Egyptian Fractions
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Understanding Fractions – Interpretations And
Understanding fractions: interpretations and representations An iTalk2Learn Guide for teachers Version 1.0 28-04-2014 1 1 Developing a coherent system for fractions learning Did you know that children’s performance in fractions predicts their mathematics achievement in secondary school, above and beyond the contributions of whole number arithmetic knowledge, verbal and non-verbal IQ, working memory, and family education and income? Seigler et al (2012) The iTalk2Learn project aims at helping primary school children develop robust knowledge in the field of fractions. Fractions are one of the most difficult aspect of mathematics to teach and learn (Charalambous & Pitta-Pantazi, 2007). The difficulty arises because of the complexity of fractions, such as the number of ways they can be interpreted and the number of representations teachers can draw upon to teach. In this paper we discuss these two aspect of fractions and present the iTalk2Learn Fractions Interpretations / Representations Matrix that you may find helpful in your fractions planning and teaching. 1.1 Interpretations of fractions When teaching fractions, we need to take into account that fractions can be interpreted in several different ways (Kieran, 1976, 1993). The interpretations are part-whole, ratio, operator, quotient, and measure. There is inevitable overlapping between the interpretations, but in Table 1 each interpretation is exemplified using the fraction ¾. Table 1. Interpretations of fractions, exemplified using 3/4. Interpretation Commentary Part-whole In part-whole cases, a continuous quantity or a set of discrete objects is partitioned into a number of equal-sized parts. In this interpretation, the numerator must be smaller than the denominator. -
2 1 2 = 30 60 and 1
Math 153 Spring 2010 R. Schultz SOLUTIONS TO EXERCISES FROM math153exercises01.pdf As usual, \Burton" refers to the Seventh Edition of the course text by Burton (the page numbers for the Sixth Edition may be off slightly). Problems from Burton, p. 28 3. The fraction 1=6 is equal to 10=60 and therefore the sexagesimal expression is 0;10. To find the expansion for 1=9 we need to solve 1=9 = x=60. By elementary algebra this means 2 9x = 60 or x = 6 3 . Thus 6 2 1 6 40 1 x = + = + 60 3 · 60 60 60 · 60 which yields the sexagsimal expression 0; 10; 40 for 1/9. Finding the expression for 1/5 just amounts to writing this as 12/60, so the form here is 0;12. 1 1 30 To find 1=24 we again write 1=24 = x=60 and solve for x to get x = 2 2 . Now 2 = 60 and therefore we can proceed as in the second example to conclude that the sexagesimal form for 1/24 is 0;2,30. 1 One proceeds similarly for 1/40, solving 1=40 = x=60 to get x = 1 2 . Much as in the preceding discussion this yields the form 0;1,30. Finally, the same method leads to the equation 5=12 = x=60, which implies that 5/12 has the sexagesimal form 0;25. 4. We shall only rewrite these in standard base 10 fractional notation. The answers are in the back of Burton. (a) The sexagesimal number 1,23,45 is equal to 1 3600 + 23 60 + 45. -
Ratios Rates and Unit Rates Worksheet
Ratios Rates And Unit Rates Worksheet Foaming and unhatched Hill circles fore and decalcifies his dogmatizer invectively and inquisitively. Atheistic Smitty never can so stylishly or wire any Goidelic hottest. Traveling Bernie farcings that MacArthur misshape nowadays and economising pickaback. Ratios worksheets are part of a checklist format in good food web worksheet. Grade. A mute is a guideline or little that defines how oil of one chamber have compared to utilize Unit rates are just a factory more money A discrete rate distinguishes the. Clearance for every part of the denominator have little coloring activity is a different units of. Polish your email address will help you will challenge kids less formal way of soda you compare two pairs have iframes disabled or as fractions. Write ratios and rates as fractions in simplest form and unit rates Find unit prices. Unit rates for bell ringers, check if there will always be kept dry completely before. Mathlinks grade 6 student packet 11 ratios and unit rates. Street clothes for the worksheet library, not have been saved in excel overview now please try again with minutes in an example. How to Calculate Unit Rates & Unit Prices Video & Lesson. High resolution image in the numerator and organized house cleaning tips and tub and if you. Find each worksheet to number of our extensive math. It really see what percent is. Unit Rates Ratios Proportional Reasoning Double Number. Unit Rates and Equivalent Rates Grade 6 Practice with. To heighten their logical reasoning with this worksheet shown above example of math worksheets kiddy math problems related to opt out of penguins and experienced seniors sharing templates. -
