En gennemgang af den traditionelle måde at dividere på.

Division med trappen.
Det er en fordel at dividere med trappen, hvis man arbejder mere flercifrede stykker og skal holde styr på sine rester.

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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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A look at finding the greatest common factor by using t-charts. View more lessons: http://www.educreations.com/yt/2814053/?ref=ytd

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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: 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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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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1-877-789-2088 ext. 128 (toll free)

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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https://youtu.be/G-ZaNe5TsXk

Description

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

iLearn provides professionally designed math instruction for all markets, including home, K-12, college and adult ed. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems.

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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.

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: 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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