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Fractions are numbers that exist between whole numbers. We get fractions when we divide whole numbers into equal parts. Here we will learn to solve some real-life problems using fractions. ...Read More Read Less
Types of fractions.
Equal parts of a whole or a collection of things are represented by fractions . In other words a fraction is a part or a portion of the whole. When we divide something into equal pieces, each part becomes a fraction of the whole.
For example in the given figure, one pizza represents a whole. When cut into 2 equal parts, each part is half of the whole, that can be represented by the fraction \(\frac{1}{2}\) .
Similarly, if it is divided into 4 equal parts, then each part is one fourth of the whole, that can be represented by the fraction \(\frac{1}{4}\) .
Proper fractions
A fraction in which the numerator is less than the denominator value is called a proper fraction.
For example , \(\frac{3}{4}\) , \(\frac{5}{7}\) , \(\frac{3}{8}\) are proper fractions.
Improper fractions
A fraction with the numerator higher than or equal to the denominator is called an improper fraction .
Eg \(\frac{9}{4}\) , \(\frac{8}{8}\) , \(\frac{9}{4}\) are examples of improper fractions.
Mixed fractions
A mixed number or a mixed fraction is a type of fraction which is a combination of both a whole number and a proper fraction.
We express improper fractions as mixed numbers.
For example , 5\(\frac{1}{3}\) , 1\(\frac{4}{9}\) , 13\(\frac{7}{8}\) are mixed fractions.
Unit fraction
A unit fraction is a fraction with a numerator equal to one. If a whole or a collection is divided into equal parts, then exactly 1 part of the total parts represents a unit fraction .
Like fractions are those in which two or more fractions have the same denominator, whereas unlike fractions are those in which the denominators of two or more fractions are different.
For example,
\(\frac{1}{4}\) and \(\frac{3}{4}\) are like fractions as they both have the same denominator, that is, 4.
\(\frac{1}{3}\) and \(\frac{1}{4}\) are unlike fractions as they both have a different denominator.
We can perform addition, subtraction, multiplication and division operations on fractions.
Fractions with unlike denominators can be added or subtracted using equivalent fractions. Equivalent fractions can be obtained by finding a common denominator. And a common denominator is obtained either by determining a common multiple of the denominators or by calculating the product of the denominators.
There is another method to add or subtract mixed numbers, that is, solve the fractional and whole number parts separately, and then, find their sum to get the final answer.
Division operations on fractions can be performed using a tape diagram and area model. Also, when a fraction is divided by another fraction then we can solve it by multiplying the dividend with the reciprocal of the divisor.
Addition and subtraction using common denominator
( \(\frac{1}{6} ~+ ~\frac{2}{5}\) )
We apply the method of equivalent fractions. For this we need a common denominator, or a common multiple of the two denominators 6 and 5, that is, 30.
\(\frac{1}{6} ~+ ~\frac{2}{5}\)
= \(\frac{5~+~12}{30}\)
= \(\frac{17}{30}\)
( \(\frac{5}{2}~-~\frac{1}{6}\) )
= \(\frac{12~-~5}{30}\)
= \(\frac{7}{30}\)
Examples of Multiplication and Division
Multiplication:
(\(\frac{1}{6}~\times~\frac{2}{5}\))
= (\(\frac{1~\times~2}{6~\times~5}\)) [Multiplying numerator of fractions and multiplying denominator of fractions]
= \(\frac{2}{30}\)
(\(\frac{2}{5}~÷~\frac{1}{6}\))
= (\(\frac{2 ~\times~ 5}{6~\times~ 1}\)) [Multiplying dividend with the reciprocal of divisor]
= (\(\frac{2 ~\times~ 6}{5 ~\times~ 1}\))
= \(\frac{12}{5}\)
Example 1: Solve \(\frac{7}{8}\) + \(\frac{2}{3}\)
Let’s add \(\frac{7}{8}\) and \(\frac{2}{3}\) using equivalent fractions. For this we need to find a common denominator or a common multiple of the two denominators 8 and 3, which is, 24.
\(\frac{7}{8}\) + \(\frac{2}{3}\)
= \(\frac{21~+~16}{24}\)
= \(\frac{37}{24}\)
Example 2: Solve \(\frac{11}{13}\) – \(\frac{12}{17}\)
Solution:
Let’s subtract \(\frac{12}{17}\) from \(\frac{11}{13}\) using equivalent fractions. For this we need a common denominator or a common multiple of the two denominators 13 and 17, that is, 221.
\(\frac{11}{13}\) – \(\frac{12}{17}\)
= \(\frac{187~-~156}{221}\)
= \(\frac{31}{221}\)
Example 3: Solve \(\frac{15}{13} ~\times~\frac{18}{17}\)
Multiply the numerators and multiply the denominators of the 2 fractions.
\(\frac{15}{13}~\times~\frac{18}{17}\)
= \(\frac{15~~\times~18}{13~~\times~~17}\)
= \(\frac{270}{221}\)
Example 4: Solve \(\frac{25}{33}~\div~\frac{41}{45}\)
Divide by multiplying the dividend with the reciprocal of the divisor.
\(\frac{25}{33}~\div~\frac{41}{45}\)
= \(\frac{25}{33}~\times~\frac{41}{45}\) [Multiply with reciprocal of the divisor \(\frac{41}{45}\) , that is, \(\frac{45}{41}\) ]
= \(\frac{25~\times~45}{33~\times~41}\)
= \(\frac{1125}{1353}\)
Example 5:
Sam was left with \(\frac{7}{8}\) slices of chocolate cake and \(\frac{3}{7}\) slices of vanilla cake after he shared the rest with his friends. Find out the total number of slices of cake he had with him. Sam shared \(\frac{10}{11}\) slices from the total number he had with his parents. What is the number of slices he has remaining?
To find the total number of slices of cake he had after sharing we need to add the slices of each cake he had,
= \(\frac{7}{8}\) + \(\frac{3}{7}\)
= \(\frac{49~+~24}{56}\)
= \(\frac{73}{56}\)
To find out the remaining number of slices Sam has \(\frac{10}{11}\) slices need to be deducted from the total number,
= \(\frac{73}{56}~-~\frac{10}{11}\)
= \(\frac{803~-~560}{616}\)
= \(\frac{243}{616}\)
Hence, after sharing the cake with his friends, Sam has \(\frac{73}{56}\) slices of cake, and after sharing with his parents he had \(\frac{243}{616}\) slices of cake left with him.