Mathematics in Ancient Egypt
INTRODUCTION ncient Egypt has le us with impressive remains of an early civilization. ese remains Aalso directly and indirectly document the development and use of a mathematical cul- ture—without which, one might argue, other highlights of ancient Egyptian culture would not have been possible. Egypt’s climate and geographic situation have enabled the survival of written evidence of this mathematical culture from more than 3000 years ago, so that we can study them today. e aims of this book are to follow the development of this early mathe- matical culture, beginning with the invention of its number notation, to introduce a modern reader to the variety of sources (oen, but not always, textual), and to outline the mathemat- ical practices that were developed and used in ancient Egypt. e history of ancient Egypt covers a time span of more than 2000 years, and although changes occurred at a slower pace than in modern societies, we must consider the possibility of signicant change when faced with a period of this length. Consequently, this book is organized chronologically, beginning around the time of the unication of Egypt around 3000 BCE and ending with the Greco - Roman Periods, by which time Egypt had become a multicultural society, in which Alexandria constituted one of the intellectual centers of the ancient world. Each section about a particular period analyzes individual aspects of Egyptian mathe- matics that are especially prominent in the available sources of this time. Although some of the features may be valid during other periods as well, this cannot simply be taken for granted and is not claimed. -
Grade 5 Math Index For
Common Core Standards Plus – Mathematics – Grade 5 with Common Core ELD Standard Alignment Domain Lesson Focus Standard(s) ELD Standards 1 Place Value Patterns 5.NBT.1: Recognize that in a multi‐digit 2 Place Value Patterns number, a digit in one place represents 10 times as much as it represents in the place ELD.PI.5.5: Listening actively and 3 Place Value Patterns asking/ answering questions about what to its right and 1/10 of what it represents was heard. 4 Place Value Patterns in the place to its left. E1 Evaluation ‐ Place Value Patterns 5 Powers of Ten 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a 6 Multiply by Powers of Ten number by powers of 10, and explain patterns in the placement of the decimal ELD.PI.5.5: Listening actively and 7 Divide by Powers of Ten asking/ answering questions about what point when a decimal is multiplied or was heard. 8 Multiply & Divide by Powers of Ten divided by a power of 10. Use whole‐ ELD.PI.5.10: Composing/writing number exponents to denote powers of literary and informational texts. E2 Evaluation ‐ Powers of Ten 10. P1 Performance Lesson #1 Power of Ten (5.NBT.1, 5.NBT.2) 5.NBT.7 Word Form of Decimals ‐ 9 5.NBT.3: Read, write, and compare 10 Expanded Form of Decimals decimals to thousandths. ELD.PI.5.5: Listening actively and Ten 5.NBT.3a: Read and write decimals to asking/ answering questions about what 5.NBT.1 Standard Form of Decimals thousandths using base‐ten numerals, was heard. -
Study in Egyptian Fractions
1 STUDY IN EGYPTIAN FRACTIONS Robert P. Schneider Whether operating with fingers, stones or hieroglyphic symbols, the ancient mathematician would have been in many respects as familiar with the integers and rational numbers as is the modern researcher. If we regard both written symbols and unwritten arrangements of objects to be forms of notation for numbers, then through the ancient notations and their related number systems flowed the same arithmetic properties—associativity, commutativity, distributivity—that we know so intimately today, having probed and extended these empirical laws using modern tools such as set theory and Peano’s axioms. It is fascinating to contemplate that we share our base-ten number system and its arithmetic, almost as natural to us as sunlight and the air we breathe, with the scribes of ancient Egypt [1, p. 85]. We use different symbols to denote the numbers and operations, but our arithmetic was theirs as well. Our notation for fractions even mimics theirs with its two-tiered arrangement foreshadowing our numerator and denominator; however, the Egyptian notation for fractions leaves no space for numbers in the numerator, the position being filled by a hieroglyphic symbol meaning “part” [1, p. 93]. Aside from having special symbols to denote 2/3 and 3/4, the Egyptians always understood the numerator to be equal to unity in their fractions [4]. The representation of an improper fraction as the sum of distinct unit fractions, or fractions having numerators equal to one, is referred to as an “Egyptian fraction” [3]. I found the Egyptians’ use of fractions, as well as their multiplication and division algorithms [1, pp. -
