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- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | what are fractions and why do we have them ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do you find eqiavalent fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | just like that . and let me divide it into let me divide it into 5 equal pieces 1 one , two , three , four that does n't look too equal . so the whole point is to do it equal , one , two , three , four that looks pretty close . | how do we multiply fractions and divide ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | just like that . and let me divide it into let me divide it into 5 equal pieces 1 one , two , three , four that does n't look too equal . so the whole point is to do it equal , one , two , three , four that looks pretty close . | sometimes i forget how do divide certain things most the times i forget to divide everything is there anyway i could remember to divide ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | why do we use fractions in multiplying and dividing ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | who is good at fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | just like that . and let me divide it into let me divide it into 5 equal pieces 1 one , two , three , four that does n't look too equal . so the whole point is to do it equal , one , two , three , four that looks pretty close . | why is 1 out f 4 ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | so let 's say i have a candy bar . just like that . and let me divide it into let me divide it into 5 equal pieces 1 one , two , three , four that does n't look too equal . so the whole point is to do it equal , one , two , three , four that looks pretty close . | fractions like 3/6 and 12/4 are equal to 2 and 3 , is there a more simple way to figure 2/5 times 45/5 ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do you convert fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | - [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . | how do plot decimals on the numberline ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | what is the difference between fractions and rational numbers ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | why do we need fractions in life ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do you do fractions without the pictures ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | what does the word fraction mean ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | what would we do without fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | two fifths is yellow . let me do one more example to just really make the point clear . so let me draw a candy bar , and this is all food-related . | how do u energy point hack ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | what 's the comparison between fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do a math problem with fractions used in sentences ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | just like that . and let me divide it into let me divide it into 5 equal pieces 1 one , two , three , four that does n't look too equal . so the whole point is to do it equal , one , two , three , four that looks pretty close . | when you divide fractions , does the order matter ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | . actually i 'll draw an apple . it 's a little bit of a strange color for an apple , but we 'll go with it . | i am trying to imagine this in form of apple : so if had 0.5 a ( apple ) x 0.5 = 0.25 a so i get that half apple x 0.5 it valve give your quarter apple : now this where i find had to grasp 0.25 a / 0.5 = 0.5 ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | only only cheese . and lets say on this fourth slice , i have cheese and , i do n't know , i have olives i have olives right over here . so we can ask ourselves , `` what fraction of this pizza has olives on it ? '' | how do you know all these fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | - [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . | if i had 10 15/17 - 6/17 how would i get the answer ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | will fractions realate to the real world , other than cutting pizzas ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | have been eaten . so i 'll leave you there , maybe i 'll make another video that does n't have as many food analogies , but this is a super useful concept and i encourage you to think about this as much as possible and then try the exercises on khan academy | how much did heather pay ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | so we can ask ourselves , `` what fraction of this pizza has olives on it ? '' well , we have four total slices . they all are equal slices . | how much was the total bill ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | we have four equal sections here and one of those equal sections has olives , so we could say one-fourth of this pizza one-fourth of the pizza the pizza , has , has olives . one out of the four . now someone said , `` well what fraction of this pizza only has cheese ? `` . | a circle with four `` cuts '' as shown in the video , would always be one whole , correct ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | two fifths is yellow . let me do one more example to just really make the point clear . so let me draw a candy bar , and this is all food-related . | what is the main point of fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | why is the name of `` fraction '' fraction ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | so let 's assume that these are equal pieces . so my drawing is n't perfect but let 's assume all of these pieces are equal and i 'm hungry so let 's say that i eat i eat this piece , and i eat this piece so they essentially go away . so what fraction of the pieces have i eaten ? | how many pies did stephanie eat ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | only only cheese . and lets say on this fourth slice , i have cheese and , i do n't know , i have olives i have olives right over here . so we can ask ourselves , `` what fraction of this pizza has olives on it ? '' | can i know what types of fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | so my drawing is n't perfect but let 's assume all of these pieces are equal and i 'm hungry so let 's say that i eat i eat this piece , and i eat this piece so they essentially go away . so what fraction of the pieces have i eaten ? well , i have a total of five pieces . | if the pieces are unequal in size , then would it still be a fraction ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do you add fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do i recognize fractions on a number line ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | why do fractions exist in math ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | only only cheese . and lets say on this fourth slice , i have cheese and , i do n't know , i have olives i have olives right over here . so we can ask ourselves , `` what fraction of this pizza has olives on it ? '' | when there is a word problem about fractions , how do you know what number to put on the top ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | now someone said , `` well what fraction of this pizza only has cheese ? `` . well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . | is n't the bottom number called a denominator ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | how to convert a fraction into a mixed fraction ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | why do you do if your dividing fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | - [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . | what is the new price ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | if a fraction is something like 1 1/4 , what is is called , and what is the whole number called when in a fraction ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | what is difference between fraction and division ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | - [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . | so is the denominator at the bottom and the numerator at the top ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | how do you do fractions without the pictures ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | can all fractions are expressed as percentages ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | - [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . | who was first credited for inventing the idea of fractions ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | just like that . and let me divide it into let me divide it into 5 equal pieces 1 one , two , three , four that does n't look too equal . so the whole point is to do it equal , one , two , three , four that looks pretty close . | should fractions such as 4/3 or 2/5 be described grammatically using singular forms ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | what is the rule for adding a fraction ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | well this fraction has cheese , but it also has olives so we wo n't count that . then we have one , two , three , three fractions three of these equal pieces have only cheese so we could say three out of a total of four pieces of . . | when were fractions first used in the world of math ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | how do you divide a fraction is it just the opposite of multiplying ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | actually i 'll draw an apple . it 's a little bit of a strange color for an apple , but we 'll go with it . so that is my apple right over there , and actually let me draw one more , let me draw a grape . | how far does the prersent go ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | so let 's assume that these are equal pieces . so my drawing is n't perfect but let 's assume all of these pieces are equal and i 'm hungry so let 's say that i eat i eat this piece , and i eat this piece so they essentially go away . so what fraction of the pieces have i eaten ? | how long is each piece ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | why not ask : `` what fraction of my fruit is blue '' ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | .is yellow ? '' `` what fraction of my fruit as drawn is yellow ? '' well , we could say , we have a total of one , two , three , four , five pieces of fruit so there 's a total of five pieces of fruit . | how to evaluate a fraction ? |
- [ sal ] what i want to do in this video is think about the idea of a fraction . and for the sake of this video as we just learn what a fraction is , you can really think of it as a part of a whole . later on we 'll think of it in even more ways . what do i mean by a part of a whole ? so let 's imagine that we have a ... | only only cheese . and lets say on this fourth slice , i have cheese and , i do n't know , i have olives i have olives right over here . so we can ask ourselves , `` what fraction of this pizza has olives on it ? '' | do know the difference of fractions , ratio , rational numbers , and ordered pairs ? |
( piano music ) man : pleasure often comes with a cost , with a little pain . lucas cranach the elder reminds us of us of that in his painting , cupid complaining to venus . woman : we see cupid who has reached for a honeycomb only to be stung by a whole set of bees . he 's looking up at venus his mother in pain as tho... | instead , she is looking out at us as a sultry seducer . woman : there is no denying the eroticism of this painting , of her body , of her look toward us , the way that she positions her legs between that branch , the way that she reaches up toward the apples on the tree , reminding us of eve and the garden of eden . m... | what is the fruit on the tree ? |
