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In this video you will learn the three types of fraction and its picture representation. This K-12 Educational video tutorial is good for both kids and adult. Everyone can watch my educational video and it's for free so you can learn Math tricks and shortcuts on how to compute and solve Math Problems. I will tackle basic and elementary Math for your better understanding. I can also share some study habits to help you ace your Math test. I'll teach you mental math tricks, fast and easy calculation, and many more.
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Presenter: Elizabeth Peyser, Curriculum Associates

Number lines are a lovely sense-making model from early elementary to secondary mathematics, but often the construction and understanding are a bit elusive to students and educators! Join us for hands-on learning to build and use this important tool. Participants will experience and practice the strategies to add, subtract, multiply,and divide fractions using number lines. Digital tools and hands-on manipulatives will be explored.

Fractions are one of the most challenging topics in math, but they are also critical for students to understand to be successful in algebra. One way to help students understand fractions and feel comfortable adding them is by using manipulatives. Sarah Powell from UT shows how you can use area model manipulatives to teach students how to add fractions that have like denominators.
This video is one of 30 videos all targeting teaching fractions. This video is also part of Project STAIR, a research-based resource for parents and teachers who have children that are struggling in math.
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Title: Improper Fractions as Mixed Numbers Without Number Line

Here's a fast way for changing an improper fraction into a mixed number. Let's start with the improper fraction seven-thirds. To find out how many whole units seven-thirds makes, divide by the number of parts in each whole unit.
How many whole units does seven-thirds make? Two.
And how many parts are left over? One.
Remember to write the left-over parts as a fraction
Let's look at a few more problems before you try some on your own. We start with the improper fraction five-fourths.
Divide by the number of parts in each whole unit.
How many whole units does five-fourths make? One.
And how many parts are left over? One.
Remember to write the left-over parts as a fraction.
This is the final problem before trying a few on your own. We start with the improper fraction seventeen-sixths.
Divide by the number of parts in each whole unit.
How many whole units does seventeen-sixths make? Two.
And how many parts are left over? Five.

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Title: Rewriting Fractions with Common Denominator: One a Factor of the Other

You already know how to rewrite fractions with a different denominator using the product of the denominators as the common denominator. In this lesson, you’ll learn another method of finding a common denominator that can be used occasionally.
Here’s an example. One-half and three-eighths. In this case, notice that the denominator of the first fraction, 2, is a factor of the second denominator, 8.
Let’s look at what happens when we add these fractions on the number line.
We can add these on the number line for halves by putting them back to back like this.
We see that the end of the combined fractions does not fall on one of the lines for a half.
But now let’s add these on the other number line.
Now, the end of the combined fractions does fall on one of the lines for an eighth.
This means that we can add these fractions using eighths, so eight is a common denominator for these two fractions.
When a common denominator is one of the denominators for one of the fractions, there is no need to rewrite one of the fractions. In this case, we don’t need to rewrite three eighths. We do need to rewrite the other fraction like this.
So this fraction becomes four-eighths.
Another example. Four-thirds and five-sixths. In this example, 3 is a factor of 6, so the common denominator for these fractions is 6. Because the common denominator is 6, we don’t need to rewrite the fraction five-sixths, but we do need to rewrite four-thirds with the common denominator of 6.
So, now we have eight-sixths and five-sixths.
Another example. In this case, the first denominator, 3, is not a factor of the other denominator, 8. This means the common denominator is not one of the denominators of the two fractions. One common denominator is the product of 3 and 8, or 24. In this case, both fractions would need to be rewritten with a common denominator of 24.
This gives us eight twenty-fourths and 18 twenty-fourths.
Last example. Five-fourths and nine-sixteenths. Here, four is a factor of 16, so the common denominator is 16. That means nine-sixteenths is not rewritten, but five-fourths must be rewritten as an equivalent fraction with a denominator of 16.

