Foundations Sampler 2024

47 Lesson Plans 53 ©MathTeachersPress, Inc. Reproduction by anymeans is strictly prohibited. 53 Changing Fractions to Decimals: Repeating Decimals Molly bought an order of Big Fries to share equally with her 2 friends. There are exactly 100 fries in each order of Big Fries.If they did not divide any of the fries into a smaller piece, what fractional part of the order will each person get?What decimal part will each person get? You can change a fraction to a decimal by _____________the _____________by the ______________. 0.333… is an example of a repeating decimal. There are two common ways of expressing this: Each person will get: or 0.______ 100 1 3 0.333… 3 1.00 = 0.33 0.33 1 3 or Change each fraction to a decimal.Add 0’s to the decimal until the answer comes out even. 1 8 1. 3 8 2. 1 16 3. 3 40 4. Change each fraction to a decimal in hundredths.Express any remainder as a fraction. 2 3 5. 1 6 6. 3 7 7. 1 9 8. Change each fraction to a decimal.Put a bar above repeating digits. 1 6 9. 5 6 10. 7 9 11. 1 3 12. 13. Mom used 15 yards of cloth to make 16 small towels.How much material was used to make each towel? __________ 15. In a contest, Ira’s frog jumped of a meter.Sal’s frog jumped 0.76 of a meter.How far did Ira’s frog jump in decimals?Whose frog jumped farther? __________ 14. After school, Sue finished 19 out of 25 items on her homework page. Joe finished 11 out of 16 items.Who completed more of his/her homework? __________ 16. Tom has a board that is 5 ft.long. If he cuts it into 9 equal pieces, how long will each piece be? (Express answer as a decimal.) __________ There are 100 pieces to be sharedwith3 people. dividing 33 3 3 numerator 0.125 0.16 0.83 .9375 yd. Sue .55 ft. .75, Sal 0.77 0.33 0.375 0.0625 .075 0.66 denominator 2 3 0.16 2 3 0.42 6 7 0.11 1 9 Objective: To change fractions to decimals. Materials: Decimeter squares outlined on Centimeter Graph Paper (Master 2), interlocking cubes Vocabulary: repeating decimals Changing Fractions to Terminating and Repeating Decimals Each group will need a sheet of Centimeter Graph Paper (Master 2), scissors and at least 10 interlocking cubes. In this activity, students share 100 cubes and shade their findings on decimeter squares. From these activities, students are led to discover the pattern for changing a fraction to a decimal. Write on the board: 100 miles are to be paved by a number of construction crews. Find the fractional and decimal part each crew will pave if there are 4 crews sharing the 100 miles equally. What if there are 5 or 10 construction crews? 4 crews: 1 4 1 2 0 5 0 0.25 5 crews: 1 5 1 2 0 0 0 0.20 10 crews: 1 1 0 1 1 0 0 0 0.10 What is the relationship between the 1 ⁄ 4 and 0.25, 1 ⁄ 5 and 0.20, and 1 ⁄ 10 and 0.10? (0.25 is the same as 1 divided by 4, and 25 is the same as 1 ⁄ 4 of 100. 0.20 is the same as 1 divided by 5; and 0.10 is the same as 1 divided by 10) To change any fraction to a decimal, we can divide the numerator by the denominator. Have students change the 1 to the decimal 1.00 before dividing. Write on the board: .25 1 4 = 4 1.00 How can we change 1 ⁄ 3 to an equivalent fraction in hundredths? (divide 1.00 by 3) Write on the board: .3333 3 1.00 This is an example of a repeating decimal. It may be written as 0.33 1 ⁄ 3 or 0.33 . Have students outline a square 10 cm by 10 cm on a sheet of graph paper. Identify the large square as one whole, a small square as 1 ⁄ 100 and 100 ⁄ 100 as the fractional name for a whole. Write on the board: 1 3 10 ? 0 Shade one out of every three small squares. (Students shade 33 small squares and 1 ⁄ 3 of the remaining one.) Repeat by changing 2 ⁄ 3 to the repeating decimal 0.66. What is the pattern for changing a fraction to a decimal? (Divide the numerator by the denominator four places or carry the division out four places until the number repeats.) Read the example together at the top of the page. Relate the 100 french fries to the examples of 100 miles in the introductory activity. Work problems 1, 5 and 9 together. Skill Builders 20-2, 20-3 Representative Forms Sample of Scripting (Bold Type) What is the relationship between the 1 ⁄ 4 and 0.25, 1 ⁄ 5 and 0.20, and 1 ⁄ 10 and 0.10? (0.25 is the same as 1 divided by 4, and 25 is the same as 1 ⁄ 4 of 100. 0.20 is the same as 1 divided by 5; and 0.10 is the same as 1 divided by 10) To change any fraction to a decimal, we can divide the numerator by the denominator. Have students change the 1 to the decimal 1.00 before dividing. Write on the board: .25 1 4 = 4 1.00 MH2 Lesson Plan Students relate fractions to equivalent decimals.