improper fraction


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improper fraction

a fraction in which the numerator has a greater absolute value or degree than the denominator, as 7/6 or (x2 + 3)/(x + 1)

Improper Fraction

 

an arithmetic fraction whose numerator is greater than or equal to the denominator—for example, 5/3, 4/2, and 7/7. An improper fraction can be represented, by separating its integral part, in the form of a mixed number—that is, a number having an integral part and a fractional part, for example,

Conversely, every mixed number can be written in the form of an improper fraction, for example,

improper fraction

[im′präp·ər ′frak·shən]
(mathematics)
In arithmetic, the quotient of two integers in which the numerator is greater than or equal to the denominator.
In algebra, the quotient of two polynomials in which the degree of the numerator is greater than or equal to that of the denominator.
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References in periodicals archive ?
In Lessons 1 through 15, the focus was on proper fractions and improper fractions equal to 1.
An anecdote that I have found effective is to describe my older son's confusion, during elementary school, about the procedure for converting mixed numbers into improper fractions (e.
The first error type occurred when students applied a rote algorithm to convert the improper fraction to a mixed number.
The data from 323 interviews with students at the end of Year 6 (Clarke, Roche, Mitchell & Sukenik, 2006) indicated that students need classroom experiences which assist them to understand more clearly the roles of the numerator and denominator in a fraction, the meaning of improper fractions, and the relative sizes of fractions.
Grade 4 Introduction of fractions; improper fractions and mixed numbers; comparison of fractions (with like denominators only) Grade 5 Comparison of fractions (unlike denominators); equivalent fractions; addition and subtraction of fractions with like denominators; fractions as quotient; relationships among fractions, decimals & whole numbers Grade 6 Addition and subtraction of fractions with unlike denominators; creating equivalent fractions; multiplication and division of fractions Table 2.
My guys are close, but I need to go back to work on denominators with improper fractions.
Thus 3/2 or improper fractions are more difficult for students to conceptualise than proper fractions.
Number lines provide an alternative to the part-whole fraction model and x out of y thinking which becomes inadequate when contemplating improper fractions.
Removing the chocolate from the packets involves further challenges, and instances where there are more blocks of chocolate than people provides a context for discussing improper fractions.