Skip to 0 minutes and 6 seconds MICHAEL ANDERSON: This week we have focused on converting between fractions, decimals, and percentages.
Skip to 0 minutes and 13 seconds PAULA KELLY: We started by converting fractions into decimals. We discovered that while some fractions terminate, other conversions produce recurring decimals– decimals that their digits go on forever.
Skip to 0 minutes and 24 seconds MICHAEL ANDERSON: We’ve also lots of methods to convert decimals into fractions, and how to convert these into percentages, and back.
Skip to 0 minutes and 32 seconds PAULA KELLY: Next week, we’ll look at how to multiply using fractions, decimals, and percentages, and we’ll have a range of problems for you to attempt.
Skip to 0 minutes and 40 seconds MICHAEL ANDERSON: Remember to check out this week’s accompanying worksheet of practise questions. We’ve also linked to some further resources you may wish to explore in order to consolidate your learning from this week.
Skip to 0 minutes and 50 seconds PAULA KELLY: We hope you enjoyed this week, and we’ll see you again in week 3.
Summary: expressing fractions as decimals and as percentages
This week we look at how the same proportion can be represented as a fraction, a decimal and a percentage. Fractions can be converted into decimal form, sometimes producing a terminating decimal and sometimes producing a recurring decimals. Terminating and recurring decimals can therefore be represented as a fraction.
You have practised converting between fractions, decimals and percentages, and you’ve been asked to explain why some fractions produce terminating decimals and others lead to recurring decimals.
These links contain further resources you may wish to explore in order to consolidate your learning and some teaching resources you may consider using in the classroom.
- Ordering fractions and decimals
- Fractions, decimals and percentages make sense
- Fractions, decimals and percentages (primary)
- Fractions, decimals and percentages (secondary)
Next week, we will explore what it means to multiply fractions, decimals and percentages and consider different methods by which this can be achieved.
Answers for the weekly problem sheet questions are available under the Downloads link at the bottom of this step. Review your answers and if you got some wrong, review the steps and try again.
As last week, note on your reflection grid (Word doc) if you have used any of these approaches with your students, or log your learning in the course.
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