Example 6: Tiffany squeezed oranges to make orange juice for her juice stand. She was able to get 25 ml from one orange. How many oranges does she need to squeeze to fill a jar of \(\frac{15}{8}\) liters? Each cup that she sells carries 200 ml and she sells each cup for 64 cents. How much money does she make at her juice stand?
First \(\frac{15}{8}\) l needs to be converted to milliliters.
\(\frac{15}{8}\)l into milliliters = \(\frac{15}{8}\) x 1000 = 1875 ml
To find the number of oranges, divide the total required quantity by the quantity of juice that one orange can give.
The number of oranges required for 1875 m l of juice = \(\frac{1875}{25}\) ml = 75 oranges
To find the number of cups she sells, the total quantity of juice is to be divided by the quantity of juice that 1 cup has
= \(\frac{1875}{200}~=~9\frac{3}{8}\) cups
We know that, the number of cups cannot be a fraction, it has to be a whole number. Also each cup must have 200ml. Hence with the quantity of juice she has she can sell 9 cups, \(\frac{3}{8}\) th of a cup cannot be sold alone.
Money made on selling 9 cups = 9 x 64 = 576 cents
Hence she makes 576 cents from her juice stand.
A mixed fraction is a number that has a whole number and a fractional part. It is used to represent values between whole numbers.
When adding fractions with unlike denominators, take the common multiple of the denominators of both the fractions and then convert them into equivalent fractions.
Grades 1 - 12
Level 1 - 10
In word problems on fraction we will solve different types of problems on multiplication of fractional numbers and division of fractional numbers.
1. Nairitee took \(\frac{7}{8}\) hour to paint a table and \(\frac{2}{3}\) hour to paint a chair. How much time did he take in painting both items?
Total time taken in painting both items = \(\frac{7}{8}\) h + \(\frac{2}{3}\) h = (\(\frac{7}{8}\) + \(\frac{2}{3}\)) h
= (\(\frac{21 + 16}{24}\)) h
= \(\frac{37}{24}\) h
= 1\(\frac{13}{24}\) h
Therefore, Nairitee took 1\(\frac{13}{24}\) hours in painting both items.
2. Nitheeya and Nairitee \(\frac{3}{10}\) and \(\frac{1}{6}\) of a cake respectively. What portion of the cake did they eat together?
The portion of cake ate by Nitheeya = \(\frac{3}{10}\)
The portion of cake ate by Nitheeya = \(\frac{1}{6}\) The portion they ate together = \(\frac{3}{10}\) + \(\frac{1}{6}\)
= \(\frac{9}{30}\) + \(\frac{5}{30}\); [Since, LCM of 10 and 6 = 30]
= \(\frac{9 + 5}{30}\)
= \(\frac{14}{30}\)
= \(\frac{7}{15}\)
Therefore, together Nitheeya and Nairitee ate \(\frac{7}{15}\) of the cake.
3. Rachel took \(\frac{1}{2}\) hour to paint a table and \(\frac{1}{3}\) hour to paint a chair. How much time did she take in all?
Time taken to paint a table = \(\frac{1}{2}\) hour Time taken to paint a chair = \(\frac{1}{3}\) hour Total time taken = \(\frac{1}{2}\) hour + \(\frac{1}{3}\) hour = \(\frac{5}{6}\) hour | \(\frac{1}{2}\) + \(\frac{1}{3}\) L.C.M. of 2, 3 is 6. = \(\frac{3}{6}\) + \(\frac{2}{6}\) \(\frac{1 × 3}{2 × 3}\) = \(\frac{3}{6}\) \(\frac{1 × 2}{3 × 2}\) = \(\frac{2}{6}\) |
1. Out of \(\frac{12}{17}\) m of cloth given to a tailor, \(\frac{1}{5}\) m were used. Find the length of cloth unused.
Length of the cloth given to the tailors = \(\frac{12}{17}\) m
Length of cloth used = \(\frac{1}{5}\) m
Length of the unused cloth = \(\frac{12}{17}\) m - \(\frac{1}{5}\) m
= (\(\frac{12}{17}\) - \(\frac{1}{5}\)) m
= (\(\frac{12 × 5}{17 × 5}\) - \(\frac{1 × 17}{5 × 17}\)) m; [Since, LCM of 17 and 5 = 85]
= (\(\frac{60}{85}\) - \(\frac{17}{85}\)) m
= (\(\frac{60 - 17}{85}\) m
= (\(\frac{43}{85}\) m
2. Nairitee has $6\(\frac{4}{7}\). She gives $4\(\frac{2}{3}\) to her mother. How much money does she have now?
Money with Nairitee = $6\(\frac{4}{7}\)
Money given to her mother = $4\(\frac{2}{3}\)
Money left with Nairitee = $6\(\frac{4}{7}\) - $4\(\frac{2}{3}\)
= $(6\(\frac{4}{7}\) - 4\(\frac{2}{3}\))
= $(\(\frac{46}{7}\) - \(\frac{14}{3}\))
= $(\(\frac{46 × 3}{7 × 3}\) - \(\frac{14 × 7}{3 × 7}\)) ; [Since, LCM of 7 and 3 = 21]
= $(\(\frac{138}{21}\) - \(\frac{98}{21}\))
= $\(\frac{40}{21}\)
= $1\(\frac{19}{21}\)
Therefore, Nairitee has $1\(\frac{19}{21}\).
3. If 3\(\frac{1}{2}\) m of wire is cut from a piece of 10 m long wire, how much of wire is left?
Total length of the wire = 10 m
Fraction of the wire cut out = 3\(\frac{1}{2}\) m = \(\frac{7}{2}\) m
Length of the wire left = 10 m – 3\(\frac{1}{2}\) m
= [\(\frac{10}{1}\) - \(\frac{7}{2}\)] m, [L.C.M. of 1, 2 is 2]
= [\(\frac{20}{2}\) - \(\frac{7}{2}\)] m, [\(\frac{10}{1}\) × \(\frac{2}{2}\)]
= [\(\frac{20 - 7}{2}\)] m
= \(\frac{13}{2}\) m
= 6\(\frac{1}{2}\) m
1. \(\frac{4}{7}\) of a number is 84. Find the number. Solution: According to the problem, \(\frac{4}{7}\) of a number = 84 Number = 84 × \(\frac{7}{4}\) [Here we need to multiply 84 by the reciprocal of \(\frac{4}{7}\)]
= 21 × 7 = 147 Therefore, the number is 147.
