# DECIMAL TO COMMON FRACTIONS

LESSON PLANNING OF DECIMAL NUMBERS AND COMMON FRACTIONS

Subject Mathematics

Students` Learning Outcomes

• Convert fractions to decimals and vice versa.
• Use division to change fractions into decimals.

Information for Teachers

• From Common fraction to Decimal fraction:
• The easiest way to convert a fraction to a decimal is to divide the top number by the bottom number (Divide the numerator by the denominator in mathematical language).

• To convert common fraction 2 / 5 into a decimal; Divide 2 by 5:2÷5=0.4.(Expected response would be as;2/5=0.4)
• 5/8 means 5 divided by 8.
• Don`t forget to insert the decimal points and zeros when you do the division! Since 5 is less than 8, it can`t be divided we need some more numbers to help!
• By getting equivalent fraction where denominator is 10 and put the decimals as per counting to the right of numbers.

From Decimal to Fraction:

• Example: To convert 0.75 to a fraction.
• Consult textbook when and where required.

Material / Resources

Writing board, chalk / marker, duster, textbook, any vegetable / fruit, knife

Introduction

• Ask students: if I ask you about decimal, what would you say? (Record their responses on board)
• “Decimal” comes from the Latin root decimal, which simply means ten.
• The number system we use is called the decimal number system, because the place value units go in tens: you have ones, tens, hundreds, thousands, and so on.
• Each unit being 10 times the previous one.
• In common language, the word “decimal number” has come to mean numbers which have digits after the decimal point, such as 5.8 or 9.30. but in reality, any number within the decimal number system could be termed a decimal number, including whole numbers such as “4” can be written as 4.0.
• Ask students: Do you know what a decimal is? [Record their responses on board]
• A decimal is just a ‘fraction with denominator of 10 or 100 or 1000 or multiples of 10’ etc.
• Today we will explore how to convert a fraction into decimal and decimal into fraction!

Development

Activity 1

• Do you remember the number line and page tearing activity we did in first lesson of the unit! We cut the one whole page into 10 strips and each strips was 0.1
• The number line between 0 and 1 is divided into ten parts.
• We presented them as 0.1, 0. Etc. we also said that each strip is 1 out of 10 or 1/10.
• Each 0.1 was one strip out of 10 you remember or not? Each of these ten parts is 1/10, a tenth;
• Tell the students that decimal numbers such as 0.1, 0. and so on and their fraction! Are the same numbers as the fractions 1/10, /10, 3/10 and so on?
• Ask students: 0.8 is what 1/8 or 8/10? [let them think as why for right or wrong answer, 8/10]
• Conclude the discussion on the point that decimals are fractions and fractions are decimals.
• Reinforce that today we will practice the conversion between these two.

Activity 2

• Draw figure on board and say to write the decimal and the fraction that the picture shows:
• Show two peaches / potatoes to the students.
• Cut one peaches / potatoes into two equal halves.
• Show them one full and one half part.
• Ask how they would describe in fraction and in decimals.
• One whole and a half, 1, ½, 1.5
• Don`t tell the answer by yourself. They  might easily tell 1 ½  but in decimals the teacher will have to help the class by writing ½ in big font and explaining in the following way.

o   What do I do with denominator which is 2 to become 10? [as we know that decimals are fractions with denominator of 10 or power of 10]

o   The answer would be multiply by 5 so same will be done with numerator. Hence we get an equivalent fraction of 5/10.

o   From the number line we know that 5/10 =0.5.

o   Hence one peach + half peach is 1.5.

o   Repeat once again.

o   Ask one of the students to come and explain to the whole class.

Activity 3

• Draw a number line on board.
• Say students to fraction into mixed number and decimal number.
• Ask students to convert 0.5 into common fraction.
• Write on the board; 0.75 = 0.75/1
• Who will help me converting into fractions?
• How many numbers after decimal point two? Explain the steps given in information for teachers.
• Is 0.75 = 5 / 100 = ¾
• Write 0.25 and ask pairs to convert into fraction.
• Convert the following into fractions and then simplify them too! [0.055,, 3.67, 4.22, 0.894, 3.385]
• Allocate time; ask them to exchange their notebooks for peer checking.
• Let them revise that every decimal is converted into fraction with 10 or its power multiple in its denominator.
• Ask: if we have fraction with denominator of 10 or 100 or 1000, so can we convert them into decimal? [Redo the example 75/100 =0.75]
• Teacher: “so whatever fraction given to us if we can make denominator 10 or 100 or 1000 we can easily convert it into fractions, easy!” [ask students to discuss about it, choose randomly]
• This reminds us about equivalent fractions. [do few questions and converting denominator to 10 or its power]

Activity 4

• Ask students to work in pairs.
• Give 5, 5 questions from the textbooks to each group.
• Encourage them on correct answer and guide them as per need.

Activity 5

• Tell the students that another method to convert fractions to decimals. Let`s see what that is!
• Demonstrate with the following method the conversion of fraction to decimal.
• Give more questions from the textbook.

Sum up / Conclusion

• For decimal to fraction is writing decimal as number with denominator of 10 or 100 or 1000……..

Assessment

• Design a worksheet to assess a student learning as such;

Ask the students to solve the questions given in their textbook.