Separation of the whole part from the wrong part. Extracting the integer part from an improper fraction. Relationship between mixed numbers and improper fractions
It is customary to write without the $"+"$ sign as $n\frac(a)(b)$.
Example 1
For example, the sum $4+\frac(3)(5)$ is written as $4\frac(3)(5)$. Such an entry is called a mixed fraction, and the number that corresponds to it is called a mixed number.
Definition 1
mixed number-- is the number which is equal to the sum of the natural number $n$ and the correct common fraction$\frac(a)(b)$, and written as $n\frac(a)(b)$. In this case, the number $n$ is called $n\frac(a)(b)$, and the number $\frac(a)(b)$ is called the fractional part of the number/
For mixed numbers, the equalities $n\frac(a)(b)=n+\frac(a)(b)$ and $n+\frac(a)(b)=n\frac(a)(b)$ are valid.
Example 2
For example, the number $7\frac(4)(9)$ is a mixed number, where the natural number $7$ is its integer part, $\frac(4)(9)$ is its fractional part. Examples of mixed numbers: $17\frac(1)(2)$, $456\frac(111)(500)$, $23000\frac(4)(5)$.
There are numbers in mixed notation that contain an improper fraction in the fractional part. For example, $3\frac(54)(5)$, $56\frac(9)(2)$. The record of these numbers can be represented as the sum of their integer and fractional parts. For example, $3\frac(54)(5)=3+\frac(54)(5)$ and $56\frac(9)(2)=56+\frac(9)(2)$. Such numbers do not fit the definition of a mixed number, because the fractional part of mixed numbers must be a proper fraction.
The number $0\frac(2)(7)$ is also not a mixed number, because $0$ is not a natural number.
Converting a mixed number to an improper fraction
Algorithm for converting a mixed number to an improper fraction:
Write the mixed number $n\frac(a)(b)$ as the sum of the integer and fractional parts of this number, i.e. in the form $n+\frac(a)(b)$.
Replace the integer part of the original mixed number with a fraction with denominator $1$.
Add ordinary fractions $\frac(n)(1)$ and $\frac(a)(b)$ to get the desired improper fraction equal to the original mixed number.
Example 3
Express the mixed number $7\frac(3)(5)$ as an improper fraction.
Solution.
Let's use the algorithm for converting a mixed number into an improper fraction.
Mixed number $7\frac(3)(5)=7+\frac(3)(5)$.
Let's write the number $7$ as $\frac(7)(1)$.
Add the ordinary fractions $\frac(7)(1)+\frac(3)(5)=\frac(35)(5)+\frac(3)(5)=\frac(38)(5)$.
Let's write a short record of this solution:
Answer:$7\frac(3)(5)=\frac(38)(5)$
The whole algorithm for converting a mixed number $n\frac(a)(b)$ into an improper fraction comes down to \textit(formula for converting a mixed number into an improper fraction):
Example 4
Write the mixed number $14\frac(3)(5)$ as an improper fraction.
Solution.
Let's use the formula $n\frac(a)(b)=\frac(n\cdot b+a)(b)$ to convert a mixed number to an improper fraction. In this example $n=14$, $a=3$, $b=5$.
We get $14\frac(3)(5)=\frac(14\cdot 5+3)(5)=\frac(73)(5)$.
Answer:$14\frac(3)(5)=\frac(73)(5)$
Extracting the integer part from an improper fraction
When receiving a numerical solution, it is not customary to leave the answer in the form of an improper fraction. An improper fraction is converted into a natural number equal to it (if the numerator is divisible by the denominator), or the whole part is separated from the improper fraction (if the numerator is not divisible by the denominator).
Definition 2
Extracting the integer part from an improper fraction replacement of a fraction by its mixed number is called.
To extract the integer part from an improper fraction, you need to represent the improper fraction $\frac(a)(b)$ as a mixed number $q\frac(r)(b)$, where $q$ is an incomplete quotient, $r$-- remainder when $a$ is divided by $b$. Thus, the integer part is equal to the incomplete quotient of $a$ divided by $b$, and the remainder is equal to the numerator of the fractional part.
Let's prove this statement. To do this, it suffices to show that $q\frac(r)(b)=\frac(a)(b)$.
