How to extract a whole number from a fraction. What is a number fraction

How to select an entire part from improper fraction? To isolate the whole part from an improper fraction, you must: Divide the numerator by the denominator with the remainder; An incomplete quotient will be a whole part; The remainder (if any) is given by the numerator, and the divisor is the denominator of the fraction. Complete numbers 1057, 1058, 1059, 1060. 1062, 1063. 1064. 7.

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Mixed numbers

“Mathematics lesson notes” - Follow the example. a) 4/7+2/7= (4+2)/7= 6/7 b, c, d (at the board) d) 7/9-2/9= (7-2)/9= 5/ 9 f, g, h (at the board). 12 kg of cucumbers were collected from the garden. 2/3 of all cucumbers were pickled. 6/7-3/7=(6-3)/7=3/7 2/11+5/11=(2+5)/22=7/22 9/10-8/10=(9-8 )/10=2/10. Show the fraction 2/8+3/8. Formulate the subtraction rule. Learning new material:

“Comparing decimal fractions” - The purpose of the lesson. Compare numbers: Mental counting. 9.85 and 6.97; 75.7 and 75.700; 0.427 and 0.809; 5.3 and 5.03; 81.21 and 81.201; 76.005 and 76.05; 3.25 and 3.502; Read the fractions: 41.1 ; 77.81; 21.005; 0.0203. 41.1; 77.81; 21.005; 0.0203. Equalize the number of decimal places. Lesson plan. Rank decimals. Reinforcement lesson in 5th grade.

“Rules for rounding numbers” - 1.8. 48. Well done! 3. 3. Learn to apply the rounding rule using examples. Try to compare. Round whole numbers to the nearest ten. 1. Remember the rule for rounding numbers. Is it convenient to work with such a number? One hundred thousandths. 3. Write down the result. 5312. >. 2. Derive a rule for rounding decimal fractions to a given digit.

“Adding mixed numbers” - 25. Example 4. Find the value of the difference 3 4\9-1 5\6. 3 4\9=3 818; 1 5\6=1 15\18. 3 4\9=3 8\18=3+8\18=2+1+8\18=2+8\18+18\18=2+ +26\18=2 26\18. Lesson notes in 6th grade

To the question How to separate the whole part from an improper fraction? given by the author Suck through the best answer is In order to convert a number, you need to divide the numerator by the denominator with the remainder, i.e. find out how many “integer” times it contains. And this incomplete quotient will be a whole part. Then the remainder (if there is one) is given by the numerator, and the divisor is the denominator of the fractional part (to make it clearer, you need to multiply the denominator by the integer that you received earlier, and then subtract from the NUMERATOR what you now received)
For example: 136/28 = 4 whole 24/28, this is a reducible fraction = 4 whole 6/7
I divided 136 by 28 and got 4. Then, to find out the numerator, I multiplied 28 by 4 to get 112, and subtracted 112 from 136. To reduce, you need to divide both the numerator and the denominator by the same number (in this case it is 4)
Good luck!

Answer from Neuropathologist[newbie]
25/22, 22/22 is one whole, and that leaves 3/22, and then 1 whole and 3/22

Answer from Oversleep[guru]
divide the numerator by the denominator, the number before the decimal point is the whole part, then multiply the whole part by the denominator and subtract it from the original numerator. This figure will be the numerator.
for example: 88/16=5.5
16*5=80
88-80=8
5 8/16=5 1/2

Answer from Vadim Kulpinov[guru]

Answer from Anna[newbie]
for example 1000/9.... you easily divide 1000 by 9... you get 111, which is an integer and the remainder goes to the numerator and the denominator remains the same 9....

Answer from Єranche[newbie]
try to calculate it on a calculator))
Divide the numeral by the denominator and write the number to the left of the decimal point.
if you need to select the fractional part:
You multiply the selected integer part by the denominator and subtract the resulting number from the numerator. That is:
79/3
1. select the whole part: 26
2. multiply the selected integer part by the denominator: 26*3
3. subtract the resulting number from the numerator 79-(26*3)
yay.

Answer from Alexey Laukhtin[guru]
Divide the numerator by the denominator and write the resulting number as an integer and the remainder as the numerator and the denominator remains the same.

