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## 3rd grade

# Identifying numerators and denominators

We'll explore a video about identifying numerators and denominators in fractions. Together, we'll learn that the numerator is the top number, and the denominator is the bottom number. We'll also use pie charts to visually represent fractions and connect this concept to real-life situations for our students. Created by Sal Khan and Monterey Institute for Technology and Education.

## Want to join the conversation?

- What is a denominator and why is it called that?(402 votes)
- you could think of it as being 2 neghbors, numerator and denominator, denominator living on floor 1 and numerator on floor 2!(42 votes)

- Wait...So can you reduce a fraction?(107 votes)
- yes why not you can do cancllation and reduce a fration(9 votes)

- Can someone give me an in-depth explanation of what are numerators and denominators? Give me a definitive definition of a fraction!

I am confused...(14 votes)- The fraction has two parts, the numerator and the denominator. The numerator is at the top, and the denominator is at the bottom. The numerator tells how many equal parts they’re showing or shading and the denominator tells how many equal parts are in a whole.(2 votes)

- the denominator is the number at the bottom right?(9 votes)
- yes denominator at the bottom and numerator at the top(15 votes)

- So.....can you make the Denominator smaller ?+_+(8 votes)
- As a more in-depth answer, you can, but only if its divisible by two or a larger number, but ONLY if the numerator is divisible by the SAME number the denominator is.(11 votes)

- Why is the bottom of the fraction called a denominator?(7 votes)
- In Latin:
*"denominator"*= that which names

The denominator of a fraction tells you the*name*of the part (one half, one third, one six thousand three hundred seventy first, etc.)

The numerator tells you how many of those parts there are.(13 votes)

- I get lost between the difference of "The number of equal parts in all the wholes" and "The number of equal parts in one whole" in the practice question. Can someone explain it to me? thanks!(5 votes)
- I just looked at a couple of the practice problems. The denominator = the number of equal parts that make one whole unit. The numerator is the number of parts you are counting. The option for "the number of equal parts in all the wholes" appears to be a false option to see if you understand the meaning for numerator/denominator. It really doesn't fit the definition of either one.(7 votes)

- I've been trying to understand these questions, I continue to level down on being able to recognize fractions. I'm not getting it.can someone break this down for me please.(5 votes)
- When a figure is divided into
**equal**parts, the fraction that is represented by the shaded area is the number of parts shaded over the total number of parts.

Example: suppose a figure is divided into 7 equal parts. Suppose 4 of the parts are shaded (so 3 of the parts are unshaded). Then the shaded area would represent the fraction 4/7.

Have a blessed, wonderful day!(6 votes)

- why is math really good for our brain(5 votes)
- We use math like everyday and all the time, so it’s good that when you go to school, you learn math when you are still young. Young minds can capture more easier than older minds. Math is good for our brain because they help us solve problems(7 votes)

- Why is a numerator called a numerator and why is it o n the top?(6 votes)
- It's just the name it's been given same for Denominator although Denominator seems to also be called the Dominant number because it's the Total of the Parts/Pieces/Objects and the Whole Shape, but i wouldn't think too much about the names, lots of things are given names just to help identify them.

We don't know why Numerator is on top either it just is, i guess it does make more sense to be the top number since that's the number you're taking from the Total Parts/Pieces, that's where our mind would go first it would be like "So i'm taking or adding this From/To this" that's my guess :)(5 votes)

## Video transcript

We're asked to identify the
numerator and denominator in the fraction 3 over 4, or 3/4. So let's rewrite this just
so it's nice and big. So let me just write
the fraction. So we have 3 over 4, 3/4. Now, they want us to identify
the numerator and the denominator. So the numerator is just the
number on top, so the numerator is the
3 right there. And then they want us to
find the denominator. The denominator is just the
number on the bottom. It's the 4. So if they say what's
the numerator? 3. What's the denominator? It's 4, just the number
on the bottom. They could've just called this
the number on the bottom. They could've just called
this the number on top. Now to think about what this
represents, what this fraction represents, you can think
of it as three out of four pieces of a pie. That's how I think about it. So you can imagine, the
denominator tells us, what are we taking a fraction out of or
how many pieces are there? So let's imagine a
pie like this. So we could draw like
a square pie. So this is what the denominator
represents. This is what the number on
the bottom represents. And then 3 says, we are
representing three of those four pieces. So this 3 tells us that out of
4 possible ones, I guess you could think of it, we are using
three, or maybe we're eating three. So you can imagine if someone
says I ate three-fourths of a pie-- this would be read as
three-fourths-- they're eating the blue portion of the pie
if we cut it this way. If we imagine a round pie,
it would look like this. Let me draw a round pie. So that is my round pie. Let me cut it into four
equal pieces or roughly equal pieces. And if someone says I ate
three-fourths of this pie, where the 3 is the numerator,
and then the 4, and you'd read that as three-fourths, the 4 is
the denominator, they would eat this much of the pie. They would eat 3 of
the 4 pieces. So this is is one piece, this
is two pieces, and this is three pieces. So you could imagine the 4, the
denominator represents the total number of pieces in the
pie, and then the 3 represents how many of those we ate.