Convert the mixed number $q\frac(r)(b)$ to an improper fraction using the formula:
Because $q$ is the incomplete quotient, $r$ is the remainder of the division of $a$ by $b$, then $a=b\cdot q+r$ is true. Thus, $\frac(q\cdot b+r)(b)=\frac(a)(b)$, whence $q\frac(r)(b)=\frac(a)(b)$, which was to be shown.
Thus, we formulate \textit (the rule for extracting the integer part from an improper fraction) $\frac(a)(b)$:
Divide $a$ by $b$ with a remainder, while determining the incomplete quotient $q$ and the remainder $r$.
Write the mixed number $q\frac(r)(b)$ equal to the original fraction $\frac(a)(b)$.
Example 5
Extract the integer part from the fraction $\frac(107)(4)$.
Solution.
Let's do column division:
Picture 1.
So, as a result of dividing the numerator $a=107$ by the denominator $b=4$, we get the incomplete quotient $q=26$ and the remainder $r=3$.
We get that the improper fraction $\frac(107)(4)$ is equal to the mixed number $q\frac(r)(b)=26\frac(3)(4)$.
Answer: $\frac((\rm 107))((\rm 4))(\rm =26)\frac((\rm 3))((\rm 4))$.
Addition of a mixed number and a natural number
Addition rule for mixed and natural numbers:
To add a mixed and a natural number, you need to add this natural number to the integer part of the mixed number, the fractional part remains unchanged:
where $a\frac(b)(c)$ is a mixed number,
$n$ is a natural number.
Example 6
Add the mixed number $23\frac(4)(7)$ and the number $3$.
Solution.
Answer:$23\frac(4)(7)+3=26\frac(4)(7).$
Adding two mixed numbers
When two mixed numbers are added together, their integer parts and fractional parts are added.
Example 7
Add mixed numbers $3\frac(1)(5)$ and $7\frac(4)(7)$.
Solution.
Let's use the formula:
\ \
Answer:$10\frac(27)(35).$
Sections: Mathematics
Class: 4
Basic goals:
- To form the ability to isolate the whole part from an improper fraction.
- Revise the concepts of the numerator and denominator, correct and improper fractions, mixed numbers.
- To update the ability to isolate the whole part from an improper fraction.
Mental operations necessary at the design stage: action by analogy, analysis, generalization.
Equipment:
Demo material:
1) Division formula with remainder.
Handout:
1) leaflets with the task (to stage 2)
2) Detailed sample for self-test (to step 6)
During the classes.
1 Self-determination to learning activities.
Goals:
- Motivate students to learning activities by reinforcing the situation of success achieved in the previous lesson.
- Determine the content of the lesson.
Organization educational process at stage 1.
For several lessons we have been working with some numbers. What numbers are we working with? (With fractional numbers).
What knowledge do we have about these numbers? (We know how to read, write, compare, solve problems).
I propose to continue our fruitful work. You are ready? (Yes).
Today we will continue to work with fractional numbers. I am sure that everything will work out perfectly for you and me. But first, let's repeat the material of the previous lessons.
2 Actualization of knowledge and fixation of difficulties in individual activities.
Goals:
1. Update the ability to find correct and improper fractions, mixed numbers, the definition of correct and improper fractions, mixed numbers.
2. Update the mental operations necessary and sufficient for the perception of new material.
3. Fix the situation when students cannot select the whole part from an improper fraction.
Organization of the educational process at stage 2.
What numbers did we learn in the previous lesson? (With mixed numbers).
What is a mixed number? (From the integer and fractional parts).
Fractions and mixed numbers are written on the board.
Into what groups can the presented numbers be divided?
Proper fractions ().
What fractions are right? (A fraction whose numerator is less than the denominator. A proper fraction is less than one).
Incorrect fractions. (…..)
What fractions are called improper? (A fraction in which the numerator is greater than the denominator or the numerator is equal to the denominator).
Which of the following improper fractions can be represented as a natural number?
(
)
What fraction can be represented as a mixed number? (an improper fraction where the numerator is greater than the denominator).
Determine with the help of a number ray what mixed number is a fraction
Students have a sheet with a task (R-1), one student works at the blackboard, comments.
What is the smallest mixed number? ()
The greatest? ()
What arithmetic operation helped you? (Division. Division with remainder).
Prove it. (On the board: D-1).
12:7=1 (rest.5); 15:7=2 (rest.1); 25:7=3 (rest.4); 31:7=4 (rest.3)
Select the integer part of the fraction, write down the mixed number. Children work on the reverse side of the leaflet. Various answers are put on the board.