Answer from Yoman Geiko[expert]
Damn, I learned how to do this first. Only then did the Internet appear, I learned how to use it correctly and it was not long before I found this site)

Answer from _DaFNa_[active]
for example, 23/3 - divide the numerator by the denominator using a calculator (if you have one nearby), take the first number, multiply by the denominator and get the whole part of this fraction. From the numerator you subtract the number that was obtained when multiplied by the denominator, and you get a proper fraction. In your answer, write the whole part and the proper fraction next to it.
If there is no calculator nearby, then you divide a little intuitively and then do the same.
The best fractions are those whose denominator is 2, 5 or 10 :)

Answer from Le chiffre[expert]
You highlight how many times the denominator fits in the numerator, then subtract the denominator from the numerator, the denominator remains unchanged.

Answer from Alexey Antoshechkin[newbie]
233 divide by the number and we know, take the first number and multiply

Answer from Mi S Slonopotam[guru]
Divide the numerator by the denominator - you get the whole part and the remainder (fraction)

Answer from Elena[active]
It seems correct about 3/2. You just need to divide the numerator by the denominator with the remainder. Then the quotient is the whole part, the remainder is the numerator, and the divisor is the denominator (i.e., it remains as it was). For example
48/13. Divide 48 by 13 to get 3 and the remainder is 9. So 48/13=3 whole 9/13
Source: mathematics

Answer from Pavel Chuprakov[newbie]

Answer from Sergei Nesterenko[newbie]
1) To convert an improper fraction into a mixed fraction, you need to: divide the numerator by the denominator with a remainder using a column, the partial quotient is the whole part, the remainder is the numerator and the denominator is the same.
2) To turn a mixed fraction into an improper one, you need to: multiply the whole part by the denominator and add the numerator, the resulting number goes into the numerator, but the denominator remains the same.

Mixed numbers. Selecting a whole part

Among ordinary fractions There are two different types.
Proper and improper fractions
Let's look at fractions.

Please note that in the first two fractions (3/7 and 5/7) the numerators are smaller than the denominators. Such fractions are called proper.

• A proper fraction has a numerator less than its denominator. Therefore, a proper fraction is always less than one.

Let's look at the two remaining fractions.
The fraction 7/7 has a numerator equal to the denominator (such fractions are equal to units), and the fraction 11/7 has a numerator greater than the denominator. Such fractions are called improper.

• An improper fraction has a numerator equal to or greater than its denominator. Therefore, an improper fraction is either equal to one or greater than one.

Any improper fraction is always greater than a proper fraction.

How to select an entire part
An improper fraction can have a whole part. Let's look at how this can be done.

To isolate the whole part from an improper fraction, you need to:
1. divide the numerator by the denominator with the remainder;
2. We write the resulting incomplete quotient into the whole part of the fraction;
3. write the remainder into the numerator of the fraction;
4. We write the divisor into the denominator of the fraction.

Example. Let's select the whole part from the improper fraction 11/2.
. Divide the numerator by the denominator in a column.

. Now let's write down the answer.

• The resulting number above, containing an integer and a fractional part, is called a mixed number.

We got a mixed number from an improper fraction, but we can also do reverse action, that is, represent a mixed number as an improper fraction.
To represent a mixed number as an improper fraction:
1. multiply its integer part by the denominator of the fractional part;
2. add the numerator of the fractional part to the resulting product;
3. write the resulting amount from point 2 into the numerator of the fraction, and leave the denominator of the fractional part the same.
Example. Let's represent a mixed number as an improper fraction.
. Multiply the integer part by the denominator.

3 . 5 = 15
. Add the numerator.

15 + 2 = 17
. We write the resulting amount into the numerator of the new fraction, and leave the denominator the same.

Any mixed number can be represented as the sum of an integer and a fractional part.

• Any natural number can be written as a fraction with any natural denominator.

The quotient of dividing the numerator by the denominator of such a fraction will be equal to the given natural number.
Examples.

