improper fraction

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Related to improper fractions: mixed numbers

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 ?
Sprint" (2 min; introduced in Lesson 10) provided strategic, speeded practice on four measurement interpretation topics: identifying whether fractions are equivalent to 1/2; comparing the value of proper fractions; comparing the value of a proper and an improper fraction; and identifying whether numbers are proper fractions, improper fractions, or mixed numbers.
For example, an environment for solving linear equations can accept both decimal and common fractions or mixed numbers and improper fractions as answers.
After the conceptual lesson, Rachel was again interviewed, and when asked to convert a mixed number to an improper fraction, she incorrectly applied a procedure before she corrected herself by drawing a picture.
An improper fraction is a fraction whose numerator is larger than its denominator, and whose value is greater than a whole unit.
The other 125 students applied the shortcut algorithm for renaming a mixed number as an improper fraction.
When Hannah observed some other students struggling and laughing with a more challenging fractions drop ball game, she was giggling at their attempts to place an improper fraction on the line correctly.
Thus 3/2 or improper fractions are more difficult for students to conceptualise than proper fractions.
Traditional instruction for such a problem would involve finding a common denominator, adding to create an improper fraction, then dividing to find wholes, as shown in figure 1.
She then counted the number of half units and labelled the tick marks using improper fractions on the number line.
This is a useful addition to the simplistic 'out of' feature since it helps us make sense of improper fractions like thirteen-tenths.
Several ways to customize the program are offered, as well as a simple option to change the target fractions to improper fractions.
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.