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In traditional typefounding, a piece of type bearing a complete fraction (e.g. 1 / 2 ) was known as a case fraction, while those representing only parts of fractions were called piece fractions. The denominators of English fractions are generally expressed as ordinal numbers, in the plural if the numerator is not 1.
When zero is a possibility, the following terms are often used: Non-negative numbers: Real numbers that are greater than or equal to zero. Thus a non-negative number is either zero or positive. Non-positive numbers: Real numbers that are less than or equal to zero. Thus a non-positive number is either zero or negative.
2. Denotes the additive inverse and is read as minus, the negative of, or the opposite of; for example, –2. 3. Also used in place of \ for denoting the set-theoretic complement; see \ in § Set theory. × (multiplication sign) 1. In elementary arithmetic, denotes multiplication, and is read as times; for example, 3 × 2. 2.
unstrict inequality signs (less-than or equals to sign and greater-than or equals to sign) : 1670 (with the horizontal bar over the inequality sign, rather than below it) ...
When speaking the numbers in fractions, the spatial/chronological numbering system is used for denominators larger than 2 (2 as the denominator of a fraction is "half" rather than "second"), with a denominator of 4 sometimes spoken as "quarter" rather than "fourth".
1 ⁄ 3, a fraction of one third, or 0. 3 in decimal. pre-decimal British sterling currency of 1 shilling and 3 pence; 1st Battalion, 3rd Marines, United States infantry battalion; One/Three, a 20; Loona 1/3, a Loona spin-off
For example, 1 / 4 , 5 / 6 , and −101 / 100 are all irreducible fractions. On the other hand, 2 / 4 is reducible since it is equal in value to 1 / 2 , and the numerator of 1 / 2 is less than the numerator of 2 / 4 . A fraction that is reducible can be reduced by dividing both the numerator ...
For instance, if the one solving the math word problem has a limited understanding of the language (English, Spanish, etc.) they are more likely to not understand what the problem is even asking. In Example 1 (above), if one does not comprehend the definition of the word "spent," they will misunderstand the entire purpose of the word problem.
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