2. One half of the students in a school are girls, \(\frac{3}{5}\) of these girls are studying in lower classes. What fraction of girls are studying in lower classes?
Fraction of girls studying in school = \(\frac{1}{2}\)
Fraction of girls studying in lower classes = \(\frac{3}{5}\) of \(\frac{1}{2}\)
= \(\frac{3}{5}\) × \(\frac{1}{2}\)
= \(\frac{3 × 1}{5 × 2}\)
= \(\frac{3}{10}\)
Therefore, \(\frac{3}{10}\) of girls studying in lower classes.
3. Maddy reads three-fifth of 75 pages of his lesson. How many more pages he need to complete the lesson? Solution: Maddy reads = \(\frac{3}{5}\) of 75 = \(\frac{3}{5}\) × 75
= 45 pages. Maddy has to read = 75 – 45. = 30 pages. Therefore, Maddy has to read 30 more pages.
1. A herd of cows gives 4 litres of milk each day. But each cow gives one-third of total milk each day. They give 24 litres milk in six days. How many cows are there in the herd?
Solution: A herd of cows gives 4 litres of milk each day. Each cow gives one-third of total milk each day = \(\frac{1}{3}\) of 4 Therefore, each cow gives \(\frac{4}{3}\) of milk each day. Total no. of cows = 4 ÷ \(\frac{4}{3}\) = 4 × \(\frac{3}{4}\) = 3 Therefore there are 3 cows in the herd.
Worksheet on Word problems on Fractions:
1. Shelly walked \(\frac{1}{3}\) km. Kelly walked \(\frac{4}{15}\) km. Who walked farther? How much farther did one walk than the other?
2. A frog took three jumps. The first jump was \(\frac{2}{3}\) m long, the second was \(\frac{5}{6}\) m long and the third was \(\frac{1}{3}\) m long. How far did the frog jump in all?
3. A vessel contains 1\(\frac{1}{2}\) l of milk. John drinks \(\frac{1}{4}\) l of milk; Joe drinks \(\frac{1}{2}\) l of milk. How much of milk is left in the vessel?
4. Between 4\(\frac{2}{3}\)and 3\(\frac{2}{3}\) which is greater and by how much?
5. What must be subtracted from 5\(\frac{1}{6}\) to get 2\(\frac{1}{8}\)?
Conversion of mixed fractions into improper fractions |solved examples.
To convert a mixed number into an improper fraction, we multiply the whole number by the denominator of the proper fraction and then to the product add the numerator of the fraction to get the numerator of the improper fraction. I
The three types of fractions are : Proper fraction, Improper fraction, Mixed fraction, Proper fraction: Fractions whose numerators are less than the denominators are called proper fractions. (Numerator < denominator). Two parts are shaded in the above diagram.
In 5th Grade Fractions we will discuss about definition of fraction, concept of fractions and different types of examples on fractions. A fraction is a number representing a part of a whole. The whole may be a single object or a group of objects.
In conversion of improper fractions into mixed fractions, we follow the following steps: Step I: Obtain the improper fraction. Step II: Divide the numerator by the denominator and obtain the quotient and remainder. Step III: Write the mixed fraction
The fractions having the same value are called equivalent fractions. Their numerator and denominator can be different but, they represent the same part of a whole. We can see the shade portion with respect to the whole shape in the figures from (i) to (viii) In; (i) Shaded
To find the difference between like fractions we subtract the smaller numerator from the greater numerator. In subtraction of fractions having the same denominator, we just need to subtract the numerators of the fractions.
Any two like fractions can be compared by comparing their numerators. The fraction with larger numerator is greater than the fraction with smaller numerator, for example \(\frac{7}{13}\) > \(\frac{2}{13}\) because 7 > 2. In comparison of like fractions here are some
In comparison of fractions having the same numerator the following rectangular figures having the same lengths are divided in different parts to show different denominators. 3/10 3/5 > 3/10 In the fractions having the same numerator, that fraction is
In worksheet on comparison of like fractions, all grade students can practice the questions on comparison of like fractions. This exercise sheet on comparison of like fractions can be practiced
Like and unlike fractions are the two groups of fractions: (i) 1/5, 3/5, 2/5, 4/5, 6/5 (ii) 3/4, 5/6, 1/3, 4/7, 9/9 In group (i) the denominator of each fraction is 5, i.e., the denominators of the fractions are equal. The fractions with the same denominators are called
● Multiplication is Repeated Addition.
● Multiplication of Fractional Number by a Whole Number.
● Multiplication of a Fraction by Fraction.
● Properties of Multiplication of Fractional Numbers.
● Multiplicative Inverse.
● Worksheet on Multiplication on Fraction.
● Division of a Fraction by a Whole Number.
● Division of a Fractional Number.
● Division of a Whole Number by a Fraction.
● Properties of Fractional Division.
● Worksheet on Division of Fractions.
● Simplification of Fractions.
● Worksheet on Simplification of Fractions.
● Word Problems on Fraction.
● Worksheet on Word Problems on Fractions.
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This article was co-authored by Mario Banuelos, PhD and by wikiHow staff writer, Sophia Latorre . Mario Banuelos is an Associate Professor of Mathematics at California State University, Fresno. With over eight years of teaching experience, Mario specializes in mathematical biology, optimization, statistical models for genome evolution, and data science. Mario holds a BA in Mathematics from California State University, Fresno, and a Ph.D. in Applied Mathematics from the University of California, Merced. Mario has taught at both the high school and collegiate levels. There are 7 references cited in this article, which can be found at the bottom of the page. wikiHow marks an article as reader-approved once it receives enough positive feedback. This article has 17 testimonials from our readers, earning it our reader-approved status. This article has been viewed 1,217,457 times.
Fraction questions can look tricky at first, but they become easier with practice and know-how. Start by learning the terminology and fundamentals, then pratice adding, subtracting, multiplying, and dividing fractions. [1] X Research source Once you understand what fractions are and how to manipulate them, you'll be breezing through fraction problems in no time.
Joseph Meyer
Think about fractions as portions of a whole. Imagine dividing objects like pizzas or cakes into equal parts. Visualizing fractions this way improves comprehension, compared to relying solely on memorization. This approach can be helpful when adding, subtracting, and comparing fractions.
Tip: Typically, you'll need to convert mixed numbers to improper fractions if you're multiplying or dividing them.