( piano music ) man : pleasure often comes with a cost , with a little pain . lucas cranach the elder reminds us of us of that in his painting , cupid complaining to venus . woman : we see cupid who has reached for a honeycomb only to be stung by a whole set of bees . he 's looking up at venus his mother in pain as tho... | you have on the one hand this reference back to antiquity . you have venus the goddess of love and beauty . you have her son cupid . | is that any possibility that this painting was made for a particular collection , being this woman a real lady as if she was `` like a venus '' or `` the venus herself '' instead of a real venus dressed up like an ideal saxon lady ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | is this also true in a f ( x ) = 1/x graph where when x is decreasing/increasing to 0 , the graph approaches closer to infinity ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we have an asymptotic discontinuity here . it looks like on the left side of x equals negative three , it looks like we are approaching , i g... | i thought infinity is a concept , not a number ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | in the graph , how to draw the line , do you draw it based on the information or make some random lines ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | f of negative , if we continued with this trend and if we were to asymptote towards this line right over here , this vertical asymptote , it looks like as we get closer and closer to negative three that the value of the function at that point is approaching , is getting closer and closer to infinity , at least that 's ... | would n't saying that the limit is infinity be treating infinity as a numerical value , which , by definition , is not a numerical value ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | f of negative three is off the charts . f of negative , if we continued with this trend and if we were to asymptote towards this line right over here , this vertical asymptote , it looks like as we get closer and closer to negative three that the value of the function at that point is approaching , is getting closer an... | what is the actual definition of asymptote ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | f of negative , if we continued with this trend and if we were to asymptote towards this line right over here , this vertical asymptote , it looks like as we get closer and closer to negative three that the value of the function at that point is approaching , is getting closer and closer to infinity , at least that 's ... | why does ap calculus exist ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | f of negative , if we continued with this trend and if we were to asymptote towards this line right over here , this vertical asymptote , it looks like as we get closer and closer to negative three that the value of the function at that point is approaching , is getting closer and closer to infinity , at least that 's ... | so is it right to say that , when we have no point in y axis for a given value of x the limit does n't exist ? |
alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | alright we have a graph of y is equal to f of x and we wan na figure out what is the limit of f of x as x approaches negative three . and if we just look at x equals negative three , it 's really hard to see at least based on how this graph looks , how what f of negative three is and if anything , it looks like we hav... | if the two sides of x are approaching -3 , why the limit is not -3 ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | it really feels as though mary and the angel gabriel are in a space very much like the one that the monks themselves inhabited , which must have helped them to think about this moment of the annunciation . dr. zucker : this is the annunciation . our archangel gabriel has appeared to mary to announce to her that she 'll... | what is the line that sort of frames the ceiling of the room of the annunciation ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of the begging orders . this is a space where people would have given up their worldly possessions and traded them in for a life of prayer and solitude ... | do monastery 's still function ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | the monastery itself is dominican and that is one of the begging orders . this is a space where people would have given up their worldly possessions and traded them in for a life of prayer and solitude . dr. harris : it 's a famous place , largely because this is where fra angelico spent most of his life and where he p... | are there still monastic groups and men that give up all physical possessions to devote a life to prayer ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | dr. harris : about every ten or so feet , there 's an opening with a small wooden door into a small cell that would 've been a space for a monk to sleep , but also a place for prayer and meditation . on the walls are frescoes by fra angelico and his followers . dr. zucker : this must be freezing in the winter . | what was the function of fra angelico 's anmunciation ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | there are areas where the artist allows himself to really create a very decorative set of forms . for instance , look at gabriel 's wings . not only are they just beautifully detailed , but if you look really carefully , and this is something that does n't come across in photographs , he must have used a kind of mica o... | why are angels in renaissance art sometimes painted with multicolored wings ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | ( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . | do the colours of the wing have a meaning ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | ( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . | when was the building erected ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | dr. harris : in fact , cosimo di ' medici had a cell of his own that he used on occasion . dr. zucker : when we get to the top of the stairs , we can see down two long hallways . dr. harris : about every ten or so feet , there 's an opening with a small wooden door into a small cell that would 've been a space for a mo... | what is the relationship between the two saints in this picture ? |
