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# Fractions in contexts

CCSS.Math:

## Video transcript

in this video we're going to think about how fractions can be used to represent things in the real world so here we're told that on the Sharks dive team there are three divers in third grade there are eight total divers on the team what fraction of sharks dive team is in third grade so pause this video and see if you can figure that out alright so first of all they tell us there are eight total divers on the team so maybe I'll represent each diver with a little circle like this I'll try to make it look kinda like a diver so that's not quite a circle but you get the idea it looks like something kind of diving down so one two three four five six seven and eight now if we were to talk about just one diver here just like that that would be one out of the eight or we would often call that 1/8 so eight with an H at the end that is 1/8 right over there or I could represent it like this I could say this is an eighth and eighth or I could say that this is equal to 1/8 this is one of the eight members of our dive team now they tell us that there are three divers in third grade what fraction of sharks dive team is in third grade so that is let's say it's these three so there's three out of the eight so if you wanted to represent that as a fraction you could represent it as 3/8 like this or you could represent it as if you wanted to write it out as a word three instead of having it three over eight you could write 3/8 like that if you're doing this one kind of kind of there'd be some choices out there where you'd pick one of the correct choice but you could represent the fraction of sharks dive team that is in third grade either as three over eight three eighths or 3 and then spell out the word eighths let's do another example here we are told yuuma divided his clay his clay into four equal parts he made clay animals out of the through out of three of the parts what fraction of the clay did Yuma use to make clay animals once again pause this video and think about it alright so let's just imagine that this is his clay initially and he divides it into four equal parts and so let's say he divides it like this and let's say that I have divided into four equal parts that these all have the exact amount of clay and it's hand drawn so it's not going to be perfect the way I drew it but let's just assume they all have the exact same amount of clay now it says that he made clay animals out of three of the parts so maybe this part right over here he was able to make a clay animal out of this part right over here he made a clay animal out of and then that part right over there he made a clay animal out of so what fraction of the clay did he use to make clay animals so what would you call each of the equal parts so if I were to just focus on that right over there you would call that fourth fourth you could also represent it as one fourth like that or you could represent it as one fourth that's if you were to just circle one of these equal parts that one or that one or that one or that one now if you're talking about all of his clay what are you talking about well you could view it as 4/4 4/4 or four over four this would also be read 4/4 that would be referring to all one two three four of his clay now if you wanted to say what fraction of the play did you may use to make clay animals we can see that three of the fourths were used to clay to make clay animals so to answer that question we would say three of the fourths so three fourths were used to make clay animals you can also express that as a fraction you could also write that as three fourths like this you would read these the same three fourths or three fourths three out of the four equal sections of clay were used to make the clay animals