To solve a fraction multiplication question in math, line up the 2 fractions next to each other. Multiply the top of the left fraction by the top of the right fraction and write that answer on top, then multiply the bottom of each fraction and write that answer on the bottom. Simplify the new fraction as much as possible. To divide fractions, flip one of the fractions upside-down and multiply them the same way. If you need to add or subtract fractions, keep reading! Did this summary help you? Yes No
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Word Problems on Fractions: A fraction is a mathematical expression for a portion of a whole. Each portion acquired when we divide the entire whole into parts is referred to as a fraction. When we divide a pizza into parts, for example, each slice represents a fraction of the whole pizza. Fractions are subjected to a variety of operations, including addition, subtraction, multiplication, and division. Fractions are used in many real-life situations.
This article will outline how to construct and solve fraction word problems. Students will come across fraction word problems with answers, fraction problem solving and dividing fractions word problems. It is advisable to practice all the problems thoroughly before attempting the exam. Keep reading to know more about word problems on fractions,, definition, types, solved examples and many more
A fraction is a number that is used to expresses a part per whole. Each part obtained when we divide the whole into several parts is called the fraction.
Example: When we cut an apple into two-part, then each part represents the fraction \(\left(\frac{1}{2}\right)\) of the apple.
A fraction consists mainly of two parts, one is the numerator, and the other one is the denominator. The upper part or topmost part of the fraction is called the numerator, and the bottom part or below part is called the denominator.
We have mainly three types of fractions: proper fractions, improper fractions, and mixed fractions. They are categorised by the relationship between the numerator and denominator of the fractions.
The fraction problem solving consist of a few sentences describing a real-life scenario where a mathematical calculation of fraction formulas are used to solve a problem.
Example: Keerthi took one piece of pizza, which is cut into a total of four pieces. Find the fraction of the pizza taken by Keerthi? The fraction of pizza taken by Keerthi \(=\frac{1}{4}\)
Some of the word problems on fractions that uses fraction formula are listed below:
A fraction in which the numerator and the denominator have no common factor other than “one” is said to be the simplest form of fractions.
Example: Divya took \(8\) apples from the bucket of \(24\) apples. Find the fraction of apples taken by the Divya? The fraction of apples taken by Divya \(=\frac{8}{24}\) and its simplest form is \(\frac{1}{3}\)
To add the like fractions (Fractions with the same denominators), keep the denominator the same and add the numerator values of the given fractions.
To add the unlike fractions (fractions with different denominators), convert the denominators of the given fractions equal to L.C.M of their denominators. Now add the numerator value and take the denominator of the resultant as L.C.M.
Example: Sahana bought \(\frac{1}{4} \mathrm{~kg}\) of apples and \(\frac{1}{2} \mathrm{~kg}\) of oranges from the shop. Total how many fruits she bought? The total fruits bought by Sahana \(=\frac{1}{2}+\frac{1}{4}=\frac{1 \times 2+1}{4}=\frac{3}{4} \mathrm{~kg}\)
To subtract the like fractions (Fractions with the same denominators), keep the denominator the same and find the difference of the numerator values of the given fractions.
To subtract the unlike fractions (fractions with different denominators), convert the denominators of the given fractions equal to L.C.M of their denominators. Now find the difference of the numerator value and take the denominator of the resultant as L.C.M.
Example: Keerthi travelled \(\frac{2}{5} \mathrm{~km}\) to school. While returning home, she stopped at her friend’s house at a distance of \(\frac{1}{3} \mathrm{~km}\). Find the remaining distance? The remaining distance needs to be travelled \(=\frac{2}{5}-\frac{1}{3}=\frac{(2 \times 3)-(1 \times 5)}{5 \times 3}=\frac{6-5}{15}=\frac{1}{15} \mathrm{~km}\)
To multiply the two or more fractions, find the product of numerators of the given fractions and the product of the denominators of the given fractions separately.
Example: Keerthi had \(Rs.10000\), and she had donated \(\frac{1}{10}\) of the money to the Oldage home. How much amount did she donate? The amount Keerthi donated \(=\frac{1}{10} \times Rs.10000= Rs. 1000\)
The division of fractions is nothing but multiplying the first fraction with the reciprocal of the second fraction. The reciprocal of the fraction is a fraction obtained by interchanging the numerator and denominator.
Example: The area of the rectangle is \(\frac{15}{4} \mathrm{~cm}^{2}\), whose length is \(\frac{5}{2} \mathrm{~cm}\). Find the width of the rectangle? We know that area of rectangle \(= \text {length} \times \text {bredath}\) And, breadth \(=\frac{\text { area }}{\text { length }}=\frac{15}{\frac{4}{2}}=\frac{15}{4} \times \frac{2}{5}=\frac{3}{2} \mathrm{~cm}\).
We know that percentages are also fractions with the denominator equals to hundred. To convert the given fraction to a percentage, multiply it with hundred and to convert any percentage value to a fraction, divide with hundred.
Example: Keerthi ate \(\frac{2}{5}\) of the pizza. How much percentage of pizza is eaten by Keerthi? The percentage of pizza ate by Keerthi \(=\frac{2}{5} \times 100 \%=40 \%\).
Decimal numbers are the numbers (quotient) obtained by dividing the fraction’s numerator with the given fraction’s denominator. To convert the given decimal to the fractional value by writing the given number without decimals and making the denominator equal to \(1\) followed by the zeroes and number of zeroes equal to the number of decimal places.
Example: Keerthi got \(\frac{1}{10}\) of the price of a T.V. as a discount. Find the discount in decimal. The part of the discount received by a Keerthi as a discount \(=\frac{1}{10}=0.1\)
Q.1. In February \(2021\) , a school was working only three-fourths of the total number of days in the month and the remaining number of days given as holidays. How many days did the school work in the month of February? Ans: The year \(2021\) is a non-leap year. We know that a non-leap has \(28\) days in February month. So, the total number of days \(=28\). Given, the school was working only three-fourths of the total number of days in the month. The number of days school working in February month \(=\frac{3}{4}\) of \(28\). \(=\frac{3}{4} \times 28=21\) days Hence, the school working for \(21\) days in the month of February for the year \(2021\).