( jazz music ) dr. zucker : we 're in the large complex that is the convent of san marco in florence and we 're standing in one of the cloisters . it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of th... | it 's a beautiful space with frescoes and all of the lunettes and a large fresco by fra angelico of the crucifixion . the monastery itself is dominican and that is one of the begging orders . this is a space where people would have given up their worldly possessions and traded them in for a life of prayer and solitude ... | what do the doors in the monastery have to do with anything ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | and here it 's taken to the most literal , extreme . and within the same room is the fabulous ionic column , also from the erechtheion , which is very graceful , and grows more slender as it rises towards the top , with the lovely ionic capital , with decorative carving underneath . but having this column here is a rea... | were columns ( ionic , doric , caryatids ) also painted ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | it 's interesting because we 're talking about the sway of the body , but by the time you get up to the capital , up to her head , she 's straightened out , and she has to be . you know , you can really get a sense of even the specificity , the weight , the thickness of the cloth . you know , the way a peplos worked , ... | if so , any sense of the color schemes ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . | could someone enlighten me on what exactly were the artists/architects were thinking when they were creating these works ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | right , more elegant , more graceful , more decorative . and , of course , the female figures are replacing the actual columns , so this is kind of the synthesis of those two . and the lovely fluting that makes this wonderful play of light and dark across the column . | why do you think the caryatids are female figures ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | right , that tunic that she 's wearing , and that pools down around her waist , falling from her breasts in a very graceful way . it 's interesting because we 're talking about the sway of the body , but by the time you get up to the capital , up to her head , she 's straightened out , and she has to be . you know , yo... | at the time they were sculpted , what was the status of women in the greek culture ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | she does , her drapery falls in what almost looks like the fluting of a column , those vertical ridges . and because she stands in contrapposto with one weight bearing leg , which is the one that looks like a column , and one free leg so that the knee juts forward that drapery is allowed to fall completely free of the ... | was there usually one artist/sculpture that created these sculptures , or a bunch of different artist ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | kind of weight to it . it 's interesting , if you look at the porch where this came from , there are six caryatids altogether , four facing forward , and the two on the right oppose the two on the left in terms of the contraposto , i believe with the weight-bearing leg on the outside always to make it feel more stable ... | how long did a sculpture take to make ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | you know , the way a peplos worked , it was pinned at the shoulders , but you can really get a sense that this is not a very thin fabric , it 's got a certain heaviness to it . kind of weight to it . it 's interesting , if you look at the porch where this came from , there are six caryatids altogether , four facing for... | what material would a peplos be made of to create that weight ? |
we 're in the british museum , and we 're looking at one of the caryatids from the erechtheion from the acropolis in athens . that 's a lot of information . and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , th... | and a caryatid is a human figure acting as a column . she looks like a column . she does , her drapery falls in what almost looks like the fluting of a column , those vertical ridges . | where those caryatids also painted like the pathenon sculptures ? |
now we 're gon na discuss the second of two popular ways to analyze circuits , and this one is called the mesh current method . this is actually one of my favorite . there 's a fun spot here where we make up currents flowing around in circles inside the circuit , and it 's interesting . in the mesh current method , wh... | let 's look a little closely . it 's pretty clear that the current flowing through our voltage source , v , is equal to mesh current i1 . and also , when we get up here to r1 , mesh current i1 is flowing through r1 in this direction here . | is it possible to eliminate current source from the circuit by converting it to voltage source or vice-versa ? |
now we 're gon na discuss the second of two popular ways to analyze circuits , and this one is called the mesh current method . this is actually one of my favorite . there 's a fun spot here where we make up currents flowing around in circles inside the circuit , and it 's interesting . in the mesh current method , wh... | when we say an easy one , here 's an example of an easy one . the current source i , right here , defines what i3 is . so i3 is an example of an easy current to solve for . | instead of having i3 going clockwise and equaling - ( current soruce ) , could you have made i3 go counter-clockwise and equal + ( current source ) ? |
now we 're gon na discuss the second of two popular ways to analyze circuits , and this one is called the mesh current method . this is actually one of my favorite . there 's a fun spot here where we make up currents flowing around in circles inside the circuit , and it 's interesting . in the mesh current method , wh... | so the first thing we come to is a voltage rise . we go in the minus side and out the plus . that 's a voltage rise of v volts . | how to determine the plus-negative side of the resistor ? |
now we 're gon na discuss the second of two popular ways to analyze circuits , and this one is called the mesh current method . this is actually one of my favorite . there 's a fun spot here where we make up currents flowing around in circles inside the circuit , and it 's interesting . in the mesh current method , wh... | let 's look a little closely . it 's pretty clear that the current flowing through our voltage source , v , is equal to mesh current i1 . and also , when we get up here to r1 , mesh current i1 is flowing through r1 in this direction here . | isnt the current source suppose to be of infinite resistance , hence there would be an break in that branch of the circuit ? |
