Problem: Article: Let's say you're working with the following problem: 5 - 3/4. Write it down. You'll want to convert the number 5 into a fraction with the denominator of 4 in order to subtract the two numbers. So, you can first think of 5 as a fraction that is really 5/1. Then, you can multiply both the top and bottom of the new fraction by 4 in order to create two fractions with the same denominator. So, 5/1 x 4/4 = 20/4. This fraction is really equal to 5, but it allows you to subtract two fractions. The new problem can be written like this: 20/4 - 3/4. Now, you can simply subtract 3 from 20 to get the final answer. 20 - 3 = 17, so 17 is your new numerator. You can keep the denominator as it is. Your final answer is 17/4. If you'd like to state it as a mixed number, simply divide 17 by 4 to get 4, with 1 left over as the remainder. This will make your final answer 17/4 equal to 4 1/4.
Summary: Write down the problem. Turn the whole number into a fraction with the same denominator as the fraction. Rewrite the problem. Subtract the numerators of the fractions while keeping the denominator the same. Write your final answer.

INPUT ARTICLE: Article: They shouldn't be able to see the paper. Explain to them that you're going to be doing a blind contouring exercise, which will help them learn to keep their eyes on the subject in front of them, instead of on their paper. Tell them that contour drawing and sketching are different. Sketching is about making lots of short, light strokes, whereas contouring is drawing the outline of an object with long strokes. Tell them to work slowly, and make sure no one is peeking at their paper as they're drawing. Their drawings will probably look very different than the actual object, and that's OK. The goal is to get them comfortable with observation. Tell your students to make note of any lines or details that are way off so they can correct similar mistakes in the future. Use a piece of furniture or have one of the students model for the class. Remind students to draw slowly and to really focus on the object in front of them. Set a goal for your students that with each round of the exercise, their contour drawings will look slightly more like the object.

SUMMARY: Have your students place their sketchbook on their lap under a table or desk. Ask your students to draw the contours of a simple object. Have your students observe their contour drawings. Repeat the exercise with more complex objects.

In one sentence, describe what the following article is about: If your device or product requires cleaning, explain how to do so.  Be sure to enumerate the cleaning supplies needed.  Inform the reader of how often they should clean.  Then, just as you would in any other section of the user manual, include numbered step-by-step instructions as to how cleaning should proceed.  If cleaning requires some disassembly of the product, or removal of a certain part or parts, be sure to include details on how to disassemble. Include a warning about the results of failing to clean the device will be.  For instance, you might say, “Failure to clean will result in a below optimal performance.” If the product or device can be serviced by the user to correct performance issues, include numbered directions as to how the user can do so.  For instance, if the batteries need to be changed after every 300 hours of use, include directions on how to check whether the batteries need to be changed, how to remove the dead batteries, and how to insert the new batteries. If there are some maintenance tasks that can only be performed by a certified technician, divide the maintenance portion of the manual into two sections. The user manual should, if necessary, explain how to store the product or device properly.  You should also include information about why storage is necessary, and what the results of improper storage are.  For instance, you might write:  “Store the product in a cool, dry place.  Improper storage could shorten the life of your product due to the buildup of moisture.” "Do not expose product to heat or store at temperatures above 120 °F (49 °C). Doing so may lead to combustion." You might organize this section as a list of common problems and their solutions.  Group similar problems together under a logical heading.  This way, users can find specific problems quickly.  For instance, if there are several problems with the computer displaying a blue screen, list them together under a sub-heading like “Common Screen Problems.” You should also include a phone number and/or email for customer service in this section.
Summary: Explain how to clean the device. Tell the user how to perform basic maintenance. Discuss storage options. Include troubleshooting information.

In one sentence, describe what the following article is about: Using parts of your favorite poem or quote can be an interesting and suitable title for your artwork. Similarly, you could choose a passage from a book. These should not, however, be too lengthy. Choose something that is a short phrase. Also, choose something that adds to the artwork’s meaning, not something completely random that doesn’t mean anything.  There shouldn’t be copyright issues with this approach unless you are using a lengthy quote. If you have just a few words from a poem or book and you are appropriating it in a new way, this would likely be protected by fair use guidelines.  Pam Farrell titled her painting, “Seasick Sailor,” which were words that she heard in song by both Beck and Bob Dylan. David White used titles of books and movies such as “The Man Who Knew Too Much” and “The Man Who Would Be King” and repurposed them into titles for a series of paintings. One of his paintings is, “The Man Who Was Tired of Perpetual War,” naming the action after the character in his painting. Talk with family, friends, or other artists to get suggestions on a good title. They may have some interesting or inspirational ideas that you hadn’t thought of.  Alternately, throw a “titling party” with other artists or friends. Throw a party and display the artwork. Ask everyone to give suggestions for a title. Some titling parties demand that all guests stay until suggestions are made and a title is chosen. Painter Jackson Pollock would often only number his paintings, such as “Number 27, 1950,” but the art critic Clement Greenberg would give the paintings poetic names, such as “Lavender Mist” or “Alchemy,” in order to differentiate among them. If your artwork or artistic style is particularly influenced by a certain piece of art or artist, you could consider naming your work after that. Paying homage to your influences can be a good source for artwork titles. Andy Warhol created a series of pop culture-infused paintings called, “The Last Supper,” as reinterpretations of Leonardo da Vinci’s “The Last Supper.” Observe how other artists name their works of art. Read the story behind why a particular artwork was given its name. Read titles for different types of artwork, from classical paintings and modern drawings to sculptures and video art.
Summary:
Look for inspiration in poems or quotes. Ask for suggestions. Pay homage to an artistic influence. Look at titles of other works of art.