Q.2. Keerthi needs \(1 \frac{1}{2}\) cups of sugar for baking a cake. She decided to make \(6\) cakes for her friends. How many cups of sugar did she need for making the \(6\) cakes? Ans: Given, Keerthi needs \(1 \frac{1}{2}\) cup of sugar to make a cake. The total cups of sugar required to make 6 cakes is calculated by multiplying the sugar needed for one cake with the number of cakes that needs to be prepared by Keerthi and is given by \(1 \frac{1}{2} \times 6\) Convert the above-mixed fraction to an improper fraction by multiplying the denominator with the whole and add to the numerator keeping the same denominator as \(1 \frac{1}{2}=\frac{(\text { whole×denominator })+\text { numerator })}{\text { denominator }}=\frac{(1 \times 2)+1}{2}=\frac{3}{2}\) The total cups of sugar needed for making \(6\) cakes \(=\frac{3}{2} \times 6=9\) Hence, Keerthi needs \(9\) cups of sugar to make \(6\) cakes.
Q.3. An oil container contains \(7 \frac{1}{2}\) litres of oil which are poured into \(2 \frac{1}{2}\) litres bottles. How many bottles are needed to fill \(7 \frac{1}{2}\) litres of oil? Ans: Given, a container holds total oil of \(7 \frac{1}{2}\) litres, and the total amount held by each bottle is \(2 \frac{1}{2}\) litres. Consider the number of bottles required is \(x\). From the given question, the total oil in the container is equal to the product of oil in each bottle and the number of bottles required. \(\Rightarrow 7 \frac{1}{2}=x \times 2 \frac{1}{2}\) \(\Rightarrow \frac{15}{2}=x \times \frac{5}{2}\) \(\Rightarrow 15=5 x\) \(\Rightarrow x=\frac{15}{5}=3\) Therefore, \(3\) bottles are required to fill the total oil in the container.
Q.4. A square garden has the area \(\frac{36}{25} \,\text {sq.ft}\). Find the side of the square garden. Ans: Given the area of the square garden is \(\frac{36}{25} \,\text {sq.ft}\). Let the length of the side of the square garden is \(a\) fts. We know that area of the square \( = {\rm{side}} \times {\rm{side}} = {a^2}\) Thus, \(a^{2}=\frac{36}{25}\) \(\Rightarrow a=\sqrt{\frac{36}{25}}=\frac{\sqrt{36}}{\sqrt{25}}=\frac{6}{5}\) feet. Hence, the length of the side of the square garden is \(\frac{6}{5}\) feet.
Q.5. At a party, total \(280\) ice-creams are prepared. Four-seventh of them is eaten by the children. Find the ice-creams eaten by the children. Ans: Total ice-creams prepared \(=280\) Number of ice-creams eaten by children \(=\frac{4}{7}\) of \(280=\frac{4}{7} \times 280=160\) Hence, children ate \(160\) ice-creams.
In mathematics, a fraction is used to represent a piece of something larger. It depicts the whole’s equal pieces. The numerator and denominator are the two elements of a fraction. The numerator is the number at the top, while the denominator is the number at the bottom. The numerator specifies the number of equal parts taken, whereas the denominator specifies the total number of equal parts in the total.
In this article, we have studied the definitions of fractions, different types of fractions. We also studied the word problems on fractions and their operations. This article gives the word problems on fractions, addition and subtraction of fractions, multiplication of fractions, division of fractions, the simplest form of fractions, conversion of fractions to percentage, decimals etc., with the help of solved examples.
Here are some of most commonly asked questions on word problems on fractions.
Q.1: How do you solve word problems with fractions?
Ans: To solve word problems with fractions, first, read and write the given data. Write the mathematical form by given data and perform the operations on fractions according to the data.
Q.2: How do you write a fraction division in word problems?
Ans: The fraction division can be written as keeping the first fraction as it is and multiplying it with the reciprocal of the second fraction.
Q.3: How do you know when to divide or multiply fractions in a word problem?
Ans: To find the product, we need to multiply and to find any one of the quantities, we need to divide.
Q.4: What is an example of a fraction word problem?
Ans: Keerthi ate 40% of the pizza. How much is part of the pizza eaten by Keerthi.
Q.5: What is a fraction?
Ans: A fraction is a number that is used to express a part per whole.
Learn About Conversion Of Fractions
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x^{\msquare} | \log_{\msquare} | \sqrt{\square} | \nthroot[\msquare]{\square} | \le | \ge | \frac{\msquare}{\msquare} | \cdot | \div | x^{\circ} | \pi | |||||||||||
\left(\square\right)^{'} | \frac{d}{dx} | \frac{\partial}{\partial x} | \int | \int_{\msquare}^{\msquare} | \lim | \sum | \infty | \theta | (f\:\circ\:g) | f(x) |
▭\:\longdivision{▭} | \times \twostack{▭}{▭} | + \twostack{▭}{▭} | - \twostack{▭}{▭} | \left( | \right) | \times | \square\frac{\square}{\square} |
x^{\msquare} | \log_{\msquare} | \sqrt{\square} | \nthroot[\msquare]{\square} | \le | \ge | \frac{\msquare}{\msquare} | \cdot | \div | x^{\circ} | \pi | |||||||||||
\left(\square\right)^{'} | \frac{d}{dx} | \frac{\partial}{\partial x} | \int | \int_{\msquare}^{\msquare} | \lim | \sum | \infty | \theta | (f\:\circ\:g) | f(x) |
- \twostack{▭}{▭} | \lt | 7 | 8 | 9 | \div | AC |
+ \twostack{▭}{▭} | \gt | 4 | 5 | 6 | \times | \square\frac{\square}{\square} |
\times \twostack{▭}{▭} | \left( | 1 | 2 | 3 | - | x |
▭\:\longdivision{▭} | \right) | . | 0 | = | + | y |
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Are you feeling difficulty in solving the word problems on fractions? Here you will get plenty of information on how to solve word problems and the method used to solve them. You can apply this related knowledge to the problems you encounter on fractions. By going through the article you can also check the solved examples for a better understanding of the concept.
A fractional number is considered as the ratio between two numbers. Fractions are defined by \(\frac {a}{b} \) a is called the numerator which means the equal number of parts that are counted. b is called the denominator which means a number of parts in the whole.
Problem 1: Mickey has read three-fifth of his 75 pages book. How many more pages he needs to read to complete his book? Solution: Let us write the given information, Mickey has read \(\frac {3}{5} \) of a 75 page book. Which can be written as \(\frac {3}{5} \) * 75 \(\frac {3}{5} \) * 75 = 45 So, Mickey has completed reading 45 pages from his book. Now to find the number of pages he needs to read to complete his book Total number of pages = 75 Number of pages Mickey has completed reading = 45 Number of pages he needs to read to complete his book = (75 – 45) = 30pages Number of pages mickey needs to read to complete his book = 30 pages.
