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I denne lektion gives en grundlæggende introduktion til brøkregneregler. Vi skal se, hvorledes man dividerer en brøk med et tal.

Hvordan laver man formler i excel, plus, minus, gange og dividere.

I denne video forklares en regnemetode til division.

Katrine viser en god metode når man skal dividere med store tal.

Lavet med Explain Everything

En instruktionsfilm i kort division

Her kan du lære å sette opp, og regne ut, divisjonsstykker

En mulig metode når man skal foretage en division, hvor der både er decimaltal i divisor og dividend.

For at kunne benytte metoden er det en god idé at have styr på 2 ting:

1) Divisionsalgoritmen som vist i videoen Division 1 eller 2

Division 1 - https://www.youtube.com/watch?v=ndfFLgMCcNc&t
Division 2 - https://www.youtube.com/watch?v=JAdhWZOSPxw

2) Forlænge brøker

Forlænge og forkorte brøker - https://www.youtube.com/watch?v=ARhG2vC8KWI&t

( I denne kan man med fordel gå 5 min ind i videoen)

I dette klippet viser jeg hvordan man regner den vanlige delingsalgoritmen vi lærer i skolen. Jeg fokuserer på fire enkle steg ("dele, gange, minus, flytt ned"), for å gjøre dette mye enklere å huske.

De tre forskellige metoder af division, som man oftest arbejder med i Folkeskolen.

Metode 1. "Den lange"
Long division er lige præcis det. Langt!
Det er fordi den laver ALLE trin, og viser det med udregning. HVER gang man finder en rest, så viser man det ved et minusstykke.
Fordelen er, at man bliver rigtig god til at overskue alle trinene og at man nemt kan se sine fejl efterfølgende.
Ulempen er selvfølgelig at det tager enoooormt lang tid at lave.
Appen Long Division Touch træner denne metode:
https://itunes.apple.com/dk/app/long-division-touch/id574226151?l=da&mt=8

2. Metode er den populære "Slikkepindsmetode".
Denne er blevet meget populær de sidste par år, og dens overskuelighed gør, at den ofte bliver den som eleverne har nemmest ved.
Fordelen er selvfølgelig dette, hvor ulempen er, at man bliver nød til at kunne udregne 'resten' i hovedet for at kunne føre den ned til næste horisontale række.

3. metode er ikke så brugt, men deler førstepladsen med metode to i overskuelighed.
Den er renskuret for alt for mange regnestykker, og resten noteres vha. en overførsel som eleven kender fra plus og minusstykker.
Den kan enddog bruges i udskolingen når eleverne skal til at reducere større algebra udsagn.

Der er ingen af de tre metoder som er "mere rigtig" end de andre.
Vælg den som du har nemmest ved - og hold dig til den.
Og husk endelig at øve den og holde den ved lige - også selvom det er ferie ;)

0:00 Præsentation
0:15 1. Metode 'Den Lange Division'
2:38 2. Metode 'Slikkepind / Ballon Metoden'
4:06 3. Metode 'Brøken'

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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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https://youtu.be/JJwPxwY5NHo

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

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

Title: Multiplying Fractions and Whole Numbers - Fast And Easy Math Learning Videos

When we multiply whole numbers, we can show the multiplication using an array like the one shown here. This array shows the multiplication, 2 times 3.
The array is two blocks tall and three blocks wide.
We can show multiplication of a fraction times a whole number using the same kind of array.
Let’s change the first factor in this multiplication to a fraction.
Here we have the fraction 3 halves times the whole number 3. To show the fraction 3 halves, we start by dividing each whole unit on this side into halves, like this.
We show 3 halves here.
We show the whole number 3 here.
Now we draw the array.
We have three halves here, another three halves here, and three more halves here.
We can show that using repeated addition like this.
When we do the addition, we get 9 halves. That means that 3 halves times 3 is 9 halves.
Another example. Two times one third.
Here we have 2 blocks tall times one third of a block wide.
This can also be written as repeated addition. This time, we have the fraction one third, two times.
We write that like this.
One third plus one third.
We know this is equal to 2 thirds.
So, 2 times one third is two thirds.
Another example.
Six fifths times 4. We write this as repeated addition like this.
When we add, we get 24 fifths.
So six fifths times 4 is 24 fifths.
You probably noticed a pattern here. When we do the repeated addition in each case, the result of adding the numerators is the same result as multiplying the numerator of the fraction by the whole number.
Here, we added the numerator three, three times, and got 9.
That’s the same as multiplying 3 times 3 which is also nine.
Here, we added the numerator one, two times, and got 2.
That’s the same as multiplying 1 times 2, which is also 2.
Here, we added the numerator 6, four times and got 24.
That’s the same as multiplying 6 times 4, which is also 24.
So, to multiply fractions, we don’t have to do the repeated addition, we can just multiply the numerator times the whole number.
That gives us the numerator of the result.
The denominator stays the same.
Here’s an example. Four times three fifths. We multiply the numerator, which is three, times the whole number four, which gives us a numerator of 12.
And we keep the denominator.
So 4 times 3 fifths is 12 fifths.
Last example. Two fifths times 3. We multiply the numerator, 2, times the whole number 3, which gives us a numerator of 6, and the denominator stays the same.
The result is 6 fifths.
In the remainder of this lesson you’ll multiply whole numbers and fractions like these.

