Adding and subtracting fract
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This document discusses adding and subtracting fractions. It explains that to add fractions with different denominators, they must first be converted to equivalent fractions with a common denominator. This is done by finding the lowest common multiple of the denominators. The document provides examples of finding the lowest common denominator and converting fractions so they can be added or subtracted.
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Adding and subtracting fractions
This document discusses how to add fractions with common and different denominators. It explains that fractions must first be converted to equivalent fractions that have a common denominator before they can be added. This common denominator is found by determining the lowest common multiple of the original denominators. The document provides examples of finding the lowest common multiple and using it to convert fractions to equivalent fractions with a common denominator so they are ready to be added.
Adding Fractions With Unlike Denominators
To add or subtract fractions with unlike denominators:
1. Find the least common multiple (LCM) of the denominators.
2. Write the fractions with this LCM as the new denominator by multiplying the numerators and denominators.
3. Add or subtract the new numerators and put over the common denominator.
4. Simplify the final fraction if possible by dividing the numerator and denominator by common factors.
Simplest Form
The document defines key terms used in simplifying fractions such as factors, common factors, greatest common factor, and simplest form. It provides examples of finding the factors of different numbers, identifying common factors, and determining the greatest common factor. The document also explains that to simplify a fraction, one divides the numerator and denominator by the greatest common factor to get the fraction in simplest form, as shown through worked examples simplifying various fractions.
Add Fractions With Unlike Denominators
This document provides steps for adding fractions with unlike denominators:
1) Find equivalent fractions with a common denominator
2) Add the numerators and use the sum as the new numerator
3) Keep the common denominator as the denominator
4) Simplify the resulting fraction if possible by reducing to lowest terms
Worked examples demonstrate applying the steps to add several pairs of fractions.
Adding and subtracting fractions
Adding and subtracting fractions involves making the bottom numbers the same by finding the lowest common multiple and multiplying the top numbers of each fraction by the same amount. Then the top numbers are either added or subtracted, while keeping the bottom number the same, to obtain the final fraction answer. The document provides steps for adding the fractions 3/4 and 1/3 as an example.
Fractions
The document discusses fractions and how to add fractions. It defines a fraction as a number that represents a part of a whole. It explains that the number on the top of a fraction is called the numerator and represents the part, while the number on the bottom called the denominator represents the whole. When adding fractions with a common denominator, you simply add the numerators. But when denominators are different, you must find the lowest common multiple to convert the fractions to equivalent fractions with a common denominator before adding.
4.3 simplifying fractions
This document provides instruction on simplifying fractions. It discusses finding the greatest common factor (GCF) to simplify fractions by dividing the numerator and denominator by the GCF. Examples are provided of simplifying fractions with numbers and variables, including evaluating expressions by substituting values for variables. Students are guided in practicing these skills and assigned homework problems applying the concepts.
Adding and Subtracting Fractions with Like Denominators
The document discusses adding and subtracting fractions with like denominators. It explains that fractions have like denominators if they have the same number on the bottom. To add fractions with like denominators, you add the top numbers and keep the bottom number the same. To subtract fractions with like denominators, you follow the same steps as addition but subtract the top numbers instead of adding them. Examples are provided to demonstrate both addition and subtraction of fractions with like denominators.
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Adding and subtracting fractions
This document discusses how to add fractions with common and different denominators. It explains that fractions must first be converted to equivalent fractions that have a common denominator before they can be added. This common denominator is found by determining the lowest common multiple of the original denominators. The document provides examples of finding the lowest common multiple and using it to convert fractions to equivalent fractions with a common denominator so they are ready to be added.
Adding Fractions With Unlike Denominators
To add or subtract fractions with unlike denominators:
1. Find the least common multiple (LCM) of the denominators.
2. Write the fractions with this LCM as the new denominator by multiplying the numerators and denominators.
3. Add or subtract the new numerators and put over the common denominator.
4. Simplify the final fraction if possible by dividing the numerator and denominator by common factors.
Simplest Form
The document defines key terms used in simplifying fractions such as factors, common factors, greatest common factor, and simplest form. It provides examples of finding the factors of different numbers, identifying common factors, and determining the greatest common factor. The document also explains that to simplify a fraction, one divides the numerator and denominator by the greatest common factor to get the fraction in simplest form, as shown through worked examples simplifying various fractions.
