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A valid number sentence that is true: 83 + 19 = 102. A valid number sentence that is false: 1 + 1 = 3. A valid number sentence using a 'less than' symbol: 3 + 6 < 10. A valid number sentence using a 'more than' symbol: 3 + 9 > 11. An example from a lesson plan: [6] Some students will use a direct computational approach.
When the numerator and denominator of a fraction are equal (for example, 7 / 7 ), its value is 1, and the fraction therefore is improper. Its reciprocal is identical and hence also equal to 1 and improper. Any integer can be written as a fraction with the number one as denominator.
One half is the rational number that lies midway between 0 and 1 on the number line. Multiplication by one half is equivalent to division by two, or "halving"; conversely, division by one half is equivalent to multiplication by two, or "doubling". A square of side length one, here dissected into rectangles whose areas are successive powers of ...
[7] [8] The sum of two numbers is unique; there is only one correct answer for a sums. [8] When the sum of a pair of digits results in a two-digit number, the "tens" digit is referred to as the "carry digit". [9] In elementary arithmetic, students typically learn to add whole numbers and may also learn about topics such as negative numbers and ...
Slices of approximately 1/8 of a pizza. A unit fraction is a positive fraction with one as its numerator, 1/ n.It is the multiplicative inverse (reciprocal) of the denominator of the fraction, which must be a positive natural number.
In Latin and Greek, the ordinal forms are also used for fractions for amounts higher than 2; only the fraction 1 / 2 has special forms. The same suffix may be used with more than one category of number, as for example the orginary numbers secondary and tertiary and the distributive numbers binary and ternary.
By consequence, we may get, for example, three different values for the fractional part of just one x: let it be −1.3, its fractional part will be 0.7 according to the first definition, 0.3 according to the second definition, and −0.3 according to the third definition, whose result can also be obtained in a straightforward way by
Problems 1–7, 7B and 8–40 are concerned with arithmetic and elementary algebra. Problems 1–6 compute divisions of a certain number of loaves of bread by 10 men and record the outcome in unit fractions. Problems 7–20 show how to multiply the expressions 1 + 1/2 + 1/4 = 7/4, and 1 + 2/3 + 1/3 = 2 by different fractions.
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