multiplying decimals

To multiply decimal numbers:

Multiply the numbers just as if they were whole numbers.
Line up the numbers on the right - do not align the decimal points.
Starting on the right, multiply each digit in the top number by each digit in the bottom number, just as with whole numbers.
Add the products.
Place the decimal point in the answer by starting at the right and moving a number of places equal to the sum of the decimal places in both numbers multiplied.

Dividing decimals

Dividing is the most challenging of our four basic operations. In fact, you have to use subtraction and multiplication in order to divide, and you also have to be pretty good at rounding and estimating! Many students have trouble with division, perhaps because most problems don't come out nice and even--you really have to use your mental muscle when dividing. Fortunately, we have calculators to make the job easier--but that doesn't mean you shouldn't learn how to do it yourself! It's easy to push a wrong button on the calculator, and you always need to know when the answer it's giving is reasonable.

Dividing decimals is almost the same as dividing whole numbers, except you use the position of the decimal point in the dividend to determine the decimal places in the result.

To divide decimal numbers:

If the divisor is not a whole number:
Move the decimal point in the divisor all the way to the right (to make it a whole number).
Move the decimal point in the dividend the same number of places.
Divide as usual. If the divisor doesn't go into the dividend evenly, add zeroes to the right of the last digit in the dividend and keep dividing until it comes out evenly or a repeating pattern shows up.
Position the decimal point in the result directly above the decimal point in the dividend. [Show Me. Show and highlight the decimal point in the quotient, between the 4 and 9]
Check your answer: Use the calculator and multiply the quotient by the divisor. Does it equal the dividend?
Let's work through an example.

Find this quotient:



First show the division like this:



Now move the decimal point one place to the right, which makes the divisor a whole number. Also move the decimal point in the dividend one place to the right:



Divide as whole numbers. 65 goes into 169 two times with 39 left over:



To continue dividing, add a zero to the right of the decimal point in the dividend. Then bring down the zero, and add it to the end of 39, making it 390



65 goes into 390 six times. We write a 6 above the zero in the quotient and put the decimal point just above the decimal point in the dividend:



To check our answer, we multiply the quotient by the divisor and make sure it equals the dividend:

Dividing Fractions by Whole Numbers

To Divide Fractions by Whole Numbers:

Treat the integer as a fraction (i.e. place it over the denominator 1)
Invert (i.e. turn over) the denominator fraction and multiply the fractions
Multiply the numerators of the fractions
Multiply the denominators of the fractions
Place the product of the numerators over the product of the denominators
Simplify the Fraction
Example: Divide 2/9 by 2

The integer divisor (2) can be considered to be a fraction (2/1)
Invert the denominator fraction and multiply (2/9 ÷ 2/1 = 2/9 * 1/2)
Multiply the numerators (2*1=2)
Multiply the denominators (9*2=18)
Place the product of the numerators over the product of the denominators (2/18)
Simplify the Fraction if possible (2/18 = 1/9)

The Easy Way. After inverting, it is often simplest to "cancel" before doing the multiplication. Canceling is dividing one factor of the numerator and one factor of the denominator by the same number.
For example: 2/9 ÷ 2 = 2/9 ÷ 2/1 = 2/9*1/2 = (2*1)/(9*2) = (1*1)/(9*1) = 1/9

How Do I Multiply Two Fractions Or Mixed Numbers?

How do i multiply 1 3/8 x 14 1/2?
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Easy!!!!!! 1 3/8 x 14 /12 = 1x14= 14 thats step one<< step two>>what is the greatest common factor of 8 and 2???......Right! 8....so now the problem is 1 3/8x14 1/8 and that equals??? RIGHT!!! :D ===== 14 3/8 :} Your welcome! :D
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It is very easy to multiply fractions. See the steps below

3/4 x 5/2 First of all see whether the denominator and the numerator of the two fractions cross out with each other. Here it is not possible so we will simply multiply the numerators with each other and vice versa

3 x5/4x2 = 15/8 is the required answer as you cannot simplify them any further.

how do i turn FRACTIONS into DECIMALS

What is a "decimal"?

A "decimal" is a fraction whose denominator we do not write but which we understand to be a power of 10.
The number of decimal digits to the right of the decimal point, indicates the number of zeros in the denominator.



Example 1.

.8 = 8
10 One decimal digit; one 0 in the denominator.
.08 = 8
100 Two decimal digits; two 0's in the denominator.
.008 = 8
1000 Three decimal digits; three 0's in the denominator.
And so on.

The number of decimal digits indicates the power of 10.


Example 2. Write as a decimal: 614
100,000
Answer. 614
100,000 = .00614

Five 0's in the denominator indicate five digits after the decimal point.

The five 0's in the denominator is not the number of 0's in the decimal

Alternatively, in Lesson 10 we introduced the division bar, and in Lesson 3 we saw how to divide a whole number by a power of 10.

