In What Way Do You Represent .1875 as a fraction?

Fractions. No need to be embarrassed if the mere thought of them gives you the creeps. The concept of fractions is generally the first one to completely perplex children who have difficulty with mathematics. For many students, battling with fractions is just the start of their math difficulties. It’s sometimes quite difficult for pupils to recover and achieve success in subsequent math if they don’t have a solid grasp of fractions.

1875 as a fraction would be 1875/10000, or 3/16.

Procedures for transforming.1875 as a fraction form.

Consider.1875 to be.1875/1 to covert .1875 as a fraction.

Any digits after the decimal point in either the numerator or denominator must be multiplied by 10.

Given that the nail is


Its thickness, expressed in the decimal form here, can be written as a fraction in terms of inches:

= (0.1875/1) x (10000/10000) 

= 1875/10000 

= (3 x 625)/ (16 x 625) 

= 3/16 

0.1875 = 3/16 

If  .1875 as a fraction written as a fraction, 0.1875 is 3/16.


Why Are Fractions So Hard?!

This is largely related to the way in which our number system is constructed and the way in which our understanding of fractions alters that structure. Do you find it easier to grasp the meaning of fractions when the denominator (the bottom number) is 10? You probably found it easier to think about numbers as fractions, such as 1/10 and 3/10, which were also simpler to convert to decimals.

When you have a fraction with a different denominator, you’re dealing with a completely different number system, which is why they’re so challenging. The base can be determined by looking at the denominator of a fraction. Base 2 is the same as 1/2, Base 11 as 2/11, and Base 25 as 14/25. And it’s not easy to convert between numbers written in several bases. However, even these numbers have connections to the “Base 10” system we normally use.

Since fractions are essential building blocks for more sophisticated branches of mathematics and science, this lack of understanding is particularly distressing. The ability to understand fractions is a strong predictor of high school algebra learning and overall math accomplishment, even after accounting for pupils’ familiarity with whole numbers, their intelligence, and the socioeconomic status of their families.

For starters, there are two types of challenges one must overcome when learning fractions: those that are “inherent” to the subject and those that are culturally contextual. Problems arising from the very nature of fractions are universal challenges faced by students everywhere. Using fractional notation presents a challenge in and of itself.

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