
Resource Type
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This Grade 8 presentation explains concepts for converting between fractions, decimals, and percents through structured instruction and visual learning. Students will master essential conversion techniques using clear lesson slides that break down each method step-by-step.
20 questions
Percents/Decimals/Fractions
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•
6th - 8th Grade

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5th - 8th Grade
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1-1: Rational Numbers as Decimals
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8th Grade
Fraction, decimal, and percent conversion presentations for Grade 8 provide comprehensive visual instruction to help students master the fundamental skill of translating between these three numerical representations. These presentations from Wayground (formerly Quizizz) deliver structured instruction through clear concept explanations that break down conversion methods step-by-step, enabling students to understand the mathematical relationships between fractions, decimals, and percentages. The visual learning approach helps Grade 8 students develop computational fluency while building conceptual understanding of equivalent forms, supporting their progression toward more advanced mathematical concepts in algebra and beyond. Wayground's extensive collection includes millions of teacher-created presentation resources that educators can easily locate through robust search and filtering capabilities, allowing them to find materials specifically aligned to Grade 8 standards for fraction, decimal, and percent conversion. Teachers benefit from differentiation and customization tools that enable them to modify presentations to meet diverse learning needs within their classrooms, whether supporting students who require additional scaffolding or those ready for enrichment activities. The platform's digital-first delivery format ensures seamless integration into modern classroom instruction, while the comprehensive resource library supports effective lesson planning, targeted remediation for struggling learners, and skill reinforcement activities that help students achieve mastery of these essential mathematical conversions.

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