How did you act?
3 Identification of the causes of the difficulty and setting the goal of the activity.
Goals:
- Organize communicative interaction to identify the distinctive properties of the task to select the whole part from an improper fraction.
- Agree on the topic and purpose of the lesson.
Organization of the educational process at stage 3.
What task did you do? (It is necessary to select the whole part from the fraction).
How is this assignment different from the previous one? (The method that helped us to isolate the integer part from an improper fraction is not suitable for a fraction. It is inconvenient to show this fraction on a number line).
What do we see? (We got different answers).
Why? (We used different ways. We do not have an algorithm for extracting the integer part from an improper fraction).
What is the purpose of our lesson? (Build an algorithm and learn how to extract the integer part from an improper fraction).
Think and formulate the theme of our lesson. (“Separating the whole part from an improper fraction”).
Well done!
The name of the topic of the lesson is displayed on the board.
4 Building a project to get out of the difficulty.
Target:
- Organize communicative interaction to build a new way of action to extract the whole part from an improper fraction.
- Fix a new way in sign and verbal form and with the help of a standard.
Organization of the educational process at stage 4
In what way do you propose to find how many integer units are in a fractional number? (Numerator divided by denominator).
Which sign in the fraction notation told you how to act? (The line of a fraction is a division sign).
On the desk:
Let's write the fraction as a private: 65: 7.
What kind of division is this? (Division with remainder. On the board: D-1).
Find the result. (65: 7 = 9) (res. 2)
What does the quotient 9 and the remainder 2 mean in the resulting equality? (The quotient 9 means that 65 contains 9 times 7 and 2 remains).
What will the quotient 9 stand for in a mixed number? (9 is the integer part of the mixed number).
On the desk:
What will be the remainder 2 in a mixed number? (2 is the numerator of the fraction of the mixed number).
On the desk:
What about the denominator? (He remains, does not change).
On the desk:
What is the mixed number?
Did we complete the task? (Yes).
What mathematical action helped us? (Division with remainder. On the board: D-1).
The teacher returns to the answers on the sheets, summarizes, encourages with a word those who did it right. In group form, students deduce a new method in sign form on leaflets. The correct option is selected.
Write down, using the division formula with a remainder (D-1), what mixed number is the fraction equal to?
On the board: D-3
How to extract the whole part from an improper fraction?
To extract the whole part from an improper fraction, you need to divide its numerator by the denominator. The quotient will be the integer part, the remainder will be the numerator, and the denominator will not change.
Well done! Thank you!
Let's still check our opinion with the opinion of the textbook. Turn to page 26, Math 4 (part 2), read the rule first to yourself and then aloud.
We were right? (Yes).
Well done!
Fizminutka (at the choice of the teacher).
5 Primary consolidation in external speech.
Target:
Fix the method of extracting the integer part from an improper fraction in external speech.
Organization of the educational process at stage 5.
Let's repeat the algorithm for extracting the integer part from an improper fraction. D 2
We have compiled an algorithm for extracting the integer part from an improper fraction. What is the purpose of our future activities? (Practice).
No. 4 (a, b, c) p. 26 - with commentary according to the model.
No. 4 (d, e) p. 26 - in pairs.
6 Self-monitoring with self-test.
Target:
- To organize the independent performance by students of the task of isolating the whole part from an improper fraction.
- Train the ability for self-control and self-esteem.
- Test your ability to isolate the whole part from an improper fraction.
- Contribute to the creation of a situation of success.
Organization of the educational process at stage 6.
You managed to derive an algorithm for extracting the integer part from an improper fraction and practiced solving examples. I think now you can complete the task yourself.
Do it yourself:
No. 3 p. 26 - 1 option - 1 and 2 columns;
Option 2 - 3 and 4 columns;
Whoever wishes, can complete the task of another option.
The students complete the work, at the end of which they check themselves according to the model for self-examination. P-2 card is used.
Test yourself using the self-test template and record the result of the test using the “+” or “?” green pen.
Who made mistakes while doing the task? (…)
What is the reason? (…)
Who's got it right?
Well done!
You can organize work on correcting errors in groups or frontally. Students who have not made mistakes are appointed as consultants.
7 Inclusion in the knowledge system and repetition.
Target:
Train the ability to isolate the whole part from an improper fraction.
Organization of the educational process at stage 7.
Let's try to apply our knowledge when comparing a fraction and a mixed number.
