Question

can you make 2 2/5 into thirds

Answer 1

what ?

Answer 2

didn't get your point

Answer 3

Yes. 2 2/5 is actually 5/5(1) + 5/5(1) + 2/5 = 12/5.

Now divide 12/5 by 3 to divide that into thirds. How do you divide? One way is to multiply by the reciprical, or multiply by 1/3.

12/5 times 1/3 = 12/15

This is 1/3 of 2 2/5.

Answer 4

Here is a very simple introduction to fractions. Perhaps it might help, maybe it won't.


If you take 1/3 of a pizza what do you have left?
 This question is about FRACTIONS.

 FRACTIONS are all about DIVIDING something, anything, into PIECES.

 The LINE of the FRACTION can be considered a DIVIDING LINE. Everyone has DIVIDED SOMETHING.

 FRACTIONS are SHARING. MEASURING how much is SHARED.

 Always think of FRACTIONS this way. Repeat these words while thinking about these ideas. FRACTIONS. DIVIDING LINE. DIVISION. SHARING. MEASUREMENT.

 Repeat these words again… and have an IMAGE reminding you of what each word MEANS in your MIND when you say it. Need help with some IMAGES… ok please try these, CONCENTRATE on saying the word ALOUD, CLOSE YOUR EYES and THINK of the IMAGE or IDEA and spend 30 SECONDS THINKING of the IMAGE, and how it makes you FEEL, and REPEAT the word, over and OVER again.

 This is LEARNING. You can do it. I KNOW it will WORK and you will LEARN to understand FRACTIONS and NEVER have to PANIC when being ASKED about this very IMPORTANT CONCEPT in mathematics. NEVER again.

 PICTURE the way a FRACTION LOOKS. SAY FRACTION. Use your senses. What would do they look like. What do FRACTIONS SOUND like? What do FRACTIONS FEEL like? If you PICKED one up with your HAND, would it be HOT, or COLD, HEAVY, or LIGHT? SOFT or HARD? ROUGH or SMOOTH?

 NOW IMAGINE the DIVIDING LINE, IMAGINE the DIVISION symbol. It’s the OPPOSITE of MULTIPLICATION. ( QUESTION: To LEARN HOW to LEARN: What IMAGE is the OPPOSITE of MULTIPLICATION to YOU?) PLEASE THINK about THIS. Don’t PROCEED UNTIL you have an ANSWER.

 I have one for you to use if you are STUMPED or you may CHOOSE to USE the one I have, but if you are a LEARNER, and ALL humans are LEARNERS, if you are reading this YOU definitely can LEARN, YOU LEARNED to READ, for instance, YOU LEARND to TALK, I’m guessing, to LISTEN, a little. (YOUR EDUCATION will heavily DEPEND upon YOUR ATTITUDE, YOUR WANT-TO. If you ALWAYS answer the QUESTION, DO YOU WANT to LEARN, then YOU CAN LEARN. I BELIEVE in YOU. I have SEEN it. I KNOW YOU CAN DO IT. IF YOU DO what I say, HOW I say, and TRUST me, and also BELIEVE in YOURSELF, or at least TRUST ME when I BELIEVE in YOU. IF you want to LEARN then you MUST LISTEN, and DO EXACTLY what I ask, HOW I ask and YOU WILL LEARN. Alright. As Yoda says, “There is no TRY, just DO or NOT DO”. The WORLD usually REWARDS DOERS. BE A DOER. Alright, enough of the PHILOSOPHY and now DO what you were ASKED, and ANSWER THIS, what IMAGE or IDEA do YOU THINK of WHEN you HEAR, and/or SAY the word DIVIDE. SAY IT, aloud, NOW WHILE YOU THINK of that IMAGE, PICTURE, or IDEA and ANSWER ALL OF the QUESTIONS I have presented in the paragraph above. WRITE down your ANSWERS. Take a minute and WRITE them DOWN. NOW.


 SO imagine multiplication tables, upside down, or white letters on black paper, the opposite. Sharing. Fractions are about sharing. How does it feel to share? Would you like a piece of my sandwhich? Or a piece of my gum? Imagine sharing with a classmate, a friend, brother, sister, or stranger. Anyone. Sharing. Now same image. How would you measure how much you gave, or shared with that friend, brother, sister, or stranger?

 You can and should say to yourself, in this question, I am taking 1 piece "when I divide the whole into" 3 pieces. This always works. Just remember the dividing line means "divide by" or "divide the whole into" the bottom number of pieces. Say it aloud to yourself. NOW.


 "If you have a whole pizza and you cut IT (the whole pizza) in pieces and you take one piece WHEN I DIVIDE THE WHOLE INTO 3 pieces, how many PIECES remain, or how many do I have left?

 Say it Again. Aloud. Once more. Three times to learn it. Once, twice, three times and Once more to make sure say the WHOLE THING again.. one more time.


 Now the top or first number is called the numerator. This is the number of pieces you are counting or dealing with, or focusing on. In this problem you are asked to take 1 PIECE of the TOTAL PIECES (FRACTIONS ARE ALL ABOUT PIECES) you make when you start with a WHOLE of something, or a TOTAL (another way to say WHOLE...not hole like a donut hole, or man hole, but like an WHOLE apple, or a WHOLE pizza, or a WHOLE football game and you cut it into PIECES. HOW MANY PIECES DID YOU CUT IT INTO? Remember what you said 4 times already. SAY IT. NOW. AGAIN. Take the NUMBER you just SAID and NOW TAKE FROM IT 1PIECE OF THE PIECES of pizza. How many are left? Say it.

 That is your answer. Now you can take the answer, but if you do not understand FRACTIONS you will be done progressing in mathematics, and I have a feeling you do not want that. YOU do not have to SETTLE for that.
 YOU MUST KNOW HOW TO WORK WITH FRACTIONS AND UNDERSTAND WHAT THEY ARE AND HOW THEY WORK. DO NOT MOVE ON TO ANOTHER PROBLEM UNTIL YOU UNDERSTAND THIS ONE. ALRIGHT? PROMISE ME. IT IS MY MISSION IN LIFE TO TEACH EVERONE FRACTIONS STARTING WITH YOU.

 Now you said that statement above, that one statement I asked you to repeat, over and over exactly how many times? Say it once more , aloud, now. How many times have you said that statement in the last, say10 minutes.. since you began reading this answer to your question?


 The answer is 6 times. So if I told you to express, as a FRACTION, the first three times you said what I had you say, OUT of the WHOLE, or OUT of the TOTAL of the number of times. So let’s do this.

 Here is the statement. If you have a whole pizza and you cut IT (the whole pizza) in pieces and you take one piece WHEN I DIVIDE THE WHOLE INTO 3 pieces, how many PIECES remain, or how many do I have left?

 So now use the words TOTAL NUMBER OF SIX TIMES instead of WHOLE PIZZA. If you said a phrase A TOTAL NUMBER OF SIX TIMES and I want you to express as a FRACTION the THREE TIMES THAT YOU SAID IT FIRST, WHAT WOULD THAT FRACTION BE.

 The numerator, or top of the FRACTION, is the number of PIECES, or parts that were divided, or in this case the number 3. The denominator, or the bottom number, is the WHOLE, or the TOTAL number of things that are being counted.

 The answer is simply 3/6.

 Hope you understand FRACTIONS better now.

Answer 5

\[\frac{2\frac{2}{5}}{3}\]