614
100,000 = 614 ÷ 100,000 = .00614

Starting at the right of 614, separate five decimal digits.

Example 3. Write this mixed number as a decimal: 6 49
100
Answer. 6 49
100 = 6.49

The whole number 6 does not change. We simply replace the

common fraction 49
100 with the decimal .49.

Example 4. Write this mixed number with a common fraction: 9.0012
Answer. 9.0012 = 9 12
10,000

Again, the whole number does not change. We replace the decimal

.0012 with the common fraction 12
10,000 . The decimal .0012 has four

decimal digits. The denominator 10,000 is a 1 followed by four 0's.

This accounts for fractions whose denominator is already a power of 10.


2. If the denominator is not a power of 10, how can we change the fraction to a decimal?

Make the denominator a power of 10 by multiplying it or dividing it.



Example 5. Write 9
25 as a decimal.

Solution. 25 is not a power of 10, but we can easily make it a power of 10 -- we can make it 100 -- by multiplying it by 4. We must also, then, multiply the numerator by 4.

Example 6. Write 4
5 as a decimal.
Solution. 4
5 = 8
10 = .8

We can make 5 into 10 by multiplying it -- and 4 -- by 2.


Example 7. Write as a decimal: 7
200
Answer. 7
200 = 35
1000 = .035

We can make 200 into 1000 by multiplying it -- and 7 -- by 5.

Alternatively,

7
200 = 3.5
100 , on dividing both terms by 2,

= .035, on dividing 3.5 by 100.

Example 8. Write as a decimal: 8
200
Answer. 8
200 = 4
100 = .04

Here, we can change 200 into a power of 10 by dividing it by 2. We can do this because 8 also is divisible by 2.

Or, again,

8
200 = _ 8 _
2 × 100 = 4
100 = .04
Example 9. Write as a decimal: 12
400
Answer. 12
400 = 3
100 = .03

We can change 400 to 100 by dividing it -- and 12 -- by 4.

To summarize: We go from a larger denominator to a smaller by dividing (Examples 8 and 9); from a smaller denominator to a larger by multiplying (Example 5).

Example 10.

a) We know that 5% is 5 out of 100 (Lesson 3). .5%, then, is 5 out of how many?

Answer. We can change .5% into the decimal .005 (Lesson 3), which in

turn is equal to the fraction 5
1000 .
.5% = 5
1000 .

Therefore, .5% is 5 out of 1000.

b) .05% is 5 out of how many?

Answer. .05% = .0005 = 5
10,000 . Therefore, .05% is 5 out of 10,000.

Compare Lesson 17, Example 7.



Frequent decimals

The following fractions come up frequently. The student should know their decimal equivalents.

1
2 1
4 3
4 1
8 3
8 5
8 7
8 1
3 2
3

Let us begin with 1
2 .

1
2 = 5
10 = .5 or .50.

Next, 1
4 . But 1
4 is half of 1
2 .



Therefore, its decimal will be half of .50 --

1
4 = .25
And since 3
4 = 3 × 1
4 , then
3
4 = 3 × .25 = .75

Next, 1
8 . But 1
8 is half of 1
4 .



Therefore, its decimal will be half of .25 or .250 --

1
8 = .125

The decimals for the rest of the eighths will be multiples of .125.

Since 3 × 125 = 375,

3
8 = 3 × .125 = .375

Similarly, 5
8 will be 5 × 1
8 = 5 × .125.

5 × 125 = 5 × 100 + 5 × 25 = 500 + 125 = 625.

(Lesson 8) Therefore,

5
8 = .625

Finally, 7
8 = 7 × .125.

7 × 125 = 7 × 100 + 7 × 25 = 700 + 175 = 875.

Therefore,

7
8 = .875

These decimals come up frequently. The student should know how to generate them quickly.

The student should also know the decimals for the fifths:

1
5 = 2
10 = .2

The rest will be the multiples of .2 --

2
5 = 2 × 1
5 = 2 × .2 = .4

3
5 = 3 × .2 = .6

4
5 = 4 × .2 = .8
Example 11. Write as a decimal: 8 3
4
Answer. 8 3
4 = 8.75

The whole number does not change. Simply replace the common

fraction 3
4 with the decimal .75.

Example 12. Write as a decimal: 7
2

Answer. First change an improper fraction to a mixed number:

7
2 = 3 1
2 = 3.5

"2 goes into 7 three (3) times (6) with 1 left over."

Then repalce 1
2 with .5.

Example 13. How many times is .25 contained in 3?

Answer. .25 = 1
4 . And 1
4 is contained in 1 four times. (Lesson 19.)
Therefore, 1
4 , or .25, will be contained in 3 three times as many times. It will

be contained 3 × 4 = 12 times.