Add Fractions With Unlike Denominators
This document provides steps for adding fractions with unlike denominators:
1) Find equivalent fractions with a common denominator
2) Add the numerators and use the sum as the new numerator
3) Keep the common denominator as the denominator
4) Simplify the resulting fraction if possible by reducing to lowest terms
Worked examples demonstrate applying the steps to add several pairs of fractions.
Adding and subtracting fractions
Adding and subtracting fractions involves making the bottom numbers the same by finding the lowest common multiple and multiplying the top numbers of each fraction by the same amount. Then the top numbers are either added or subtracted, while keeping the bottom number the same, to obtain the final fraction answer. The document provides steps for adding the fractions 3/4 and 1/3 as an example.
Fractions
The document discusses fractions and how to add fractions. It defines a fraction as a number that represents a part of a whole. It explains that the number on the top of a fraction is called the numerator and represents the part, while the number on the bottom called the denominator represents the whole. When adding fractions with a common denominator, you simply add the numerators. But when denominators are different, you must find the lowest common multiple to convert the fractions to equivalent fractions with a common denominator before adding.
4.3 simplifying fractions
This document provides instruction on simplifying fractions. It discusses finding the greatest common factor (GCF) to simplify fractions by dividing the numerator and denominator by the GCF. Examples are provided of simplifying fractions with numbers and variables, including evaluating expressions by substituting values for variables. Students are guided in practicing these skills and assigned homework problems applying the concepts.
Adding and Subtracting Fractions with Like Denominators
The document discusses adding and subtracting fractions with like denominators. It explains that fractions have like denominators if they have the same number on the bottom. To add fractions with like denominators, you add the top numbers and keep the bottom number the same. To subtract fractions with like denominators, you follow the same steps as addition but subtract the top numbers instead of adding them. Examples are provided to demonstrate both addition and subtraction of fractions with like denominators.
Adding and subtracting fractions with like denominators
To add fractions with the same denominator:
1) Add the numerators and keep the denominators the same
2) Simplify or reduce the fraction by finding the greatest common factor of the numerator and denominator and dividing both by it
3) An improper fraction resulting from the addition can be converted to a mixed number by dividing the numerator by the denominator and writing any remainder over the original denominator
Adding and subtracting fractions
1) You cannot add fractions with different denominators without first finding a common denominator. This involves finding the lowest common multiple (LCM) of the denominators and converting the fractions to equivalent fractions with this common denominator.
2) To find the LCM, find the lowest number that both denominators will divide into.
3) Once fractions have a common denominator, you can simply add the numerators and keep the same denominator to add the fractions.
Adding And Subtracting Fractions
The document discusses methods for adding and subtracting fractions using the Criss-Cross Smiley Face method. It provides examples of adding and subtracting both positive and negative numbers. It then has a skills review section with questions about adding, subtracting and multiplying positive and negative numbers. The final sections provide practice problems for students to apply the Criss-Cross Smiley Face method for adding and subtracting fractions.
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Adding And Subtracting Fractions With Different Denominators
This document discusses how to add and subtract fractions with different denominators. It explains that to add or subtract fractions, you first need to find the common denominator by listing all factors of each denominator. Then the fractions are converted to equivalent fractions with the common denominator before adding or subtracting the numerators. Finally, any improper fractions are converted to mixed numbers.
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http://bit.ly/1LTzAo6
This slide explains what is the Lowest Common Multiple (LCM) of a pair of numbers. For a full free video on factors, multiples, HCF and LCM please visit http://bit.ly/1LTzAo6
Decimal division
To divide a number by a decimal, we can multiply both the dividend and divisor by powers of 10 to clear the decimal. This is done by moving the decimal point to the right in both numbers the same number of places. Doing so does not change the value of the division. The document provides an example of dividing 37.5 by 1.25 by first multiplying both numbers by 10 and 100 to convert it to a division with whole number values.
Adding fractions
1. This document provides instructions for adding fractions with common and unlike denominators. It explains that for common denominators, you add the numerators and keep the denominators the same.
2. For unlike denominators, you need to find a common denominator using the least common multiple (LCM) of the denominators. You multiply the numerator and denominator of each fraction by the LCM to obtain equivalent fractions with a common denominator that can be added.
