Monday March 28, 2011
Math Study Guide
Unit 5 lessons 1 to 7
Dear parents, students and guardians,
This guide will help you understand what we have covered during our Fractions and Decimals unit and what you
can do to help our child practice for the upcoming test on Thursday March 31st. Since this unit was a large unit
Mr. Vidal and I decided to split the test into two parts. This test will cover the first 7 lessons.
For this test students should be able to:
 Find equivalent fractions: For example, students should be able to understand that one half (1/2) is equal
to two fourths (2/4), and these are also equal to five tenths (5/10) or fifty hundredths (50/100), etc. We
find equivalent fractions by multiplying or dividing the numerator (top number) and the denominator
(bottom number) by the same number. Please see example below:
1 (x2) = 2
2 (x2)
4
1 (x5) = 5
2 (x5)
10
50 ( 10) = 5
100 ( 10) 10
 Use equivalent fractions to compare and order fractions: For example, if we have 3 fractions with different
numerators and denominators, they are difficult to order because they are all different, students can use
various strategies to solve the questions, such as using counters, fraction circles, or number lines and by
finding the equivalent fractions. These examples will be on the hand-out.
 Relating fractions to decimals: Students should understand that all decimals ARE fractions, just written in
different ways. In order to convert a fraction to a decimal, just use equivalent fractions to change the
denominator to tenths, hundredths, or thousandths. Please see example below:
3/10 = 0.3, 15/100 =0.15, 25/100 = 0.25
3/5 = 6/10, 6/10 equals to 0.6 therefore 3/5 is equal to 0.6
To get 6/10, I multiplied both the denominator and numerator by 2
 Read and order decimal numbers up to the thousandths: Students should be aware that decimal place
value is like this: ones . tenths hundredths thousandths (1.364)
1 .
3
6
4
Ordering decimals is just like ordering any other numbers – begin by looking at the ones place, then
compare the tenths, hundredths, and thousandths. Students can use the strategies taught in class: using a
place value chart, use equivalent fractions or use a number line. Again, please see example below:
0.15, 0.139, 0.11, 0.125 These examples will be on the hand – out.
These concepts are best practiced when students try and create their own situations and problems and use their
own numbers. A large part of the mathematics curriculum is not simply to know these concepts, but to know when
to use them in real-world applications and situations. Please review and practice these concepts with your child. If
you have any questions or concerns, please feel free to email me at rachelle.colter@nbed.nb.ca
Rachelle Colter