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Stevin, however, did not use the notation we use today. He drew circles around the exponents of the powers of one tenth: thus he wrote 7.3486 as 7 3 (1) 4 (2) 8 (3) 6 (4). In De Thiende Stevin not only demonstrated how decimal fractions could be used but also advocated that a decimal system should be used for weights and measures and for coinage."
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
The 10 −7 represents a denominator of 10 7. Dividing by 10 7 moves the decimal point 7 places to the left. Decimal fractions with infinitely many digits to the right of the decimal separator represent an infinite series. For example, 1 / 3 = 0.333... represents the infinite series 3/10 + 3/100 + 3/1000 + ....
Fractions together with an integer are read as follows: 1 + 1 ⁄ 2 is "one and a half" 6 + 1 ⁄ 4 is "six and a quarter" 7 + 5 ⁄ 8 is "seven and five eighths" A space is placed to mark the boundary between the whole number and the fraction part unless superscripts and subscripts are used; for example: 9 1/2; 9 + 1 ⁄ 2 9 + 1 / 2
If the dividend has a fractional part (expressed as a decimal fraction), one can continue the procedure past the ones place as far as desired. If the divisor has a fractional part, one can restate the problem by moving the decimal to the right in both numbers until the divisor has no fraction, which can make the problem easier to solve (e.g ...
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