Problem 2: Minnie has Rs. 675. She gave \(\frac {13}{15} \) of the amount to Daisy. Then Daisy spent \(\frac {9}{15} \) of the amount given to her. How much amount is Daisy left with? Solution: Amount Minnie gave to Daisy = \(\frac {13}{15} \) of 675 Which can be written as \(\frac {13}{15} \) * 675 \(\frac {13}{15} \) * 675 = Rs.585 Amount Daisy spent = \(\frac {9}{15} \) of 585 Which can be written as \(\frac {9}{15} \) * 585 \(\frac {9}{15} \) * 585 = 351 Amount Daisy is left with = Amount Minnie gave to Daisy – Amount Daisy spent Rs 585 – Rs 351 = Rs 234 Amount left with Daisy left = Rs 234
Problem 3: Tom bought \(\frac {1}{5} \)L milk on Monday and \(\frac {2}{5} \)L on Tuesday. How much milk did he buy in two days? Solution: Milk bought on Monday = \(\frac {1}{5} \)L Milk bought on Tuesday = \(\frac {2}{5} \)L Total milk he bought = \(\frac {1}{5} \)L + \(\frac {2}{5} \)L \(\frac {1}{5} \)L + \(\frac {2}{5} \)L = \(\frac {1 + 2}{5} \)L = \(\frac {3}{5} \)L Milk bought by Tom in two days = \(\frac {3}{5} \)L
Problem 4: Jerry bought \(\frac {5}{7} \)Kg of cheese and used \(\frac {1}{7} \)Kg. How much cheese is left? Solution: Cheese bought = \(\frac {5}{7} \)Kg Cheese used = \(\frac {1}{7} \)Kg Cheese left = Cheese bought – Cheese used \(\frac {5}{7} \)Kg – \(\frac {1}{7} \)Kg = \(\frac {5 – 1}{7} \)Kg \(\frac {4}{7} \)Kg Cheese left with Jerry = \(\frac {4}{7} \)Kg
Problem 5: Jaggu bought \(\frac {4}{7} \)Kg banana on Monday and \(\frac {2}{7} \)Kg of apple on Tuesday. What is the total quantity of fruits Jaggu bought? Solution: Quantity of bananas bought by Jaggu on Monday = \(\frac {4}{7} \)Kg Quantity of apples bought by Jaggu on Tuesday = \(\frac {2}{7} \)Kg The total quantity of fruits Jaggu bought = Quantity of bananas + Quantity of apples \(\frac {4}{7} \)Kg + \(\frac {2}{7} \)Kg = \(\frac {4 + 2}{7} \)Kg \(\frac {6}{7} \)Kg The total quantity of fruits Jaggu bought = \(\frac {6}{7} \)Kg
Problem 6: Ben bought \(\frac {4}{7} \)m cloth at the rate of Rs 140 per meter. How much amount did he pay? Solution: Cost per meter = Rs 140 Length of cloth ben bought =\(\frac {4}{7} \)m Amount Ben paid = Length of cloth ben bought * Cost per meter \(\frac {4}{7} \)m * Rs 140 = \(\frac {4 * 140}{7} \) \(\frac {4 * 140}{7} \) = \(\frac {560}{7} \) = Rs 80 Amount paid by Ben = Rs 80
Problem 7: What is the difference between \(\frac {3}{5} \) of 5000 and \(\frac {5}{8} \) of 4000 Solution: First, we need to find what is \(\frac {3}{5} \) of 5000 and \(\frac {5}{8} \) of 4000 \(\frac {3}{5} \) of 5000 = \(\frac {3}{5} \) * 5000 = 3000 \(\frac {5}{8} \) of 4000 = \(\frac {5}{8} \) * 4000 = 2500 Now, difference between \(\frac {3}{5} \) of 5000 and \(\frac {5}{8} \) of 4000 = (3000 – 2500) = 500 The difference between \(\frac {3}{5} \) of 5000 and \(\frac {5}{8} \) of 4000 = 500
Problem 8: Jane spent \(\frac {1}{5} \) of her pockey money on food and \(\frac {3}{4} \) on books, how much did she spend alltogether? Solution: Amount spent on food = \(\frac {1}{5} \) Amount spent on books = \(\frac {3}{4} \) Total amount spent = Amount spent on food + Amount spent on books \(\frac {1}{5} \) + \(\frac {3}{4} \) = ( \(\frac {1}{5} \) * \(\frac {4}{4} \) ) + ( \(\frac {3}{4} \) + \(\frac {5}{5} \) ) = \(\frac {4}{20} \) + \(\frac {15}{20} \) = \(\frac {19}{20} \) Amount spent by Jane = \(\frac {19}{20} \)
Problem 9: In a high school contest, Ross jumped 3\(\frac {8}{9} \)m and Joye jumped 4\(\frac {1}{3} \)m. Who jumped more height and by how much more? Solution: Height Ross jumped = 3\(\frac {8}{9} \)m Height Joey jumped = 4\(\frac {1}{3} \)m The given numbers are mixed fractional numbers let’s convert them to improper fractional numbers So, 3\(\frac {8}{9} \)m = \(\frac {35}{9} \)m 4\(\frac {1}{3} \)m = \(\frac {13}{3} \)m This means, Ross jumed \(\frac {35}{9} \)m and Joey jumped \(\frac {13}{3} \)m Now to know who jumped more height we need to compare these numbers by cross multiplication \(\frac {35}{9} \) * \(\frac {13}{3} \) = \(\frac {35 * 3}{9 * 13} \) = \(\frac {105}{117} \) We know 117 > 105 so, \(\frac {13}{3} \) > \(\frac {35}{9} \) This means Joey jumped more height To know by how more Joey jumped than Ross we need to subtract \(\frac {13}{3} \) from \(\frac {35}{9} \) LCM is 9 So,( \(\frac {13}{3} \) * \(\frac {3}{3} \) ) – \(\frac {35}{9} \) = \(\frac {39}{9} \) – \(\frac {35}{9} \) = \(\frac {39 – 35}{9} \) = \(\frac {4}{9} \) Joey jumed \(\frac {4}{9} \) more than Ross.