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https://youtu.be/BV-T6b7S9dc

Use this shortcut to add fractions easily.
Steps of the Smiley Method
1. Multiply the denominators
2. Starting with the fraction on the left, cross multiply the numerator times the denominator.
3. Add the two solutions from step 2 for your numerator.
4. Reduce if possible

Transcript
Here is a shortcut method for adding fractions. Let's start with 1/2 plus 1/3 I call this method the smiley face because you can tell this looks like a smiley face. The first step is to multiply the two denominators together. 2 times 3 equals 6 and next start on the left and cross multiply so 1 times 3 is 3 and move to the other side and 1 x 2 = 2 and add those together and you get 5/6 Pretty simple. Add the fractions 2/5 + 1/3 Go with Mr. Smiley Start on the left and cross multiply, 2 x 3 = 6 Move to the other side and 1 x 5 = 5 and that equals 11/15 and you can't reduce any further. Next let's add 3/4 + 2/3 go with the smiley method , there is the smiley fraction, 4 x 3 = 12,start at the left and 3 x 3 = 9 , 2 x 4 = 8 and that equals 1712 and that is an improper fraction which is in it's simplest form. This method also works with a mixed fraction. Let's add the mixed fractions, 21/2 + 31/3. The first thing to do is to go ahead and convert it to an improper fraction. 2 x 2 = 4 + 1 = 5/2, and the other side is 3 x 3 =9 + 1 = 10/3. Next apply the smiley method. 2 x 3 = 6 and start on the left and 5 x 3 = 15 move across, and that is 15, cross multiply again and that becomes 20 which equals 35/6 which is an improper fraction and if you would like you 30 by 6 which equals 5 and 5/6 left over. So the smiley face method works on mixed fractions. Thanks for watching and please subscribe to MooMooMath. We upload a new Math video everyday.

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Please watch: "Study Skills Teacher's Secret Guide to your Best Grades"
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Learn even more about fractions with this fraction playlist that covers the basics of fractions!!
https://www.youtube.com/playli....st?list=PLurjkZV1ykG

This webinar was sponsored by the National Center on Intensive Intervention (NCII) and National Center on Systemic Improvement (NCSI) and presented by Drs. Russell Gersten, Sarah Powell, and Robin Finelli Schumacher. The webinar discusses 1) the importance of fractions instruction and typical challenges faced by students, 2) share recommendations for fractions instruction, and 3) provide considerations for supporting students within secondary or Tier 2 and intensive intervention.

Fractions are of the form p/q where q is not zero. If p is greater than q then the fraction is called improper fraction. Value of improper fraction is more than 1. We can divide the numerator by the denominator and then write it as a mixed number. Visual illustrations in this video help to understand the concept clearly in a very simple language. Video can help teachers and instructor to explain the concept. Thanks. Here are two Playlist: https://www.youtube.com/playli....st?list=PLJ-ma5dJyAq
https://www.youtube.com/playli....st?list=PLJ-ma5dJyAq
Improper Fractions Playlist: https://www.youtube.com/playli....st?list=PLJ-ma5dJyAq
#fractions #improperfractions #gcse #eqao #anilkumar #globalmathinstitute
Improper Fractions Complete Concept: https://www.youtube.com/watch?v=ARZA0VPREzQ&list=PLJ-ma5dJyAqr-3tiWdwQ6eAXre-k_d1X-&index=22
Fraction more than or equal to one are improper fractions.
Fraction represents part of the whole
Proper fractions lies between zero and one.
between any two fractions we have infinite fractions
Area Model to Multiply Proper Fraction: https://www.youtube.com/watch?v=tl8aXA6ciGc&list=PLJ-ma5dJyAqp7sSkSQQAE1sE5i4bgxX-N
#Fractions #AreaModel #GCSE #MultiplyFractions

For Free Practice Go To: http://[a]www.ilearn.com%2Ffractions[/a]

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.

For free access to unlimited online practice and tests, along with free access to these lessons, go to:

http://[a]www.ilearn.com%2Ffractions[/a]

For more information, contact us at: www.ilearn.com
1-877-789-2088 ext. 128 (toll free)

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

Title: What is the bottom number of a fraction - Fast And Easy Math Learning Videos

In this lesson, you will begin to learn about fractions. Fractions are used to describe the PARTS of whole units. A fraction is written like this:
In this lesson, you'll learn about the BOTTOM number of a fraction.
To create a fraction we divide a whole unit into equal parts. The BOTTOM number of a fraction tells us the number of equal parts in each whole unit. Here's an example. This box is one whole unit. We'll divide the box into four equal parts...
Since the parts are equal each part is a fraction of the whole unit. There are four equal parts in all, so the BOTTOM number of each fraction is four.
In this example there are three whole units.
One.
Two.
Three.
Each whole unit is exactly the same size. When whole units are the same size we can divide them into fractions. Each of these whole units is still divided into four equal parts.
Here’s another way of looking at the equal parts of whole units or fractions. There are six whole units and each whole unit is divided into two equal parts. We can put the whole units together like this.
Each whole unit is now a line instead of a box. The tallest line show the beginning and end of each whole unit.
We’ve just created a number line. A number line is another way to show fractions which are just equal parts of whole units.
Notice this arrow.
The arrow points to one of the fractions on the number line.
You’ll learn to write the name for fractions like this. For this lesson you will ONLY write the BOTTOM number of the fraction.
In this example there are two equal parts in each whole unit.
So the bottom number for this fraction, is two
Here’s a different fraction on the same number line.
Each whole unit is still divided into two equal parts so the bottom number for this fraction is also two.
Here’s another example. There are FOUR parts in each whole unit, so the bottom number for this fraction is four.
The bottom number for this fraction is also 4.
And the bottom number for this fraction is also 4. For any fraction on this number line the bottom number will always be four since each whole unit has four equal parts.
In the remainder of this lesson you will write the bottom number for the fraction shown by the arrow on a number line like these.

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https://youtu.be/OjsCQEJBFSY

Representing fractions using visual models.

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