improper fraction

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improper fraction

A fraction in which the numerator is larger than or equal to the denominator.
American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

improper fraction

(Mathematics) a fraction in which the numerator has a greater absolute value or degree than the denominator, as or (x2 + 3)/(x + 1)
Collins English Dictionary – Complete and Unabridged, 12th Edition 2014 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003, 2006, 2007, 2009, 2011, 2014

improp′er frac′tion

a fraction having the numerator greater than the denominator.
Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.

im·prop·er fraction

A fraction in which the numerator is greater than or equal to the denominator, such as 3/2 . Compare proper fraction.
The American Heritage® Student Science Dictionary, Second Edition. Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.
ThesaurusAntonymsRelated WordsSynonymsLegend:
Noun1.improper fraction - a fraction whose numerator is larger than the denominator
fraction - the quotient of two rational numbers
Based on WordNet 3.0, Farlex clipart collection. © 2003-2012 Princeton University, Farlex Inc.
كَسْر غَير حَقيقي
nepravý zlomek
óeiginlegt brot
nepravý zlomok
bileşik kesir

improper fraction

n (Math) → frazione f impropria
Collins Italian Dictionary 1st Edition © HarperCollins Publishers 1995


(imˈpropə) adjective
(of behaviour etc) not acceptable; indecent; wrong. improper suggestions.
impropriety (imprəˈpraiəti) noun
improper fraction
a fraction which is larger than 1. 7/5 is an improper fraction.
Kernerman English Multilingual Dictionary © 2006-2013 K Dictionaries Ltd.
References in periodicals archive ?
"But I taught him about dividing fractions and how to make an improper fraction and a mixed number."
Real understanding of similarity between a mixed fraction and improper fraction is ambiguous in this and the next question.
"Sprint" (2 min; introduced in Lesson 10) provided strategic, speeded practice on four measurement interpretation topics: identifying whether fractions are equivalent to 1/2; comparing the value of proper fractions; comparing the value of a proper and an improper fraction; and identifying whether numbers are proper fractions, improper fractions, or mixed numbers.
The most striking result was the comparison between items that presented a fraction that was greater than one as an improper fraction and those presented as mixed numbers (t(27) = 7.902, p < 0.001).
In an improper fraction the numerator of the fraction is larger than the denominator.
After the conceptual lesson, Rachel was again interviewed, and when asked to convert a mixed number to an improper fraction, she incorrectly applied a procedure before she corrected herself by drawing a picture.
An improper fraction is a fraction whose numerator is larger than its denominator, and whose value is greater than a whole unit.
She used the calculator to connect fractions and decimals by computing the exact answer to an improper fraction. Data reduction yielded the following meta-categories for materials: 1) seatwork/worksheets, 2) group work/ worksheet, 3) dry erase boards, 4) overhead 5) fraction pie-pictorial representations, 6) grid models, 7) student-made pictorial representations, 8) pattern blocks, 9) paper folding models, 10) calculators, 11)fraction strips, 12) tiles, 13) fraction bars, and 14) base ten blocks.
For example, a problem-solving behavior to solve a fraction question such as "adding mixed fractions" could be as follows: converting a mixed number to an improper fraction, reducing fractions to a common denominator, adding fractions with common denominators, and converting an improper fraction to a mixed number.
This error is a student-developed modification of the poorly understood short-cut algorithm for renaming a mixed number as an improper fraction (see Category I example E).
Traditional instruction for such a problem would involve finding a common denominator, adding to create an improper fraction, then dividing to find wholes, as shown in figure 1.
In the game Finding Fractions, students roll two number cubes to form fractions to fit a particular description, such as "greater than 1/2" or "improper fraction." A reflective piece asks the students to think about strategies used while playing.