Find an inequality in which you need to compare a proper fraction with an improper one.
What do we do?
Let's extract the integer part from the improper fraction.
Means?!
An improper fraction is larger than a proper one. We proved this by selecting the integer part.
Well done!
Finish the task, compare.
Let's check.
8 Reflection of learning activities in the classroom.
Goals:
- Fix in speech the algorithm for extracting the integer part from an improper fraction.
- Record the remaining difficulties and ways to overcome them.
- Evaluate your own performance in class.
- Coordinate homework.
Organization of the educational process at stage 8.
What did you learn in the lesson? (Separate the whole part from an improper fraction).
What algorithm have we built? (You can say the D-2 algorithm).
Who had difficulty? How will you act?
Who is happy today? Why?
I had a hard time in class.
I got the lesson, but I need practice.
- I understood the lesson well, but I need help.
- Well done, I understood the lesson perfectly.
Homework: come up with five improper fractions and highlight the whole part; No. 10, No. 11 p. 28 - optional; No. 15 p. 28 (a or b) - optional.
Well done! Thanks for the lesson!
Mathematics lesson in grade 4 topic: Extracting the integer part from an improper fraction Lesson topic: Extracting the integer part from an improper fraction. Didactic goal: to create conditions for the formation of new educational information. Aims and objectives of the lesson: 1. Form the concept of a mixed number. 2. To form the ability to isolate the whole part from an improper fraction. 3. Develop computing skills. 4. Develop the ability to analyze and solve text problems to find a part of a number and a number by its part. 5. Develop logical thinking students. Planned learning outcomes, the formation of UUD: Subject: to expand the concept of number, to form the ability to translate improper fractions into mixed numbers and apply the acquired knowledge and skills when performing various tasks. Metasubject: develop the ability to see math problem in the context of a problematic situation in other disciplines, in the surrounding life. Cognitive UUD: develop ideas about the number; the ability to work with a textbook, additional sources of information (analyze, extract the necessary information); the ability to make generalizations, conclusions, establish causal relationships. Communicative UUD: cultivate respect for each other, develop the ability to enter into an educational dialogue with the teacher, with classmates, observing the norms of speech behavior, the ability to ask questions, listen and answer questions from others, the ability to put forward a hypothesis. Regulatory UUD: determine the purpose of the task, learn to plan the stages of work, control your actions, detect and correct mistakes, critically evaluate the results of your work and the work of everyone, based on existing criteria, form the ability to mobilize forces and energy, to overcome obstacles. Personal UUD: to form educational motivation, initiative, develop the skills of competent oral and written mathematical speech, the ability to self-evaluate one's actions. Resources: multimedia projector, presentation. Type of lesson: learning new material. Stage of the lesson Teacher's activity Student's activity Organizational moment Greeting, checking readiness for the lesson, organizing the attention of children. . Included in the business rhythm of the lesson. Used methods, techniques, forms Verbal Formed UUD To be able to formulate their thoughts orally (Communicative UUD). The ability to listen and understand the speech of others (Communicative UUD). As you understand from what you read, today in the lesson we will continue to work on fractions. Guys, in the lesson you should discover new knowledge, but, as you know, every new knowledge is related to what we have already studied. So let's start with repetition. Oral count Actualization of knowledge and skills Practical Answers are written in a column, we check the answers on the slides. pronounce in the lesson Be able to follow the sequence of actions (Regulatory UUD). Be able to convert information from one form to another (Cognitive UUD). Be able to formulate your thoughts in oral and written form (Communicative UUD). Blitz poll: What rules did you use when: 1. Find the sum of fractions. 2. Find the difference between fractions. 3. Find the number by part. 4. Find a part by number. They tell the rules. Participate in a conversation with the teacher. Be able to formulate your thoughts orally (Communicative UUD). Be able to navigate in your knowledge system: to distinguish the new from the already known with the help of a teacher (Cognitive UUD). The ability to listen and understand the speech of others (Communicative UUD). Goal-setting and motivation 3. Problem statement Verbal Be able to formulate your thoughts orally (Communicative UUD). Know how to navigate. . own system of knowledge: to distinguish the new from the already known with the help (Cognitive teachers of UUD). Children express their options. 