![]() The 8 is in the ten thousandths place, so it represents 8 ten thousandths or 0.0008 (8 x )Īny number can be renamed in terms of its place value parts. ![]() The 5 is in the thousandths place, so it represents 5 thousandths or 0.005 (5 x ) The 2 is in the hundredths place, so it represents 2 hundredths or 0.02 (2 x ) The 1 is in the tenths place, so the value of the 1 is 1 tenth or 0.1 (1 x ) The 5 is in the ones place, so its value is 5 (5 x 1) The 4 is in the tens place, so the value of the 4 is 40 (4 x 10) The 3 is in the hundreds place, so the value of the 3 is 300 (3 x 100) The position of a digit in a number determines its value. The decimal point also signifies the values of the digits to its right, being tenths, hundredths, thousandths and so on. ![]() (See Place Value module, Big Idea 1, Learning Objects 1.1, 1.2 & 1.3)ĭecimal numbers contain a decimal point, which identifies where the ones place is located, that is, immediately to its left. The system of decimal numbers is an extension of the whole number system. The video shows how fractions and decimals fit into our number system. Watch the following video about the classification of numbers Learning Activity 1 Where do fractions and decimals fit into the base-ten number system? If we consider the ratio a part-part example could be "the ratio of people who own a dog (part) to those who do not own a dog (part)" whereas a part-whole example could be "the ratio of people who own a dog (part) to the people in your suburb (whole). eg: " there are 5 cats to every 7 dogs" could be written as. Fractions can be used to represent a ratio, and this can be of two parts or of a part to a whole.Fractions can be used as a representation of division are a model for division eg: a quotient such as 3 ÷ 4 can be represented by.Fractions can be used as an operator to find a proportion of a number, set or quantity eg: If I have a class of 24 students and of the class went to the swimming pool during the holidays this means that 16 students in my class went to the pool.Fractions can be used as measures eg: in the fraction you can use the unit fraction and measure to show that it takes 5 of these to make.This part-whole concept can be represented in a diagram: The two fractions can be read as thirty six sixtieths and twenty four sixtieths. We can see that thirty six out of sixty ( ) students are females and twenty four out of sixty ( ) are males are males. If $5.00 is shared between two people, and person A receives $3.00 and person B receives $2.00, person A's share is three fifths ( ) of the whole ($5.00) and person B's share is two fifths ( ) of the whole ($5.00).Ī class of sixty (60) students is comprised of thirty six (36) females and twenty four (24) males. The part/whole meaning of fractions can be demonstrated in the following everyday examples: Sized parts into which the whole is divided. Number of parts of the whole and the denominator represents the number of equal The numerator of the fraction ( ) is 3 and the denominator is 5. The vinculum is known as the denominator. Known as the vinculum) is referred to as the numerator and the numeral below The numeral above the dividing line (also The part/whole meaning of fractions, expressed as, (where b≠ 0) is used when a Often to describe parts of a whole (e.g.,half an hour, third quarters of theįootball game, one quarter of a cup of sugar).
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