Numerator - Examples, Exercises and Solutions

The number of parts in the circle represents the denominator of the fraction, and the number of colored parts represents the numerator.

The circle is divided into 2 parts, 1 part is colored.

Now let's write it and we get:

$\frac{1}{2}$

The number of parts in the circle represents the denominator of the fraction, and the number of colored parts represents the numerator.

The circle is divided into 3 parts, 2 parts are colored.

Now we'll write and get:

$\frac{2}{3}$

The number of parts in the circle represents the denominator of the fraction, and the number of colored parts represents the numerator.

The circle is divided into 3 parts, 1 part is colored.

Now let's write it and we'll get:

$\frac{1}{3}$

To know what the marked part is, we need to count how many colored squares there are compared to how many squares there are in total.

If we count the colored squares, we see that there are four such squares,

If we count all the squares, we see that there are seven such squares.

Therefore, 4/7 of the squares are marked, and that's the solution!

We can see that there are three shaded parts out of six parts in total,

that is - 3/6

But this is not the final answer yet!

Let'snotice that this fraction can be reduced,

meaning, it is possible to divide both the numerator and the denominator by the same number,

so that the fraction does not lose its value. In this case, the number is 3.

3:3=1
6:3=2

And so we get 1/2, or one half.
And if we look at the original drawing, we can see that half of it is colored.

Note that the numerator is smaller than the denominator:

5 < 6

As a result, we can claim that:

\frac{5}{6} < 1

Therefore, the quotient in the division problem is indeed less than 1

Note that the numerator is smaller than the denominator:

1 < 2

As a result, we can claim that:

\frac{1}{2}<1

Therefore, the fraction in the division problem is indeed less than 1

Let's write the division exercise:

$8:13$

Now let's write it as a simple fraction, remembering that the numerator is on top and the denominator is on the bottom:

$\frac{8}{13}$

Let's begin by writing the division exercise:

$5:9$

We can now proceed to write it as a simple fraction, remembering that the numerator is on top and the denominator is on the bottom:

$\frac{5}{9}$

Let's write the division exercise:

$2:5$

Now let's write it as a simple fraction, remembering that the numerator is on top and the denominator is on the bottom:

$\frac{2}{5}$

Let's write the division exercise:

$9:13$

Now let's write it as a simple fraction, remembering that the numerator is on top and the denominator is on the bottom:

$\frac{9}{13}$

Let's write the division exercise:

$2:3$

Now let's write it as a simple fraction, remembering that the numerator is on top and the denominator is on the bottom:

$\frac{2}{3}$

Remember that the numerator is the number at the top of the fraction, whilst the denominator is the number at the bottom of the fraction.

If we place the given values accordingly we should obtain the following:

$\frac{5}{8}$

Remember that the numerator of the fraction is the top half, whilst the denominator of the fraction is the bottom half.

If we position them accordingly we should obtain the following:

$\frac{6}{7}$

Let's remember that the numerator is the number at the top of the fraction, whilst the denominator is the number at the bottom of the fraction.

If we arrange the given values accordingly we should obtain the following:

$\frac{2}{9}$