On Expanding Into Three Term Egyptian Fractions 풏
IOSR Journal of Mathematics (IOSR-JM) e-ISSN: 2278-5728, p-ISSN: 2319-765X. Volume 10, Issue 6 Ver. I (Nov - Dec. 2014), PP 51-53 www.iosrjournals.org On Expanding ퟑ Into Three Term Egyptian Fractions 풏 H.A.Aisha Y. A. Hamza, and M.Y Waziri Department of Mathematics, Faculty of Science, Bayero University Kano, Kano, Nigeria Abstract: It is well known that fraction (푎/푏) can be expressed as the sum of N unit fractions. Such representations are known as Egyptian fractions. In practice, each 푎/푏 can be expressed by several different Egyptian fraction expansions. In this paper we present a generalized expression for 3/푛 where 푁 = 3 for all positive integers 푛. Under mind assumptions convergence results has been established. Keywords: Egyptian Fraction, Unit Fraction, Shortest Egyptian Fraction I. Introduction Ancient Egyptian hieroglyphics tell us much about the people of ancient Egypt, including how they did mathematics. The Rhind Mathematical Papyrus, the oldest existing mathematical manuscript, stated that; their basic number system is very similar to ours except in one way – their concept of fractions [2]. The ancient Egyptians had a way of writing numbers to at least 1 million. However, their method of writing fractions was limited. For instance to represent the fraction 1/5, they would simply use the symbol for 5, and place another symbol on top of it [3]. In general, the reciprocal of an integer n was written in the same way. They had no other way of writing fractions, except for a special symbol for 2/3 and perhaps 3/4 [1]. -
Eureka Math™ Tips for Parents Module 2
Grade 6 Eureka Math™ Tips for Parents Module 2 The chart below shows the relationships between various fractions and may be a great Key Words tool for your child throughout this module. Greatest Common Factor In this 19-lesson module, students complete The greatest common factor of two whole numbers (not both zero) is the their understanding of the four operations as they study division of whole numbers, division greatest whole number that is a by a fraction, division of decimals and factor of each number. For operations on multi-digit decimals. This example, the GCF of 24 and 36 is 12 expanded understanding serves to complete because when all of the factors of their study of the four operations with positive 24 and 36 are listed, the largest rational numbers, preparing students for factor they share is 12. understanding, locating, and ordering negative rational numbers and working with algebraic Least Common Multiple expressions. The least common multiple of two whole numbers is the least whole number greater than zero that is a What Came Before this Module: multiple of each number. For Below is an example of how a fraction bar model can be used to represent the Students added, subtracted, and example, the LCM of 4 and 6 is 12 quotient in a division problem. multiplied fractions and decimals (to because when the multiples of 4 and the hundredths place). They divided a 6 are listed, the smallest or first unit fraction by a non-zero whole multiple they share is 12. number as well as divided a whole number by a unit fraction. -
Unit 6- Multiplication and Divison of Fractions
Unit 5th: Unit 6- Multiplication and Divison of Fractions Math Investigations Book: What's that Portion? Standards for Grade 5 UNIT 1= Place Value, Addition & Subtraction of Whole Numbers UNIT 2= Addition and Subtraction of Fractions UNIT 3= Operations with Decimals and Place Value UNIT 4= Volume UNIT 5= Multiplication and Division of Whole Numbers UNIT 6= Multiplication and Division of Fractions UNIT 7= Names and Properties of Shapes UNIT 8= Multiplication and Division of Greater Whole Numbers UNIT 9= Shape and Number Patterns 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of 6,2 fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to 6,8,2 represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½. 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. -