Example 14. How many times is .125 contained in 5?

Answer. .125 = 1
8 . And 1
8 is contained in 1 eight times. Therefore, 1
8 ,

or .125, will be contained in 5 five times as many times. It will be contained 5 × 8 = 40 times.

As for 1
3 and 2
3 , neither one be expressed exactly as a decimal.

However,

1
3 .333

and

2
3 .667

See Section 2, Question 3.



Frequent percents

From the decimal equivalent of a fraction, we can easily derive the percent: Move the decimal point two digits right. (Lesson 3.) Again, the student should know these. They come up frequently.

1
2 = .50 = 50%

1
4 = .25 = 25%

3
4 = .75 = 75%

1
8 = .125 = 12.5% (Half of 1
4 .)

3
8 = .375 = 37.5%

5
8 = .625 = 62.5%

7
8 = .875 = 87.5%

1
5 = .2 = 20%

2
5 = .4 = 40%

3
5 = .6 = 60%

4
5 = .8 = 80%

In addition, the student should know

1
3 = 33 1
3 %

2
3 = 66 2
3 %

How to Make an Origami Ninja Star

The ninja star, or “shuriken“, is an ancient ninja weapon. It’s also a great origami model!



Let’s take a look at how to make an origami ninja star…

This is a simple modular origami model, so you’ll need two pieces of paper, with dimensions of 2×1 (one side is twice as long as the other).
The easiest way to get these is to take a regular square of origami paper and cut or tear it in half along the centre line. I prefer to crease it well in both directions, dampen the edge and then carefully tear, but you might find scissors easier.

1 2

Once you’ve got two 2×1 pieces, fold them in half so that you they are are 4×1 in size. To create a two-tone ninja star like this one, fold one sheet with a mountain fold and the other with a valley fold. You could also use two different coloured sheets.

Now fold these in half vertically, so you’re back to 2×1 pieces. Crease, then unfold to the previous step.

3 4

Fold the bottom half of one piece diagonally up to meet the crease from the previous step.

Turn the piece 180 degrees and repeat. You should end up with a zig-zag shape.

5 6

Repeat with the other piece, but fold in the opposite direction so that you create a mirror-image of the first piece.

7

Turn both pieces over.

8 9

Now fold the outsideedges in to meet the vertical lines on the back of each piece.. You want to end up with two triangular shapes together.

Make sure that both pieces are still mirror images.

10 11

Fold the outer part across the vertical line you used in the previous step. You should now have two mirror-image parallelograms.

Turn one piece over, and partially unfold the last step so you have two points facing upwards on one piece, and down on the other piece. Cross the pieces over.

12 13

Now fold a point from the bottom piece across the top piece. Tuck it into the pocket in the middle of the top piece.

Do the same with the other bottom point.

14 15

Flip the pieces over.

Tuck in both remaining points from the piece that’s now on the bottom into the top piece.

16 17

Now enjoy your completed origami ninja star!



The model is very well balanced and will fly well if thrown quickly.

Please don’t throw it at people or animals!

Reading Skills: Context Clues

These sites focus on using contextual clues to determine the meaning of unknown words. The sites introduce different types of contextual clues and strategies on using the clues. Exercises, lesson plans, and a song are included. There are links to eThemes resources on Text Structures, Teaching Tips for Decoding Strategies, Synonyms and Antonyms, and Prefixes and Suffixes.
Grade Level: 3, 4, 5, 6
Resource Links: Types of context clues
Learn about four common types of context clues and examples. Exercises with answers are included. NOTE: The reading level is appropriate for older students.

Looking At Vocabulary
This presentation provides information and techniques for teachers to use when teaching new vocabulary by using contextual clues.

Hop Over It: Teaching Contextual Reading Strategies
Here is a song that uses contextual clues as a reading strategy. This song teaches contextual reading strategies and word attack skills. Lyrics and music are included.

Internalization of Vocabulary Through the Use of a Word Map
This lesson plan provides a word map for students to learn new vocabulary through embedded activities and contextual clues. Instruction, activities, and extended activities are included.

Africa is Not a Country
This is a cross-curricular lesson plan with embedded context clues to use with geography. Go to the context clues by going to Lesson 5B on page 3.

Guess Who
Using context clues in rhymes to figure out who (what type of job) the poem is describing. NOTE: This site includes ads.

Guess What
This site shows how to use context clues in rhymes to figure out what the object is that the poem is describing. NOTE: This site includes ads.

