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## Numbers & Operations - The Real & Complex Number Systems 189-200

# Identifying numerators and denominators

CCSS.Math:

Sal identifying numerators and denominators in fractions. Created by Sal Khan and Monterey Institute for Technology and Education.

## Want to join the conversation?

- Can someone give me an in-depth explanation of what are numerators and denominators? Give me a definitive definition of a fraction!

I am confused...(2 votes)- The NUMERATOR is on top and the DENOMINATOR is on the bottom. Another way to put it is in the numerator the U in numerator is like "Up"

and the D in Denominator is like "Down."

P.s, if this helps anyone please give it an up-vote(8 votes)

- Why is a numerator called a numerator and why is it o n the top?(6 votes)
- It's just the name it's been given same for Denominator although Denominator seems to also be called the Dominant number because it's the Total of the Parts/Pieces/Objects and the Whole Shape, but i wouldn't think too much about the names, lots of things are given names just to help identify them.

We don't know why Numerator is on top either it just is, i guess it does make more sense to be the top number since that's the number you're taking from the Total Parts/Pieces, that's where our mind would go first it would be like "So i'm taking or adding this From/To this" that's my guess :)(3 votes)

- I get lost between the difference of "The number of equal parts in all the wholes" and "The number of equal parts in one whole" in the practice question. Can someone explain it to me? thanks!(4 votes)
- I just looked at a couple of the practice problems. The denominator = the number of equal parts that make one whole unit. The numerator is the number of parts you are counting. The option for "the number of equal parts in all the wholes" appears to be a false option to see if you understand the meaning for numerator/denominator. It really doesn't fit the definition of either one.(3 votes)

- Why is the bottom of the fraction called a denominator?(4 votes)
- In Latin:
*"denominator"*= that which names

The denominator of a fraction tells you the*name*of the part (one half, one third, one six thousand three hundred seventy first, etc.)

The numerator tells you how many of those parts there are.(4 votes)

- I've been trying to understand these questions, I continue to level down on being able to recognize fractions. I'm not getting it.can someone break this down for me please.(3 votes)
- When a figure is divided into
**equal**parts, the fraction that is represented by the shaded area is the number of parts shaded over the total number of parts.

Example: suppose a figure is divided into 7 equal parts. Suppose 4 of the parts are shaded (so 3 of the parts are unshaded). Then the shaded area would represent the fraction 4/7.

Have a blessed, wonderful day!(3 votes)

- i am SOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO bored like i will be listening to my teach and she asked me a quistion and i wont even know wat the heck shes been talking about and i dont think anyone else does eather(3 votes)
- Is 4/5 = to 8/10 or more than 8/10(3 votes)
- Well, first you need to find a common denominator -- that is, make the bottom numbers of the two fractions equal. Now, since 5 is a factor of 10, all you need to do is multiply the five on the bottom by two. But be careful -- you also need to multiply the top number by the same amount. So, 4*2 is 8, and 5*2 is 10, making 4/5 equal to 8/10.

If you'd like, this video may help you with common denominators: https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/equivalent-fractions-pre-alg/v/finding-common-denominators(1 vote)

- so is it just finding the Numorator and Denominator and saying (Ex. 1/3 = 1 slice of a pie cut in 3?)(2 votes)
- if you double the numerator and half the denominator, will the fraction increase or decrease?(2 votes)
- It will increase to four times its previous value.(2 votes)

- what is the origin of the word denominator?(2 votes)
- The origin of the word numerator comes from Latin.(2 votes)

## Video transcript

We're asked to identify the
numerator and denominator in the fraction 3 over 4, or 3/4. So let's rewrite this just
so it's nice and big. So let me just write
the fraction. So we have 3 over 4, 3/4. Now, they want us to identify
the numerator and the denominator. So the numerator is just the
number on top, so the numerator is the
3 right there. And then they want us to
find the denominator. The denominator is just the
number on the bottom. It's the 4. So if they say what's
the numerator? 3. What's the denominator? It's 4, just the number
on the bottom. They could've just called this
the number on the bottom. They could've just called
this the number on top. Now to think about what this
represents, what this fraction represents, you can think
of it as three out of four pieces of a pie. That's how I think about it. So you can imagine, the
denominator tells us, what are we taking a fraction out of or
how many pieces are there? So let's imagine a
pie like this. So we could draw like
a square pie. So this is what the denominator
represents. This is what the number on
the bottom represents. And then 3 says, we are
representing three of those four pieces. So this 3 tells us that out of
4 possible ones, I guess you could think of it, we are using
three, or maybe we're eating three. So you can imagine if someone
says I ate three-fourths of a pie-- this would be read as
three-fourths-- they're eating the blue portion of the pie
if we cut it this way. If we imagine a round pie,
it would look like this. Let me draw a round pie. So that is my round pie. Let me cut it into four
equal pieces or roughly equal pieces. And if someone says I ate
three-fourths of this pie, where the 3 is the numerator,
and then the 4, and you'd read that as three-fourths, the 4 is
the denominator, they would eat this much of the pie. They would eat 3 of
the 4 pieces. So this is is one piece, this
is two pieces, and this is three pieces. So you could imagine the 4, the
denominator represents the total number of pieces in the
pie, and then the 3 represents how many of those we ate.