Ratio and Proportional Relationships
Mathematics Instructional Cycle Guide Concept (7.RP.2) Rosemary Burdick, 2014 Connecticut Dream Team teacher Connecticut State Department of Education 0 CT CORE STANDARDS This Instructional Cycle Guide relates to the following Standards for Mathematical Content in the CT Core Standards for Mathematics: Ratio and Proportion 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. 7.RP.2 Recognize and represent proportional relationships between quantities, fractional quantities, by testing for equivalent ratios in a table or graphing on a coordinate plane. This Instructional Cycle Guide also relates to the following Standards for Mathematical Practice in the CT Core Standards for Mathematics: Insert the relevant Standard(s) for Mathematical Practice here. MP.4: Model with mathematics MP.7: Look for and make use of structure. MP.8: Look for and express regularity in repeated reasoning. WHAT IS INCLUDED IN THIS DOCUMENT? A Mathematical Checkpoint to elicit evidence of student understanding and identify student understandings and misunderstandings (p. 21) A student response guide with examples of student work to support the analysis and interpretation of student work on the Mathematical Checkpoint (p.3) A follow-up lesson plan designed to use the evidence from the student work and address the student understandings and misunderstandings revealed (p.7)) Supporting lesson materials (p.20-25) Precursory research and review of standard 7.RP.1 / 7.RP.2 and assessment items that illustrate the standard (p. 26) HOW TO USE THIS DOCUMENT 1) Before the lesson, administer the (Which Cylinder?) Mathematical Checkpoint individually to students to elicit evidence of student understanding. -
MATH TODAY Grade 5, Module 4, Topic G
MATH TODAY Grade 5, Module 4, Topic G 5th Grade Math Focus Area– Topic G Module 4: Multiplication and Division of Fractions and Decimal Fractions Module 4: Multiplication and Division of Fractions and Decimal Fractions Divide a whole number by a unit fraction Math Parent Letter Garret is running a 5-K race. There are water stops every This document is created to give parents and students a better kilometer, including at the finish line. How many water stops will understanding of the math concepts found in the Engage New there be? Number Sentence: 5 ÷ York material which is taught in the classroom. Module 4 of Step 1: Draw a tape diagram to model the problem. Engage New York covers multiplication and division of fractions 5 and decimal fractions. This newsletter will discuss Module 4, Topic G. In this topic students will explore the meaning of division with fractions and decimal fractions. The tape diagram is partitioned into 5 equal units. Each unit Topic G: Division of Fractions and Decimal Fractions represents 1 kilometer of the race. Words to know: Step 2: Since water stops are every kilometer, each unit of the divide/division quotient tape diagram is divided into 2 equal parts. divisor dividend 5 unit fraction decimal fraction decimal divisor tenths hundredths Things to Remember! 1st Last Quotient – the answer of dividing one quantity by another stop stop Unit Fraction – a fraction with a numerator of 1 When you count the number of halves in the tape diagram, you Decimal Fraction – a fraction whose denominator is a power of will determine that there are a total of 10. -
Multiples of Unit Fractions
Lesson 8.1 Name Reteach Multiples of Unit Fractions A unit fraction is a fraction with a numerator of 1. You can write a fraction as the product of a whole number and a unit fraction. __7 Write 10 as the product of a whole number and a unit fraction. __7 Write 10 as the sum of unit fractions. __1 __1 __1 __1 __1 __1 __1 __7 5 1 1 1 1 1 1 10 10 10 10 10 10 10 10 Use multiplication to show repeated addition. __7 5 7 3 __1 10 10 __1 So, __7 5 7 3 10 10 . The product of a number and a counting number is a multiple of the number. You can find multiples of unit fractions. List the next 4 multiples of _1 . 8 Make a table and use repeated addition. 1 3 _1 2 3 _ 1 3 3 _1 4 3 _1 5 3 _1 8 8 8 8 8 1 _ _1 1 _1 _1 1 _1 1 _1 _1 1 _1 1 _1 1 _1 _1 1 _1 1 _1 1 _1 1 _1 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 _2 _3 _4 _5 _1 8 8 8 8 8 2 3 4 5 _ _ _ _ _1 The next 4 multiples of 8 are 8 , 8 , 8 , and 8 . Write the fraction as the product of a whole number and a unit fraction. 1. __2 5 2. ___5 5 3. __7 5 5 12 2 List the next four multiples of the unit fraction.