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If you prefer to read, rather than watch this video, here’s the transcript:

Title: Improper Fractions as Mixed Numbers With Number Line

In this lesson, you will learn how to rewrite an improper fraction as a mixed number. Let's start with the improper fraction seven-thirds.
How many whole units does seven-thirds make? Two.
And how many parts are left over? One.
Write the left over part as a fraction.
Seven-thirds can be rewritten as two and one-third.
Let's look at a few more examples. We start with the improper fraction fourteen-thirds.
How many whole units does fourteen-thirds make? Four.
And two parts are left over.
Write the left over part as a fraction.
Fourteen-thirds can be rewritten as four and two-thirds.
Let's take a look at one final example. We start with the improper fraction three-halves.
How many whole units does three-halves make? One.
And one part is left over. Remember to write the left over part as a fraction.
Three-halves can be rewritten as one and one-half.

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Today we're going to explore equivalent fractions using materials that we have in our homes.

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Title: Equivalent Fractions: Expanding Fractions



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iLearn provides professionally designed math instruction for all markets, including home, K-12, and college. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems. Our specialty is providing easy-to-use, highly effective support, for students who have difficulty learning math. It’s the easiest and fastest way to understand math and master math procedures.

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• Share this video with your friends via your favorite social site.

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Title: Equivalent Fractions: Least Common Multiple (LCM)

You already know one way to find a common denominator for any two fractions and one way to find a common denominator for some fractions. In this and the next lesson, you’ll learn another way to find a common denominator for any two fractions. This method uses what is called the least common multiple. In this lesson, you’ll learn to find the least common multiple for two numbers. In the next lesson, you’ll learn to use the least common multiple as the common denominator for two fractions.
Consider these two numbers, 6 and 4. We want to find the smallest number that’s a multiple of each of these numbers. Let’s look at these numbers on a number line.
Let’s start with the multiples of 6. Six times one is 6.
Six times 2 is 12.
Six times 3 is 18.
Six times 4 is 24.
Now let’s look at the multiples of 4. Four times one is 4.
Four times 2 is 8.
Four times 3 is 12.
Four times 4 is 16.
Four times 5 is 20.
Four times 6 is 24.
Notice that there are two places where the multiples of 4 and 6 are the same. The first one is here, at 12.
Twelve is a multiple of both 6 and 4.
The second place where multiples of 4 and 6 are the same is here, at 24.
For our purposes, what we want is the smallest number that’s a multiple of both 6 and 4. That number is 12.
We call this the “least common multiple” of 6 and 4.
We can also find the least common multiple of two numbers without using a number line. Here’s an example, 5 and 4. First, we list several multiples of 5 in order:
Now we list several multiples of 4 in order.
We can see that there’s a common multiple, which is 20.
Since this is the smallest number that’s a multiple of both 5 and 4, this is the least common multiple.
Another example, 6 and 9. First, we list several multiples of 6
Next, we list several multiples of 9.
The smallest number that’s a multiple of both 6 and 9 is 18.
Last example, 2 and 9. First, we list multiples of 2.
Then we list multiples of 9.
The smallest number that’s a multiple of both 2 and 9 is 18.
In the remainder of this lesson, you’ll find the least common multiple of two numbers like these.

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iLearn provides professionally designed math instruction for all markets, including home, K-12, and college. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems. Our specialty is providing easy-to-use, highly effective support, for students who have difficulty learning math. It’s the easiest and fastest way to understand math and master math procedures.

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Title: Equivalent Fractions: Rewriting With Smaller Denominator - Fast And Easy Math Learning Videos

