The numerator is the top part of a fraction that represents the number of equal parts being considered. It is the part of the fraction that tells you how many parts of the whole you are talking about. For example, in the fraction 3/5, the numerator is 3, which means you are referring to 3 parts out of the total 5 parts.

**Definition:**The numerator is the number above the fraction line in a fraction. It represents the number of equal parts being considered or counted.**Relationship to the Whole:**The numerator tells us how many parts of the whole are being considered. For example, in the fraction 2/3, the numerator is 2, indicating that 2 parts out of the total 3 parts are being referred to.**Representation:**The numerator is always written above the fraction line, and it is the first number in a fraction.

- Understand the definition of a numerator and its position in a fraction.
- Practice identifying the numerator in various fractions.
- Learn how to compare numerators in fractions to determine which fraction represents a larger or smaller quantity.
- Practice converting between improper fractions and mixed numbers, paying attention to the numerator in each representation.
- Solve word problems and real-life scenarios using fractions, and identify the role of the numerator in each problem.

By mastering the concept of a numerator, you will have a solid understanding of how fractions work and be able to use them in various mathematical operations.

Study GuideIntroduction to Percent Worksheet/Answer key

Introduction to Percent Worksheet/Answer key

Introduction to Percent Worksheet/Answer key

Introduction to Percent Worksheet/Answer keyIntroduction to Percent

Number and Operations (NCTM)

Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

Work flexibly with fractions, decimals, and percents to solve problems.

Develop meaning for percents greater than 100 and less than 1.

Grade 7 Curriculum Focal Points (NCTM)

Number and Operations and Algebra and Geometry: Developing an understanding of and applying proportionality, including similarity

Students extend their work with ratios to develop an understanding of proportionality that they apply to solve single and multi-step problems in numerous contexts. They use ratio and proportionality to solve a wide variety of percent problems, including problems involving discounts, interest, taxes, tips, and percent increase or decrease. They also solve problems about similar objects (including figures) by using scale factors that relate corresponding lengths of the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and identify the unit rate as the slope of the related line. They distinguish proportional relationships (y/x = k, or y = kx) from other relationships, including inverse proportionality (xy = k, or y = k/x).

Number and Operations and Algebra: Developing an understanding of operations on all rational numbers and solving linear equations

Students extend understandings of addition, subtraction, multiplication, and division, together with their properties, to all rational numbers, including negative integers. By applying properties of arithmetic and considering negative numbers in everyday contexts (e.g., situations of owing money or measuring elevations above and below sea level), students explain why the rules for adding, subtracting, multiplying, and dividing with negative numbers make sense. They use the arithmetic of rational numbers as they formulate and solve linear equations in one variable and use these equations to solve problems. Students make strategic choices of procedures to solve linear equations in one variable and implement them efficiently, understanding that when they use the properties of equality to express an equation in a new way, solutions that they obtain for the new equation also solve the original equation.

Connections to the Grade 7 Focal Points (NCTM)

Number and Operations: In grade 4, students used equivalent fractions to determine the decimal representations of fractions that they could represent with terminating decimals. Students now use division to express any fraction as a decimal, including fractions that they must represent with infinite decimals. They find this method useful when working with proportions, especially those involving percents. Students connect their work with dividing fractions to solving equations of the form ax = b, where a and b are fractions. Students continue to develop their understanding of multiplication and division and the structure of numbers by determining if a counting number greater than 1 is a prime, and if it is not, by factoring it into a product of primes.