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How To Represent Rational Number On A Number Line Chapter 1

How To Representation Of rational numbers On number line Youtube
How To Representation Of rational numbers On number line Youtube

How To Representation Of Rational Numbers On Number Line Youtube We know every rational number can be expressed as decimal expansions. here, ⅔= 0.6666666666666667. step 1: locate 0.6 on the number line. 0.6 lies between 0 and 1 on the number line. step 2: now, represent 0.66 on the number line. as we know 0.66 lies between 0.60 and 0.70 on the number line. Class 8 maths chapter 1 number line. learn how to represent rational numbers on number line and how to find rational numbers between rational numbers.in case.

how To Represent Rational Number On A Number Line Chapter 1
how To Represent Rational Number On A Number Line Chapter 1

How To Represent Rational Number On A Number Line Chapter 1 Let us look into the steps to represent rational numbers on a number line as shown below. example: we will plot 4 5 on the number line. step i: draw a number line by marking 0 as the reference. step ii: identify the integers between which the rational number lies and mark them. 4 5 lies between 0 and 1. step iii: mark the number of divisions. Support us with a little contribution 🙏🙏🙏gpay phonepe paytm 7061878345welcome to, ujjwal maths (a brand channel for the study of maths)among all the. Representing on a number line representation of rational numbers on the number line. in order to represent a given rational number a n, where a and n are integers, on the number line : step 1: divide the distance between two consecutive integers into ‘n′ parts. for example: if we are given a rational number 2 3, we divide the space between. To, represent such rational fractions on the number line first we convert the improper fraction into the mixed fraction so as to know between which integers will the fraction lie. to know the concept more clearly let us have a look at some of the examples given below: 1. represent 95 9 5 on the number line. solution:.

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