Numerator Essays

Lesson 1 Lesson summary and focus: During this lesson, I will be reading the story Starfish by Robin Brickman while the students are following along. Once the story is completed, students will use the illustrations and detail throughout the story to describe the characters, setting, or events. Students will be asked questions to help enhance their understanding of the story to determine the characters, setting, and events of the story. Students will be able to use collaborative groups to help each

By multiplying 4 by 2 we get 8, which makes it a common numerator with 8/15, we get 4/7 as 8/14 and can now compare it to 8/15. Since we know that 1 unit cut into 14 equal sizes pieces will produce larger pieces than 1 unit cut into 15 equal size pieces, 4/7 has to be the larger fraction. Common Denominator To

structure. In addition, structural measures are typically based on the organization or professional as the unit of assessment in the denominator. Example: The extent to which a facility use of electronic health records is implemented facility - wide. Numerator = Number of departments with EHR; Denominator = Number of all departments in facility. Nurse practitioners should provide

Dealing with Rational Functions Recently in Precalculus Algebra at Wake Tech, we have been working extensively with analyzing and graphing ration functions. Rational functions are expressed in the form of fractions in which both the numerator and the denominator are polynomials. In other words, these functions have x in both the top and bottom of the fraction. Before many rational functions can be properly analyzed and deciphered, they must first be completely simplified, which often times includes

-3/4, etc.) Any numbers that can be written in the form a/b where a and b are whole numbers are called Rational Numbers. A rational number is a number that can be written as a ratio. That means it can be written as a fraction, in which both the numerator (the number on top) and the denominator (the number on the bottom) are whole numbers. The number 6 is a rational number because it can be written as the fraction 6/1 Likewise, 1/4 is a rational number because it can be written as a fraction

represent compared to a whole, how to find equivalent fractions, and how to simplify a fraction. Additionally, one of the questions determines if the students know and understand how to correctly label the parts of the fraction using the terms numerator and denominator. The remaining

(Desired Dosage)/((X) Amount desired) C. Dimensional Analysis Determine the unit of measure for the: amount to give ratio (left side of the equation) Supply dosage ratio (right side of the equation) (unit of numerator should match the unit numerator of amount to give ratio) Set-up Conversion factor ratio (units of measure for the answer on top and the units you are converting from on the bottom) Cancel units on the right side of the equation, leaving unit of amount to give

Example: x2 -3xx2 - 9= x(x - 3)(x+3) (x-3) = xx+3 (You can factor out (x-3), into ones because they are like factors) this will leave you with xx+3 -What is reduced form? When all factors common to numerator and denominator have been removed. An example is above ^. The reduced form of the above expression would be xx+3 -What are like factors? Like terms? Numbers that multiply together to get another number. Like terms are variables that are the same

A conversion factor is a fraction with equal quantities on the top and bottom (numerator and denominator). They MUST be equal, so that we don't change the value of the number we're trying to apply our conversion to. This fact can be seen in a more basic example that doesn't involve units at all. If we multiply 62 by a fraction that

Trucks make up a large part of how industry works in Australia. They do this by transporting good from location to location more reliably than most other methods such as trains (Australian Bureau of Statistics, 2002). This is because there are not railway tracks to everywhere in Australia (Australian Bureau of Statistics, 2002). Thus, there are many freight trucks traveling between the many capital cities in Australia. However, this commodity is not free, as there are many costs associated with

to switch around some values. We can see that so all we have to do is get our change in over our change in to find our answer. In order to do this, we have to get rid of our change of p over p in the denominator. We do this by multiplying the numerator and denominator by . This brings our change in right underneath our change in , right where we want it. Now all we have to do is rearrange the order in our denominator. Three times four is the same as four times three, so we can easily just swap

years, while Hikma is trending in the opposite direction upwards. Our group, however, feels differently on this perceived overvaluation. In fact, there are several reasons that Smith & Nephew’s P/E has been climbing. Firstly, by looking at the numerator of this equation, we can see that their stock price has risen over

What I want students to take away from my learning segment is being able to correctly identify names of equal parts, know the differences between a fraction, unit fraction, numerator, and denominator, so students can be successful to write a fraction that represents a part of a whole or to describe a part of a set which will have students develop a deep understanding of fractions. Day 1: To measure what students will learn in lesson 1, students will be given a worksheet, which includes 4 problems

another avenue to explore adding and subtracting fractions with like denominators and this will be a very important foundation as we continue to proceed in fractions moving forward in the year. In the final lesson regarding fractions with larger numerators than denominators, student problem solving will begin to crescendo with the problem with 5 half slices of bread. We will demonstrate this as a number bond with 5/4 in the top slot. However students will have to use discourse in order to reach this

Moving forward, to find the volume of the metal object, the graduated cylinder was filled with water. The initial volume in the graduated cylinder read 21.0 mL. The metal object was then placed in the graduated cylinder carefully, as to not splash water. In the graduated cylinder of 21.0 mL, the metal object raised the water to 24.1 mL, thus the object was 3.1 mL for measurement 1. In a graduated cylinder of 21.0 mL, the metal object raised the water to 24.0 mL, thus the metal object was 3.0 mL for

pure enzyme must have the same values and even diluting an enzyme solution several times will have identical specific activity values even though there will be various enzyme activity values. This is because in calculating specific activity, the numerator (units/ ml) and denominator (mg/ ml) are affected equally. Specific activity is very difficult from activity but the calculation of specific activity is still dependent on the activity value. This means that the stated specific activity activity

the addition and subtraction of multiple fractions relate more directly to procedural fluency. Students are able to look at fractions with like denominators and know that when the denominators are the same, they are only finding the sum of the numerator. The number sentences in this lesson explicitly give students the operation to use which addresses computations and

ratio first. 2} Fraction-Miguel has ⅖ cup of peanuts and ⅓ cups of dried cherries, how many cups of food does he has? A way that you can figure it out is by adding ⅖ to ⅓ you can do that by adding the top to which is 2+1=3 so that would be your numerator usually for the bottom it would stay the same if they both have the same denominator but since it is not the same you have to add those to

unlike denominators. When adding mixed numbered fractions with the same denominator you add the whole numbers like normal and add the fractions like normal remembering to keep the denominator. For example, 2 ⅔ + 1 ⅓ = 2 + 1 = 3 and then 2 +1 for the numerators keeping the denominator a 3 gives you 3 3/3 or 4. In the denominators are not the same you leave the whole number alone and adjust the fractions like you did before. For example, 3 ½ + 5 ⅔ = the LCD is 6 so for ½ 3 /6 2 x 3 =6 and 3 x 1 = 3 keep

Aly seems to have multiple misconceptions about fractions during the video. One misconception she has is that a whole number is bigger than an improper fraction. When comparing 1 and 4/3 she identified 1 as the bigger number. When Aly was asked for her reasoning she said, "1 group of one number". Aly here doesn't have the understanding that an improper fraction can be turned to a mix number which consist of a whole number and a fraction. For example, 4/3 represents one full group and 1/3 of another