Ordering Fraction Decimals Percents

Convert fraction to a decimal

⁶/₁₅

What are some common challenges/ misconceptions students may experience when comparing and ordering decimals?

• Student do not have any challenges/ misconceptions when comparing and ordering decimals

• (1) Longer is larger, (2) Shorter is larger, (3) Internal zero, (4) Less than zero, (5) Reciprocal thinking, and (6) Equality.

• (1) Decimals and fractions are the same, (2) fractions can be found easily while decimals are more challenging

Tags

CCSS.5.NBT.A.3B

True or false, if students can express fractions and decimals as tenths, the term percent can be substituted for the term tenths?

• True, percent literally means, "out of ten"

• False, it is if students can express fractions and decimals as hundredths, the term percent can be substituted for the term hundredth

• False, percent literally means, "out of a thousand"

What are the two ideas the author of our textbook suggests to help students estimate percentage situations which were discussed in the chapter and can be applied?

• (1) Rise and (2) Run

• (1) When the percent is not a simple one, substitute a close percent is not a simple one, substitute a close percent that is easy to work with and (2) select numbers that are compatible with the percent involved to make the calculations easy to do mentally

• (1) Guess and (2) Check

Name the decimal that is pictured: 

• 0.0

• 0.01

• 0.1

• 0.001

Tags

CCSS.4.NF.C.6

• 2.0

• 0.2

• 0.02

• 2.2

Tags

CCSS.4.NF.C.6

The shaded model represents the decimal-

• 0.08

• 0.8

• 0.92

• 8

Tags

CCSS.4.NF.C.6

• 0.04

• 0.004

• 4000

Tags

CCSS.5.NBT.A.3A

Order the percents 25%, 40%, and 60% from least to greatest.

• 40%, 25%, 60%

• 60%, 40%, 25%

• 25%, 40%, 60%

• 25%, 60%, 40%

Three out of ten people chose art as their favorite elective. How would 3/10 be converted into a decimal?

• 3/10 = .310

• 3/10 = 30.

• 3/10 = .3

• 3/10 = 3.00

Tags

CCSS.4.NF.C.6