32 7 as a mixed number

Running head: [INSERT TITLE HERE]

[INSERT TITLE HERE]

Student Name

Allied American University

Author Note

This paper was prepared for [INSERT COURSE NAME], [INSERT COURSE

ASSIGNMENT] taught by [INSERT INSTRUCTOR’S NAME].

[INSERT TITLE HERE] 2

PART I: EXERCISES

Directions: Answer each of the following questions. When appropriate, please show work.

1. Define a multiple and LCM.

2. Find the LCM: 24 and 10

3. Find the LCM: 6 and 8

4. The students in an education class can be organized into discussion groups of 3 so that no students are left out. The same class can also be organized into teams of 4 so that no

students are left out. Find the smallest class size which meets these conditions.

5. What does LCD stand for? What is the connection between the LCD and LCM?

6. Define and give an example of each of the following a proper fraction, an improper fraction, and a mixed number.

7. Add and simplify: 2

5 +

1

5

8. Add and simplify: 2

9 +

4

9

9. Add and simplify: 1

3 +

8

3

10. Add and simplify: 1

2 +

1

3

11. Add and simplify: 3

10 +

7

100 +

31

1000

12. Subtract and simplify: 6

7 − 2

7

13. Subtract and simplify: 17

30 −

7

30

14. Subtract and simplify: 11

12 −

7

12

15. Subtract and simplify: 7

8 − 2

3

16. Subtract and simplify: 4 −

�

17. Solve for p. 2

3 +� = 5

18. Convert to fraction notation: 4 �

�

[INSERT TITLE HERE] 3

19. Convert to fraction notation: 3 �

�

20. Convert to a mixed numeral: 28

5

21. Convert to a mixed numeral: 23

4

22. When adding whole numbers, we sometimes have to carry. Does this happen with adding mixed numbers? If so, when?

23. Add and write a mixed numeral for the answer: 8 �

� + 4

�

�

24. Add and write a mixed numeral for the answer: 4 �

� + 2

�

��

25. When subtracting whole numbers, we sometimes need to regroup or borrow. Does this happen when subtracting mixed numbers? If so, when?

26. Subtract and write a mixed numeral for the answer: 10 �

� − 6

�

27. Subtract and write a mixed numeral for the answer: 16 − 4 �

�

28. Multiply and write a mixed numeral for the answer: 6 × 2 �

�

29. Multiply and write a mixed numeral for the answer: 4 �

� ×

�

30. Divide and write a mixed numeral for the answer: 5 �

� ÷ 2

�

�

31. Divide and write a mixed numeral for the answer: 14 �

� ÷ 4

32. Trina has measured a running loop of 3

4 mi through her subdivision. On Friday, she ran 1

�

�

loops. How many miles did she run on Friday?

33. A stack of books is 19 �

� in. high. Each book is 1

�

� in. thick. How many books are in the

stack?

34. Box A contains 40 tea bags that each weighs 1 �

�� oz. Box B contains 60 tea bags that each

weighs 7

8 oz. Which box contains more tea and by how much?

[INSERT TITLE HERE] 4

35. Most space shuttles orbit the earth once every 1 �

� hour. How many orbits are made every

24 hours?

PART II: PRACTICAL APPLICATION

Directions: Arrange sockets and drill bits in fractional sizes from smallest to largest.

Background In the United States, tools are typically classified using either English or metric

units. For example, socket sets are sold in fractional sizes (fractions of an inch), or metric sizes

(millimeters). When fractional sizes are used, it is important to be able to compare the relative

size of each tool by comparing the fractions.

Below are the 3 different sets.

SET A: SOCKETS

3/8 13/16 9/32 5/8 3/16 1/4 11/16 3/4 15/16 9/16

1/2 11/32 7/32 5/16 7/8 7/16

SET B: SMALL DRILL BITS

15/64 5/32 1/4 5/64 3/32 3/16 7/32 13/64 1/8 7/64

9/64 1/16 11/64

SET C: BIGGER DRILL BITS

13/32 23/64 7/16 1/4 9/32 19/64 5/16 17/64 3/8 29/64

1/2 25/64 11/32 21/64 27/64 15/32 31/64

1. Develop a plan for ordering the different sets and describe it below. 2. Order Set A: Sockets. 3. Order Set B: Small Drill Bits 4. Order Set C: Bigger Drill Bits 5. Think about your everyday life. Do you make any measurements or need to order

fractions? Do you find some fractions easier to work with, such as commonly seen ones

like 1/2, 1/4, or 2/5?

PART III: JOURNAL ACTIVITY

Directions: Write a page about why it is necessary to have a common denominator before

adding or subtracting fractions. Also, note pros and cons of using mixed numbers.