8:00-8:05 L1 Tell your class there are two situations that you want them to discuss in their groups.
Situation 1: The other day you asked your grandmother what time it was, and she said it was a quarter past 2. What did she mean by that? What time was it? What time would a quarter till 2 be?
Situation 2: You are at the store trying to buy a soda, and the clerk tells you that you are a quarter short. What does he mean by that? How many cents is he talking about? How is this different than the quarter your grandmother referred to in Situation 1?
Let the groups discuss both situations bringing out the importance of knowing what the whole is. A quarter (1/4) of an hour is different than a quarter (1/4) of a dollar. ¼ of an hour is 15 minutes, …show more content…
The worksheet consists of a chart with a given decimals, fractions, and/or percent. The student must evaluate and convert the given information to solve for the remaining equivalent percent, decimal, and/or percent.
“In converting a decimal to a fraction, we take advantage of the fact that we use the base ten system to write each decimal number. For example, the number 0.3 is called three-tenths and so is equivalent to 3/10. The number 0.35 is read as 35 hundredths and so is the same as 35/100.”
“Some fractions can be converted to an equivalent fraction with a denominator that is a power of 10, such as 10, 100, or 1000. In this case, the new equivalent fraction can be written as a decimal quite easily. For example, 3/25 is equivalent to 3x4/25x4=12/100=0.12. We used the factor 4 because 4 times 25 gives us the product 100.”
“It is useful to convert some fractions into decimal form by finding the equivalent fraction with the denominator of 100. In converting decimals to percent’s, you can multiply the decimal by 100 to get the percent. For instance (0.75)(100) =75%. We will illustrate this using the “Conversion Chart” worksheet. Test your skills by completing