Question 1

I don't understand, they were separate shapes so shouldn't the first one have been 2/3 and the last one be 3/3? Why put them together if they are separate?

Accepted Answer

We are looking at how many pieces of the whole.  One circle is a whole.  (We find it helpful to say one whole pizza).  If we ate two slices and ate three slices, we ate 5/3  or 5 thirds.  One whole is still only one pizza no matter how many slices we eat.  We want to know what fraction we ate, so we count up all the shaded slices.

Question 2

can fractions represented in a decimal form

Accepted Answer

Yes, fractions can be converted to decimals.
For example:  To, change 3/4 into a decimal you would 3 by 4.  This will create 0.75
See the videos are this link for more examples:  https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-decimals-to-fractions/v/converting-fractions-to-decimals-ex2

Question 3

If there was was two pizzas, why would the denominator still be the same sometimes? (I said sometimes)

Accepted Answer

If you slice up a pizza into eight slices, and eat one slice, you have eaten 1/8 of the pizza.   If you eat another piece, you will have eaten 2/8 of the pizza.

If you slice up two pizzas, you will have sixteen slices.  Eat one slice and you will have eaten 1/16 of the two pizzas.   If you eat another slice, you will have eaten 2/16 of the two pizzas.

I hope this helps you understand how the denominator can remain the same.

Question 4

how am i supposed to recognizied fractions that are greater then 1?

Accepted Answer

Well 5/3 would be 3 equal pieces with 5 of them shaded in but you would need like, 2 pies with three slices and someone ate 5 of the three slices, I know that would kinda sound like 5/6 but it's not it's 5/3 so that means the person a 5 slices of two pies with 3 pices.

Question 5

This was obviously confusing to me. I totally did not get how that was showing a fraction greater than one. I mean, to me it looked like 2/3 and 3/3. Why couldent you just simply add the numerators?

Accepted Answer

You could just add the numerators, which gets you 5/3.
But, you need to recognize that it is an improper fraction and that it is larger than 1 which is what this video is trying to show you.
5/3 = 1 2/3 (one whole unit and 2/3 of another unit).

Question 6

when I have a number like this 5/5 that means one why? and why cant it mean two

Accepted Answer

because if you had one shape then you divided it into fifths you still have one shape. if you colored 5 of the 5 sections then you don't suddenly have two shapes appear that are all shaded in.

Question 7

Im so bad at fractions Im SO HAPPY MY TEACHER IS TEACHING ME FRACTIONS

Accepted Answer

Calm down!?!

Question 8

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Accepted Answer

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Question 9

i don't know what to write when it says What part of the square is shaded.

Accepted Answer

lets say you have 1 half of a candy bar you would rite it like 1/2. or you have 3/3 of crowns that means you have a whole box but you only get 1 quarter of a box. so you get 1/3 of a box of crowns. hope this is what you asked.

Question 10

Are there Spanish tutorial videos on fractions greater than 1 for third grade?

Accepted Answer

I recommend you to use the captions as well. I speak native Portuguese but I'm watching every video in english with captions, think of that as learning 2 things at the same time, MATH and English :)

3rd grade

Course: 3rd grade > Unit 5

Recognizing fractions greater than 1

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Video transcript