3. The document provides examples of finding the LCM of different number pairs and using it to convert fractions to equivalent fractions with a common denominator to allow addition.
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This document provides an overview of several mathematical concepts related to whole numbers, including multiplication and division of whole numbers, divisibility rules for numbers 2 through 10, identifying prime and composite numbers, prime factorization, greatest common factor (GCF), and least common multiple (LCM). It lists divisibility rules for determining if a number is divisible by 2, 3, 4, 5, 6, 9, or 10 based on the digits in the number.
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The document discusses dividing a decimal number by another decimal number. It explains that regular division does not work comfortably with decimal divisors. Instead, it is better to multiply the dividend and divisor by powers of 10 to clear the decimals, then perform long division. This allows dividing decimal numbers using the standard procedure. It provides an example of dividing 37.5 by 1.25 by first multiplying both numbers by powers of 10 to obtain integers that can be divided using long division.
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This document discusses how to divide decimals. It explains that to divide decimals, you can first estimate the answer by converting the decimals to whole numbers. Then, to perform long division with decimals, you multiply both the dividend and divisor by the same power of 10 so they become whole numbers. Finally, it notes you should move the decimal point in the answer the same number of places as you moved the decimals in the original numbers.
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2) Visual representations are used to demonstrate multiplying fractions, such as fractions multiplied by whole numbers or other fractions. Mixed numbers are also covered.
3) Cancelling terms before and after calculations is discussed as a way to simplify fractions. Dividing fractions is explained as turning the second fraction upside down and multiplying instead of dividing.
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Decimal division
The document discusses dividing numbers with decimal divisors. It recommends estimating the answer first before setting up the division. It then explains how to convert the division problem with a decimal divisor into an equivalent problem with whole numbers by moving the decimal points in both the dividend and divisor to effectively multiply both numbers by powers of ten. This allows the division to be performed as usual with whole numbers.
Fractions everything v2
The document was too short to summarize meaningfully in 3 sentences or less. It only contained the word "Fra" which provides no context or essential information to summarize.
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DOWNLOAD AND SUSCRIBE TO MY YOUTUBE CHANNEL
https://www.youtube.com/channel/UCtooWKi-qUFj5TcQcoEIWxQ
Chapter 2 Study Guides
1) A mixed number has a whole number part and a fractional part, while an improper fraction has a numerator larger than the denominator.
2) To change between mixed numbers and improper fractions, you can multiply or divide the whole number by the denominator and add or subtract the numerator.
3) When adding, subtracting, multiplying or dividing fractions, you often need a common denominator or need to use reciprocals.
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3) An improper fraction resulting from the addition can be converted to a mixed number by dividing the numerator by the denominator and writing any remainder over the original denominator
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1) You cannot add fractions with different denominators without first finding a common denominator. This involves finding the lowest common multiple (LCM) of the denominators and converting the fractions to equivalent fractions with this common denominator.
2) To find the LCM, find the lowest number that both denominators will divide into.
3) Once fractions have a common denominator, you can simply add the numerators and keep the same denominator to add the fractions.
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This document provides information about selecting Copic marker colors that blend well together. It explains that Copic markers are labeled with a letter indicating their color family and numbers relating to saturation, tone, and darkness. Markers within the same color family that share the first number will blend most seamlessly. The document recommends choosing 2-3 markers with the same letter and first number for consistent blending while varying the second number for sufficient variation. It also notes that color families situated closer together on the Copic color wheel will blend better than those farther apart.
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This document discusses how to add and subtract fractions with different denominators. It explains that to add or subtract fractions, you first need to find the common denominator by listing all factors of each denominator. Then the fractions are converted to equivalent fractions with the common denominator before adding or subtracting the numerators. Finally, any improper fractions are converted to mixed numbers.
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To divide a number by a decimal, we can multiply both the dividend and divisor by powers of 10 to clear the decimal. This is done by moving the decimal point to the right in both numbers the same number of places. Doing so does not change the value of the division. The document provides an example of dividing 37.5 by 1.25 by first multiplying both numbers by 10 and 100 to convert it to a division with whole number values.
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1. This document provides instructions for adding fractions with common and unlike denominators. It explains that for common denominators, you add the numerators and keep the denominators the same.