You already know that when you find an equivalent fraction with a larger denominator it’s called expanding the fraction. In this lesson you’re going to learn how to find an equivalent fraction with a smaller denominator.
This is called reducing the fraction.
For example, suppose we want to find a fraction that’s equivalent to six-eighths but has a denominator of 4. We can do this using the number line.
First we find six-eighths on the number line.
There are eight parts in each whole unit, and six parts are counted. So this fraction represents six eighths on the number line. Since we want our equivalent fraction to have a denominator of 4, we want each whole unit to have 4 parts instead of 8. We’ll show this on another number line, like this.
Each unit is divided into four parts.
When we compare the number line we see that each fourth here is the same size as two eighths here.
So each fourth of a unit represents 2 eighths of a unit. Now let’s look at the parts that are counted in the fraction six eighths.
When we show the same fraction on the line for fourths, we have only 3 total parts representing the fraction.
Since there are half as many parts in each whole, there are half as many parts counted. In other words, we have divided the numerator and denominator of our original fraction by the same number. In this case, we divided by 2.
This gives us four in the denominator and 3 in the numerator. Since the point on the number line is the same after dividing by 2 the fractions are equivalent. So, six-eights can be reduced and rewritten as the equivalent fraction three-fourths.
Now let’s look at an example without using the number line. In this case, we want to reduce the fraction nine-fifteenths by writing it with a denominator of 5.
First, we want to determine which number we need to divide the original denominator, 15, by to get the new denominator, 5
We know that 15 divided by 3 is 5.
So, we also divide the numerator by 3 to get an equivalent fraction.
9 divided by 3 equals 3.
So the fraction nine-fifteenths can be rewritten as the equivalent fraction - three-fifths.
In this case, we say that the fraction nine-fifteenths is reduced to three fifths. The number represented by the fraction is still the same, but the numerator and denominator are both smaller numbers.
One last example. Here we want to reduce three-twelfths to an equivalent fraction with a denominator of 4.
First, we find the number we need to divide 12 by to get 4.
We know that 12 divided by 3 is 4, so we divide the numerator by 3 also.
Three divided by 3 equals 1, so the numerator of the reduced fraction is 1.
The fraction three-twelfths is reduced to the equivalent fraction one-fourth.
In the remainder of this lesson you’ll practice reducing fractions like these.

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In this video, Samantha Bos from the University of Texas at Austin demonstrates how you can use virtual manipulatives to represent a fraction using the set model.

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iLearn provides professionally designed math instruction for all markets, including home, K-12, and college. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems. Our specialty is providing easy-to-use, highly effective support, for students who have difficulty learning math. It’s the easiest and fastest way to understand math and master math procedures.

This video is one of over 800 similar lessons from iLearn on math topics ranging from kindergarten through high school math.

• Subscribe to our channel and have access to all of our lessons here on YouTube.
• Share this video with your friends via your favorite social site.

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If you prefer to read, rather than watch this video, here’s the transcript:

Title: Improper Fractions and Mixed Numbers - Fast And Easy Math Learning Videos

In this lesson, you will learn about proper fractions, improper fractions, and mixed numbers. Before we begin this lesson, though, we will review fractions that are less than one, equal to one, and more than one. In a previous lesson, you learned that a fraction is less than one when the numerator is less than the denominator.
One-half is less than one.
You also learned that a fraction is equal to one when the numerator and denominator are the same.
Two-halves is equal to one.
And you learned that a fraction is more than one when the numerator is more than the denominator.
Three-halves is more than one.
Here's a new word: proper fraction.
A proper fraction is a fraction less than one. One-half is a proper fraction.
Two-halves is not a proper fraction because two-halves is not less than one
Three-halves is not a proper fraction because three halves is not less than one.
Here's a new word: Improper fraction.
An improper fraction is a fraction equal to one, or more than one.
Two-halves is an improper fraction and three-halves is an improper fraction.
Let's look at a few examples of proper and improper fractions: A proper fraction is a fraction less than one. Five-sixths is a proper fraction.
An improper fraction is a fraction equal to one, or more than one.
Six-sixths is an improper fraction and seven-sixths is an improper fraction.
Here’s an example. In this example, the correct answer is proper fraction. Three-fourths is less than one, so three-fourths is a proper fraction.
So far in this lesson we've covered proper fractions and improper fractions. Now, we will learn about mixed numbers. A mixed number has both a whole number and a fraction.
A mixed number has both a whole number and a fraction.
Now try a few on your own. For the problems that follow, click on the correct answer. In this example, the correct answer is mixed number. Three and one-half has both a whole number and a fraction, so three and one-half is a mixed number.

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