Context Clues: Synonyms
Print out this existing exercise or create a new printable exercise to practice about synonyms.

eThemes Resource: Writing: Text Structures
These sites explain the different types of text structures that are used in expository writing. The text structures include chronological sequence, comparison/contrast, description, problem/solution, and cause and effect. Read examples of the different types, learn about the common cue words, and download graphic organizers. Includes many teaching tips for improving reading comprehension. There is a link to an eThemes Resource on graphic organizers.

eThemes Resource: Teaching Tips: Decoding Strategies
Learn about decoding strategies for young readers. Find out what decoding strategies are and why they are so important. Also includes teaching tips, handouts for students, and online activities. There is a link to an eThemes resource on sight words.

eThemes Resource: Grammar: Synonyms and Antonyms
These sites have games and puzzles to explain the difference between antonyms and synonyms. Look up synonyms in a thesaurus and learn the part of speech. Read the definition of a synonym and an antonym. Included is an eThemes resource on homophones.

eThemes Resource: Grammar: Prefixes and Suffixes
These sites include interactive games that have students choose which prefixes and suffixes they should add to root words to create new words. Scholastic provides several worksheets for older students. Includes some sites with rules on how to add prefixes and suffixes.

Kung Fu training

Traditional external & internal Shaolin(under Shaolin masters of authentic lineage ) , also includes various fist forms and weapons forms along with their applications, contact sparring and Chi kung. Along with traditional Shaolin Gongfu (kung fu) the academy offers to teach the internal styles, such as Taiji (Tai Chi),Wing chun, Xingyi, Bagua,Baji and Mantis boxing,(all the kungfu styles mentioned above have their corresponding classes here, meanwhile,the students can choose more than one style of kung fu to learn,two or three styles.) Both male and female students who are 16 or older are welcomed to come and study. Younger students may be accepted if they are accompanied by a parent or an older relative (brother/sister). No previous martial arts experience is required. Only dedication to learn and a positive attitude. However, students with experience in martial arts may be able to learn quicker. In order to ensure the teaching quality, generally, there are around 7 students per master in winter and there are no more than 15 students per master in summer. This ensures high quality teaching on a personal level, and a close family atmosphere inside the group.

how do i do karte?

When you learn Karate, you are first introduced to individual techniques, such as single blocks and strikes. If we compare learning Karate to learning a new language, you can think of these like the letters of the alphabet. Several techniques strung together may form words. The practice of basic techniques is often simply called “basics”, or Kihon in Japanese. To stay with this analogy, sentences are thus formed by stringing several basic techniques together, for example, in Kihon Ido, which means, “moving basics”, because you step and thus move your body while you block and/or strike.

Typical for Karate are Katas. A Kata is a sequence of movements used for training and to demonstrate technique. In the context of learning Karate, learing Katas then can be akin learning how to form paragraphsIn this Karate online tutorial, we will follow this approach. We will offer you video clips that demonstrate individual techniques, combinations in partner training and Katas. We are currently processing our video material, adding new techniques and Karate video clips every day. Each video will be accompanied by a step-by-step learning guide with expert advice on how to perform the technique correctly.

How do I Simplify a Fraction ?

Method 1 Try dividing both the top and bottom of the fraction until you can't go any further (try dividing by 2,3,5,7,... etc).

how do i compare fractions?

When Compare Fractions starts, you will be given two fractions to compare, as in the example below: You are to decide if the fraction on the left is less than, equal to, or greater than the fraction on the right.
Keep this in mind as you make your choice - the larger the numerator the larger the fraction and the larger the denominator the smaller the fraction. If the denominators are the same, the fraction with the larger numerator is larger and if the numerators are the same, the fraction with the larger denominator is smaller.
The fractions 3/4 and 2/3 are pictured below: Here, we will introduce the idea of the least common denominator or LCD. LCD is an idea that will be used in comparing fractions, and adding and subtracting fractions. The LCD is the smallest number that both 4 and 3 will divide into evenly. The LCD for the fractions 3/4 and 2/3 is 12 because both denominators 4 and 3 divide evenly into 12.
Then, write each fraction with the common denominator 12 . The illustration shows that 3/4 is equal to 9/12 and 2/3 is equal to 8/12. Once each fraction is renamed with a common denominator, you can compare the numerators - the larger the numerator the larger the fraction.
See the program RENAME IN HIGHER TERMS for more information on renaming fractions.
One way to find the LCD is to see if the smaller denominator 3 will divide evenly into the larger denominator 4. If not, then multiply the larger denominator 4 by 2 to get 8. Will the smaller denominator 3 divide into 8? No, so multiply the larger denominator by 3 to get 12. Will 3 divide evenly into 12? Yes, so 12 is the LCD for the denominators 3 and 4. If not, then multiply by 4, then 5, etc. until the smaller denominator divides into the product.
Also, thinking of the pictures of the fractions will help you decide which is the larger.
Choose the < (less than) button if you think the first fraction is smaller than the second, or = button if you think the tqo fractions are equivalent, or > (greater than) if you think the fraction is larger. If correct, a number line showing the comparative distances of the two fractions will appear. Also, the number lines will show the two fractions with the LCD.