2. For unlike denominators, you need to find a common denominator using the least common multiple (LCM) of the denominators. You multiply the numerator and denominator of each fraction by the LCM to obtain equivalent fractions with a common denominator that can be added.
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Whole Number Review!!
This document provides an overview of several mathematical concepts related to whole numbers, including multiplication and division of whole numbers, divisibility rules for numbers 2 through 10, identifying prime and composite numbers, prime factorization, greatest common factor (GCF), and least common multiple (LCM). It lists divisibility rules for determining if a number is divisible by 2, 3, 4, 5, 6, 9, or 10 based on the digits in the number.
Decimal division
The document discusses dividing a decimal number by another decimal number. It explains that regular division does not work comfortably with decimal divisors. Instead, it is better to multiply the dividend and divisor by powers of 10 to clear the decimals, then perform long division. This allows dividing decimal numbers using the standard procedure. It provides an example of dividing 37.5 by 1.25 by first multiplying both numbers by powers of 10 to obtain integers that can be divided using long division.
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This document discusses how to divide decimals. It explains that to divide decimals, you can first estimate the answer by converting the decimals to whole numbers. Then, to perform long division with decimals, you multiply both the dividend and divisor by the same power of 10 so they become whole numbers. Finally, it notes you should move the decimal point in the answer the same number of places as you moved the decimals in the original numbers.
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This tutorial provides step-by-step instructions for adding and multiplying fractions. It begins with an overview and then covers finding common denominators when adding fractions, adding fractions with unlike denominators by finding the least common denominator, and multiplying fractions. Learners work through examples of adding and multiplying fractions with guidance and then independently practice solving fractional equations.
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This document discusses recurring decimals and how to write them as exact fractions. It explains that recurring decimals can be written using dot notation and defines key terms like decimals and fractions. Examples are provided of writing recurring decimals like 0.3 and 0.12 as fractions by placing the recurring digits in the numerator and using 9s in the denominator based on the number of recurring digits. Finally, it prompts working through converting additional recurring decimals to fractions.
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2) Visual representations are used to demonstrate multiplying fractions, such as fractions multiplied by whole numbers or other fractions. Mixed numbers are also covered.
3) Cancelling terms before and after calculations is discussed as a way to simplify fractions. Dividing fractions is explained as turning the second fraction upside down and multiplying instead of dividing.
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This document contains instructions for performing basic arithmetic operations with fractions such as addition, subtraction, multiplication, and division. It provides examples of how to add, subtract, multiply, and divide fractions with the same or different denominators by finding common denominators or multiplying/dividing numerators and denominators. The key steps involved are finding common denominators, adding/subtracting numerators, and multiplying/dividing numerators and denominators.
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DOWNLOAD AND SUSCRIBE TO MY YOUTUBE CHANNEL
https://www.youtube.com/channel/UCtooWKi-qUFj5TcQcoEIWxQ
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2) Multiply the two fractions to get the quotient. Simplify if needed.
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Line symmetry
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The river that went to the sky
The story is about a river that went to the sky. It was a dense river that flowed through a village and provided water for the people and animals. One day, the river ventured beyond the village and reached the sky in a great expanse, becoming the clouds and bringing moisture to the land from above.
Congruent polygo
1) The document discusses naming and comparing polygons by listing vertices in order and identifying corresponding parts.
2) It states that if each pair of corresponding angles is congruent and each pair of corresponding sides is congruent, then the two polygons are congruent according to the Polygon Congruence Postulate.
3) Examples are given of naming a pentagon in different orders and proving that two triangles are congruent.
Polygonspowerpoint
The document defines and provides examples of different polygons. It discusses the defining characteristic of polygons as shapes with three or more sides. Specific polygons discussed include triangles with three sides, squares with four sides, pentagons with five sides, hexagons with six sides, heptagons with seven sides, and octagons with eight sides. Examples are provided to illustrate each polygon type.
Concept map
The Sun is a star made of hot plasma that glows and erupts solar flares, with a dense core generating energy through particle reactions. The Moon has no light or atmosphere of its own, rotating as it revolves around Earth in 28 days, always showing the same face. The changing phases of the Moon are caused by the varying illumination of its surface from Earth's perspective over the lunar cycle. In 1959, the Soviet Luna 2 was the first spacecraft to reach the Moon, followed by the 1969 Apollo 11 mission where Neil Armstrong became the first person to walk on the lunar surface.
