday situations involving sharing, cutting up and proportions.

$equal fractions$

In this module, we will take a fraction to mean a non-negative rational number, that is, a number of the form, where n is a positive integer and m is a positive integer or 0. The word comes from the Latin frango − I break. Traditionally, the term ‘fraction’ was used to describe a part of a whole. Some experience with shading simple fractions of areas.Using arrays and areas as models for multiplication.Using a number line for whole numbers, including:.The highest common factor (HCF) and lowest common multiple (LCM) of two whole numbers.the use of the commutative, associative and distributive laws in calculations.(The statement 6 × 4 = 24 is equivalent to the statement 24 ÷ 4 = 6.) understanding that division is the inverse operation of multiplication (division without remainder).

$equal fractions$

(The statement 32 + 54 = 86 is equivalent to the statement 86 − 54 = 32.) understanding that subtraction is the inverse operation to addition.Fluency with addition, subtraction, multiplication and division of whole.

$equal fractions$