Our evaluation this week will concentrate on fractions, decimals, and percents. The class has practiced finding equivalent fractions (and ratios). Much of this evaluation will require students to be able to find percents and decimals if given a fraction, decimals and fractions if given a percent, or fractions and percents if given a decimal. They will also be required to put various numbers in order when the numbers are given as a combination of fractions, decimals, and percents. I have noticed the students are already in the habit of changing fractions into decimals so that they can compare values more easily.
Equivalent fractions and ratios are found in much the same way, by multiplying or dividing each part of the ratio by the same number (Ex: the ratio 8:10 can be divided by 2 to find an equivalent ratio of 4:5 OR it could be multiplied by 2 to find an equivalent ratio of 16:20).
Now, to find equivalents between fractions, decimals and percents (which all give the same basic numerical information, as we have discovered). A fraction is really a division problem 2/5, or 2 divided by 5. 2 divided by 5 is 0.4, a decimal! The decimal 0.4 = 0.40, which is 40/100. Today we made the connection that 0.40 = 40%, it's just a matter of moving the decimal point two places to the right. So 2/5 = 0.4 = 40%.
Equivalent fractions and ratios are found in much the same way, by multiplying or dividing each part of the ratio by the same number (Ex: the ratio 8:10 can be divided by 2 to find an equivalent ratio of 4:5 OR it could be multiplied by 2 to find an equivalent ratio of 16:20).
Now, to find equivalents between fractions, decimals and percents (which all give the same basic numerical information, as we have discovered). A fraction is really a division problem 2/5, or 2 divided by 5. 2 divided by 5 is 0.4, a decimal! The decimal 0.4 = 0.40, which is 40/100. Today we made the connection that 0.40 = 40%, it's just a matter of moving the decimal point two places to the right. So 2/5 = 0.4 = 40%.