Period exam
This reading comprehension exam from Colegio San Patricio tests students' understanding of a biography about George Washington Carver. The biography details Carver's life experiences and his influential agricultural research and inventions at the Tuskegee Normal and Industrial Institute that helped revitalize Southern farming. The exam consists of multiple choice and short answer questions about Carver's contributions and key events in the biography.
Quiz 3
The document is a reading quiz from Colegio San Patricio for the 4th period 6th grade class from the 2009-2010 school year. It contains a reading passage about immigrants working in the United States, with questions to test reading comprehension, identify facts and opinions, match vocabulary words, and understand the passage.
Sequence of events
I do not have enough context to summarize a news article or draw pictures. Could you please provide the full text of the news article? That would allow me to understand the events and represent them accurately.
Drawing conclusion
The document discusses how to draw conclusions from passages. It provides an example comparing the size of teeth from ancient sharks that lived 5 million years ago to modern great white sharks. It notes that the ancient shark teeth would cover your whole hand while modern teeth fit in your palm. It guides the reader to conclude that since older sharks had much larger teeth, the ancient sharks must have been larger animals, drawing on the knowledge that larger animals generally have larger teeth.
Jeopardy contractions.
This document provides a Jeopardy-style quiz on English contractions. It lists common contractions and their point values, and prompts the player to identify the two individual words that make up each contraction in question form. For each contraction, the player must ask "What are [first word] and [second word]?" in order to receive points. The contractions are grouped into categories of those ending in "n't", those containing "re" or "d", those containing "ll", those containing "s", and combinations.
Indefinite and reflexive pronouns
This document discusses different types of pronouns including indefinite pronouns, reflexive pronouns, and intensive pronouns. It provides examples of singular and plural indefinite pronouns like "anyone", "everyone", "both", and explains that verbs and possessive pronouns must agree with the number of the indefinite pronoun. Reflexive pronouns are formed with "-self" or "-selves" and refer back to a noun or pronoun. Intensive pronouns add emphasis and can be used like "himself" or "herself".
Adjectives and articles
An adjective describes a noun or pronoun by indicating its kind, number, or which one. The words "a", "an", and "the" are special adjectives called articles that appear before nouns and other adjectives. "A" is used before words starting with consonant sounds, "an" is used before words starting with vowel sounds, and "the" is used before words starting with any letter. The document also provides example sentences and links to online resources about adjectives and articles.
Whovswhom
This document provides examples and instructions for determining whether to use "who" or "whom" in a sentence based on pronoun agreement. It explains that "who" is used when the pronoun is subjective, and "whom" is used when the pronoun is objective. Several examples are given applying the "she/her" test to replace "who" or "whom" and determine which is correct based on whether "she" or "her" makes grammatical sense in the sentence. The document concludes with exercises filling in blanks with either "who" or "whom".
More from Brenda Obando (20)
Adding and subtracting fract
- 1. Adding and Subtracting Fractions By Graeme Henchel http://hench-maths.wikispaces.com
- 2. Adding Fractions with common denominators
- 3. Adding Fractions with different denominators Problem: You can’t add fractions with different denominators without getting them ready first. They will be ready to add when they have common denominators Solution: Turn fractions into equivalent fractions with a common denominator that is find the Lowest Common Multiple (LCM) of the two denominators
- 6. + The Lowest Common Multiple of 2 and 3 is 6 so turn all fractions into sixths You can’t add fractions with different denominators Special form of 1
- 7. Lowest common denominator is 10 so make all fractions tenths
- 8. Turn both fractions into twelfths
- 9. What is the lowest number BOTH 3 and 7 divide into? Hmmmmm?????? It is 21. So that is my common denominator What special form of 1 will change 7 to 21. Hmmmm? It is 3/3 So I multiply 3/7 by 3/3 What special form of 1 will change 3 to 21. Hmmmm? It is 7/7 So I multiply 2/3 by 7/7 Now 3x3=9 and 2x7=14 Now I know the new numerators Finally the fractions are READY to add. I just have to add the numerators 9+14=23