reducing fractions\nmultiplying and dividing fractions\nmeasurements\ngeometry\npatterns and sequential order\nlogical reasoning\nword problems\nbasic algebra\npercents and decimals
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http://www.edhelper.com/math_grade6.htm
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Use a factor tree to simplify both the numerator and denominator into their respective prime factors.  Once this is done, you can rewrite the fraction and divide out (cancel) all the common prime factors.  Whichever factors do not cancel, find their product (in both the numerator and denominator).  Whatever is the remaining fraction is your fraction in simplest form!   Good luck!
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I did a paper on the History of 0,1, and infinity for a grad school paper.  It worked out really well.  There is a lot of history of how different societies developed mathematics and accepted fractions, algebra.  Good luck!
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Dear Fifth Graders,\n\nI know you might find working with decimals kind of hard, and that dividing one decimal number by a second decimal number must be even harder. But, actually, it is quite easy if yo first convert the decimals to whole numbers.\n\nRule 1: To convert a decimal to a whole number, move the decimal point to the riight until you have a whole number. \n\nFor example: \n2.75 = 275 by moving the decimal point 2 places to the right.\n0.006 = 6 by moving the decimal point 3 places to the right.\n\nRule 2: When you divide one decimal number into another decimal number, you MUST move the decimal point the same number of places for both numbers.\n\nFor example, if you are dividing 2.75 by 0.006, you must move the decimal point 3 places in both numbers so the new problem becomes 2750 divided by 6. So you have changed the division of decimal numbers to division of whole numbers. This is a lot easier, don't you think?\n\nHere's another example: \nDivide .05 by .0001\nHere we have to move the decimal point 4 places to th right.\nThis gives 500 divided by 1 which is just 500. Easy, eh?\n\nRemember that if you have to move the decimal point mor places than there appears to be room for, simply add zerooes to get the necessary number of places. In the example above,\n.05 and .050, and .0500, and .0500000000 are all  the same number. So to move the decimal point 4 places to the right \nfor the number .05, we simply add 2 zeroes making it .0500 and now we can move the decimal point 4 places changing .05 to 500. \n\nHope this helps you to understand decimals better \n\nGood Luck
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1) d. all\n2) b. decreases\n3) a. 1.3 x 10^-2
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Ask your teacher.\n\nBut usually, you are supposed to simplify.
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MATHEMATICS\n\n(MAT HE MAT ICS)
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Algebra is needed for SO many things! Recipes, budgeting you name it. It teaches problem solving. Geometry is good to shape your mind to think logically. I actually took geometry twice out of my own free will because I loved proving the angles were equal or whatever. My mind was never so sharp. Trig, well I actually haven't found a use for that yet....
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Go to Google scearch you will find lot of papers on this.\nCopy with changes from all the papers.\nIncluding whatever Mathamatical figures you find
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Reduce the fraction to lowest terms\n\n14/16 \n\nFirst find the factor that divides into the numerator an denominator evenly\n\ntwo (2) divides into 14 and 16 evenly\n\n2 divides  into 14 = 7 times\n\n2 divides into 16 =  8 times\n\nThe fraction simplifies to 7 / 8\n\nThe answer is 7 / 8\n\nUse the same procedure on the remainding fractions.\n\n- - - - - - - - s-
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disintegration, dispersion, interruption\n\nAny of these will work....
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I'll just tell you enough and then you do the rest.\n\nEach of them involves a number which is a mixture of whole number and fraction.  First step is to exress it as an improper fraction, e.g.\n2) 3 5/8 = 24/8 + 5/8\n             = 29/8  \n(simple rule is \n(denominator*whole number + numerator)/denominator)\nLikewise 2 1/2 = 5/2\n\nI expect you can do\n(1/2)*(29/8)*(5/2)\n\n3) Same idea for 4 1/5, only extra thing to know is that to divide by 14 you multiply by 1/14.\n\nCheers
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Analysis\nDesign\nCode\nImplementation\nTests
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One way is to construct the rational numbers so that each is written as a fraction that does not need to be simplified.  \n\nBegin with all fractions whose numerator and denomenator sum to 2.  There is only one such fraction (1/1).  Map this fraction to the integer 1\n\n1/1 --> 1\n\nThen consider all fractions whose numberator and denomenator sum to 3.  There are two such fractions:  2/1 and 1/2.  Map these two fractions to the next available integers:\n\n2/1 --> 2\n1/2 --> 3\n\nThen map the three fractions whose numerators and denominators sum to 4 to the next available integers:\n\n3/1 --> 4\n2/2 --> 5\n1/3 --> 6\n\nAnd so forth.\n\nThis algorithm will map all of the rational numbers onto the set of natural numbers.  However, it is a many-to-1, not a 1-to-1 mapping (it maps 1/1 to 1 and also maps 2/2 to 5, but 1/1 and 2/2 have the same value as rational numbers).  You could get around this by skipping over rational numbers that are not simplified fractions.
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Add them together and divide by 5.\n\nWow. I could seriously have you people do my homework for me. Every night. I'll type out the problems and see how you all do. :P JP
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Start with demonstrating the multiplication of fractions through physical models.\n\nSplit a rectangle in half.  That is 1 x 1/2... because you are counting that one thing 1/2 time.\n\nThen split the 1/2 into 1/2.  1/2, counted 1/2 time, is 1/4.  See it?\n\nOK, so... through whole numbers you have already demonstrated (and they should already have shown true comprehension of the idea) that division is the inverse of multiplication. So...\n\n\n1/2 divided by 2/3 is the same as 1/2 x 3/2 because that is the inverse. Division of whole numbers is a reduction of value... division of fractions is an increase of value.\n\nAlso, try this with decimals.\n\n1/10 divided by 4.\n\n1/10 divided by 4/1.\n\n1/10 x 1/4 = 1/40.\n\n1/40 = 0.025.\n\n   ____\n4 |0.1     = 0.025.\n\n25 x 4 = 100\n\n2.5 x 4 = 10.0\n\n.25 x 4 = 1.00\n\n.025 x 4 = 0.100\n\nStart to see the pattern now?
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8....it's half.\n\nEach reduce down to 1/2.