how can we clear the difference b/w rational and irrational numbers to high school students?
550047
rational numbers are numbers that have decimals that end or have decimals that repeat.\n\ne.g. 1.33333333..., 1/3, 2, sq root 4, 3.1212121212..., 3.3233343536\n\nirrational numbers have decimals that cannot be terminated, meaning they can continue on forever.\n\ne.g. pi (mathematical term, not pie for eating!), 3.3233343536... (... is very important because it indicates that the decimals go on, if it doesn't have that then it means decimal ends) sq root 3\n\nhope you understand now :)
981666
A number is rational if and only if it can written as a ratio of integers, otherwise it is irrational.\n\nHere are two rational numbers between 5 and 7: \n6 and 6.5.\n(6 can be written as 6/1 and 6.5 as 13/2.)\n\nThat's easy.  I'll give you one irrational.  You'll need to think of one more.\nsquare root of 47 = 6.855654...
280301
Nb2718 and ixat01 have understood the concept well.\n\nYour question has kindled me to refresh my knowledge about numbers.\n\nFirst we shall deal with rational number.\n\nA rational number is in the form P/Q. (P and Q are integers and Q is not equal to zero) \n\nAny rational number is an integer when Q = 1. \n\nDecimals are simply a different way of expressing a rational number.\n\nSquare root of two is an irrational number and hence it cannot be expressed as an irrational number \n\nWhat we can do best is to find a rational number which is more or less equal to that irrational number. \n \nThe number we find can either be written in P/Q form or in decimal form because both represent one and the same.\n\nFor example, the ratio of the circumference of a circle to its radius is an irrational number. \nIf we write 22/7 then it is a rational number.\n If we write 3.1415927, then it is 31415927/10000000. Again it is a rational number. \n\nThen how to represent an irrational number in a simple way? The great mathematicians have guided us.\n\nThe simple way of writing this is Pi. \n\nSimilarly how to write the square root of two?  Write 2^ (1/2).\n\n In fact, the figures 1,2 , 3 etc are all symbols only.\n\nThe multiplication factor 1000000 is written as 10^6 or simply 1M.\n\nIn algebra we use x or y to denote any quantity. Thus there exists many numbers of ways to express any quantity in a simple way.
852239
you like making up lies huh.....if a child is doing addition he already knows the difference between a b and a d.   \n\nnice try though.
966804
I completely understand! I have high schoolers, and have to nearly re-learn to help them!\n\nYahoo education has help with algebra;\nhttp://education.yahoo.com/homework_help/math_help/chapter_list?id=minialg1gt \n\nSo does math.com:\nhttp://www.math.com/homeworkhelp/Algebra.html \n\nPhysics help:\nhttp://www.physics247.com/ \n\nGood luck to you!
841265
its a square with 13 feet sde.\n\nIf a proof is to be sumbitted ask her her to find are at different side lenghts,\n\n1,12\n2,11\n......\n......\n.......\n13,13\n\n14,2 etc and hence conclude.\n\nI i dont know a better proof for fifth grader. otherwise i will nedd to use maxima minima or a quadratic equation atleast to prove that\n\n\nsorry i cant help much\n\n\n\nbythe way you dont adjust anything  like  13.00001 or 12.9999999\n\nsquare is a special case of rectangle with length=breadth
269746
Make 2 7/15 an improper fraction, flip it over to its reciprical and mulitply the two.\n\nBoy...I hope I got that.  *bits fingernails*
671390
Before answering the question, consider another example of a rational number: \n11/7 = 1.571428571428571428....\nhere we see that we have a repeating pattern of 571428\nWhen we are dealing with rational numbers we must necessarily end up with a repeating pattern because there are only a finite number of possible remainders upon dividing any integer by 7. (i.e 0,1,2,3,4,5,6). But as we see, not all possible remainders must appear in the repetition pattern. That will depend on both the numerator and denominator of the rational number as we saw in your example 1/6 \nHowever, when we are dealing with irrational numbers (or irrational and transcendental like pi) it's a different story. Consider the sqrt(11), which is irrational:\nsqrt(11)= 3.31662479....\nNow consider sqrt(11)/3 = 1.105541597... \nwe see that first two digits are 1, and we also see that the 5 repeats itself. This is because, as with pi there is no fixed set of integer remainders when we divide the sqrt(11) by 3. When we divide an irrational number by a given integer (or an irrational number) we get a maximum integer + an irrational remainder which when carried over and divided by again by the given integer (or the irrational number) may give the same maximum integer(resulting in a repeating digit) but the new irrational remainder will not be the same as the last one, and we will eventually get a different maximum integer, so we never get repeating patterns as we do when dividing one integer by another.
42787
Rational. Rational numbers can be right in the form: A over B. 11 could be written as 11 over 1.
1088429
Any demonstration of this false fact will be flawed, and often uses a hidden division by zero\n\nfor instance:\na and b are real numbers different from zero:\na = b\n\na^2 = ab\na^2 - b^2 = ab - b^2\n(a - b)(a + b) = b(a - b)\n\nhence: \na + b = b,\n2b = b, and:\n2 = 1\n\nHere, i divided by "(a-b)", which is illegal since a -b =0
1137735
use  brain\nif not  calculator
467125
Egyptian multiplication (quite different from ours!)\n\nFractions (again treated somewhat differently than we do, since they only used fractions with 1 in the numerator)\n\nVarious short algebra and geometry questions (like "A quantity added to a quarter of that quantity become 15. What is the quantity?")
195987
although there can be some patterns seen in the numbers it is not a repeating decimal and can be taken out to a lot more decimal places then humans can calculate.  Also if you put it into fraction (22/7) that is the most accurate way to actually utilize the number.
171301
The square root of 3 is an irrational number, however, we can approximate it using a bit of calculus.\n\nWe know the sqrt of 4 = 2.  4 is pretty close to 3, so we can estimate the sqrt of 3 to be,\nsqrt(4) - (1/(2*sqrt(4)))*(1) = 1.75\n\nBy plugging sqrt(3) into a calculator, we get about 1.732060808, which is pretty close to our estimate.  The close the numebr you choose to 3, the closer your estimate will be to the "true" value.
827639
Most high schoolers aren't getting elementary school arithmetic. You'll see that when you get to high school... It is a great thing that kids in grade school are having the standards raised. The only people who have a strong opposition to it at all are the kids like yourself who can't or don't understand why educational values are making a comeback after all this time, and you guys end up with harder work than you're used to. When you grow up, you'll understand why they did it to ya, and you'll be grateful.
512413
i assume you want a demonstration of the use of numbers and math in daily life... try these\n\n1. suppose brand a of candy sells for 2.37 for an 8 oz bag and brand b sells for 3.05 for a 11 oz bag ask audience which is a better deal ?, why ?, how can we compare the 2 brands to get a definite answer ? Now you introduce the idea of unit price which is $amount/weight do this for each brand. The smaller value for the two brands is the better unit price or the better deal.\n\nfind three different size circles. measure for each one the distance around the circle and the distance across the center of it write these values down for each circle.  Now for each pair of measurements divide the around value by the across value. ask the audience to compare the three quotients and note anything unusual.  what will happen is that no matter the size of the circle distance around/distance across is the same value about 3.14159. now state that pi is the ratio of dist. around / dist. across for a circle and is the same regardless of size of circle
583541
Part of your question says, "...q*0/0...," which is of course irrational. Your question needs revision or clarification of some kind.