# What I leaned about grade 9 fractions

Fractions and Number Lines: I already had lots of previous knowledge with number lines, but I learned more and improved on this especially when using not only fractions but also decimals on number lines. Learning negative numbers was not a problem for me. To prove this, the negative fractions stay on the left side of the zero and the positives are on the right side. If a fraction is proper and positive, it is less than one. Meaning that the numerator is smaller than the denominator.

Comparing Fractions: Most of the time I can just eye ball a fraction to know if it is larger than the other, but in this class, I need to show all off my work which has helped me complete this further. A good way is to make the denominators the same and then multiply the same number to the numerator.

Adding/Subtracting Fractions: I also had a lot of previous knowledge on this, but the trick of making the denominator the same number was stuck in my head making me understand this more. Including the negative sign caused me a little bit of trouble, but I kept practicing and later became a skill of mine. Making the denominator the same is the main and most efficient way and then doing the same to the numerator.

Multiplying/Dividing Fractions: I am very experienced in multiplying numbers in general, so multiplying fractions was very easy for me to learn and understand. Before we started dividing fractions, I forgot how to answer these types of questions, but after learning about it and how multiplying is the main tool and solution to solving the problem, I understood this rule and now I feel very confident solving this types of problems. By adding the negative sign next to a number, did not cause me any confusion on how to solve the problem. When multiplying the fractions, you multiply both of the numerators to each other and the same for the denominator. When dividing, if the denominators are not the same, then you need to reciprocate. This means that on the fraction on the right, you flip the numerator and the denominator. After this step, you just multiply the new numerators and the new denominators. Example: 3/4 ÷ 5/16 turns into 3/4 ÷ 16/5.

Square roots: I was taught how to find the square root last year, but we never elaborated on this. So practicing this made me have a better understanding on how square roots work. But one thing I still have a little of trouble with is finding the square root to a decimal, but I am still practicing this skill. To find the square root of a number, you find a number and multiply it by itself to become the square root. Example: You want to find the square root of 36. Now you need to identify what number times itself will get 36. The solution is 6*6=36. So 6 is the square root. Square root means that the root of the number is a multiple of the number you want to find the square root of. Once found the root, you need to square it.