Problem 10: Bunny bought 2\(\frac {2}{5} \)kg of strawberry, 2kg of blackberry and 1\(\frac {2}{5} \)kg of blueberry. What is the total weight of berries Bunny bought? Solution: Weight of strawberry = 2\(\frac {2}{5} \)kg Weight of blackberry = 2kg Weight of blueberry = 1\(\frac {2}{5} \)kg We can see that weights of berries are in mixed fractional form and whole number form Now, let’s convert them to fractional numbers so that we can add them and find the weight of the berries 2\(\frac {2}{5} \)kg =\(\frac {12}{5} \)kg 2kg = \(\frac {2}{1} \)kg 1\(\frac {2}{5} \)kg = \(\frac {7}{5} \)kg Total weight of berries = Sum of (strawberry + blackberry + blueberry) = \(\frac {12}{5} \) + \(\frac {2}{1} \) + \(\frac {7}{5} \) LCM is 5 = \(\frac {12}{5} \) + (\(\frac {2}{1} \) + \(\frac {5}{5} \)) + \(\frac {7}{5} \) = \(\frac {12}{5} \) + \(\frac {10}{5} \) + \(\frac {7}{5} \) = \(\frac {12 + 10 + 7}{5} \) = \(\frac {29}{5} \) \(\frac {12}{5} \) is a improper fractional number so let us convert it in to mixed fractional number \(\frac {29}{5} \) = 5\(\frac {4}{5} \) The total weight of berries = 5\(\frac {4}{5} \)kg
Problem 11: Mickey bought \(\frac {7}{8} \)kg of noddels and Minnie bought \(\frac {6}{8} \)kg of noddels. What is the total quantity of noddels they have? Solution: Weight of noddles Mickey bought = \(\frac {7}{8} \)kg Weight of noddels Minnie bought = \(\frac {6}{8} \)kg Total weight of noddels = Weight of noddles Mickey bought +Weight of noddels Minnie bought = \(\frac {7}{8} \)kg + \(\frac {6}{8} \)kg = \(\frac {7 +6}{8} \)kg = \(\frac {13}{8} \)kg This is an improper fractional number so it can be converted to a mixed fractional number \(\frac {13}{8} \)kg = 1\(\frac {5}{8} \)kg The total quantity of noddles Mickey and Minnie have = 1\(\frac {5}{8} \)kg
Problem 12: Kitty’s mother bought 1\(\frac {3}{4} \)kg of cookies and her father bought 1\(\frac {1}{2} \)kg of cookies. What is the total weight of cookies that Kitty has? Solution: Weight of cookies bought by Kitty’s mother = 1\(\frac {3}{4} \)kg Weight of cookies bought by Kitty’s father = 1\(\frac {1}{2} \)kg To know the total weight of cookies we have to add them We can’t add mixed fractional numbers so let us convert them into improper fractional numbers 1\(\frac {3}{4} \)kg = \(\frac {7}{4} \)kg 1\(\frac {1}{2} \)kg = \(\frac {3}{2} \)kg Now we can add these two fractional numbers \(\frac {7}{4} \)kg + \(\frac {3}{2} \)kg LCM= 4 = \(\frac {1*7 + 2*3}{4} \) = \(\frac {7 + 6}{4} \) = \(\frac {13}{4} \) \(\frac {13}{4} \) is an improper fractional number So we have to convert it into a mixed fractional number \(\frac {13}{4} \) = 3\(\frac {1}{4} \) The total quantity of cookies Kitty have = 3\(\frac {1}{4} \)kg
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Get ready for biological computing., nature's coders.
It's no secret that computers can smoke humans at chess . And now, as if to further mock our mere organic forms, scientists say they've created a computer made out of DNA that can play the board game — along with sudoku puzzles, for good measure.
The device can only solve chess and sudoku problems at a basic level, but these capabilities, detailed in a study published in the journal Nature Nanotechnology , mark a substantial leap toward powerful — and practical — DNA computing systems .
Part of the secret, the researchers say, was using a synthetic cellulose material to boost the amount of stored DNA strands, which also makes the files they encode more stable. And these strands can store a lot : about 1,000 terabytes per cubic centimeter, according to New Scientist .
"We found that this marriage of DNA with a synthetic material gives you a whole host of new practical capabilities that weren't possible before," study co-author Albert Keung, an associate professor of chemical and biomolecular engineering at North Carolina State University, told the magazine.
As the researchers explain, computer systems need to be able to store, read, write, and erase data, and execute functions.
Until now, DNA systems have been unable to do all of these at the same time. While they're remarkably well suited for storage — this system is capable of storing files for 6,000 years when kept at 39 degrees Fahrenheit — their fatal flaw is that when you want to have them actually compute data, they destroy the files they access in the process.
The researchers' solution, according to New Scientist , was using an enzyme to transcribe the DNA into RNA, which essentially creates a second copy of the data that can be used so the original is left untouched.
So far, the researchers have demonstrated that their DNA computer can solve simplified versions of chess and sudoku problems on a 3x3 grid. Per New Scientist , this works by loading all possible board configurations into the DNA strands, from which an enzyme narrows down the resulting RNA copies to solutions allowed by each games' rules.
The work also demonstrated that the DNA computer can store three JPEG images, which were accessed repeatedly to prove their stability.
But the computer's problem-solving capabilities is where it really shines, according to Keung, who said that scaled-up versions of DNA systems could eventually be cheaper and more efficient than the computers used to train AI models .
"Imagine... replacing much of that with low-cost, low-footprint, low-power, highly parallelized DNA-based molecular computation," he told New Scientist .
More on computers: Scientists Connect 16 Mini Brains Made of Human Tissue to Create a "Living Computer"
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Drug-overdose deaths continue to rise rapidly in Portland, doubling in the past year, police data shows.
The Portland Police Bureau reported this week that 301 people died from drug overdoses in 2023, almost double the number from the year prior, when 158 people died.
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Subtracting Fractions From Whole Numbers Solve a word problem using bar models.
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Answer: Word problems with fractions: involving a fraction and a whole number. Finally, we are going to look at an example of a word problem with a fraction and a whole number. Now we will have to convert all the information into a fraction with the same denominator (as we did in the example above) in order to calculate. This morning Miguel ...
24. To do this, multiply the numerator and the denominator of each fraction by the same number so that it results in a denominator of 24. 24. This will give you an equivalent fraction for each fraction in the problem. 7×3 8×3 = 21 24 1×8 3×8 = 8 248 × 37 × 3 = 2421 3 × 81 × 8 = 248. Now you can subtract the fractions.
