unit fraction


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unit fraction

[′yü·nət ‚frak·shən]
(mathematics)
A common fraction whose numerator is unity.
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Furthermore, they do not allow users the ability to shape schedule unit fraction behavior.
Damien Igoe, Nicholas Boucher, Iain Clark, Alfio Parisi and Nathan Downs describe how they have used an LED torch and mirror to place an image on a screen and model the mirror formula to help students visualise and check their responses for unit fraction addition.
Simple unit fraction equivalents seem to be emphasised, at the expense of fundamental definition ("out of a hundred") and apparently easy percentages such as 30%.
For example, does the Japanese curriculum and textbooks treat non-unit fractions as iteration of a unit fraction? The last two questions primarily focused on the way the curriculum and textbooks might support students' learning of fractions.
The combination of the importance of, and difficulty with, manipulating fractions as students begin to learn about adding fractions, highlights the value of research into developing activities that enable students to visualise and manipulate unit fraction addition (Kerenxhi and Gjoci, 2017; Tsai and Li, 2017).
Number and operation sense about fractions involves the ability to compare fractions, building upon the ideas of a unit fraction (e.g., 3) and benchmark fractions (0, 2, and 1), rather than relying on algorithms such as finding a common denominator (Clarke, Roche, & Mitchell, 2008; Van de Walle & Lovin, 2006).
Many girls started with 1/2 as the largest possible unit fraction, then halved it to get 1/4, then 1/8 arriving at:
Later, Joe confirmed that be could now create fractions that were greater than the whole through iteration of a unit fraction. Joe successfully estimated one-seventh of a candy stick and use his estimate to mark off all 7 sevenths on the original candy stick.
In other words, this critical incident could become the basis for investigating unit fractions; to investigate the fact that the larger the denominator of a unit fraction, the smaller the fraction will be.
The labelling of quantities using improper fractions required students to interpret 1/2 not as x out of y, or one out of two, as associated with the part-whole model, but as one-half, where the numerator tells us how many of the unit fraction quantities we have.

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