# proper fraction

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## proper fraction

n.
1. A numerical fraction in which the numerator is less than the denominator.
2. A polynomial fraction in which the numerator is of a lower degree than the denominator.

## proper fraction

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

## prop′er frac′tion

n.
a fraction having the numerator less, or lower in degree, than the denominator.
[1665–75]

## prop·er fraction

(prŏp′ər)
A fraction in which the numerator is less than the denominator, such as 1/2 . Compare improper fraction.
ThesaurusAntonymsRelated WordsSynonymsLegend:
 Noun 1 proper fraction - a fraction with a numerator smaller than the denominatorfraction - the quotient of two rational numbersdecimal, decimal fraction - a proper fraction whose denominator is a power of 10
Based on WordNet 3.0, Farlex clipart collection. © 2003-2012 Princeton University, Farlex Inc.
Translations

## proper fraction

n
Collins German Dictionary – Complete and Unabridged 7th Edition 2005. © William Collins Sons & Co. Ltd. 1980 © HarperCollins Publishers 1991, 1997, 1999, 2004, 2005, 2007

## proper fraction

n (Math) → frazione f propria
Collins Italian Dictionary 1st Edition © HarperCollins Publishers 1995
References in periodicals archive ?
* Player 1 uses two of the cards to create a proper fraction that meets the criterion they established.
[f.sub.1] and [f.sub.2] are coprimes, and [f.sub.2]/[f.sub.1] is the simplest proper fraction of n/m.
According to (25), we need to transform the rational fraction into proper fraction. So, we can get the following:
When the numerator of a fraction is smaller than the denominator, it's called a proper fraction. Proper fractions represent less than one but more than zero.
5 Numerator 8 Denominator A proper fraction is a fraction whose numerator is smaller than its denominator.
Listening to students' comments helps teachers to discern when students believe that multiplying a proper fraction by an equivalent of I other than 1/1 results in a larger fraction.
Another 9% applied the algorithm properly but then did not reduce the answer and convert to a proper fraction. Some multiplied when they should have divided.
This theme of broader coverage within inclusive instruction also pertained to the range of proper fractions, improper fractions, and mixed numbers.

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