• Lightbulb For students to be able to generate equivalent forms for a given fraction, decimal or percent, they must understand the relationship between the three. Fractions should always be given in lowest terms if possible. Students should be able to move between the three easily. Students should be practicing problems that are in context, and not with "naked numbers," or numerical situations in isolation. Examples should be provided in real-word situations through word problems, being sure to include money as well.


  • A sweater is discounted 60% from its normal price at the mall. Which fraction and decimal are equivalent to 60%?




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