# common fraction

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Related to common fraction: decimal fraction, vulgar fraction

## common fraction

[′käm·ən ′frak·shən]
(mathematics)
A fraction whose numerator and denominator are both integers. Also known as simple fraction; vulgar fraction.
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However, it is evident that they do not have idea that there should be 3 parts out of which 2 are shaded as they perhaps were not taught fractions using common fractions like half, one third etc.
Common fractions are frequently introduced to students in Australia through contexts such as sharing food; that is, partitioned fractions or fractions in context are introduced first.
To find the base when the rate and percentage are given, reduce the rate either to a common fraction or to a decimal fraction.
When a percent is expressed as a common fraction, the given percent is the numerator and 100 is the denominator.
Appropriate language can reinforce the relationships between place value, common fractions and decimals - all of which students are trying very hard to comprehend.
A notable aspect is that the content area of common fraction is given same number of periods as of natural number but the attainment shown by the students is the very low which requires the need of investigation on the teaching methodology for teaching this content area amid the contents of the text as well.
Fractions, other than halves and quarters, perhaps thirds, are rarely encountered in everyday contexts, and when computations are carried out on a calculator, the common fractions are decimalised, by default.
Much of the basis for algebraic thought rests on a clear understanding of rational number concepts (Kieren, 1980; Driscoll, 1982; Lamon, 1999; Wu, 2001) and the ability to manipulate common fractions. "With proper infusion of precise definitions, clear explanations, and symbolic computations, the teaching of fractions can eventually hope to contribute to mathematics learning in general and the learning of algebra in particular" (Wu, p.
For children to develop a good number sense for decimals, they need to relate decimals to such common fractions as 1/4 and 1/8.
I use the term "a pentimal" in the same way as the term "a decimal" is used to distinguish the representation of a non-integer from a common fraction representation.
The results showed that the use of the GPM enhanced student engagement in learning about common fractions, in terms of time-on-task.
The second grade lessons engaged them in identifying equivalent fractions for common fractions such as one-half, one-third and one-fourth.

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