To the question How to separate the whole part from an improper fraction? given by the author Separate yourself the best answer is In order to convert a number, you need to divide the numerator by the denominator with the remainder, i.e. find out how many “integer” times it contains. And this incomplete quotient will be a whole part. Then the remainder (if there is one) is given by the numerator, and the divisor is the denominator of the fractional part (to make it clearer, you need to multiply the denominator by the integer that you received earlier, and then subtract from the NUMERATOR what you now received)
For example: 136/28 = 4 whole 24/28, this is a reducible fraction = 4 whole 6/7
I divided 136 by 28 and got 4. Then, to find out the numerator, I multiplied 28 by 4 to get 112, and subtracted 112 from 136. To reduce, you need to divide both the numerator and the denominator by the same number (in this case it is 4)
Good luck!

Answer from Andrey Polyakov[newbie]
25/22, 22/22 is one whole, and that leaves 3/22, and then 1 whole and 3/22

Answer from Forward[guru]
divide the numerator by the denominator, the number before the decimal point is the whole part, then multiply the whole part by the denominator and subtract it from the original numerator. This figure will be the numerator.
for example: 88/16=5.5
16*5=80
88-80=8
5 8/16=5 1/2

Answer from Eurovision[guru]

Answer from Anna[newbie]
for example 1000/9.... you easily divide 1000 by 9... you get 111, which is an integer and the remainder goes to the numerator and the denominator remains the same 9....

Answer from Єranche[newbie]
try to calculate it on a calculator))
Divide the numeral by the denominator and write the number to the left of the decimal point.
if you need to select the fractional part:
You multiply the selected integer part by the denominator and subtract the resulting number from the numerator. That is:
79/3
1. select the whole part: 26
2. multiply the selected integer part by the denominator: 26*3
3. subtract the resulting number from the numerator 79-(26*3)
yay.

Answer from Alexey Laukhtin[guru]
Divide the numerator by the denominator and write the resulting number as an integer and the remainder as the numerator and the denominator remains the same.

Answer from Yoman Geiko[expert]
Damn, I learned how to do this first. Only then did the Internet appear, I learned how to use it correctly and it was not long before I found this site)

Answer from _DaFNa_[active]
for example, 23/3 - divide the numerator by the denominator using a calculator (if you have one nearby), take the first number, multiply by the denominator and get the whole part of this fraction. From the numerator you subtract the number that was obtained when multiplied by the denominator, and you get a proper fraction. In your answer, write the whole part and the proper fraction next to it.
If there is no calculator nearby, then you divide a little intuitively and then do the same.
The best fractions are those whose denominator is 2, 5 or 10 :)

Answer from Le chiffre[expert]
You highlight how many times the denominator fits in the numerator, then subtract the denominator from the numerator, the denominator remains unchanged.

Answer from Alexey Antoshechkin[newbie]
233 divide by the number and we know, take the first number and multiply

Answer from Mi S Slonopotam[guru]
Divide the numerator by the denominator - you get the whole part and the remainder (fraction)

Answer from Elena[active]
It seems correct about 3/2. You just need to divide the numerator by the denominator with the remainder. Then the quotient is the whole part, the remainder is the numerator, and the divisor is the denominator (i.e., it remains as it was). For example
48/13. Divide 48 by 13 to get 3 and the remainder is 9. So 48/13=3 whole 9/13
Source: mathematics

Answer from Pavel Chuprakov[newbie]

Answer from Sergei Nesterenko[newbie]
1) To convert an improper fraction into a mixed fraction, you need to: divide the numerator by the denominator with a remainder using a column, the partial quotient is the whole part, the remainder is the numerator and the denominator is the same.
2) To turn a mixed fraction into an improper one, you need to: multiply the whole part by the denominator and add the numerator, the resulting number goes into the numerator, but the denominator remains the same.