Math explained in easy language, plus puzzles, games, quizzes, videos and worksheets. For K-12 kids, teachers and parents. Fraction Worksheets ... Fractions - Subtraction. Worksheet. Example. Fractions (Same Denominator) 15 − 25. Unit Fractions. 13 − 19. Easy Proper Fractions. 38 − 27. Harder Proper Fractions. 712 − 1525.
Questions and problems with solutions on fractions are presented. Detailed solutions to the examples are also included. In order to master the concepts and skills of fractions, you need a thorough understanding (NOT memorizing) of the rules and properties and lot of practice and patience. I hope the examples, questions, problems in the links ...
Cut out the fraction circles and segments of one copy and leave the other copy intact. To add 1/3 + 1/2, for example, place a 1/3 segment and a 1/2 segment into a circle and hold it over various fractions on the intact copy to see what 1/2 + 1/3 is equivalent to. 5/6 or 10/12 should work. Small Fraction Circles.
Presented here are the fraction pdf worksheets based on real-life scenarios. Read the basic fraction word problems, write the correct fraction and reduce your answer to the simplest form. Download the set. Represent and Simplify the Fractions: Type 2. Before representing in fraction, children should perform addition or subtraction to solve ...
Fraction Word Problems, The first example is a one-step word problem, The second example shows how blocks can be used to help illustrate the problem, The third example is a two-step word problem, bar modeling method in Singapore Math, Word Problem on Subtracting Fractions From Whole Numbers, with video lessons, examples and step-by-step solutions.
After solving the problem, check your answer to ensure it makes sense and matches the problem's requirements. Re-read the problem to verify that you have answered the question correctly. Clearly state your answer in the context of the problem. Use proper units and labels if applicable. Printable Fraction Word Problems Answers on the second ...
Solution: Step 1: Assign variables : Let x = number. Step 2: Solve the equation. Isolate variable x. Answer: The number is 21. Example: The numerator of a fraction is 3 less than the denominator. When both the numerator and denominator are increased by 4, the fraction is increased by fraction.
Solution: Answer: The carpenter needs to cut four and seven-twelfths feet of wood. Summary: In this lesson we learned how to solve word problems involving addition and subtraction of fractions and mixed numbers. We used the following skills to solve these problems: Add fractions with like denominators. Subtract fractions with like denominators.
Here we will learn to solve some real-life problems using fractions. ...Read More Read Less. Select your child's grade in school: Grade. 1. Grade. 2. Grade. 3. Grade. 4. Grade. 5. Grade. 6. Grade. ... numbers, that is, solve the fractional and whole number parts separately, and then, find their sum to get the final answer. Fractions can be ...
1×23×2 1 × 2 3 × 2 = 26 2 6. II. Word Problems on Subtraction of Fractions: 1. Out of 1217 12 17 m of cloth given to a tailor, 15 1 5 m were used. Find the length of cloth unused. Solution: Length of the cloth given to the tailors = 1217 12 17 m. Length of cloth used = 15 1 5 m.
To add fractions, they must have the same denominator. If they do, simply add the numerators together. [2] For instance, to solve 5/9 + 1/9, just add 5 + 1, which equals 6. The answer, then, is 6/9 which can be reduced to 2/3. 2. Subtract fractions with the same denominator by subtracting the numerators.
Learn about fractions using our free math solver with step-by-step solutions.
Input proper or improper fractions, select the math sign and click Calculate. This is a fraction calculator with steps shown in the solution. If you have negative fractions insert a minus sign before the numerator. So if one of your fractions is -6/7, insert -6 in the numerator and 7 in the denominator. Sometimes math problems include the word ...
Students will come across fraction word problems with answers, fraction problem solving and dividing fractions word problems. It is advisable to practice all the problems thoroughly before attempting the exam. Keep reading to know more about word problems on fractions,, definition, types, solved examples and many more
Fraction Word Problems - Examples and Worked Solutions of Word Problems, to solve a word problem that involves adding fractions with unlike denominators, Solve a problem involving fractions of fractions and fractions of remaining parts, using bar models or tape diagrams, with video lessons, examples and step-by-step solutions.
Add, Subtract, Reduce, Divide and Multiply fractions step-by-step. A mixed number is a combination of a whole number and a fraction. To compare two fractions, first find a common denominator, then compare the numerators.Alternatively, compare the fractions by converting them to decimals.
1315 * 675 = Rs.585. Amount Daisy spent = 915 of 585. Which can be written as 915 * 585. 915 * 585 = 351. Amount Daisy is left with = Amount Minnie gave to Daisy - Amount Daisy spent. Rs 585 - Rs 351 = Rs 234. Amount left with Daisy left = Rs 234. Problem 3: Tom bought 15 L milk on Monday and 25 L on Tuesday.
Fraction Calculator is a calculator that gives step-by-step help on fraction problems. Try it now. To enter a fraction, type a / in between the numerator and denominator. For example: 1/3 Or click the example. Example (Click to try) 1/3 + 1/4 Fractions Video Lesson. Khan Academy Video: Adding Fractions; Need more problem types?
Solution: Subtract the fractions using the same denominator: 2 5 − 1 8 = 16 40 − 5 40 = 11 40 Answer: 11 40 Problem 5) The boss wants 1 4 of the employees to work on Saturday morning and 1 6 of the employees to work on Saturday afternoon.
QuickMath will automatically answer the most common problems in algebra, equations and calculus faced by high-school and college students. The algebra section allows you to expand, factor or simplify virtually any expression you choose. It also has commands for splitting fractions into partial fractions, combining several fractions into one and ...
The device can only solve chess and sudoku problems at a basic level, but these capabilities, detailed in a study published in the journal Nature Nanotechnology, mark a substantial leap toward ...
Answer: Peter's shop has 54 more printed colored shirts than plain shirts. Solve a problem involving fractions of fractions and fractions of remaining parts. Example: 1/4 of my trail mix recipe is raisins and the rest is nuts. 3/5 of the nuts are peanuts and the rest are almonds. What fraction of my trail mix is almonds? Show Video Lesson
Deadly drug overdoses still rising in Portland; making arrests won't solve problem, Chief Day says. Published: Aug. 31, 2024, 7:00 a.m. ... said making arrests is not the answer.
Food wastage is a "massive" problem in Australia, but a recently launched service aims to combat that while also hugely reducing your food bill. Too Good To Go is available in more than a dozen countries and it has just landed in Melbourne. It allows bakeries, cafes, restaurants, grocery stores and ...
How to solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, by using visual fraction models or equations to represent the problem. Examples and step by step solutions. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers, Common Core Grade 5, 5.nf.2
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