# mixed number

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Related to mixed numbers: improper fractions

## mixed number

[′mikst ′nəm·bər]
(mathematics)
The sum of an integer and a fraction.
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The FCT is 20-item (14 addition, six subtraction), 42-point researcher-developed test that measures students' ability to add and subtract simple fractions and mixed numbers with like and unlike denominators.
For example, a problem-solving behavior to solve a fraction question such as "adding mixed fractions" could be as follows: converting a mixed number to an improper fraction, reducing fractions to a common denominator, adding fractions with common denominators, and converting an improper fraction to a mixed number.
A CAS can implement mixed numbers and use a syntax definition where the numerator should be a nonnegative integer and the denominator should be a positive integer.
The results follow recent mixed numbers from merger partner BA, which posted a surprise third-quarter operating profit, and rivals like Air France-KLM which unveiled heavier than expected losses and said more was to come.
An alternative method is to place both mixed numbers on a number line together with the multiple choice options and either count out the quarters, separating each number, or estimate which option is half way.
It included the following: (a) translating a whole number into a fraction; (b) translating a fraction into a whole number; (c) multiplication of fractions with like denominators; (d) addition/subtraction of fractions with like denominators; (e) addition/subtraction of mixed numbers with like denominators; and (f) multiplication of whole numbers and fractions.
The mixed numbers worry Jack Kyser, vice president and chief economist at the Los Angeles County Economic Development Corp.
Write percents as common fractions, whole numbers, or mixed numbers.
Part 2 deals with adding and subtracting fractions and mixed numbers with common denominators, and converting between mixed numbers and fractions greater than one.
Fractions, Decimals and Percentages includes 64 learning games that focus on identifying whole numbers and fractions, reducing fractions, adding and subtracting fractions, finding the lowest common denominator, rounding decimals, changing decimals to percents and changing fractions and mixed numbers to decimals.
It is easier to multiply mixed numbers when they are represented as improper fractions than it is to leave them as mixed numbers.
By contrast, specialized intervention did not address mixed numbers in Year 1; however, in Years 2 and 3, the focus expanded to include improper fractions between 1 and 2 (again, the goal was to focus attention on the meaning of improper fractions without raising the division challenges associated with improper fractions greater than 2).

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