4. “Formulation of the problem and the purpose of the lesson Select an integer part from this fraction. What do you offer? What do you think is the purpose of the lesson? The purpose of the lesson and the topic are formulated by the students. Purpose: To learn how to isolate the whole part from an improper fraction Verbal, practical To be able to gain new knowledge: find answers to questions using a textbook, your life experience and information obtained in (Educational lesson UUD). Be able to formulate your thoughts orally; listen and understand speech (Communicative other UUD). So any improper fraction can be represented as a mixed number. The integer part is a natural number, and the fractional part is a proper fraction. . . Drawing up an algorithm. Verbally visually practical, reproductive analysis at the lesson to pronounce according to Be able to collectively drawn up a plan (Regulatory UUD). Know the sequence of actions (Regulatory UUD). Be able to formulate your thoughts orally and in writing; listen and understand the speech of others (Communicative UUD) Be able to follow the sequence of actions (Regulatory UUD). To be able to perform work according to the proposed plan (Regulatory UUD). pronounce the lesson on Assimilation of new knowledge and ways of assimilation 5. Discovery of the new: Explanation on the board. Write down the fraction 16/5 as a private What rule was used to select an integer part from an improper fraction To select an integer part from an improper fraction, you need to: divide the numerator by the denominator with the remainder; record the resulting incomplete quotient in Be able to make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made (Regulatory UUD). The ability for self-assessment on the criterion of success in educational activities (Personal UUD). the basis of the integer part of the fraction; write the remainder in the numerator of the fraction; put the divisor in the denominator of the fraction. 16:5=3(rest. 1)) 3 - integer 1 - numerator 5 - denominator 16/5 = 3 1/5 Reading the rule in the textbook on p. 26, no. 3 - at the blackboard 1 example with explanation. The rest with comments. No. 4 (a, b, c) - independently. Mutual verification. m integer, n and b parts In a fraction, the integer is always the numerator. The guys say the rule to find the whole you need to multiply 6. Formulation of new knowledge. We will confirm our statement with a rule in the textbook. 7. Primary consolidation 8. Physical education 9. Repetition of what has been studied Writing on the board: m / n \u003d b Select where in the fraction is the whole and parts? How to find the whole? Applying the rule, we solve the equation. part C. 28, task 10. What additional questions can be asked? S. 27, No. 8 - at the blackboard (a, b, c) - 3 students decide. The rest solve in pairs (d) Verification Analysis of the problem. Self-recording solution. Answering questions, they analyze their work in the lesson Summing up the lesson Verbal, analysis 10. Lesson summary: What did you learn in the lesson? Extract the integer part from an improper fraction. Verbally visual What conclusion did you come to? In order to separate the integer part from an improper fraction, divide its numerator by the denominator, the quotient will be the integer part, the remainder the numerator, and the divisor the denominator of the fraction. And now let's check yourself how you learned this. Perform on their own. (mutual check). Information about homework Reflection 11. Homework: C. 26, No. 4 (d, e, f), learn the rule on p. 26 and p. 28 #11 If you think you have understood the topic of today's lesson, then color the piece of paper with a green pencil. what not If you think you have learned enough material in yellow. If you think you did not understand the topic of today's lesson in red. Self-assessment To be able to assess the correctness of the performance of an action at the level of an adequate retrospective assessment. (Regulatory UUD). based on the ability to self-assessment of the criterion for the success of educational activities (Personal UUD).
In this article we will talk about mixed numbers. First, let's define mixed numbers and give examples. Next, let's dwell on the relationship between mixed numbers and improper fractions. After that, we will show how to convert a mixed number into an improper fraction. Finally, we will study the reverse process, which is called the extraction of the integer part from an improper fraction.
Page navigation.
Mixed numbers, definition, examples
Mathematicians have agreed that the sum n + a / b, where n is a natural number, a / b is a regular fraction, can be written without an addition sign in the form. For example, the sum 28+5/7 can be briefly written as . Such an entry was called mixed, and the number that corresponds to this mixed entry was called a mixed number.
So we come to the definition of a mixed number.
Definition.
mixed number is a number equal to the sum of a natural number n and a proper ordinary fraction a/b, and written as . In this case, the number n is called integer part of a number, and the number a/b is called fractional part of a number.
By definition, a mixed number is equal to the sum of its integer and fractional parts, that is, the equality is true, which can also be written like this:.
Let's bring examples of mixed numbers. The number is a mixed number, the natural number 5 is the integer part of the number, and is the fractional part of the number. Other examples of mixed numbers are 
.