now we 're gon na discuss the second of two popular ways to analyze circuits , and this one is called the mesh current method . this is actually one of my favorite . there 's a fun spot here where we make up currents flowing around in circles inside the circuit , and it 's interesting . in the mesh current method , wh... | and then the third step in the method is to write kirchhoff 's voltage law . kvl . write kirchoff 's voltage law equations , for the two remaining mesh currents . | after applying kvl for mesh-2 , why are we not applying kvl for mesh-3 ? |
now we 're gon na discuss the second of two popular ways to analyze circuits , and this one is called the mesh current method . this is actually one of my favorite . there 's a fun spot here where we make up currents flowing around in circles inside the circuit , and it 's interesting . in the mesh current method , wh... | so it 's gon na have a value of r2 times this value here . i1 minus i2 . and now we 've made it all the way back to home , to where we started from , and so that 's our kvl equation , which we set equal to zero . | why is r2 ( i2-i1 ) defined as positive while r3i3 and r4 ( i2-i3 ) as negative on on the other hand , why is r1i1 and r2i2 is negative ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | we have two resistors here . these are 41 ohm resistors . you can use anywhere from around 40 to 200 ohms . | what does `` ohm '' measure , and where did it come from ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | and basically , we chose those colors because they 're going to show up better in the video when we put them on top of our battery holder . and this is our double a battery holder . so those are the parts that you 're going to need to build the spout bot . | does the type of battery matter or does it have to be specific ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | and together in series , they are three volts . then we have two bottle caps from water bottles , some shrink wrap tubing . this comes in a lot of different sizes and colors . | why do you need a bottle cap to make a robot ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | you can use anywhere from around 40 to 200 ohms . it kind of depends on how bright you want your leds to be and what types of leds you choose . we 've got our leds here . these are two water clear blue leds and four paper clips . | for resisters would the higher the ams the less voltage goes to the leds or vise versa ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . | what is the profession called where a person designs a robot or a rover which takes on space exploration missions ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . | do you need led lights ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . | where can i find the things to make the bot ? |
these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . this is going to be used to make metal connections and conduct electricity and hold our circuit together . we 've got some hot glue . that 's a hot glue stick . we 'll use that to hold the parts together that do n't n... | these are the parts you 're going to need to build your spout bot . we 've got lead free solder here . | or can you just buy a package to make the spout bot ? |
one of the most fundamental ideas in all of physics is the idea of work . now when you first learn work , you just say , oh , that 's just force times distance . but then later on , when you learn a little bit about vectors , you realize that the force is n't always going in the same direction as your displacement . so... | that was the magnitude of my force vector , so it 's the magnitude of my force vector , times the cosine of this angle . so you know , let 's call that theta . let 's say it a little generally . | is physics helpful to know before doing calculus ? |
one of the most fundamental ideas in all of physics is the idea of work . now when you first learn work , you just say , oh , that 's just force times distance . but then later on , when you learn a little bit about vectors , you realize that the force is n't always going in the same direction as your displacement . so... | we want to sum up all of the drs to figure out the total , all of the f dot drs to figure out the total work done . and that 's where the integral comes in . we will do a line integral over -- i mean , you could think of it two ways . you could write just d dot w there , but we could say , we 'll do a line integral alo... | what exactly is a line integral ? |
one of the most fundamental ideas in all of physics is the idea of work . now when you first learn work , you just say , oh , that 's just force times distance . but then later on , when you learn a little bit about vectors , you realize that the force is n't always going in the same direction as your displacement . so... | let 's define a vector field . so let 's say that i have a vector field f , and we 're going to think about what this means in a second . it 's a function of x and y , and it 's equal to some scalar function of x and y times the i-unit vector , or the horizontal unit vector , plus some other function , scalar function ... | can someone shed a little light on the relationships and differences between : 1 ) a vector valued function f ( x , y , z ) = u ( x , y , z ) i+v ( x , y , z ) j+w ( x , y , z ) k [ i ca n't think of an example ] 2 ) a vector function , f ( r ) = f ( < x , y , z > ) = < f ( x ) , f ( y ) , f ( z ) > 3 ) a scalar functi... |
one of the most fundamental ideas in all of physics is the idea of work . now when you first learn work , you just say , oh , that 's just force times distance . but then later on , when you learn a little bit about vectors , you realize that the force is n't always going in the same direction as your displacement . so... | but i think you get the idea . it associates a vector with every point on x-y plane . now , this is called a vector field , so it probably makes a lot of sense that this could be used to describe any type of field . | [ temperature at every point in a room ] 6 ) a vector field ? |
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