Math lesson in 4th grade
subject:

Lesson topic: Isolating the whole part from an improper fraction.
Didactic goal: to create conditions for the formation of a new educational information.
Goals and objectives of the lesson:
1. Form a concept mixed number.
2. Develop the ability to isolate the whole part from an improper fraction.
3. Develop computing skills.
4. Develop the ability to analyze and solve word problems to find a part of a number and
numbers on its part.
5. Develop students’ logical thinking.
Planned learning outcomes, formation of UUD:
Subject: expand the concept of number, develop skills in translating improper fractions

in mixed numbers and apply the acquired knowledge and skills when performing various tasks.
Meta-subject: develop the ability to see math problem in the context of problematic
situations in other disciplines, in the surrounding life.
Cognitive UUD: develop ideas about number; ability to work with a textbook,
additional sources of information (analyze,
extract the necessary
information); the ability to make generalizations, conclusions, and establish cause-and-effect relationships.
Communicative UUD: cultivate respect for each other, develop the ability to enter into
educational dialogue with the teacher, with classmates, observing the norms of speech behavior, ability
asking questions, listening and answering questions from others, the ability to put forward a hypothesis.
Regulatory UUD:
determine the purpose of the task, learn to plan stages of work,
control your actions, detect and correct errors, evaluate critically
the results of their work and the work of everyone, based on existing criteria, form
the ability to mobilize strength and energy, to overcome obstacles.
Personal educational goals: to form educational motivation, initiative, develop skills
competent oral and written mathematical speech, the ability to self-assess one’s actions.
Resources: multimedia projector, presentation.
Lesson type: learning new material.

Lesson stage
Teacher activities
Student activity
Organizational
moment
Greetings, check
readiness for training
occupation, organization of attention
children.
.
Included in business
rhythm of the lesson.
Used
methods, techniques,
forms
Verbal
Formed UUD
Be able to draw up your
thoughts verbally
(Communicative UUD).

Listening and
understand others' speech
(Communicative UUD).
As you understand from what you read,
today in class we will continue
working on fractions.
Guys, in class you should
discover new knowledge, but how
known, every new knowledge
related to what we have already learned.
Therefore, we will start with repetition.

Verbal counting
Update
knowledge and
skills
Practical
Answers are recorded in
column,
check the answers by
slides.

on
lesson
pronounce
Be able to
subsequence
actions

(Regulatory UUD).
Be able to transform
information from one
forms to another
(Cognitive UUD)
.Be able to draw up your
thoughts in oral and written
form (Communicative
UUD).

Blitz poll:
What rules do you
used when:
1. Find the sum of fractions.
2. Find the difference of fractions.
3. Find the number by part.
4. Find the part by number.
They tell the rules.
Participating in a conversation with
teacher.
Be able to draw up your
thoughts verbally
(Communicative UUD).
Be able to navigate
your knowledge system:
distinguish new from already
known with
teachers
(Cognitive
UUD).

Listening and
understand others' speech
(Communicative UUD).

Tselepolagani
e and motivation
3. Statement of the problem
Verbal
Be able to draw up your
thoughts verbally
(Communicative UUD).
Be able to navigate

.
.
your knowledge system:
distinguish new from already
known with
(Cognitive
teachers
UUD).
Children express
options

their
decisions.
4. “Formulation of the problem and
lesson objectives
Select a whole fraction from this fraction
Part. What do you offer?
What do you think is the goal?
shall we deliver a lesson?
The goal is formulated
lesson and topic
by students.
Goal: Learn
highlight whole part
from an improper fraction
Verbal,
practical
Be able to get new ones
knowledge: find answers to
questions using the textbook,
your life experience and
information received on
(Cognitive
lesson
UUD).
Be able to draw up your
thoughts in oral form;
listen and understand speech
(Communicative
others
UUD).

So, any improper fraction
can be represented in the form
mixed number.
The whole part is natural
number, and the fractional part
proper fraction.
.
.
Drawing up an algorithm.
Verbally
clearly
practical,
reproductive
analysis

work

lesson
pronounce
By
Be able to
collectively compiled
plan (Regulatory UUD).
Be able to
subsequence
actions

(Regulatory UUD).
Be able to draw up your
thoughts in oral and written
form; listen and understand
speech
others
(Communicative UUD)
Be able to
subsequence
actions

(Regulatory UUD).
Be able to do the work
proposed
plan

(Regulatory UUD).
pronounce
lesson

on
Assimilation
new knowledge
and ways
assimilation
5.Discovery of something new:
Explanation on the board.
Write the fraction 16/5 as
private
What rule did you use?
to from an improper fraction
select whole part
To out of the wrong
select whole fractions
part needed:
divide with the remainder
numerator on
denominator;
received incomplete
write the quotient into
Be able to make the necessary
adjustments into effect
after its completion on