Sometimes you can find numbers in mixed notation, but having a fractional part of an improper fraction, for example, or. These numbers are understood as the sum of their whole and fractional parts, for example, 
And 
. But such numbers do not fit the definition of a mixed number, since the fractional part of mixed numbers must be a proper fraction.
A number is also not a mixed number, since 0 is not a natural number.
Relationship between mixed numbers and improper fractions
trace relationship between mixed numbers and improper fractions best with examples.
Let there be a cake on the tray and another 3/4 of the same cake. That is, according to the meaning of addition, there are 1 + 3/4 cakes on the tray. Having written the last amount as a mixed number, we state that there is a cake on the tray. Now we will cut the whole cake into 4 equal parts. As a result, 7/4 of the cake will be on the tray. It is clear that the "quantity" of the cake has not changed, therefore.
From the considered example, the following connection is clearly visible: any mixed number can be represented as an improper fraction.
Now let there be 7/4 of the cake on the tray. Having added a whole cake out of four shares, there will be 1 + 3/4 on the tray, that is, a cake. From here it is clear that .
From this example it is clear that An improper fraction can be represented as a mixed number. (In the special case when the numerator of an improper fraction is divided by the denominator, the improper fraction can be represented as a natural number, for example, since 8:4=2).
Converting a mixed number to an improper fraction
To perform various actions with mixed numbers, the skill of representing mixed numbers as improper fractions is useful. In the previous paragraph, we found out that any mixed number can be converted to an improper fraction. It's time to figure out how such a translation is carried out.
Let's write an algorithm showing how to convert mixed number to improper fraction:
Consider an example of converting a mixed number to an improper fraction.
Example.
Express the mixed number as an improper fraction.
Solution.
Let's perform all the necessary steps of the algorithm.
A mixed number is equal to the sum of its integer and fractional parts: .
By writing the number 5 as 5/1, the last sum becomes .
To complete the translation of the original mixed number into an improper fraction, it remains to perform the addition of fractions with different denominators: 
.
A summary of the entire solution is as follows: 
.
Answer:
So, in order to translate a mixed number into an improper fraction, you need to perform the following chain of actions:. As a result received 
, which we will use in what follows.
Example.
Write the mixed number as an improper fraction.
Solution.
Let's use the formula to convert a mixed number to an improper fraction. In this example n=15 , a=2 , b=5 . Thus, 
.
Answer:
Extracting the integer part from an improper fraction
It is not customary to write an improper fraction in the answer. Improper fraction is preliminarily replaced by either equal to it natural number(when the numerator is divided entirely by the denominator), or the so-called separation of the integer part from an improper fraction is carried out (when the numerator is not divided entirely by the denominator).
Definition.
Extracting the integer part from an improper fraction is the replacement of a fraction by its equal mixed number.
It remains to find out how you can select the whole part from an improper fraction.
It's very simple: an improper fraction a/b is equal to a mixed number of the form , where q is an incomplete quotient, and r is the remainder of dividing a by b. That is, the integer part is equal to the incomplete quotient of dividing a by b, and the remainder is equal to the numerator of the fractional part.
Let's prove this statement.
To do this, it suffices to show that . Let's translate the mixed into an improper fraction as we did in the previous paragraph:. Since q is an incomplete quotient and r is the remainder of dividing a by b , then the equality a=b q+r is true (if necessary, see
has a numerator greater than the denominator. Such fractions are called improper.Remember!
An improper fraction has a numerator equal to or greater than the denominator. That's why improper fraction or equal to one or greater than one.
Any improper fraction is always greater than a proper one.
How to select whole part
An improper fraction can have an integer part. Let's see how this can be done.
To extract the whole part from an improper fraction, you need to:
- divide the numerator by the denominator with the remainder;
- the resulting incomplete quotient is written into the integer part of the fraction;
- the remainder is written in the numerator of the fraction;
- the divisor is written in the denominator of the fraction.
| 11 |
| 2 |
Remember!
The resulting number above, containing an integer and a fractional part, is called mixed number.
We got a mixed number from an improper fraction, but you can also perform the reverse action, that is represent a mixed number as an improper fraction.
To represent a mixed number as an improper fraction:
- multiply its integer part by the denominator of the fractional part;
- add the numerator of the fractional part to the resulting product;
- write the amount received from paragraph 2 into the numerator of the fraction, and leave the denominator of the fractional part the same.
Example. Let's represent the mixed number as an improper fraction.
